VIET ANH INTERNATIONAL SCHOOL
Date of Prep:
Week: 01
Period: 01
Lesson Plan - Grade 12 – Semester I
Revision
* Aims
- To help Ss revise how to use some tenses they have learnt in grade 11 (the past
simple, the past continuous, the present perfect)
- To provide Ss with some exercises on those tenses.
* Objectives
- At the end of the lesson, Ss will be able to use some tenses they’ve learnt in grade
11 (the past simple, the past continuous, the present perfect …) and do some
exercises on those tenses.
* Anticipated problem
- Ss may not distinguish the differences between the past simple and the present
perfect.
* Teaching aid: Reference book, Worksheets
* Procedure
Teacher's activities Students' activities
Warm – up (05 min)
* Chatting:
Ask Ss some questions:
E.g.:
1/ What did you do during your
summer holiday?
2/ What are you planning to do in this
school year?
3/ Do you often revise your English
lessons?
4/ How is your English?

Remind Ss of the form and the uses of
the past simple.
- We went to Hai Duong two days ago.
Look at these examples and say the uses
and the form of the past simple.
worked
* The form: S +
did
Notes: “worked" is representative of the
regular verbs; "did" is representative of
the irregular verbs.
* The uses:
a- Used to express an action which
happened at a specific time in the past
and is now finished.
Time expressions found in this tense: last
week/month/year ; (two days) ago; in
(1945)
E.g.: I saw her yesterday/last week/
B - Used to tell a story.
E.g.: There was once a man who lived in
a small house in the country. One day he
left his house and went into town. On the
way, he met
Some good Ss are asked to make some
examples
E.g.:
- They were playing football at 5:00 pm
yesterday.
- She was watching TV when her friends

While I was having a bath, the
phone rang.
Some good Ss are asked to make some
examples
E.g.:
- We studied English for three years.
- She has lived here since 2001.
- They have not been to London yet.
- Tom has just gone out.
- How long have you learnt English?
Look at these examples and say the uses
and the form of the present perfect.
* The form: S + have/has + Vp.p
* The uses:
A - Used to express an action or state
which began in the past and still
continues.
E.g.: I have been a teacher for ten years.
B - Used to refer a past action and shows
the result of that action in the present.
E.g.: He has broken his leg (That’s why
he cannot walk).
C - Compare the difference btw the past
simple and the present perfect:
- Different time expressions
E.g.:
- I did it yesterday

past simple
- I have done it for a long time

7. John (watch) T.V at 8.00 last night.
8. It (rain) when we (arrive).
9. We (not, see) him since last Tue.
10. George (work) at the university so
far.
11. When the teacher came in, the
pupils (play) games.
12. Miss Lee often (write) when she
was on holiday.
13. His father (not, smoke) for five
years.
14. How long you (study) in this
school?
15. Why didn't you listen while I
(speak) to you?
E.g.:
- I’ve written two plays

present
perfect (Up to now in my life. Perhaps
I’ll write more).
- Shakespeare wrote about 30 plays

past simple (He cannot write any more).
Work in pairs to put the verbs in brackets
into the correct tense
1. haven't lived
2. have got
3. studied
4. lost; has been

- We didn't watch TV last night.
- She has been to New York.
- They were singing.

Respond to the teacher.
Listen and take notes.
****************************
Date of Prep:
Week: 1
Period: 2
Lesson Plan - Grade 12
Revision
* Aims
- To help Ss revise how to turn the active sentences into the passive ones.
- To provide Ss with some exercises on the active and passive sentences.
* Objectives
- At the end of the lesson, Ss will be able to turn active sentences into the passive
ones and do some exercises.
* Anticipated problem
- Ss may not remember how to turn active sentences into the passive ones.
* Teaching aid: reference book
* Procedure
Teacher's activities Students' activities
Warm – up (05 min)
* Chatting:
Ask Ss some questions relating to the
way of learning English
E.g.:
1/ Is it easy or difficult to learn English?
2/ How do you learn English?

sentences into passive ones.
* Answers:
1. Books are written (by her).
2. The postman was bitten by the mad
dog.
Look at the examples and say how to
turn the active sentences into the
passive ones.
* Answers:
- Identify the object of the active then
change it into the subject of the
passive.
- The active sentences and the passive
ones have the same tense. The tense in
the active sentences is identified by the
main verb; the tense in the passive ones
is identified by the verb “to be”, the
main verb is changed into the past
participle.
* The form of the passive voice:
To be + P2.
- The subject of the active sentences is
changed into the agent and is put
immediately after “by”.
Listen to the teacher and take notes.
Work in pairs to turn the active
sentences into the passive ones.
1. My briefcase has been taken.
2. Five suspects have been arrested by
the police.

Ask Ss to work in pairs to use suggested
words/phrases to make passive sentences.
1. A story/going to/tell/teacher.
2. This job/have/do/at once.
3. This room/may/use/classroom.
4. English/speak/all/world.
Call on some Ss to come and write their
answers on the board.
Homework (01 min)
Ask Ss to do some more practice in doing
exercises relating to the passive voice.
6. A great deal of tea is drunk in
England.
7. Tea can't be made with cold water.
8. Her dog is often taken for a walk.
9. The meeting will be held before May
Day.
10. The engine of the car has to be
repaired.
11. The window was broken and some
pictures were taken away by the boys.
12. A lot of money is spent on
advertising every day.
13. Two poems were being written by
Tom.
14. All the workers of the plant was
being instructed by the chief engineer.
15. His story is not believed.
Respond to the teacher.
Work in pairs to use suggested

*/ Chatting:
Ask Ss some questions:
1- How many people are there in your
family? Who are they?
2- What does your father / mother do?
3- Where does he / she work?
4- What is your father / mother like?
5- Who is the bread winner in your
family?
6- What do you usually do to help your
parents with the housework?
⇒ Introduce the lesson to Ss
Before you read (5 min)
- Have the students work in pairs to
study the picture and ask/answer the
questions provided:
1- Where is the family?
2- What is each member of the family
doing?
3- Is the family happy? Why (not)?
- Call on some students to read their
answers.
- Give feedback
Answer the teacher's questions
Listen to the teacher.
Work in pairs to look at the pictures and
answer the questions given on p.12
*/ Expected answers:
1- They are in the living room.
2-The father is playing with the son and

night.
B- He comes home late at night.
C- He sometimes comes home late
at night.
- The best answer should be B.
- Ask the students to try to guess the
meaning of the italic words based on the
contexts in the sentences.
- Ask the students to share their answers
with their friends.
- Go round the class and provide help
when necessary.
- Call on some students to read their
answers ask them to explain their choice
and the others to give comments.
- Go over the answers with the class.
Task 2: Answering Questions
- Require the students to read the
passage again and then work in pairs to
Listen to the teacher
Do task 1 by working individually and
then in pairs.
Listen to the teacher.
Share their answers with their friends.
Some Ss are asked to read their
answers, explain their choice
Others give comments.
*/ Expected answers:
2- C
3- A

- Give feedback
Homework (3 min)
Ask Ss to do exercise in the workbook
and prepare the next lesson - Speaking.
*/ Expected answers:
2- She is always the first one to get up
in the morning to make sure that her
children leave home for school having
eaten breakfast and dressed in suitable
clothes. She always makes dinner ready
before her husband comes home.
3- The daughter helps with household
chores: She washes the dishes and
takes out the garbage. She also looks
after her younger brothers. The father
sometimes cooks or mends things
around the house at weekend.
4- She is attempting to win a place at
university.
5- Because they are very close-knit and
supportive of one another other. They
often share their feelings and whenever
problems come up, they discuss frankly
and find solutions quickly.
Work in groups to compare their own
family with the family described in the
passage.
Some students present in front of the
class.
Listen to the teacher and take notes

- Ask the students to share their ideas with other
students.
- Call on some students to present in front of the
class and the others to give comments.
- Give feedback.
Make a list of daily
household chores.
Listen to the teacher.
Read the sentences provided
and tick the ones that apply to
their family.
Share their ideas with other
students.
Some students present in
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 11
HOUSEHOLD
CHORES
VIET ANH INTERNATIONAL SCHOOL
Task 2:
- Require the students to work individually to make a
list of questions to ask another student to find out
whether his/her family is like theirs, using the cues
provided:
- who works in the family
- who does the household chores
- your friend's responsibility in the family
- the interest the family members share
closely
- the person your friend often shares his / her
secrets with

decision
- Go round the class to control and provide help if
front of the class and the
others give comments.
Work individually to make a
list of questions to ask
another student to find out
whether his/her family is like
theirs.
Share their questions with a
friend.
Some students present in
front of the class.
Listen to the teacher.
Work in pairs to use the
questions they have made to
ask each other about their
family life.
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 12
VIET ANH INTERNATIONAL SCHOOL
necessary.
- Call on some pairs to practice in front of the class.
- Ask the students to give comments on their friends’
presentation.
Give final feedback and comments.
After you speak (10 min)
Task 4:
- Ask the students to go back to the original pairs to
tell each other the information they have collected.
E.g. I talked to Tam. Both his parents work. But only

VIET ANH INTERNATIONAL SCHOOL
Date of Prep:
Period: 5
Week: 2
Unit One: HOME LIFE
Part 3: Listening
I- Objectives: by the end of the lesson, the students will be able to listen to a
dialogue of 180 – 200 words for general or specific information to do given tasks.
II- Methods:
- Integrated, mainly communicative.
III- Anticipated Problems:
- The students may not have difficulty in listening such a kind of dialogues.
IV- Teaching Aids:
- Textbooks, pictures, cassette player.
V- Procedure:
Teacher's activities Students' activities
Warm-up (03 min)
Ask Ss some questions relating to the
lesson
1. Have you ever been away from your
home for several days?
2. How far is it?
3. Were you excited about coming
home?
4. …
Before you listen (07 min)
Have the students to work in pairs to
observe the picture on p. 16 and describe
what is happening in it.
Elicit some questions:

- rarely (adv.)
- crowded (adj.)
Instruct the students to practice reading
these words.
While you listen (25 min)
Task 1: T/F statements
- Instruct the student to listen to the
conversation between Paul and Andrea
and decide whether the statements
provided on p. 16 are True or False.
- Before playing the tape, ask the students
to read the statements carefully to make
sure that they have understood the
statements and underline the key words.
- Play the tape the first time for the
students to listen to and do the task.
- Ask for the students’ answers and write
them on the board.
- Play the tape again for the students to
check their answers.
- Ask the students to compare their
answers with a partner.
- Call on some students to read and explain
their choice and the others to comment.
- Play the tape the last time to check with
the class.
*/ Expected Answers:
1- T: She has booked a flight and she
can't wait.
2- F: His family is not close-knit.

- Encourage the students to try to fill the
table with the information they got from
the previous times of listening.
- Play the tape for the students to complete
their notes.
Have the students work in pairs to
compare their answers with their partner.
Call on some students to read their
answers and ask the others to comment.
Play the tape for the last time to check
with the class.
After you listen (08 min)
Ask Ss to work in pairs to discuss the
importance of family in a person’s life.
- Go round the class and provide help
when necessary.
- Call on some students to talk about the
importance of family, and ask the others to
give comments.
Homework (02 min)
Ask Ss to write a passage about the
important of family in a person's life, and
instruct them to prepare for the next lesson
- Writing.
Paul's and Andrea' families.
Try to fill the table with the
information they got from the previous
times of listening.
Listen to the tape again to complete
their notes.

Unit One: HOME LIFE
Part 4: Writing
I- Objectives: by the end of the lesson, the students will be able to write about
family rules within 130 – 150 words, using suggested word cues or idea prompts.
II-Methods:
- Integrated, mainly communicative.
III-Anticipated Problems:
- The students may not have difficulty in writing about family rules.
IV-Teaching Aids:
- Textbooks, handouts.
V- Procedure:
Teacher's activities Students' activities
Warm-up (05 min)
Ask Ss to talk about what they usually do at
home? and then ask some more questions
relating to the lesson by giving handouts to
them:
- Do you often go out with your friends?
- What time do you have to come back
home?
- Are you allowed to use your family
motorbike?
- ……………………….
Before you write (07 min)
☞ Activity 1: Task 1:
- Have the students work in groups to discuss
what rules they have in their family and add
others, using the verbs and expressions
provided.
- let / allow / be allowed to / have to / permit

Exchange their writing with
another student for peer
correction.
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 18
VIET ANH INTERNATIONAL SCHOOL
- Give final feedback and comments.
While you write (18 min)
Task 2:
- Require the students to work individually to
write a letter to a pen pal about their family
rules, using the ideas they have discussed
above.
Listen and take notes.
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 19
VIET ANH INTERNATIONAL SCHOOL
- Go round the class to control and provide
help if necessary.
After you write (14 min)
Feedback on the students’ writings:
- Ask the students to exchange their writing
with another student for peer correction.
- Go around the class to observe and collect
mistakes and errors.
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 20
VIET ANH INTERNATIONAL SCHOOL
- Collect some writings for quick feedback.
- Write some typical errors on the board and
elicit self and peer correction.
- Provide corrections only when the students
are not able to correct the errors.

Love,
Laura
VIET ANH INTERNATIONAL SCHOOL
Homework (01 min)
Require Ss to rewrite the passage and prepare
for the next lesson - Language Focus.
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 22
VIET ANH INTERNATIONAL SCHOOL
Date of Prep:
Period: 7
Week: 3
Unit One: HOME LIFE
Part 5: Language Focus
I- Objectives: by the end of the lesson, the students will be able to:
- Pronounce the ending’s’ in individual words as well as in sentences;
- Use tenses: past simple, past progressive and present perfect correctly;
- Remember words to talk about home life: family, family relationship, daily
routine, leisure activities.
II-Methods:
- Integrated, mainly communicative.
III-Anticipated Problems:
- Some Ss may not remember the uses of tenses: past simple, past
progressive and present perfect.
IV-Teaching Aids:
- Textbooks, handouts.
V- Procedure:
Teacher's activities Students' activities
Warm-up (03 min)
*/ Chatting:
Ask Ss some questions for “warm-up” only

differences between the sounds in the words.
Practice
Read the words with the repetition of the students.
Have the students practice pronouncing the words in
pairs.
Go round the class and provide help if necessary.
Ask some students to pronounce the words and give
corrections if necessary.
* Practicing reading sentences containing the
target sounds:
Read the sentences for the students to listen to and
ask them to underline the words with the sounds and
write /s/ and / z/ under them.
Have the students work in pairs to practice reading
the sentences.
Go round the class to control and provide help if
necessary.
Ask some students to read the sentences and give
feedback.
Language focus 2 (25 min)
Grammar: tense revision
Presentation
Briefly elicit from the students the forms and the
uses of some verb tenses used in Exercises 1, 2 and
ask the students to give examples for illustrations:
- The Present Perfect
- The Simple Past
- The Past Progressive
Practice
Exercise 1:

Require the students to compare their answers with
a partner.
Go round the class and provide help if necessary.
Call on some students to read their answers and
explain their choice.
Ask the other students to make comments on their
friends’ presentation.
Give final feedback and comments.

Exercise 2:
Ask the students work individually to read the letter
and then choose the best option to fill in each blank.
Require the students to compare their answers with
a friend
Call on some students to read their answers
Ask the other students to comment on their friends’
presentation.
Give final feedback and the correct answers.
Wrapping-up:
Summarize the main points of the lesson
Homework (02 min)
Ask Ss to prepare the next lesson: Unit 2 – Reading
Compare their answers with
a partner.
Some students read their
answers and explain their
choice.
Other students make
comments on their friends’
presentation

take notes if necessary
Listen to the teacher and
take notes
Hồ Thị Lam Quỳnh – Lesson plan English 12 – School year: 2011-2012-Page 25