Preparing Day: 19th August 2008
Teaching Plan
Grade 12 - school year 2008-2009
Period 1 Bài mở đầu
Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 12 nâng cao
I/ Mục đích:
Thông qua tiết học này học sinh hiểu khái quát về tiếng Anh 12 nâng cao. nắm được
phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này.
II/ Nội dung :
1. Chương trình tiếng Anh 12 nâng cao:
- Sách được biên soạn theo 6 chủ điểm thông qua 16 bài học và 4 bài ôn tập.
- Sách được biên soạn theo chương trình lấy chủ điểm làm cơ sở. Các chủ điểm giao
tiếp được ngữ cảnh hoá và phát triển một cách tự nhiên và đa dạng để học sinh có thể
thực hành tối đa các kỹ năng ngôn ngữ. Các hoạt động thực hành giao tiếp được tổ
chức phù hợp với nhu cầu, sở thích và tâm sinh lý lứa tuổi của học sinh.
- Mỗi đơn vị bài học gồm 5 phần:
+ Reading. + Speaking
+ Listening. + Writing.
+ Language Focus.
- Tổng số tiết cho chương trình Tiếng Anh 12 nâng cao: 140 tiết .
- Số bài kiểm tra mỗi học kỳ:
+ Miệng: 2
+ 15’ : 2
+ 45’ : 3
+ HK : 1
2. Phương pháp học:
Định hướng giao tiếpđược sử dụng để luyện tập các kỹ năng nghe, nói đọc viết. Còn việc
cung cấp kiến thức và ngông ngữ (từ vựng, ngữ pháp, ngữ âm) và kiến thức chung được xem
như phương tiện hỗ trợ cho việc thực hành các kỹ năng giao tiếp.
Phương pháp này khuyến khích học sinh chủ động, tích cực sáng tạo trong việc luyện tập,
thực hành các kỹ năng.

Teaching aids:
- handouts, drawings
Teacher’s activities: Students’ activities:
I. Warm up (5 mn):
Game: Puzzles
- Arrange SS to work in two groups, A
and B.
- Tell SS they are going to look at some
drawings and try to guess the word /
phrase implied in each drawing.
(Appendix 1)
- Keep a running total of points for each
group on the board.
- The group with more points wins the
game
- Declare the winner
- ask SS what a family tree is.
II. Pre- reading (20 mn):
1. Brainstorming
- Ask SS to give answers to these
questions
1. What is the general word for the things
the people do in the pictures/ (expected:
housework)
2. Who often does the housework in your
family?
3. Do your parents ask you to help with
the housework?
- Tell SS to check the household chores
that are part of their daily routine

III. While- reading (40 mn):
1. Task a. Questions and Answer:
- Ask SS to read the text and find the
answers to the questions
- Tell SS to work with a partner
- Call on ome pairs to ask and answer and
check with the class
- Give feedback
2. Task b Matching
- Ask SS to match each item in column A
with its corresponding meaning in column
B
- Walk around to help SS if necessary
- Call on some SS to speak out
- Give feedback
IV Post- reading (20 mn):
Task c
- Tell Ss to work in pairs to prepare with
your partner a two-minute oral
presentation of what problems you often
have with your parents over household
chores
Suggesting:
- Read the passage silently or in pairs to find out
the new words and the ideas of the passage.
- Two of them write the new words on the
blackboard.
- All of the Sts. find out the meanings of the
words together with the T.
- Read and copy the words.

the family.

5. Homework (3 mn):T assigns homework.
- Write what problems you often have with your parents over
household chores
6. Comments (2 mn):
-------------------------------------------------
Preparing Day: 24
th
August 2008
Unit 1 Period 4: Listening (P.17)
(Time: 45 mn)

I/ Objectives:
- By the end of the lesson, students are able to listen for specific information.
- By the end of the lesson, students are able to listen and put things in order
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, 1 cassette and handouts
IV/ Procedure:
Teacher’s activities: Students’ activities:
I. Warm up (5 mn): Miming
- Arrange SS to work in group in two groups, A
and B
- Ask for a volunteer to the front of the class.
Show him some phrases about household chores,
one at a time, and tell him to mine.
- Tell the groups to look at their friend and guess
what he is doing. A correct answer will earn the
group one point

III.While- listening (18 mn): Listening and
ordering
Task b . Listen to a woman’ suggestions of
summer domestic chores for kids. Number the
ideas in order.
- Help Sts. to read the sentences.
- Play the recording twice and check with the
class.
- Correct sts’.
- Give feedback
IV. Post- listening (10 mn):
Task c.
- Ask SS to work in groups to prepare a list of
domestic chores you can help your family with
- Call some volunteers to speak.
- Give comments and feedback
-Read and copy the new words.
- Listen to the recording.
-Work in groups to put the ideas in order
as they listen to the recording
-5 pairs of sts talk before class.
-Others correct.
Answer:
1. Feeding …….
2. Cleaning floors ………..
3. Sweeping……..
4. Vacuuming
5. Cleaning spots ……..
6. Watering ………
7. Cleaning window …………..

find out who’s who in Susan’s family
- The first group to finish and get it right wins
the game
- Declare the winner
2. Pre- speaking (7 mn):
Task a – Matching complaints with apologies
- Ask SS to read the complaints (1-6) and match
them with their suitable apologies (a-f)
- Tell SS to compare answers with a partner by
acting out the exchanges
- Call on some pairs to act out the exchanges and
check with the class.
Eliciting and introducing useful language
- Elicit useful expressions by asking Ss what
they would say to apologize or express regrets
(page 19)
3. While- speaking (18 mn):
Task b . Dialogues from situations
- Put SS into pairs
- Tell SS to read the situations, choose one and
then, with their partner, make a short dialogue
for it.
- Ask SS to practice, acting out the dialogue
- Invite class opinions and give feed back
4.
- Work in small groups to find out who’s
who in Susan’s family
-Others correct.
- Do the ex.individual to match the
complaints with their suitable apologies

- Work in groups of 4 or 6 to tell your
partners about a situation in which you
had to apologize to one of your parents
over domestic chores.
- Some SS speak out such as:
Last week I had to make an apology to my
parents because I ……
- 5. Homework (3 mn):- Write a situation in which you had to apologize to one of your
parents over domestic chores.
6. Comments (2 mn):
-------------------------------------------------
Preparing Day: 24
th
August 2008
Unit 1
Period 6: Writing: Writing about family rules (P.19)
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students are able to write a passage telling sb about their
home rule
- By the end of the lesson, students are able to express themselves in written Engligh

II/ Method:
- Integrated, mainly communicative.

III/ Teaching aids: 1 textbook, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
I- Warm up (5 mn): Stop the Bus
- Arrange SS to work in small groups of 5 or 6

Who has follow them
Details of what should or shouldn’t be done
How helpful therules are
4. Task b Discussion
- Ask SS to work in small groups
- Tell them to share opinions on the list of rules
mentioned in the text, and add more rules
- Call on some SS to give their opinions
- Give feedback and comments
III-While- writing (40 mn):
Task c. Write it up
- Tell SS to write a short passage telling a friend
about their home rules
- Tell SS they can refer to the guidelines and the
text as a sample
-Others correct.
-Work in pairs to discuss the question:
What are the family rules?
-Pay attention to the suggestions and
eg.
- 1 of them speaks before class.
-Others correct.
- Read the text and fill in each blank
with a suitable word in the box
individually.
- Then compare answers with a partner
Answer:
1. family ruler
2. taped
3. behave

I/ Objectives:
- By the end of the lesson, students are able to use some combinations with house and
home
- By the end of the lesson, students are able to use the present simple to express routines
- By the end of the lesson, students are able to report statements and questions
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, drawings, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1. Warm up (5 mn):
Word Study
a. Activity 1 Gap-filling
- Ask SS to read the phrases 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 on SS to read their sentences and check
with the class.
- Give comments and feedback (explain the
meaning if necessary)

-Read the words/ phrases in the box
-Do the ex. in pairs to complete each of
the sentences with the correct form of a
phrase in the box
- Some SS speak before class.
-Others correct.
Answer:

- Tell SS to make questions and answer about
Nina’s routines and chores using information
given.
- Call on pairs to act out their exchanges
c. Personalization
- Ask SS to work in pairs again
- Tell SS to tell their partner about their routines
and chores
- Model with a student if necessary
Eg: T: I do the laundry every morning
S: What time do you do it ?
T: at 6.00. What about you?
- Move around to monitor and give help if
7. housewarming
8. housekeeper
- Work in groups A and B
Answer:
Home: coming, …
House: keeping, …
-8 of them read their sentences.
-Others correct.
- Repeat the usage of the Present Simple:
We use the Present Simple for thoughts
and feelings, states, and facts, and things
that are true for a long time. We also use
the Present Simple for a repeat action or
a routine that we see as permanent
- Work in pairs to make questions and
answer about Nina’s routines and chores
using information given.

Then the interwier asked aout the
conflicts between her and hr children.
She said it was a long story. …
3. Homework (3 mn): Report what Virginia talked about her daughter.
4. Comments (2 mn)
----------------------------------------------------------------------------------

Preparing Day: 2
nd
September 2008
UNIT 2 Cutural Diversity
Period 9+ 10: Reading
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students are able to read for specific details
- By the end of the lesson, students are able to read for gist/ general ideas
- By the end of the lesson, students are aware of the cultural different countries
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: handouts
IV/ Procedure:
15mn test:
Question 1 Listen to the recording about cooking and eating habits in Senegal. Then check T
(True) or F (False). Correct the false statements
1. People in Senegal are willing to treat their unexpected guests with meal
2. Traditionally, Senegalese serve meals on the table
3. Senegalese do not like fresh French bread
4. Visitors can’t easily find traditional Senegalese food in large restaurants
5. Senegalese often invite tourists home for lunch
Question 2 Listen to a part of the recording again and complete the following paragraph with

* blink (v) nhay mat
* astonishment (n) su ngac nhien, sung sot
-Work in two groups, A and B
-Others correct.
-Listen to the T.

-Work in pairs to match the names of
people in column A with relevant
formation in column B.
- 8 sts speak out.
-Others correct.
- Give some pratice on pronunciation (Read –
SS repeat)
2. Answering the questions
- Ask SS to work in pairs to answer two
questions at page 23
- Go around to help SS if necessary
- Call on some SS to answer the questions
3. While- reading (40 mn):
Task a. Guessing meanings from context
- Ask SS to read the text and match the words
and phrases in column A with their meanings in
column B by guessing the meanings from the
context.
- Go over the answers with the class and check
their Vietnamese equivalents
- Give comments and feedback
Task b. True- False statements
- Tell SS to read the text and the statements and
say if they are true or false

and phrases in column A with their
meanings in column B by guessing the
meanings from the context.
- Read the text and the statements and say
if they are true or false
Answer:
2. d 3. a 4. g 5. b 6. c 7. h 8.f
-Work in pairs to read the text and the
statements and say if they are true or false
-Others correct.
Answer:
1. T 2. F 3. T 4. T 5. F 6.F
- Work in pairs to read the paragraph and
fill in each space with a suitable word in
the box
- 2 of them do it orally.
- Others correct.
Answer:
1. contact 2. untrustworthy 3.
an inattentive 4. repect 5. disrespect
6. politeness 7. attention
8. astonishment
4.Post- reading (20 mn):
Task d.
- Put SS into small group of 4 or 5
- Tell 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

III/ Teaching aids: 1 textbook, 1 cassette and handouts
tapescript showing the paragraph about Alexandre Yersin .
IV/ Procedure:
Teacher’s activities: Students’ activities:
1.Warm up (5 mn): Hot seat
- Ask for one representative to the seat in the
front of the class.
- Divide SS into two groups, A and B
- Show the representative 5 words, one at a time,
and ask him/ her to describe the word to the
- One representative to the seat in the front
of the class.
groups so that they can out the word.
- Tell SS these words are related to one topic. It
is a custom. After they have called out all the 5
words, SS try to find out the topic.
- A correct word wins te group one point. The
correct topic wins the group another 5 points.
- The group with more points wins the game
- Keep a running total of points for each group
on the board
- Declare the winner

2.Pre- listening(7 mn):
1. Elicitting vocabulary
- Tell SS they are going to listen to a
conversation about the customs of gift-giving in
different parts of the world
- Ask Ss to jot down the words they think will
appear in the listening (e.g gift, flower, …)

1. We often give gifts on a friend’sor a
relative’s birthday, wedding,
wedding anniversary, on Valentine
day, Teachers’ day, …
2. In Viet nam, we often buy flowers,
fruits, …….
- Listen to the recording.
- Listen and repeat the words.
- Read their completed sentences
and copy the new words.
Answer:
1. appreciated
2. impressed
3. symbolize
4. seperation
-5 sts do it orally.
-Others correct.
- Ask SS to read the incomplete sentences and
think of the words that may be used in the gaps
- Play the CD and tell SS to listen and pick out
the words for the gaps.
- Have SS listen again and check their answers
- Call on SS to read their completed sentences
and check with the whole class.
- Let SS listen again and check
4.Post- listening (10 mn):
Task d Discussion
- Ask SSto work in pairs, talking about the
occasions on which they often give gifts, and
what they often buy as gifts in each case.

Unit 2 Period 12: Speaking: Giving complements (P.27)
(Time: 45 mn)
I/ Objectives:
- By the end of the lesson, students are able to express compliments
- By the end of the lesson, students are able to respond complements
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: 1 textbook, a picture of Luis Pasteur.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1. Warm up (5 mn): Yes/ No contest
- Divide SS into two groups, A and B
- Tell each group to choose 2 representatives as
contestants
- In turn, the contestants will go to the front of the
class and answer the questions made by the other
group. They mustn’t 'say ‘yes’ or ‘no’, ‘nod’ or shake
their heads when they answer.
2. Pre- speaking (7 mn):
Task a. Giving models
- Put SS in to pairs and ask them to act the exchanges
- Call on some close and open pairs to act out the
exchanges
- 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 cultures to
say ‘thank-you’ in response to a compliment
Introducing Useful Language
- Elicit from SS the expressions that may be used to

shake their heads when they answer.
- Pay attention to the eg.
- Work in pairs to act out the
exchanges
- 6 pairs speak before class
-Others correct.
- Work in pairs to elicit from SS the
expressions that may be used to give
compliments and those used to
respond to compliments.
- 5 pairs speak before class.
-Others correct.
- Work in pairs to play the roles and
act out the conversations, giving and
responding to compliments
- 5 pairs act out their exchanges
- Look around the classroom and
make compliments on their
what they have done. classmates, what they have or what
they have done.
5.Homework (3 mn):
Ask SS to revise the language used to express and respond to compliments
6.Comments (2 mn):
------------------------------------------
Preparing Day: 20th September 2008
Unit 2 Period 13: Writing: Writing a paragraph about a typical product of a culture.
(Time:90 mn)
I/ Objectives:
- By the end of the lesson, students know how to write a paragraph
- By the end of the lesson, students are able to develop ideas and organize ideas

- signal the end of the paragraph
- summarize the important points briefly
- Work in two groups, A and B to take
turns to choose a numbered row
-Others correct.
-Listen to the T
- Give idea on what a paragraph is and
on what the outline of pargraph is
- Work in pairs to answer the following
questions.
-4 pairs talk before class.
-Others correct.
2. Identifying parts of a paragraph (p.28-29)
- Tell SS to read the paragraph on page 28 and
complete the outline with the missing information
in each part
- Tell SS to compare answers with a partner
- Go over the answers with the class
3. Identifying the liking words
- Tell SS to read the paragraph on page 28 and pick
out the liking words used in the text
- Call on SS to list the liking words found in the
paragraph
3.While- writing (40 mn):
Task b Identifying parts of a topic sentence
and the outline of a paragraph
-Help Sts to do ex. and correct them.
*1. In England in 1821.e out
*2 When she was 10.
*3. She wanted to become a doctor.

- By the end of the lesson, students are able to use negative prefixes with
- By the end of the lesson, students are able to use the present simple and present
progressive to express future
- By the end of the lesson, students are able to distinguish between past simple and past
progressive, and between the present simple and present progressive
II/ Method:
- Integrated, mainly communicative.
III/ Teaching aids: drawings, handouts
IV/ Procedure:
Teacher’s activities Students’ activities:
1. Warm up (5 mn):
A. Word Study
Negative prefixes
Some prefixes are used to give adjectives a
negative meaning. There is no easy way of
knowing which prefix any adjective will use to
form its opposite.
- in-becomes im- before a word beginning
with ‘m’ or ‘p’ (eg. immature, impossible)
- in-become ir- before a word beginning
with ‘r’ and il- befor ‘l’ (eg. irreplaceable,
illegal)
Task a Negating the adjectives
- Ask SS to add a suitable prefix to each
adjective to have the opposite
- Tell SS to compare answers in pairs
- Go over the answers with the whole class

Task b. Gap-filling
- Ask SS to read the sentences and fill in each

e. disrespectful
f. insecure
g. insensitive
h. unsuitable
- Work in pairs to read the sentences and
fill in each blank with a suitable negative
adjective in the task a
- 5 of them write on the board.
-Others correct.
Answer:
B. Grammar
1. The present simple and present progressive
expressing future
- We use the present simple for the future when
we talk about a time-table or schedule, usually a
public one.
Eg. The train leaves at 5.30 tomorrow morning
- We use the present progressive for what
someone has arranged to do in the future.
Eg. We’re having a party this weekend
Task a, p.30 Checking questions
- Tell SS to read the sentences a, b, and c
and answer the questions.
- Call on SS to give answers and check
with the class
Task b, p.31 Gap-filing
- Ask SS to read the exchanges, choose a
suitable verb for each blank and put it in
the correct tense, present simple and
present progressive

choose a suitable verb for each blank and
put it in the correct tense, present simple
and present progressive then act out the
exchanges with a partner and the answers
together
Answer:
1. am coming 2. are; leaving
3. start 4. are; taking; am not taking
5. departs; arrives
- Listen and copy down
- Work individually to read the text,
choose a suitable verb for each space, and
put it in the correct tense, past simple or
past progressive
Answer:
1. was attending 2. learning 3. came 4.
didn’t mind 5. were lecturing 6.
asked 7. found 8. were working
3..Homework (3 mn):
- Ask SS to go over the exercises again to review the language points.
4. Comments (2 mn):
------------------------------------------------------------------------------------
Preparing Day: 27th September 2008
Period 16
45 mn- test(1st)
I/ Objectives:
- Sts revise unit 1 and 2 by doing the test.
II/ The test’s content:
A.Listening
- Listen and circle the word whose underlined part is pronounced differently from that of

C. Language Focus
1. Don’t be silly! That .................. possibly be Madonna!
A. mustn’t B. shouldn’t C. won’t D. can’t
2. No sooner had we started the picnic .................. the rain began pouring down!
A. than B. when C. that D. and
3. She bought a(n) ………… shirt in market
A. imexpensive B. inexpensive C. disexpensive D. unexpensive
4. Not only ................. visit Japan but they plan to stop off in the USA as well?
A. they plan to B. they must C. will they D. are they paying
5. I’ll hand over all my files to my assistant before I …………………….
A. am leaving B. leave C. will leave D. shall leave
6. By the time Brown’s daughter graduates, .................. retired.
A. he B. he has C. he’ll being D. he’ll have
7. ……………… you try, you can never get them all right.
A. How hard B. However
hard
C. For as hard as D. So hard as
8. On .................. he had won, he jumped for joy.
A. telling B. he was told C. being told D. having told
9. .................. earlier, I would have done it for you.
A. Had I
known
B. If I knew C. Did I know D. By knowing
10.When She first went to Viet Nam, she found everything …….
A. unfamiliar B. infamiliar C. disfamiliar D. imfamiliar

D. Writing
Rewriting sentences
1. “If I were you, I wouldn’t do that duty”. Loan said to Huy
→ Loan …….

Ex. 1;Listen and Choose the best answer
1. 1.B 2. A 3. D
2. 1. D 2. B 3. C
3. 1. life 2. 70% 3. 18 months 4. water
Ex. 2.
Fill in each blank with the most suitable word to
complete the text.
1. spent 5. which 8. were
2. possible 6. in 9. lots 10. whose
3. who 7. leaves
4. at (by)
Rewriting sentences
1. “If I were you, I wouldn’t do that duty”. Loan said to
Huy
→ Loan advised Huy do that duty
2. “Thank you for your help” Minh said to his sister
→ Minh thanked his sister for her help/ helping
3. “Did you see someone?” I said to Hue
→I asked Hue if I had seen someone
4. “What about walking along river?” Thanh’s aunt
said to her
→ Thanh’s aunt suggested her walking along river

5. He started investigating (dieu tra) the case a week
ago.
→ He has been investigating the case for a week
6.I'm quite sure that she didn't steal the necklace.
→ She can't have stolen the necklace.
7. The flat's very noisy but we enjoy living there.
→ Even though The flat's very noisy, we enjoy living

UNIT 3
School Education System
Period 18+ 19: Reading (P.33)
(Time: 90 mn)
I/ Objectives:
- By the end of the lesson, students are able to read specifi details.
- By the end of the lesson, students improve their skill of reading comprehension
- By the end of the lesson, students have a better idea of the education system in Viet
Nam and in some other countries in the world
II/ Method:
- Integrated, mainly communicative.
* Anticipated problems:
III/ Teaching aids: 1 textbook, handouts.
IV/ Procedure:
Teacher’s activities: Students’ activities:
1.Warm up (5 mn):
Game: Tunnel ball.
- Divide the class in three groups.
- Arrange the groups in column facing the board
- Give the student at the front of each column a
board marker or a piece of chalk.
- Stand at the back of the columns and ask the

- Answer the T’s questions.
- 2 of them speak before class.
-Others correct.
-Listen to the T.