Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME

Reading (90’)
I. Objectives:
• By the end of the lesson , the Ss are able to know the conflicts between parents and
children in domestic chores.
 Scanning for information to answer questions
 Matching words and their meanings
II. Teaching method: communicative approach /reading /speaking /writing
II. Teaching aids: textbooks, pictures, handouts, reference books, cassette
IV. Procedures:
Teacher’s activities and content Students’ activities
I.Warm - up (5’)
-Stick the picture about some different household chores in
the textbook on the Bb and topic of the lesson then ask them
to guess how the picture about
- Ask Ss : Where are they doing these things ?
( Expected : at home )
-Lead into the new lesson
Today we will practice reading a text about the household
chores
-Write on the board : Unit 1 : HOME LIFE - Reading
II. Before you read (20’)
1.Brainstorming (task a –page14 )
-Ask Ss to give answers to these questions:
1. What are the people in the picture doing?
2. What is the general word for the things the people do
in the pictures ?
3. Who often does housework in your family ?

6. Buying food for the family 
7. Collecting and disposing of garbage 
8. Folding laundry 
3. Teaching vocabulary:
Teach these words through elicitation or explanation
Pre- teach vocabulary:
conflict / 'kɔnflikt / (n) =serious disagreement : mâu thuẩn
conflict / kən'flikt / ( v) with sth
glare / gleə / (n) =angry or fierce look: cái nhìn giận dữ
battle / 'bỉtl / (v) = struggle
dismay / dis'meid / (adj) = shocked: mất tinh thần
disgust / dis'gʌst / (v) : làm chán ghét
bewildered / bi'wildəd / (adj) =confused / puzzled làm bối rối
nag / nỉg / (v) = scold càu nhàu
divvy up / 'divi / (v) = share sth out : chia, sẽ phần
pigsty / 'pigstai / (n) : chuồng heo
responsibility / ri'spɔnsəbl / (n) : trách nhiệm
devastating / 'devəsteitiη / (adj) = very destructive : tàn phá
III. While you read (35’)
-Guide Ss to look the pictures in the text and give some
questions relating with the pictures
- Call a student to guess the contest of the text

- Work individual
- Check
-Compare with the partner
- Answer

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.His research found that most American children ages 6 to
18contribute 12 percent of all household labor at some level
Activity 2 : Matching (Task b –page 16)
Ask Ss to scan the words in column A and B to find the
meaning
-Ask Ss to match each item in column A with its
corresponding meaning in column B
A B
1. conflict
2.glare
3.dismayed
4.bewilder
5.nag
6.divvy up
a. divide
b. puzzuled
c. quarrel
d.upset
e.stare angrily
f.annoy someone by constant scolding
- Suggested answer
1 – c 2 – e 3 – d 4 – b 5 – f 6 – a
Activity 3 : True -False statement ( handout)
-Give handout and ask Ss to read the text and statements
and say if the are true of false
-Call on Ss to read statements and give answers.

presentation of what problem they often have with their
parents over household chores
-The hint :
-I live in a family of …….mom,dad……and myself.
-Mom/Dad is the most influence person in my family.
She /He assigns us to do routine chores in the house.
-My duty is ….; in addition, I’m responsible for….
-However, I’m often …
- That makes my mom /dad irritated and she is always
nagging me into doing my responsibility….
-Call on Ss in pairs to report the opinions of their pairs to
the rest of class.
-Invite the class to argue and give comments
-Give feedback and comments
V.Homework (10’ )
-Tell Ss to learn new words and prepare “ Listening ”
-Do exercise below :
Circle the word whose underline part is pronounced
differently from that of the other three.
1 . a. chore b. character c.choice d.chin
2. b.crop b. common c. household d.bodily
-Circle the word whose stress pattern id different from that
of the other three
1. a.daughter b.conflict c. teenage d. concern
2. a.according b. bewilder c.interesting d. associate
-Work with a partner
-Compare answers
-Give opinions in front of class

- Work in pairs

chores for kids
-Write on the board : Unit 1 Home life - Listening
II. Pre- listening (10’)
1.Matching pictures with descriptions
-Show the purpose of listening : comprehension , order ideas
of the mother who talks about suggestions of summer domestic
chores for kids
-Tell Ss to match each picture with the corresponding
description
- Call on Ss to give answers.
-Check answers with the whole class
Key :
1 .D cleaning 2 A walking toddler
3.C vacuuming 4 .B feeding
2. Teaching vocabulary
- Listen and discus
-Answer

- Work in pairs
- Discuss – Match
- Compare answers
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 5

-Elicit meanings of these words through explanation or mining
. vacuum/ 'vỉkjuəm /(v) clean sth with a vacuum cleaner : hút
bụi
. spray/ sprei / (v) = send out in tiny drops : phun ,xòt

- Work individual
-Listen and understand
information
-Number the ideas in order
of speaker
-Compare answers
- Two Ss to write the answer
on the blackboard
-Others give the comment
- Write the ordinal number in
the box
- Work in groups
- Perform in groups of four to
give their own ideas over
household chores
- Perform their own ideas in
front of class
Tiếng Anh 12 nâng cao Gv : Nguyễn Thò Thanh Thúy 6

Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME

Speaking (45’)
I. Objectives:
• By the end of the lesson , the Ss are able to express the apologizing and regrets
- Speaking short dialogues for one of situations
II. Teaching method: communicative approach /speaking /listening

- Start the game
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 7

-Ask Ss to read the complaints ( 1- 6) and match each
complaint with the corresponding apology and regret
- Call the volunteers to give the answer on the board
- Ask Ss to give the remark
- Conduct the feedback
Key :
1.e 2.f 3.b 4.a 5.d 6.c
- Ask Ss to practice speaking in the roles of mom and daughter
- Call on some pairs to ask / answer in front of class
2. Eliciting and introducing useful language
-Elicit useful expressions by asking Ss what they would say to
apologize and express regrets.
- Hang the poster with Useful Expressions

III. While- speaking (18’)
Activities 1. Dialogues from situations (task b –page19)
- Work individual
( match)
-Compare answer with
a partner
- Practice speaking
( ask – answer )

- Master Apologizing and

-Invite class opinions and give feedback.
Suggested speaking
1. You forgot to water the pot plants. Your mom is getting upset
with you now.
Mom: Mai, why didn’t you water the pot plants ? Have you
see their leaves dropping for lack of water ?
Mai :Oh, I’m really sorry, Mom. I’m so tired of my
exercises that I forgot to water them. I’ll do it right
now
2.You forgot to clear the table after dinner . Your mom is
complaining about that.
Mom : Mai, You let me remind you of clearing the table
after dinner . Why aren’t you doing your duty ?
Mai : Sorry about that, Mom . Could you help me with it
today ? I’m afraid of being late for the concert this
evening.
3.A neighbour is visiting your house . You have spilled a cup of
tea on a lap when serving her.
Mai : I hope you ‘ll forgive my carelessness, Mrs Hoa.
Let me get a towel to dry your dress .
Mrs Hoa : That’s OK. But be careful next time.
Mai : Sorry about that.
IV. Post - speaking ( 10’)
Open practice
-Ask Ss to tell their partners about a situation in which they had
to apologize to one of their parents over domestic chores.
-Encourage Ss to give comments and share ideas on their
friends ’s experience.
- Call two or three Ss to report about their experience in front
of class.

IV. Procedures:
Teacher’s activities and content Students’ activities
I.Warm – up ( 5’)
Game : Arrange words in sentence
Aim : to create learning atmosphere and lead into the
lesson
-Ask Ss to close the textbook
- Hang the poster and ask to arrange the words in a
sentence
- Call the volunteer to read the sentence / other writes
the sentence on the board
- Give feedback
The correct sentence :
Every home should have its own set of family rules .
-Lead into the new lesson :
Today we will practice writing about family rules.
-Write on the board :
Unit 2 : Writing about family rules.

- Close the textbook
- Work in groups / Look the poster /
Guess the answer
- The volunteer to read the sentence
- Other writes the sentence on the
board
-Open the textbook
- Work in groups of four
- Perform their own opinion in front
of class
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy

1. Simplify (v) làm cho đơn giản
2.Clarify (v) làm cho trong sạch
3.Yell ( v) chửi mắng
4.Respect
5.Represent
6.Make someone’s point more than once : giài thích cặn kẻ
4.Guideline of the writing
Elicit and provide guideline for what Ss should write about
or include in the piece of writing.
5. Discuss
- Tell ss to share opinion the list of rules mentioned in the
- Work individual
- Compare answer with the partner
- Go over the answer with the class
- Work in pair
- Give answer
Rub out and remember
Repeat after the teacher
Individual and choral
Come to the board and write
English words again
Copy down
-Work in small groups
Tiếng Anh 12 nâng cao Gv : Nguyễn Thò Thanh Thúy Guideline

home
-Prepare the “ Language focus ”
- Give their opinions
- Work individual
- Refer to the guidelines and the text
as a sample
-Begin the the text with the
sentence suggested “ Everyhome
should have its own family rules….
-Show the passage on the board
- Read together and give correction
- Answer the questions about their
writings
Remark__________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
____________________________________________________________
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 12

Week: - Period: - Planning date: / / - Teaching date: / /
Unit 1 Theme : YOU AND ME

Language focus ( 45’)
I. Objectives:
 By the end of the lesson , the Ss are able to use some combinations with house and
home
 By the end of the lesson , the Ss are able to use the present simple to express


13

-The group with the more points wins the game
- Correction
-Expected answer
* home coming , home economics , make yourself at home ,
home is the best , homework
* housekeeping ,housewarming, house chores, guesthouse ,
housework , household
Activity 2 : Gap filling ( page 20)
-Ask Ss to read the words in the box
-Check with Ss the meanings of these words and phrases
-Ask Ss to complete each of the sentences with the correct
form of a phrase in the box.
- Call Ss to read their sentences and check with the class
Grammar (25’)
1.Present simple expressing routines
The present simple is used for thoughts and feelings ,states,
and facts and things that are true for a long time.
- Yellow leaves fall in Autumn.
We also use the present simple for a repeated action or a
routine .
- I get up at 5.00 every morning.
Activity 1 : Talking about Nina’s routines (Task page 21 )
-Tell Ss to make questions and answers about Nina’s routines
and chores using the information given.
- Call on pairs to act out their exchanges
Activity 2 : Talking about yourself
-Ask Ss to tell their partner about their routines and chores

2. Reported speech
The verbs often used in reporting are : tell , say, warn ,ask
,want to know, promise suggest , explain, order , announce ….
- Hang the poster to make it clear how things will be changed
in reported speech.
Direct Reported
Tense changes
Simple present  simple past
Present continuous  past continuous
Simple past  past perfect
Present perfect  past perfect
Past continuous  past perfect continuous
Present perfect continuous  past perfect continuous
Will + inf  would + inf
Is /are going to  was / were going to
Must / have to + inf  had to + inf
Adverb of place and time
Now  then / at that time
Today  that day
Yesterday  the day before / the previous day
Tomorrow  the next day / the following day
Last year  the year before /the previous year
next month  the following month
an hour ago  an hour before / earlier
here  there
this  that
these  those
a. Reported statement
Ex : “ I’m very tired now. ” she said
She said ( that ) she was very tired then.

board
Remark__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 16

Week: - Period: - Planning date: / / - Teaching date: / /
Unit 2 Theme : YOU AND ME

Reading (90’)
I. Objectives:
• By the end of the lesson, Ss are aware of some forms of etiquettes in different cultures
 Reading for gist / general ideas
 Reading for specific details
II. Teaching method: communicative approach reading /speaking / listening /writing
II. Teaching aids: textbooks, handouts, pictures
IV. Procedures:
Teacher’s activities and content Students’ activities
I Warm up (5’)
- Show Ss some pictures about some forms of etiquette
in different cultures
- picture 1 : two American men are shaking hands
- picture 2 : men greet close friends with a hug
- picture 3 : A boy greet the man with a nod
-picture 4 : Thai people greet each other with the wai
Lead the new lesson :

Informal address : Come in and take aseat , Minh
2.In formal situations, Americans and Europeans address
each other with a title and the last name. In informal
situations,they address each other with the first name and
without a title.
EX. formal address : Good morning Mr.Jones.I’m glad
you have come.
Informal address : Hi, Dick. Glad to meet you.
2.Teaching vocabulary
- Teach the following words through elicitation or
explanation
. etiquette / 'etiket / (v) = phép xã giao
. insecure / insi'kjuə / (adj) = Not secure; not confident of
safety (không vững chắc )
.suspicious / sə'spi∫əs / (adj) = doubtful (nghi ngờ )
. untrustworthy / ,ʌn'trʌst,wə:đi / (adj) = untrustful
(không đáng tin cậy)
. address /ə'dres / ( v) = use a particular name or title in
speaking to sb. (xưng hô)
.stick / stick / (to sth) (v) keep to st , not change sth
(bám giữ lấy)
.stiffness / 'stifnis / (n) = formal / unfriendly manner or
behavior (sự kiểu cách ,không thân mật)
. associate / ə'sou∫iit / (v) = join together , connect
(gắn liền với)
. prolong / prə'lɔη / (v) = make sth longer in time,
extend
(kéo dài)
.blink / bliηk / (v) = shut and open the eyes quickly
(nháy mắt)

Activity 2 : True-False statement (task b, page 24 /25)
-Tell Ss to read the text and the statements and say if
they are true or false.
-Call on Ss to read statements and give answers and
explanations for their choice.
-Conduct feedback
Key : 1.T 2.F ( a European may consider it unfriendly)
3.T 4.T 5.F (In the USA, it is considered rude to
stare at someone , regardless of who is looking at whom )
6.F (he politely expresses his anger by widening his eyes)
Activity 3 : Gapped-text ( task c, page 25)
-Tell Ss to read the paragraph and fill in each space with
a suitable word in the box
-Go over the answers with class
- Give feedback
Key :
1. contact 2.untrustworthy 3.an inattentive
4.respect 5.disrespect 6.politeness
7. attention 8.astonishment
IV. After you read ( 20’)
Discussion
-Guide Ss to discuss and share ideas on the questions :
1.Politeness and the ways of addressing in Vietnamese
culture
2. Eye contact – the similarities and differences
between Vietnames and Western culture
- Call on Ss from different groups to report their
-Work in groups of four
- Compare the answer with the
other groups

Remark :
_____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 20

Week: - Period: - Planning date: / / - Teaching date: / /
Unit 2 Theme : YOU AND ME

Listening (45’)
I. Objectives:
• By the end of the lesson, Ss get some knowledge of the various ways of giving
gifts in the different countries
-Listen and pick out the missing words and phrases
- Listening and understanding the general message.
II. Teaching method: communicative approach / listening / scanning , skimming
II. Teaching aids: textbooks, CD, CD player, handout , poster
IV. Procedures:
Teacher’s activities and content Students’ activities
I Warm up (5’)

Set the scene with 6 words relating with the topic
-Ask Ss to guess the topic from these words
Topic
-After Ss give the answer , teacher asks :
- Have you ever given gift to someone ?
- Lead into the new lesson :

scarves (khăn quàng cổ ), silk, clothes, shampoo, or
gift vouchers (quà bằng phiếu )etc…We especially
don’t buy knives, scissors, glassware for gifts
because these things symbolize “ the end of a
relationship ”
2.Teaching vocabulary (task b –page 26 )
-Play the CD twice and ask Ss to listen to the words.
-Play it again and ask Ss to listen and repeat the words.
-Then ask Ss to complete the sentences using these
words .
-Call on Ss to read their completed sentences.
-Go over the answer with the class and check meaning of
each word
Key :
1. appreciated 2.impressed
3.symbolize 4. separation
. symbolize /'simbəlaiz / (v) = represent sth
using a symbol (biểu tượng )
. separation / sepə'rei∫n / (n ) =state of being apart
( sự chia cách )
. impressed / im'prest / (adj) = feeling admiration and
respect (có ấn tượng )
. appreciated / ə'pri:∫ieitid / (v) = value highly
(đánh giá cao )
III. While – listening (15’)
Activity 1 : Gapped sentences ( task c – page 26 )

-Ask Ss to read the incomplete sentences and think of the
words that may be used in the gaps.
- Work in pairs

IV. Post- listening( 10’)
Discussion
-Ask Ss to talk about the occasions on which they often
give gifts and what they often buy as gift in each case.
Occasion Gift
* a friend on their birthday __________
* a bride or groom on their wedding __________
* the host of a dinner party __________
* Valentine Day __________
-Call Ss to report what they have discussed.
-Invite class opinions and comments
- Give feedback and comments
V. Homework (5’)
- Write a short paragraph about what Vietnamese people
often give as gifts on certain occasions
- Prepare the Speaking
-Work individual
- Read the incomplete sentences
- Listen and pick out the words
- Compare the answer with the
partner
- Read their completed sentences
- Listen again
- Answer

- Work in pairs
- Discuss
- Report in front of class
- Give the answer
- Give comments

S2 : very much / Not very much / I don’t think so
Lead into the new lesson
The cultural aspect we’ll learn and practice today is
compliments. How to make and respond to a
compliment
-Write on the board :
Unit 2 CULTURAL DIVERSITY - Speaking
II. Pre- speaking (10’)
1. Giving model (task a –page 27 )
-Call on some close and open pairs to act out the
exchanges.
- Look the poster
- Discuss
- Give the answer
Tieáng Anh 12 naâng cao Gv : Nguyeãn Thò Thanh Thuùy 24

-Ask Ss which ones are more common in Vietnamese
cultures and which are common or acceptable in Western
cultures
-Tell Ss that it is polite in most Western culture to say
“ thank you ” in response to a compliments.
Suggested answer :
Sentences 1 , 3 , 4 are common and acceptable in the
United State , Britain and European countries .
Sentence 2 , 5 are acceptable in Vietnamand some Asian
countries such as : Korea, China , Japan ….
2.Introducing useful language

I’m glad you like it
It’s nice of you to say so
Your compliment is encouraging