Tài liệu Giáo án tiếng anh 12_số 4

Date of planning: .........../............ Date of teaching: .........../............ : Period 1 Guiding how to learn and to do English tests I. Objectives 1. Knowledge: Student know: - How to learn English in grade 12 - How to do English tests - How to use student’s book and workbook 2. Skills : have a right view about 4 skills: - Reading - Speaking - Listening - Writing II. Teaching aids: Student’s book, student’s workbook. III. Procedure: Teacher’s activities Warm-up :(5 minutes) - Introduce to students about the teacher Students’ activities - Listen to the teacher - Ask students about their names and English - Answer the teacher’s questions knowledge etc. Guiding: (30 minutes) - put the student’s book and workbook 1. Guiding student’s book and workbook: on the table * Introduce to students how to use their book and workbook - listen to the teacher and look through * Introduce to students how to learn reading, the books 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: 1 reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. - Listen to the teacher Go through the textbook (8’) Ask Ss to go through the textbook and analyze according to the themes. Homework: 2 minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1 - listen to the teacher and write down the things which will be prepared at home Date of planning: .........../............ Date of teaching: .........../............ : Period 2 REVISION 2 A. Objectives I. Aims: Ss can know a working day of a farmer Ss can express their daily routine as well as others II. Lexical items words and phrases related to daily routine of a farmer as well as one person III. Structures and grammar The simple present tense IV. Teaching aids needed pictures, real objects, books, chalk, board B. Procedure Hand out: Choose the best answer 1. “I must see the manager!” he cried – He insisted ........the manager ( on seeing/ about seeing/ to see/ on having seen) 2. “Let’s invite the Browns to the party on Sunday” – He suggested ........... the Browns to the party on Sunday (us to invite/ about inviting/ having invited/ inviting 3. The tourist guide advised us ............... a map if we went walking in the hills (to take/ taking/ take/ to taking) 4. Peter offered .................... me with the luggage (to helping/ to help/ helping/ help) 5. The passagers .............fasten their seat belts as te plane began its descent ( are told/ told to/ were told/ were told to) 6. It was a new surboard .....................Marilyn gave me for my birthday last year ( who/ whom/ whose/ that) 2 7. The richer system is named after the person ......................invented it (Who/ which/ whom/ zero) 8. Not all the artists .......................are famous have spent year studying ( That/ who/ where/ whose) 9. Do you know the shop................I can buy a computer (a. zero/ which/ where/ in where) 10. The house .......................he lives is not very big (That/ which/. Zero/ where) 11. This is the bank ..........................was robbed yesterday (a. which/. Where/. Who/ what) 12. She enjoys watching movies .................. make her laugh (a. they/ what/. Which/. Who) 13. London is the city in ............... I was born (a. where/ which/ that/ there) 14. Do you know a nearby restaurant ............... has good food? (That/ who/. Where/ whose) 15. I live in a building .................. has 40 floors (a. which/. in which/. It/ where) 16. I live in a building ......................... there are 40 floors (a. that/. Which/. Where/ in where) 17. This is the bank .............................. was robbed yesterday (a. which/. Where/. Who/ what ) 18. I have ......... seen her before A.ever B.just C.nerver D.yet 19.Bety is afraid of........ at home alone A. being left B.leaving C.leave D.be leaving 20.I will call you when I ............my lesson A.finish B. finish C.finishes D.finishing Date of planning: .........../............ Date of teaching: .........../............ Period 3+4 Unit 1 : home life A. Reading I. Objectives 1.Knowledge: Students know about International Red Cross 2. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 3. Lexical items: biologist, caring, close-knit, household chore, join hands, shift, willing, mischievous. II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures. IV. Procedure: Teacher’s 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 Before you read : (7 minutes) Ask students to work groups to ask and answer about the pictures - Hang on the blackboard the table of questions. Ask students to work in pairs looking at the - Work in groups to discuss about the pictures - Work in groups to ask and answer the questions give by the teacher. - Stand up to answer in front of the class P1: Thefamily is at home. P2: The father is playing games with his son and the mother is helping her daughter do 3 pictures to ask and answer them. 1. Where is the family? 2. What is each member of the family doing? 3Is the family happy?Why (not) ? - Introduce the situation of the context - Read the context once to the class. - Show students some new words: + to be caring + to be willing to do sth …. + to be close -knit + to be mischievous - Help students to summary the main ideas of the context . * The first paragraph: the writer says about the parents’ jobs and the people in her family. * The second paragraph :The writer says about the activities of her parents every day. * The third paragraph: The writer says about her younger brothers and her herself. * The writer says about the happiness in her family. - Ask students to think of their thoughts about a happy family. - Introduce the situation of the passage While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage + Task 1: (10’) - Ask students to work in groups to read the sentences in the task and then choose the sentence A,B or C that is nearest in meaning to the sentence given. - Read all the sentences which they have chosen loudly to the class Teach some new words: close –knit (a), mischievous (a), ..... - Ask students to work in groups to do the task. - Call on some students to read the sentences. - Common in whole class + Task 2: (15’) - Divide the whole answers class into 6 groups of 8 students . 1,How busy are the parents in the passage? 2,How caring is the mother ? homework. P3: Yes, it is.because they look warm and close –knit. - Look at the book and listen to the teacher - Listen - Note down - Work in groups and try to repeat the main ideas in each paragraph. -Practise speaking their ideas freely. Listen to the teacher - Work in groups , read the sentences carefully - Listen to the teacher and read up the sentences aloud . - Note down the new words. - Read up. - Work in groups to do the task - Read the passage - Work in groups to find the sum up of the passage - Present the answers in front of the class - Commend 4 3,How do the father and the daughter share the household chore ? 4,What is the daughter attempting to do after secondary school? 5,Why do the children feel they are safe and secure in their family ? - Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers - Call the leader of each group to answer the questions - Ask the whole class to commend - Feedback and give the correct answers and give point. After you read : (8 minutes) - Ask the whole class to discuss about a happy family. - Call some students to say about their thinking of a happy family - 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. Home work: (2 minutes) - Write about their family or others they know. - Prepare Part B : Speaking at home Date of planning: .........../............ Date of teaching: .........../............ Period 5 Home Life Speaking I. Objectives: 1. Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family 2. Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about a happy family - Language: asking for and giving information from a passage - New words: words related to the topic 3. Skills: talking about Home life and their activities in the family II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook,.... IV. Procedure: 5 Teacher’s 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. - Ask students to work in groups to speak the sentences 1, In my family ,only my father works. 2,Member of my family share the household chores . 3,My responsibility in the family is to wash the dishes. 4, In my family, the interest we share closely is watching football. 5,I often share my personal secrets with my father. 6, I always talk to my parent before making an important decision. - Go around and listen to the students – Give more suggestions if they need Students’ activities Notes - Keep books close - Listen to the teacher - Work in groups to talk about family - -Work in groups and give their ideas why they choose -Each student stands up and talks about their family. A: In my family ,my parents both go to work,..................... B: In my family, .......... -Practice speaking out their ideas about their family. A: Who works in your Task 2 - Work in pairs . family ? B : Both my -Let students ask and answer the questions father and mother. about their family. A: Who often does the household chores ? B : My mother mainly does - Listen and give the ideas to each pair. it and sometimes my father help my mother. A :How is your responsibility to your family ? B :I often clean the house and cook the meals when I finish my studying. A : How do the family members While-speaking : (15 minutes) share the interest ? B :We often watch television 6 each other in the evening. A : Who do you often share your secrets with ? B : I often share with my mother. A: Who do you talk to before making an important decision? B: I often talk to my parents. - All students write some sentences about their family and then stand up to talk. -Work in groups and each group has a representative to Task 3:Work with a different partner. talk about her/his family. - Ask students to use the questions they P1 : I talked to Tuan . Both have form to ask about her/his family. his parents go to work. But only his mother does the - Listen to the students and give remarks. household chores..... P2 : In Loan’s family ,only her father goes to work and her mother is at home ........... -Work in groups and then speak out their opinions. PS : I think a happy family should have............ P : Yes it is . Because every member in the family often share the feelings with each - Post-speaking : (10 minutes) other......... Task 4 - Let the students practise speaking freely - Listen to the teacher about their family. - Write down the homework -Go around to listen and give remarks . - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about a happy family (80 words) - Ask students to prepare Part C- Listening and do homework 7 Date of planning: .........../............ Date of teaching: .........../............ Period 6 Home Life Listening I. Objectives: 1. Educational aim: Students can listen to get information to decide True or False statements + Students can improve their ability of listening to write down the main ideals of the lesson. 2. Knowledge: - General knowledge: Students learn more about a happy family - New words: Words related to family 3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to close the books - Give some pictures and answer some questions 1,Who are they? 2 ,What are the relationship among them ? - Check some students and mark - If you want to know more details about them we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Introduce the topic of the listening: In this you will listen to people talk about their friends. But now please talk about your family first. - Ask students to read all the words given carefully and show the difficult words or structures - Explain the words and structures to the class: -reseved : - leftover : - spread out : * Before you listen : - Ask students to look at the picture and say : +What are they doing ? +How many people are there in the family ? Students’ activities Notes - Close the books - Listen to the teacher - Work in groups and look at the picture and answer - Listen to the teacher and open textbooks - 0ne or two students talk about their family. - Read the new words. - Listen and note down - Work in pairs to ask and answer + P : -They are having a party. - There are 9 people in the family 8 While-listening: (20 minutes) Task 1 - Introduction: you are going to listen to Paul and Andrea talk about their family. Ask students to read the sentences carefully first to get the True or False. - Ask students to get the difficult words. - Read the tape-script loudly to the class. - Ask students to decide the answers . - Listen and remark. - Ask students the question : - Why do you think it is true / false ? - 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 Task 2 - Ask students to look through the sentences 4, It is true 5, It is true in task 2 - Ask students to listen again and note down two things that are different about Paul’s and - Listen and work in pairs to Andrea’s families. speak out some information they have heard from the tape. After-listening: (10 minutes) - Ask students to open the books - Ask them to discuss the importance of family in a person’s life - Let them work in pairs -Discuss and find out the - Walk round and help students the importance of family in a - Ask some students to stand up and go to person’s life - The students who are called board and write go to board and write down - Listen and correct mistakes your answer Homework: (3 minutes) - Ask students to write a passage about the importance of family in a person’s life -Remember them to prepare Part- Writing at home -Listen to the teacher and write down homework - Help them if necessary Date of planning: .........../............ Date of teaching: .........../............ Period 7 9 Home Life Writing I. Objectives: 1. Educational aim: Students can write a paragraph about family rules depending the given prompts 2. General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic 3. Skills: Writing a narrative II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, notebook, some pictures IV. Procedure: Teacher’s activities Warm-up: (5 minutes) A word game. - Divide the class into 4 groups - Ask students to work in groups to revise the words using to say about family (in 2 minutes) - Call the representatives of the groups to write as many words on the boards as possible. (in 2 minutes) - The winner is the students who has got the largest number of correct words on the board. - Call some students to repeat the meanings of the words. Pre-writing: (10 minutes) - - Ask students to use the following verbs and expressions. Give and read some words aloud : _ Let ,allow, be allowed to, have to, permit, etc. + Some expressions : - doing household chores - coming home late - preparing meals - watching TV - talking on the phone - using the family motorbike - Listen to the pairs and help them if they get some difficulties in speaking. - Ask students to stand up and say a paragraph about his/her family. Students’ activities Notes - Keep book close - Listen to the teacher and work in pairs - Work in groups to revise the words - Go to the board to write the words - Repeat the meanings of the words in front of the class - Listen to the teacher and open the books - Read all words and expressions and work in pairs . A : Do you have to do the household chores ? B : Yes, after my studying or my free time. A : Are you allowed to come home late ? B: No, because my parents are strict.. A : Do you often prepare the meals ? etc Each representative of a group stand up and say about the family. A: - In my family , everybody has to do the household chores. I’m not allowed to come home late, I 10 only can watch TV when I finish my homework...... While-writing: (18 minutes) Task 2 Ask students to use the ideas they ‘ve dicussed to write a leter to a pepal about their family. -Give some out line : first, second ,further more, and...finally.....etc. + 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 - Call two good students present their outline go out or watch TV when we in front of the class finish all homework........ - Ask the others comment - Feedback and give some correction to help students to have a better outline to write. Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s description - Some students read loudly - Ask some students to read loudly their their products in front of the description class... - Correct mistakes and mark Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the student’s work book and prepare part Language Focus - Listen to the teacher and write down homework Date of planning: .........../............ Date of teaching: .........../............ Period 8 Home Life Language Focus I. Objectives: 1. Educational aim: Pupils can pronounce the endings /s/ ,/z/ 2. Knowledge: - General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect. + Students have to do some exercises of tense - New words: Words related to topic 3. Skills: Intonation and phrasal verbs II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Students’ activities Pronunciation: (8 minutes) - Guide students to pronounce the endings Listen to the teacher. Notes 11 /s/,/z/ : bats /s/ . bags /z/ - Ask students to read the up the words and the sentences - Ask students to read up in chorus twice - Call some students to read up in front of the class . GRAMMAR:(35munites) 1,Tense of verbs: * Ask students to repeat the they’ve leant. + The past simple. + The past progressive. + The present perfect. - Ask students to give some sentences. - Let students compare the differences ebtween past simple and present perfect Listen and give remarks Exercise 1: - Ask students to work in groups to do the exercise 1. - Ask students to choose their suitable verbs in the sentences. - Call the leader of each group present their answers on the board - Ask the whole class to comment - Listen to the teacher and read up - Read up in chorus twice - Some students read up in front of the class - Listen to the teacher and speak out . P1: - past simple P2: - past progressive P3 : present perfect - Some students give more examples. * Example : - He left the room last week. - They were having dinner at 8 o’clock last night. -She has learnt English since she was in grade 1. - Work in pairs and give the differences. * past simple : happened and finished with the definite time in the past ,not related to thepresent. -Ex : He bought a car yesterday. * present perfect : started in the past but related to present or future and give the result at present. -Ex : She has learnt English since she was in the grade 5. - Work in groups to do the exercise 1. Have you seen 2. Did you enjoyed it?. 3. has been. 4. Did you give/saw. 5. didn’t listen 6. Have you two met before ? 7,Have you met ? - Discuss the answers and give comment on the sentences 12 Exercise 2: - Ask students to work in groups to do the exercise 2. - Ask students to decide which answer ( A, , B,or C) - Call the leader of each group present their answers on the board - Ask the whole class to comment - Listen to the teacher work in groups to do the exercise. 1, B : haven’t written 2, C : have been 3, A : had 4, A : haven’t done 5, B : have stopped 6, B : am waiting 7, B : have changed 8, C : live 9, A : decided 10,B : becomes 11,B : told 12,C :moved 13,C : come 14, C : stay 15, B : am going and Homework : (2 minutes) - Redo the exercises Ask students to do Part Language Focus and - Do the exercises in the prepare part Reading of Unit 2 at home workbook - Prepare for the next lesson Date of planning: .........../............ Date of teaching: .........../............ Period 8 Unit 2: cultural diversity cultural diversity Reading I. Objectives: 1. Educational aim: - Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering 2. Knowledge: - General knowledge: - Through this unit, students know more about cultural diversity - New words: Words related to the topic( culture, society....) 3. Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II. Method: Intergrated, mainly communicative 13 III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students to list out the factors that create a happy life -Let students work in pairs -Ask students questions _Lead in: Today, we’ll study a new lesson Unit 2- part A :Reading Pre-reading: (7 minutes) - Ask students to work in groups of four and guess what are happening in the picture. Hang on the blackboard the table of the questions to help students to guess the activity in each picture: - Which of the following factors is the most important for a happy life ?W hy ? - Love, money, parents’ approval, a nice house,a good job, good health...etc. - Ask the representatives of the groups to express their ideas in front of the class. - Give the feedback + Pre-teach some new words - precede (v) - counterpart(n) - confide(v) - sacrifice (v) - Ask students to read up in chorus twice. - Ask students to guess the meaning of the new words. + Introduce the situation of the passage + Show students the tasks of the reading While-reading: (20 minutes) - Make the class read the small talks, to scan the details and do the tasks Task 1 : Ask students to read the passage in skim to make sure the meaning of the words. - Call some students to show the meanings - Ask students to read the passage again and do the task in groups of four - Call on some students to read the answers in front of the class. - Ask students to read the sentences with the words given Students’ activities - Notes Listen to the teacher Answer the question Work in groups to talk about the activities in the pictures - Look at the questions and try to answer them in groups to discuss. - One student speaks out his/her ideas in front of the class . - Look at the board, note down. - Read the new words in chorus twice. - Work in groups to guess meanings of the words. - Listen to the teacher Read the passage in skim - Show the meaning of the words. - 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 14 Task 2 - Ask students to work in groups of 8 to answer the questions given. - Call on some students to show the class the right answers 4,sacrifice : willingly stop having something you want 5, obliged : having a duty to something. - Work in pairs to answer the questions. -Listen to the students and help them if A: What are the four key neccesary. values in the survey ? B: They are Physical attractiveness, Confiding,........ A: Who are much more concerned with physical........... ? B :The young Americans are much more concerned than the young Indians and the Chinese........ A: What are the Indian students’ attitudes on a partnership of equals ? B :The Indian students agree Post-reading: (12 minutes) that a woman gas to Ask students to work in groups to discuss sacrifice........ about the question : + What are the differences between a Read the questions traditional Vietnamese family and a morden carefully and work in pairs to Vietnamese family ? answer the questions. - Give some suggested words to talk about a A: - I think a modern family family :number of children, the house they has fewer children than a like to have, the head of the family , who traditional one. works , who takes care of the housework and the head of the family in a children , the income... modern family is both a husband and wife, they share the household chores and - Call on some representatives on the take care of their children.... - Work in groups to discuss groups to talk about the differences to compare to other groups. - Talk in front of the class about the class. -Listen to the teacher and take note Homework : (2 minutes) -Do reading text in workbook -Prepare the next lesson Date of planning: .........../............ 15 Date of teaching: .........../............ Period 10 cultural diversity Speaking I. Objectives: 1. Educational aim: Students can talk about the differences among cultures 2. Knowledge: - General knowledge: - Through this unit, students can talk about the differences among cultures - Know how to arrange opinions sensibly - Language: Students use sentences, words, phrases and expressions for making their view 3. Skills: Fluency in expressing opinion and expressions for making a opinion II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 12, hand-outs IV. Procedures: Teacher’s activities Warm-up:(5minutes) Checking the last lesson - Call two students to go to the board. Students 1 and 2 : Talk about the differences between a traditional family and a modern family they’ve written at home. - Ask the other students to comment about the talking. - Feedback and give correction if necessary - Lead the whole class to the topic of the lesson. Pre-reading: (8 minutes) - Task 1: We are going to talk about the differences among cultures . - Ask students to express their point of view on the followings ideas , using the words or expressions in the box. * In Vietnam ,three or even four generations may live in home. * A happy mariage should based on love. * In some Asian countries , love is supposed to follow marriage not precede it. * In some countries, a man and a woman may hold hands and kiss each other in public. - Listen to the students and give remark Student’s activities Notes - Listen to the teacher -Read the paragraph in front of the class - Listen to the teacher - Read the sentences given and work in groups to dicuss. A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habbits ...and I agree that love is supposed to follow mariage not precede it. B: I don’t agree with your ideas, I think it is good to have three or four generations 16 While –speaking : (16munites) Task 2: - Ask students to work in pairs to discuss about the differences between the culture in America and in Vietnam. +Give the culture in America: - Two generations ( parents and children ) live in a home. - Old- aged live in nursing home. - It is not polite to ask questions about age, marriage and income. - Americans can greet anyone in the family first. - Groceries are bought once a week. - Christmas and New Year holidays are the most important. - Children sleep in their own bedrooms. 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 (grand parents, parents and children ...) - Elders live with their children and are taken care of by their sons. - Can ask the questions about the age, marriage and income.. - Have to greet the older first. + Listen to the students and give more the - Do the shopping everyday. ideas about the differences. - Tet holiday is the most important. Children can share bedrooms with the other in a Post-reading: (14 minutes) family. Task 3: - Ask students to work in pairs or work in - Work in groups or in pairs groups to talk about the similarities and to compare. differences between Vietnamese and Ps : - There are differences American cultures, using the features and similarities between discussed in the task 2 . Vietnamese and American cultures .In America, two - Listen and give remarks on their opinions generations (parents and children) live in ahome . In Vietnam, two, three or even four generations live under one roof...etc. Homework:(2minutes) -Students write a paragraph about the cultures in Vietnam. - Do the exercises in the workbook -Listen and copy - Prepare for the next lesson Date of planning: .........../............ Date of teaching: .........../............ Period 11 17 Unit 2: Cultural diversity Listening I. Objectives: 1. Educational aim: Students should know how to listen to give some information about the wedding ceremony in Vietnam. 1. Knowledge: - General knowledge: Students learn about the wedding ceremony in Vietnam. - Language: - New words: Words related to culture, wedding 2. Skills: -Filling in missing information -Passage comprehension II. Method: Integrated, mainly communicative III. Teaching aid: Board, tape, cassette, chalks, textbook and notebook. IV. Procedures: Teacher’s activities Warm-up : (4 minutes) - Ask students look at the pictures and have a comparison ? - Let students look at the picture and describe and answer some questions: 1,Where do the women come from? 2,What are they doing? 3,do they have happy life? why do you know? - Listen and give mark Pre-listening : (6 minutes) Ask students to work in groups to ask and answer about the picture. - Hang the table with the questions on the board. + Have you ever attended a wedding ceremony? + What do the bride and the groom usually do at the wedding ceremony? - Ask students to ask and answer freely. - Give some words : altar, banquet, groom, ancestor ,blessing, tray...... 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 theater praying and asking their ancestor’s permission to be married. S2:- They exchange their wedding rings. S3:-They get the presents from their relative and their friends. While-listening: (24 minutes) Task 1: Introduction: You are going to hear two people talking about a wedding ceremony in Vietnam. - Introduction: you are going to listen to the conversation to get the information to fill in the missing information - Let the students read all the sentences before listening 1, The wedding day is carefully chosen by the........ 2, The gifts are wrapped in............ 3,The wedding ceremony starts in front of the.......... 4,Food and drink are served....... - Listen to the teacher or the tape. - Read the sentences and then listen to the teacher or the radio carefully. 1, groom’s parents. 2, red paper 3, altar 4, at the wedding banquit 5,wedding cards or money 5,The guests give the newly wedded couple envelopes 18 containing ........... and.......... - Ask students to compare the answers with a partner. - Call on some students to go the board to write their answers - Ask students to explain their answers in front of the class - Work in pairs to compare the answers - Feedback and Correct the answers Task 2: -Ask students to listen to the passage again and answer the questions - Ask the students to read all the questions before listening. - Let the students listen to the tape two or three times and answer the questions. - Listen and try to get the information to answer the questions - Read the questions carefully. - Work in groups to discuss and answer the questions. 1,The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper. 2,They would pray ,asking their ancestors’ permission to get married. 3, After they pray and ask their ancestors’ permission to get married. ............... Work in pairs to answer the questions. After-listening: (10 minutes) - Ask students to work in groups to answer the question : What do families often do to prepare for a wedding ceremony? - Call some 2 leaders of the groups to talk in front of the class - Listen and copy in their notebooks - Feedback Homework: (2 minutes) - *.Write a paragraph about a wedding. – Prepare for the next lesson. Date of planning: .........../............ Date of teaching: .........../............ Period 12 Unit 2: Cultural diversity 19 Writing I. Objectives: 1. Educational aim: Student can describing typical features of a Vietnamese conical leaf hat. 2. Knowledge: - General knowledge: Students could write a report to describe typical features of a Vietnamese conical leaf hat. - Language: Words used in a Vietnamese conical leaf hat 3. Skills: Describing a Vietnamese conical leaf hat II. Method: Interagrated, mainly communicative III. Teaching aids: Some models of chart, real information in life IV. Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) - Work in pairs to talk about the special things in Vietnam. -Work in pairs to talk - Call the best student in the class to tell his/her story to the class. - Some students talk about their - Comment and lead students to the topic of the lesson. experience in front of the class . + Banh trung,ao dai, non la,...... Pre-writing: (10 minutes) Task 1 - Ask the students to write about the conical or the “non la”, a symbol of Vietnamese culture. Listen to the teacher - Give some new words : leaf, rim, ribs, strap. - Ask students to observe the photo of the “non la” - Listen to the teacher and read aloud the words While-writing: (20 minutes) Task 2 Let students write a passage of about 150 words about the conical leaf hat , using the outline and information below. * Introduction : - symbol of Vietnamese girls/women. Part of the spirit of the Vietnamese nation. Read the words given and write a passsage * Main body: - special kind of bamboo and young /soft : - The conical leaf hat is one of the palm leaves, conical form, diameter,......... typical features (symbols) of the the *Conclusion : - protecting people from sun/rain and Vietnamese culture because it can not be girls/women look pretty/attractive. found any where in the world .The leaf hat is not only a symbolof Vietnamese Post-writing: (10 minutes) girls/women......... Ask students change the letter with a partner to read. - Write the letter individually. - Call a good students to read the letter in front of the class. - Read the letter of the partner. - Feedback and give some suggestions - Read the letter in front of the class Homework: (2 minutes) - Ask students to do the exercises in the workbook. -Do the exercise at home. - Prepare for the next lesson Date of planning: .........../............ 20