LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 01 Period: 01

COURSE INTRODUCTION Lesson: COURSE INTRODUCTION

I. Aims:
1. Language contents
- Vocabulary: evaluate, assessment, bottom-up, top-down, context …
- Structures: Imperatives.
2. Knowledge: By the end of the lesson, students will be able to:
- know the curriculum of English 12.
- know some common classroom language.
- have an overview of the textbook and workbook.
- know about the oral tests, the 15-minute tests, the 45-minute tests and the final tests.
- know the rules of the English class.
3. Skills: Main skills: Speaking, Listening. + Sub skills: Writing.
4. Attitude: Students will have a proper attitude towards the subject.
5. Abilities: By the end of the lesson, students will be able to be familiar with the teacher and friends, classroom language and the course.
II. Teacher and students’ preparations
- Teacher: lesson plan, textbook, chalk, board …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking- answering…
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Warm-up - Chat with Ss about themselves and school/class,etc. - Chat
(5’)

2. Presentation - Introduce the English 12 syllabus. - Listen and take notes.

(10’) + Units and topics.
+ Extra lessons after each unit.
+ Tests: Oral tests, 15-minute tests, forty-five-minute tests, final
term examinations.

- Set some rules:

STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
+ English use in class.
+ Dictionary use in class.
+ Extra marks for active Ss.
+ Test yourself done at home before class.
+ Come to class prepared with all supplies and homework
complete.
+ Cooperate with your group./ Take turn.
+ Read the instructions carefully before doing tests.
+ Do multiple choice test in pencil.
3. Discussion - Asking Ss to work in groups and discuss ways to improve - Ss work in groups & discuss.
(30’) English.
- Help Ss with some effective ways to learn English.
+ Use reference books and websites to find out answers
themselves.
+ Encourage Ss to use E-E dictionaries.
+ Self study with the help of dictionaries and study pages on the - Make questions.
Internet.
+ Recommend some materials and websites.
- Let Ss to make questions.

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 01 Period: 02

Unit 1: HOME LIFE Lesson: READING

I. Aims
1. Language contents
- Vocabulary: obedient, mischievous, close-knit, under pressure, …
- Structures: structures related to the questions in the passage.
2. Knowledge: By the end of the lesson, students will be able to:
- have knowledge of “Home life”.
- know how members in a family share housework.
- know more about the vocabulary and structures to talk about sharing household chores.
3. Skills: Main skill: Reading. + Sub skills: Speaking, Listening, Writing.
4. Attitude: Students will have proper attitude towards housework and sharing household chores.
5. Abilities: By the end of the lesson, students will be able to:
- develop their reading skill by skimming for specific information.
- use the learnt vocabulary and structures to talk about sharing household chores in their family.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
1. Pre-reading (14’)
Act. 1 * Chatting: - Answer the T’s questions.
1. How many people are there in your family?
2. Have you got any brothers / sisters?
3. What’s your mom’s / dad’s job?

Act. 2 * Picture Description: * PW:

- Ask Ss to look at the picture in the textbook, work in pairs, answer  EA:
the Qs: 1. Parents and children.
 1. Who do you think they are? 2. At home.
2. Where is the family? 3. The mother is helping the daughter with her study; the
3. What is each member of the family doing? father is playing with the son.
4. …
4. Is the family happy? Why (not)? * GW:
- Try to give the meanings.
* Discussion:
Act. 3 - Divide the class into groups of 4 Ss; list some activities each
member in your family does at home.
 G1, 2: Mother
 G 3, 4: Father
 G 5, 6: Brother, Sister and Yourself

* Pre-teach vocab.:
Act. 4  responsibility (n)  responsible (adj.)
 willing (adj.)  to be willing to do sth.
 attempt (n): trial (n)
 pressure (n)  to press
 mischievous (adj.) /’mɪstʃɪvəs/ : naughty mischievousness
(n)
 active (adj.)  activeness (n)
 close-knit (adj.): very close
 supportive (adj.)  support (n, v) - Practice pronouncing the above new words.
 secure (adj.)  security (n)
- Ask Ss to practice pronouncing the above new words.
2. While-reading (20’)
Act. 1 * Task 1: Multiple Choice (p. 14) * Ind.
- Ask Ss to read the text and choose the sentence A, B or C that is  EA: 1B, 2C, 3A, 4B, 5A
nearest in the meaning to the sentence given on P. 14.
- Give feedback.

Act. 2 * Task 2: Answering Questions (p. 14) * PW: Ask and answer the questions.
- Ask Ss to read the text again and answer the questions.  EA:
- Give feedback. 1. Very busy. They have to work long hours and sometimes
they have to work at night.
2. She’s always the first 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: washing
dishes, taking out the garbage, looking after the boys.
The father sometimes cooks or mends things around the
house at weekends.
4. She attempts to win a place at university.
5. B/c they are very close-knit and supportive of one
another. They often share their feelings and whenever
problems come up, they discuss them frankly and find
solutions quickly.
3. Post-reading (10’) * Discussion: * GW: Discuss how members in your family share
- Ask Ss to talk about how members in your family share housework.
housework.  EA:
- Give feedback.
4. Homework (1') - Ask S to write a short paragraph (50 – 60 words) about how - Take notes.
members in your family share housework.

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 01 Period: 03

Unit 1: HOME LIFE Lesson: SPEAKING

I. Aims
1. Language contents
- Vocabulary: sweeping the floor, washing the dishes, ironing the clothes, cooking, taking out the garbage, …
2. Knowledge: By the end of the lesson, students will be able to:
- know other types of household chores.
- know more about the vocabulary and structures to talk about household chores.
3. Skills: Main skill: Speaking + Sub skills: Reading, Listening, Writing.
4. Attitude: Students will have proper attitude towards housework and sharing household chores.
5. Abilities: By the end of the lesson, students will be able to:
- develop their speaking skill.
- use the learnt vocabulary and structures to talk about sharing household chores in their family.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/ TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Warm-up Game: Miming
(8’) - Divide the Ss into 2 groups. Each representative from each group - Ss play the games and answer the questions.
receives a handout, then mime doing the household chores. Other Ss
in the group guess.
The group that has more correct answers is the winner.
 sweeping the floor
 washing the dishes
 washing clothes
 ironing the clothes
 cooking
 taking out/ emptying the garbage
 watering flowers
 watching football
  doing homework
 taking care of the baby
…
- Ask Ss some questions :
1. Who often does cooking in your family ?
2. Does your father water flowers and plants ?
3. What do you often do to help your parents with household
chores?
 introduce the lesson: Asking and answering about household
chores and family life.
2. Pre-speaking: Task 1 ( textbook, page 15 )
(7’) - Ask Ss to work individually in 2’. - Do the task.
Act. 1 - Ask some Ss. - Answer.

Task 2 ( textbook/ 15 )
- Ask ss to make questions. - Make questions.
- Ask students to work in pairs. Expected questions:
- Call some pairs of student to stand up and speak in front of the 1. Could you tell me who works in your family?
class. 2. Who does the household chores in your family?
3. What’s your responsibility in the family?
What exactly do you have to do?
How do you share the household chores?
4. What interests do your family members share closely?
What do your family members often do together in your free
time?
5. Who do you often share your secrets with?
6. Who do you often talk to before making an important
decision?
3. While-speaking
(20’)
Act. 1 Task 3 ( textbook/ 15 ) - Work in pairs.
- Have Ss to work in pairs, asking about the partner's family life, - Speak.
noting down the answers in the table. Sample dialogue :
- Call some pairs to act out in front of the class. A: Hi,…Could you tell me a bit about your family life?
- Give comments. B: - Sure, no problem.
A: - Who works in your family?
B: - Both my parents do. My father is an engineer and my
 mother is a teacher. They work 8 hours a day.
A: Do you help them with the household chores?
B:- Of course. I help my mother in the kitchen and wash the
dishes.
A: What about your father?
B: -He cleans the floor and sometimes when my mom is out
of on business he cooks for us.
A: What interests do your family members share closely?
B: - Watching films. We often watch films on TV on Saturday
evening when everybody is free.
A: Who do you often share your secret with?
B: - Mother. I think she understands me well.
A: So she is the person you often talk to before making an
important decision?
B:- No, in fact both my parents help me a lot when I have
problems.
A: You must be very happy in such a family. Thanks for
giving me the time. Bye.
B: - Bye.
Act. 2 Task 4
- Have Ss to work in pairs (with another partner) to tell each other - Work in pairs.
the information collected . I’ve just talked to B about her family life.
……………..
4. Post-speaking Report the information
(8’) - Call some Ss to report in front of the class. - Speak.
- Correct and give comments.

5. Homework - Write a paragraph about sharing household chores in your family Copy down
(2’) (50 words )

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 01 Period: 04

Unit 1: HOME LIFE Lesson: LISTENING

I. Aims
1. Language contents
- Vocabulary: left-overs, close-knit, flight, spread out, reserve, …
2. Knowledge: By the end of the lesson, students will be able to:
- know differences between Paul’s and Anna’s families.
- know more about the vocabulary and structures to talk about the importance of family in a person’s life.
3. Skills: Main skill: Listening + Sub skills: Speaking, Reading, Writing.
4. Attitude: Students will be educated about love for family.
5. Abilities: By the end of the lesson, students will be able to:
- understand the content of the listening.
- develop and improve their listening skills (listening for specific information and for gist).
- talk about the importance of family in a person’s life.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Warm-up 1. Greeting (1’) - Greeting
(6’) 2. Warm-up: Picture exploitation (PW, 5’)
Act 1 - Show the following pictures, one at a time and ask the question “What kind of - Expected answers:
family are they?” + Picture 1: Single parent family (only one
parent and children)
+ Picture 2: Extended family (the family
members of nuclear, grandparents, uncles,
aunts, cousins, nephews, nieces, and in-laws.
+ Picture 3: Childless family
+ Picture 4: Nuclear family

- Work in pairs, tell what kind of family they

are, and describe the picture in page 16 in 2
 - Listen and give the correct feedback to the answers minutes.
- Ask students to work in pairs, look at the picture in page 16, tell what kind of - Expected answers:
family they are, and describe it in 2 minutes. + They are an extended family.
+ There are 6 members in their family. They
are having a big meal. They look very happy.
- Ask students for the answers
- Listen and give the correct feedback to the answers

2. Pre-listening 1. Lead-in (2’)

(8’) - Say: “You’re going to listen to a conversation between Paul and Andrea about - Listen
Act 2 their family life. Before listening, I’ll help you with some vocabulary.”
- Copy down
- Write the title on the board

2. Vocabulary (6’)
- Elicit vocabulary
Act 3 + flight (n): air trip
+ coach [kəʊtʃ] (n): a comfortably equipped single-decker bus
+ close-knit [kləʊsˈnɪt]: bound together by strong relationships
+ reserve [rɪˈzəːv] (v): book - Listen and repeat chorally
+ spread out: become distributed over a large or larger area - Read aloud individually
+ leftovers [ˈlɛftəʊvəz]: Something, especially food, remaining after the rest has - Listen and repeat after the tape
been used
+ rarely [ˈrɛːlɪ] (adv): seldom - Say the words
+ crowded [ˈkraʊdɪd] (a): full of people - Listen
- Ask students to listen and repeat chorally
- Ask some students to read aloud individually
- Play the tape and ask students to repeat
- Check meanings: Listen and say the words
Act 4 + Ask students to listen to teacher and say the relevant words
+ Give feedback and comments

3. While- listening 1. Set a scene (1’)

(14’) - Say: “Let’s listen to the tape on Paul and Andrea’s conversation and do the
exercises.” - Listen
2. True or False Statements
 (Task 1, textbook, page 16, PW, 6’)
Act 5 - Ask students to work in pairs, read 5 sentences and underline the key words in
- Work in pairs, read 5 sentences and underline
task 1, page 17 in 1 minute the key words in task 1, page 16 in 1 minute
- Ask students to tell what key words are. - Say the key words
- Ask students to listen to the tape and do task 1, page 16 in pairs - Do task 1, page 16 in pairs
- Play the tape once (twice if necessary) - Listen to the tape
- Give the answer and explanation
- Ask for the answer and explanation - Listen and check the answers
- Play the tape to check - Listen
- Give feedback and comments * Expected answers:
1. F (She can’t wait for booking a fight.)
2. F (Because he hasn’t decided yet and it’s
not important to him.)
3. F (180 kilometres)
3. Task 2: Note-taking 4. T (Andrea’s: 6, Paul’s: 4)
(Task 2, textbook, page 17, individual work, 7’) 5. T
- Ask students to listen to the tape and do task 2, page 17 individually - Work individually and do task 2, page 17
Act 6 - Play the tape once (twice if necessary) - Listen to the tape
- Give the answers and explanation
- Ask for the answers and explanation - Listen and check the answers
- Play the tape to check - Listen
- Give feedback and comments * Expected answers
- Paul’s family isn’t a close-knit family and
often eats the meal at home
- Andrea’s family is a close-knit family and
often eats out when they get together.
4. Post- listening Task 3: Discussion
(13’) (After you read, textbook, page 17, GW, 7’)
* Set a scene: “It is said that East or West, home is best.” What do you think about
Act 7 the importance of family in your life?” - Form groups of 3 and do the task in 5 minutes
- Ask students to work in groups of 3 and do the task, page 17 in 5 minutes.
- Present in front of the class
- Go around the class for help
- Listen
- Call some groups to present in front of the class
- Listen, give feedback and comments
5. Consolidation (2’) - Ask the question “What have we learnt today?” - Answer individually

6. Homework - Learn by heart all the vocabulary we’ve learnt today - Take notes
(2’) - Retell the importance of family in your life.
- List the rules of your family

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 02 Period: 05

Unit 1: HOME LIFE Lesson: WRITING

I. Aims
1. Language contents
- Vocabulary: connective words
- Structures: let s.o do s.t, allow/permit s.o to do s.t, be allowed to do s.t, have to do s.t, …
2. Knowledge: By the end of the lesson, students will be able to:
- know the format of a letter describing family rules.
- know more about the vocabulary and structures to write about family rules.
3. Skills: Main skill: Writing + Sub skills: Listening, Reading, Writing.
4. Attitude: Students will be educated to respect for their family rules.
5. Abilities: By the end of the lesson, students will be able to write a letter describing family rules.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering, peer correction …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pre-writing (12’)
Act. 1 * Game: Find someone who… (H/O) * Ind.: Walk around the class and find some friends who do
- Ask Ss to walk around the class and find some friends who do one of the activities in the table.
one of the following activities:  EA:

Activities Yes No
1. Doing household chores
2. Using the family motorbike
3. Coming home late
4. Preparing meals
5. Watching TV
6. Talking on the phone
7. Going out with friends
 * Pre-teach structure: - Take notes.
Act. 2  have to do sth
 allow sb to do sth  be allowed to do sth
 want sb to do sth
 permit sb to do sth
 ban / forbid sb to do sth
 let sb do sth
 Ex: + Tam’s parents allow him to watch TV every night.
+ Tam is allowed to watch TV every night.
- Ask Ss to give some more examples. - Give some more examples.
* GW: Use the expressions in Act. 1 & the verbs in Act. 2
Connective words to discuss and give more ideas on the rule.
- first, second…finally
- next
- besides, moreover, furthermore, what is more, in addition…
- another rule is that…

* Task 1: (p. 17)

Act. 3 - Ask Ss to use the expressions in Act. 1 and the verbs in Act. 2 to
discuss and give more ideas on the rules.
- Give feedback.
2. While-writing (20’) * Task 2: (p. 17) * Ind.: Write a letter to a pen pal to talk about their family
- Ask Ss to use the ideas they have discussed above to write a rules.
letter to a pen pal about their family rules.  EA: Every family has its own rules. My family has a few.
First, I have to do household chores after meals…
3. Post-writing (12’) - Ask Ss to exchange their letter and correct each other. * PW: Peer correction.
- Correct the mistakes and errors.
4. Homework (1’) - Ask Ss to rewrite a letter to their pen pal their family rules. - Take notes.

Teaching reflection:
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 02 Period: 06

Unit 1: HOME LIFE Lesson: LANGUAGE FOCUS

I. Aims
1. Language contents
- Pronunciation: /s/ and /z/.
- Grammar: The tenses.
2. Knowledge: By the end of the lesson, students will be able to:
- know how to pronounce the sounds /s/ and /z/ correctly.
- know the forms and the uses of the tenses correctly.
3. Skills: Main skills: Speaking, Writing, Reading, Listening.
4. Attitude: Students will be aware of pronouncing the words and using the tenses correctly.
5. Abilities: By the end of the lesson, students will be able to:
- pronounce the sounds /s/ and /z/ correctly.
- use the tenses correctly.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, audio file…
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering, tongue twisters…
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pronunciation (12’) * GW:
Act. 1  Presentation:  EA:
- Ask Ss to work in groups, name the pictures and arrange the /s/ /z/
words in 2 groups: /s/, /z/.  elephants  shoes
- Ask Ss to revise the rules.  books  handbags
 lamps  ties

Act. 2  Practice:
- Demonstrate the sounds (p. 18) by pronouncing them slowly and - Listen to the teacher and repeat.
clearly. - Take notes.
- Play the tape and ask Ss to repeat.
 - Call on some Ss to repeat the sounds clearly to class.  EA:
- Ask Ss to read 6 sentences (p. 18) to find out the sounds (1) / s /  (1): bats, speaks, photographs, dates, kits
and (2) / z /.  (2): bags, speeds, halves, days, kids
- Practice the sentences (p.27).
- Ask Ss to practice the sentences (p.27) in pairs.
2. Grammar (29’)
Act. 1  Presentation : REVIEW OF TENSES * GW: Remind forms and uses of tenses.
- Give an example:
Yesterday, when I was walking in the park, the thief stole my
handbag.
Up to now, I haven’t found it yet.
- Ask Ss to underline the tenses of verbs and review the tenses of
verbs: Present Perfect, Present Progressive, Past Simple - Take notes.

 Notes:

1. PRESENT PERFECT:
 Expresses an activity that happened (or never happened) before now,
at an unspecified time in the past (The exact time it happened is
not important).
 Expresses an activity that has just happened.
 Expresses a situation that began in the past and continues to the
present.
!. a. I have been here since seven o’clock. since + a particular time
b. I have been here for two weeks. for + a duration of time

2. SIMPLE PAST:
 Expresses an activity or situation began & ended at a particular time
in the past.
3. PAST PROGRESSIVE: (Sentence 7, 8)
 In the past, when 2 actions occurred at the same time, Past Progressive
expresses one activity that began earlier & was in progress when the
other action occurred. (S. 7)
!. a. I stood under a tree when it began to rain.
b. I was standing under a tree when it began to rain.
 + In (a): 1st: The rain began.
2nd: I stood under a tree.
+ In (b): 1st: I was standing under a tree.
2nd: It began to rain.
 Act. 2  Practice 1: * Exercise 1 (p. 18, 19) * PW:  EA:
- Give feedback. 1. Have you seen
2. Did you enjoy
3. Was
4. Did you give - saw
5. Didn’t listen
6. Have you two met
7. Did you meet

Act. 3  Practice 2: Exercise 2 (p. 19) * Ind.:  EA:

- Give feedback. 1. B 4. A 7. B 10. C 13. C
2. C 5. B 8. C 11. B 14. A
3. A 6. B 9. B 12. C 15. B
3. Homework (1’) - Ask Ss to: + Learn ways of pronouncing “s” ending by heart. - Take notes.
+ Redo Exercise 1, 2.

Teaching reflection:
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