An introduction to English 12 - Intensive how to learn and do english tests

PERIOD 1 
Date of preparation : 5/9 Date of teaching : 12C1 : 8/9
AN INTRODUCTION TO ENGLISH 12 - INTENSIVE HOW TO LEARN AND DO ENGLISH TESTS
I. Objectives:
 A. Aim: Students know about English textbook in grade 12
 B. Knowledge: 
 Students know:	 - How to learn English in grade 12
 - How to do English tests
 - How to use student’s book and workbook
 C. Skill: - Reading
 - Speaking
 - Listening
 - Writing
 - Doing English tests
II. Preparation 
 A. Teacher: Student’s book, student’s workbook, dictionary, some test papers, tape, cassette player, etc.
 B. Students:
III. Procedure 
 A. Warm – up: - Introduce to students about the teacher
 - Ask students about their names and English knowledge etc.
 B. New lesson 
Teachers activities
Students activities
Warm-up - Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
Guiding: 
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them
* The tests in grade 12 include: 
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework: 
- Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
Date of preparation : 5/9 Date of teaching : 12C1: 8/9 
PERIOD 2 UNIT 1 HOME LIFE
 READING COMPREHENSION 1
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information
 B. Knowledge: Ss are more confident to get more knowledge about family life and its changes
 Ss will have a better ideas of the Vietnamese family in tradititonal and modern life
 C. Skill: - Reading : scanning, skimming, speaking
II. Preparation 
 A. Teacher: Student’s book, tape, cassette player, pictures, etc.
 B. Students: Read the text in advance and check meanings of new words.
III. Procedure 
 A. Warm – up: Compete the sentence : -Tell ss to think of it.
 - ...............build the house............make it home
 - Call on some ss to answer by answering the question : How do you understand this ? Lead to the new lesson : 
 B. New lesson 
Teacher’ s activities
Students’ activities
Unit 1 Home life – Reading 1
1. Brain storming
- Ask ss to give answers to these questions
 + What is the general word for the things peo ple do in the pictures?
 + Who often does the hosework in the family?
 + Do your parents ask you to help with the housework? 
- Tell ss to check the household chores that are part of their daily routine
- Call on some to give answers
- Give feedback and comments
2. Teaching vocabulary
- Teach some words through explanation and elicitation
 +look closely as if unable to see well : 
 + feeling dislike for sth : 
 + angry or fierce look : 
 + serious disagreement or argument : 
 + battle = 
 + shocked, discouraged : 
 + confused, puzzled : 
 + scold or criticise continuously : 
 + very destructive; causing severe shock : 
 + share sth out : 
- Draw ss’ attention on pronunciation of these words
- Get ss listen and repeat 3 times, check ss’ pronunciation
- Ask ss to give examples using these words
3. Reading text
- Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs
- Get them to read the questions on page16 and write the answers to them 
- Remind ss to remember and underline the phrases, sentences related to the questions
- Ask some to write their answers on the board
- Invite others’ opinions, give evidences,
- Go over the ss’ anwers
- Give final feedback
* Consolidation:
- Revise vocabulary
- Learn new words by heart at home
 - Prep for next period 
- Ss answer : 
 Expected : Men build the house and woman make it home
Ss’ answers may vary 
Ss’ answers : 
 + peer (at sb/sth)
 + disgusted (adj), (n,v)
 + glare (n)
 + conflict (with) (n,v)
 + struggle (with/ against sb,sth)
 + dismayed (adj)
 + bewildered (adj)
 + nag (v)
 + devastating (adj)
 + divvy sth up (v)
Students read the reading text silently, guess unknown words, and then get the main ideas of the paragraphs
Students underline the phrases and sentences related to the questions
Students answer may vary 
* Comment and modification:
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Date of preparation : 6/9 Date of teaching : 12C1: 9/9 
PERIOD 3 UNIT 1 HOME LIFE
 READING COMPREHENSION 2
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information
 B. Knowledge: Ss are more confident to get more knowledge about family life and its changes
 Ss will have a better ideas of the Vietnamese family in tradititonal and modern life
 C. Skill: - Reading : scanning, skimming, speaking
II. Preparation 
 A. Teacher: Student’s book, tape, cassette player, pictures, etc.
 B. Students: Read the text in advance and check meanings of new words.
III. Procedure 
 A. Warm – up: 
 B.New lesson
Teacher’ s activities
Students’ activities
* Answer the following questions (continued) Task a/ p16
 - Ask ss to read through the sentences and read the text 
- Find the answers to the questions
* More exercise : True or False statements ( handouts)
- Give out handouts and ask ss to read the text and the statements then say if they are T of F
-Ask ss to work with a partner and compare answers
-Call on some to read out their answers
- Elicite explanations for their choices
- Invite class’ opinions and give feedback
 (!) These are the statements:
 1. Virginia’s daughter was doing her homework when her mother shouted to her
 2. Virginia used to do a lot of housework when she was young
 3. Most of the parents surveyed admitted that they constantly nag their children about cleaning their room
 4. According to Lee Blair, 90% of American kids contribure 12% of all household labor
 5. Blair has studied family dynamics for 10 years
* Discussion 
- Arrange ss to work in small groups, tell them to discuss and share ideas on the questions : How has family life changed over the last few decades ?
- Tell ss they can use these prompts:
 + the effect of busy modern life
 + the advantages of labor-saving devices ( washing machine, fridges, )
- Call on ss to report their opinions of their groups to the class
-Invite the class to argue and give comments
* Vocabulary review
- Ask ss to read the text again and learn the new words by heart
- Prep for the next period
- Ss write the answers on the board
- Feedback : 
 1. Children often neglect their duty on the household chores such as cleaning room, clearing the table after meals, or hanging up wet towels. However, some of them are often irritated when they are reminded of their mess or responsibilities
 2. She complained that she used to do twice as much domestic chores as her daughter did
 3. Most American children contribute to the household chores at some level, particularly, 6-8 –year old chidren contribute 12 % of household labor
- Ss work in pairs deciding on T or F
* Feedback : 
Expected answers: 
1: T 2: T 
3: F ( only 25% of them, not most ) 4: F ( 90% of kids contribute at some level )
5: T
- Students works in groups for 5 minutes then report to the class.
* Comment and modification :
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Date of preparation : 8/9 Date of teaching : 12C1:11/9 
PERIOD 4 UNIT 1 HOME LIFE
 LISTENING
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to listen for specific information and putting things in order.
 B. Knowledge: - Ss are more confident to talk about what household chore they often do 
- Ss will have a better awareness of their responsibilities in doing household chores 
 Ss will have a better ideas of the Vietnamese family in tradititonal and modern life
 C. Skill: Listening: scanning, ordering
II. Preparation 
 A. Teacher: Student’s book, tape, cassette player, pictures, etc.
 B. Students: Read the tasks in advance and check meanings of new words.
III. Procedure 
 A. Warm – up: Brainstorming
 - Put ss into 2 big groups : ask them to respectively write some housework in the home
 - The group with more words will win the game
 - Declare the winner
 - Lead to the lesson :UNIT 1: HOME LIFE LISTENING
 B.New lesson
Teacher’ s activities
Students’ activities
1. Matching the pictures with desciptions
- To tell ss to look at the pictures and match them with the phrases of desciptions
- Ask them to compare answers
- Check with the whole class
 2. Teaching vocabulary
- Elicite meanings of some words through elitcitation , explanation and miming
 + to clean sth with a machine = 
 + to send out in tiny drops = 
 + to remove dust with a broom = 
 + to clean sth by rubbing its surface with a cloth = + to clean with a mop = 
3. Listen and odering (task b/17)
- Tell ss they are going to listen to a woman’s suggestions of domestic chores for kids
- Ask ss to put the ideas in order as they listen to the recording
- Play the cassette and have them do the task
- -Call on ss to read the phrases in order and check with class
* Post-L :- Put ss in small groups of 4, tell the to talk about what domestic chores they often do, what they enjoy doing, and what they hate doing
- Call on some to report about their groups
- Give feedback and comments
*Consolidation: - Summarize main points
 - Write a passage about what household ss often do
 - Prep for next period
* Feedback: 
 2:f 3:b 4:a 5:d 6:c
- Ss try to guess the words needed
+ vacuum cleaner
+ to spray 
+ sweep
 + to wipe 
 + to mop
- Ss listen carefully and put a tick into each correct answer
 + 2: cleaning floors and carpets
 3: sweeping and mopping floors
 4: vaccuuming
 5: cleaning spots and carpets
 6: watering lawn and plants
 7: cleaning windows and sliding glass doors
 8: spraying window cleaner
 9: Wipping windows
 + Ss answers may vary 
Comment and modification :............................................................................................................................................................................................................................................................................................................
Date of preparation : 12/9 Date of teaching:12C1: 15/9 
PERIOD 5 UNIT 1 HOME LIFE
 SPEAKING
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to make apologies and express regrets themselves in English.
 B. Knowledge: 
 C. Skill: - Speaking : Expressing apologies and regrets
II. Preparation 
 A. Teacher: Student’s book, pictures, etc.
 B. Students: Read the tasks in advance and check meanings of new words.
III. Procedure 
 A. Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ?
 - Transition : Yes, when we did something wrong, or hurt so’s feeling we must say..... Today, we will talk more about how to make apologies and regrets. Write on the board :
 Unit 1 Home life- Speaking
 B.New lesson
Teacher’ s activities
Students’ activities
1. Matching complaints with apologies ( task a/p18)
-Ask ss to read the complaints from 1-6 and match them with suitable apologies a-f
- Tell them compare answers with a partner by acting out the exchanges
- Call on some pairs to act out the exchanges and check with class
2. Elitciting and introducing useful language
- Elitcite useful expressions by asking ss what they would say to apologise and express regrets
- Note down ss’ ideas and add more if necessary
 3. Dialogues from situations ( task b/ p19)
- Put ss into pairs
- - Tell ss to read the situations, choose one and then , with a partner, make a short dialogue for it
- Ask ss to practice
- Call on some pairs to act out their dialogues
- Invite class’ opinion and give feedback
4. Personalization
- Arrange ss to work in small groups
- Ask ss to tell their partners about a situation in which they had to apologise to someone
- Encourage ss to give comments and share ideas on their friends’ experience
- Call on ss to report about their friends’experience
- Give comments and feedback
* Writing: Ask ss to write a few sentences about what have happened to their friends to say why they had to make an apology
* Consolidation: Summarize useful expressions
- Ss answer : 
 Expected : Oh, sorry...; Sorry about that...; Excuse me.....etc
- Ss’ answers 
 + Feedback : 
 2:f 3: b 4: a 5:d 6:c
- Expected answers : -Oh, sorry...; 
 Sorry about..; Sorry about that...; 
 I’m very/ terribly sorry..; 
 Sorry, I didn’t mean..; 
 I must apolodize for....; 
 Please pardon me for,.......
Ss answers may vary 
- Students talk to each other and then express their point of view in class.
* Comment and modification :
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Date of preparation : 12/9 Date of teaching : 12C1: 15/9 
PERIOD 6 UNIT 1 HOME LIFE
 WRITING
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English.
 B. Knowledge: Through this lesson, students’ awareness of the family rules will be improved.
 C. Skill: - Writing : showing their family regulations
 II. Preparation 
 A. Teacher: Student’s book, pictures, etc.
 B. Students: Read the tasks in advance, check meanings of new words and structures.
III. Procedure 
 A. Warm – up: Brainstorming
- Ask ss to list 5 things family often do together. - Ask ss to list 5 verbs expressing feeling. - Ask ss to list 5 qualities parents want their children to have. - Ask ss to list 5 words showing family relation. 
 + Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules. What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of writing. T writes on the board: 
UNIT 1 HOMELIFE - WRITING
B. New lesson
 Teacher’ s activities
 Students’ activities
1. Completing the text ( task a/ p19,20)
- Tell ss to read the text and fill in each blank with a suitable word in the box
- Ask ss to compare the answers
- Go over the answers with class
2. Guessing the meaning of words from context 
- Tell ss to read the text again if necessary to find the words that mean the following : 
3. Guildlines of the writing
 Guildlines
 Who makes/create the rules ?
 Who has to follow? Details of what should od shouldn’t do ?
 How helpful the rules are? 
4. Discussion
-Ask ss to work in small groups
- Tell ss to share opinions on the list of rules mentioned in the text, and add more rules
- Call on some to give their opinions
- Give feedback and comments 
5. Write it up
- Get ss to write a short passage telling a friend about their home rules
- Remind them to refer to the guildlines and the text as a sample
- Tell ss they can begin the text with this sentence :
 Every home should has its own home rules..........
- Move around to give help with vocab and structure if necessary
6. Peer correction
 - Call on 2 ss to write on the board
- Tell class to read together and give correction if needed
- Others exchange papers to correct, then collect them to mark
* Consolidation:
- Write the passage again and hand in next period
- Summarise the guildlines to write
- Prep for L.F1
Ss answers may vary 
Expected : 
+ E.g : Watching TV, having meals, gardening, playing, going on holiday... 
+ E.g: harworking, obedient, honest, kind-hearted, clever..
+ E.g: love, like, hate, obey, respect
+ E.g: father, mother, son, daughter, aunt, uncle, niece..
- Ss express their ideas in class
+ regard, politeness, consideration
 + make sth become clear or easier to understand
 + make/show an image of ...
 + crying/ shouting loudly and sharply
 + make simple; make sth easy to do/understand
 ( Expected: respect/ clarity/ represent/ yelling/ simplify)
Ss work in small groups sharing opinions
Ss write their essay individually 
- Two ss write on the board
* Comment and modification :
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Date of preparation : 13/9 Date of teaching: 12C1: 16/9 
PERIOD 7 UNIT 1 HOME LIFE
 LANGUAGE FOCUS 1 
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions
 B. Knowledge: .
 C. Skill: - Writing : showing their family regulations
 II. Preparation 
 A. Teacher: Student’s book, pictures, etc.
 B. Students: Read the tasks in advance, check meanings of new words and structures.
III. Procedure 
 A. Warm – up: T may ask ss this question to save time : What is the difference between ‘house’ and ‘home’?
- Have ss to discuss in pairs and call on some to answer 
- Go over the ss’ answers
 Transition : Today, we will learn more words derived from these two words, write on the board : I. Word study 
B. New lesson
Teacher’s activities
Students’ activities
1. Gap filling ( task a/ p20)
- Arrange ss to read the phrases in the box
Check with the meanings of these words and phrases
- Ask ss to complete each of the sentence with the correct form of a phrases in the box
-Call on some to read their sentences and check with class
 2. More excercises : Home or House ? – Find the right place
- Arrange ss to work in two groups A and B
- Put 2 chairs in the front, one for Home and one for House 
- Ask for 5 representatives from each group to stand in 2 lines in the front of the class
- Tell ss to listen to your words or phrases and run, as quickly as possible, to the right chair where the word or phrases matches to make a right expression
- The first student to sit on the right chair earns their group point. The group with more points wins the game
- Keeping a running total of points for each group on the board
- Declare the winner
 II. Grammar
1. Present Simple expressing Routines 
 - Ask ss about the use of this tense
 E.g: Our school starts at 7 a.m
 Jame work at a shoe store
2. Talking abour Ninas routines ( task a/p21)
- Put ss into pairs, tell them to make questions and answers about Nina’s routines and chores using the information given
- Call on pairs to act out their exchanges
3. Reported Speech 
- In reported speech , we give the meaning of what was said rather than the exact words. The verbs often use in reporting are : tell, say, warn, promise, suggest, explain, reply, announce...
* Direct Reported
 + Simple present à Simple past
 + Present continous à Past continous
 + Simple past, present perfect à Past perfect
 + Past continuous, Present perf. Continuous à Past perfect continuous
 +Will –inf à Would-inf
 + Is/are going to .. à was/ were going to..
 + Must /have to-inf à Had to -inf
3. Consolidation
- Summarize word study, simple present, tenses in reported speech
- Prep for L.F 2
- Ss answers may vary .
+ Feedback : 
1: hometown 
2: household appliances
 3: homecoming 
 4: make yourself at home
 5: home economics 
 6: guesthouse
 7: housewarming 
 8: housekeeper 
+ This is the list of words and phrases used:
keeping 
2: coming 
3: economics 
 4: warming 
 5: make yourself at.... 
 6: chores 
 7: is the best 
 8: guest 
 9: work 
 10: hold
 Expected answers : 
 Home: coming, economics, make yourself at home, home is the best, work 
 House : keeping, warming, chores, guest, work, hold
+ Ss’ answers may vary 
We use the present simple for thoughts, feelings, statea, facts that are true for a long time. We also use it for repearted action or a routine that we see as permanent
- Students answer and give more examples.
* Comment and modification :
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Date of preparation : 15/9 Date of teaching : 12C1: 18/9 
PERIOD 8 UNIT 1 HOME LIFE
 LANGUAGE FOCUS 2 
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions
 B. Knowledge: .
 C. Skill: Speaking : talking abour routines
 II. Preparation 
 A. Teacher: Student’s book,workbook, pictures, handouts, etc.
 B. Students: Read the tasks in advance, check meanings of new words and structures.
III. Procedure 
 A. Warm – up:
 Transition : Today, we will revise indirect speech, write on the board : 
 II. Grammar 
Teacher’s activities
Students’ activities
* Continued : Adverbs ( place and time )
 + Now + Today 
 + Yesterday 
 + Tomorrow 
 + Next month 
+ Last year 
+ An hour ago 
+ Here 
+ This 
+ these 
- If report is about sth which is true, it is unecessary to change tenses
 E.g: ‘He said,” The world is round”
- There is no change for: Must, might, should, could,would. Must can also be changed to had to. May is often changed to might 
4. Reporting Statements: 
 -Statements are reported with a past tense verb followed by a noun clause with an optional that
E.g: “I’m very tired” she said . 
5. Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know. The word order in a reported question is like that of a normal statement
 E.g: “Where are you going ?” 
6. WH-questions : We use verbs like: ask, wonder, want to know followed by the question words and the clause
7. Yes/No questions : We use If or Whether 
 E.g: “ Have you seen this film?’ 
* REPORT THE INTERVIEW ( task a/p21-22)
- Tell ss to read the interview with Mrs Green and then report what the interviewer asked Mrs Green and the answers ahe gave in the interview
- Tell ss to follow the examplesand continue with the task
- Remind ss of the structures of reported statements and questions
- Tell ss to compare answers in pairs
- Call on ss to write their sentences on the board and check with the class
* Report what Virginia talked about her daughter ( task b/22)
- Ask ss to read what Virginia talked about her 15-year old daughter and report it
- Prep for the new lesson
Ss’ answers
 On that day
 The day before/ the previous day
 The next day/ the following day
 The previous year
 An hour before
 There
 that
 those
- He said the world is round
- She said (that ) she was tired
- He asked me where I was going
- He asked me if I had seen that film
Ss’ answer : 
*Answerkey: First the interviewer wanted to know how many children Mrs green had. She said that she had two, a daughter and a son. Then the interviewer asked about the conflicts between her and her children. She said it was a long history. Her children were always neglecting their domestic responsibilities and arguing when being reminded. Next, the interviewer wanted the examples. She let him know that she often battled with her daughter against the latter’s messy room or her irresponsibility for collecting and disposing of the garbage can 
 Finally, the interviewer wanted to know about the conflict wuth her son. She complained thather son was worse than his sister. He never helped her with the household chores. He was always taking out things and never returning them to their places
* Comment and modification :
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Date of preparation :19/9 Date of teaching: 12C1: 22/9 
PERIOD 9 UNIT 2 CULTURAL DIVERSITY
 READING COMPREHENSION 1
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas
 B. Knowledge: Ss are aware of the cultural differences in different countries
 C. Skill: Reading : scanning, skimming, speaking
II. Preparation 
 A. Teacher: Student’s book, pictures, cassette, tape, etc.
 B. Students: Read the tasks in advance, check meanings of new words and structures.
III. Procedure 
 A. Warm – up:As we know, cultures vary from place to place. It’s not easy to forget our habits or cultures, but we should be aware of others’ cultures. Unit 2 focuses on cultural diversity in the world. Write on the board : Unit 2 Cultural Diversity
 Reading comprehension 1
 B. New lesson
Teacher’s activities
Students’ activities
1. Teaching vocabulary
- Teach the following words through elicitation and explanation
 + use a particular name or title in speaking to s.o : + to keep to sth/ not to change : 
+ formal/unfriendly manner or behavior : 
 + to join together/ connect : 
 + to make sth longer : 
 + to shut and open eyes quickly : 
 + great surprise : 
- Give some practic on pronunciation, check ss’ pronunciation
2. Check vocab understanding : ( handouts) Gap- fill
 1/. Old people tend to ....to the tradittional customs
 2/. I can’t stare that long .....my eyes
3/. In my village, children......adults as aunt or uncle 4/. He ttare at her in ......when she said she had given up the job
5/. Her...left an unfavorable impression on the guests
6/. You shouldn’t ....your visit; the man needs to rest
7. We often...Tom quick-minded responses 
3. Guessing meanings from context ( task a. /24)
- Ask ss to read the text and match thewords and phrases in column A with their meanings in column B by guessing the meanings from the context
- Go over the answers with the whole class and check the Vietnamese eequivalents
 * Consolidation: 
- Summarize the words presented
- Read the text at home and do the tasks left
- Learn by heart the vocab
- Ss listen to the teacher
+ Ss answers :
 - to address
 - to stick
 - stiffness
 - to associate 
 - to prolong
 - blink
 - astonishment; astonished (adj)
Students read through the sentences and fill in the blanks with the words they have learnt
Students answer to the teacher’s questions.
- Feedback : 
 1: e 2: d 3: a 4: g 
 5: b 6: c. 7: h 8: f
Comment on the lesson 
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 Date of preparation :19/9 Date of teaching: 12C1: 22/9 
 PERIOD 10 UNIT 2 CULTURAL DIVERSITY
 READING COMPREHENSION 2
I. Objectives:
 A. Aim: By the end of the lesson, ss will be able to read for specific information, for gist and general ideas
 B. Knowledge: Ss are aware of the cultural differences in different countries
 C. Skill: Reading : scanning, skimming, speaking
II. Preparation 
 A. Teacher: Student’s book, pictures, cassette, tape, etc.
 B. Students: Read the tasks in advance, check meanings of new words and structures.
III. Procedure 
Warm – up: Ask Students to recall words and expressions in reading 1 before moving to reading 2 - Lesson 2 focuses on cultural diversity in the world. 
 Write on the board : Unit 2 Cultural Diversity
 Reading comprehension 2
 B. New lesson
Teacher’s activities
Students’ activities
4. Read and decide T of F statements ( task b/ p24-25)
- Tell ss to read the text and the statements then say if they are true or false
- Ask ss to work with a partner and compare answers
- Call on some to read the statements and give answers and explanations for their choice
- Go over the ss’ answers with the whole class
5. Gapped-text (