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Date of planning:30.08.09 Date of teaching:31.08.09 Class:12A2 Period 1 ENGLISH 12 TEST ORIENTATION Aims: To help students learn English 12 effectively. To give students some supporting sources Objectives: Ss know the requirement of different tests within English 12. Students know how to learn English 11 effectively. Students can find some useful sources to learn English 10 Teaching aids: - English 10, referent books Teacher’s activities Students’ activities I. Warm up: Activity 1: individual work: answer the teacher’s - Work individual question: - Answer the teacher’s questions - How are you? - How can you learn English? II. Presentation: - Listen to the teacher - Teacher: We have done a lot of tests. Today we recall some test type and how to do them effectively III. The main content of the lesson: A. Listening tests. 1. Multiple choice questions. 2. True-False statements. - Listen to T’s explanation about six 3. Open-ended questions. topics 4. Grid-filling/ Completing charts with facts and figures. 5. Gap-filling . 6. Identifying objects/people/speakers’ tones. B. Reading tests. - Listen and take notes in their 1. Multiple choice questions. notebooks. 2. True-False statements. 3. Open-ended questions. 4. Grid-filling. 5. Gap-filling/ Cloze. 6. Matching (jumbled headings with paragraphs/written descriptions with pictures of the items or procedure they describe). 7. Transferring written information to charts, graphs, maps, etc. 8. Choosing the best summary of a paragraph or a - Listen and take notes in their whole text notebooks. C. Speaking tests. 1. Prompts/Picture prompts. 1 2. Asking & answering questions(Interview). 3. A set of topics. 4. Role-plays. 5. Information gap activities 6. Decision-making activities. 7. Using pictures for candidates to compare and contrast. D. Writing tests. Guided writing tests: - Work in pair and make a small 1. Gap-filling. conversation with a friend. 2. Punctuating a text. 3. Re-ordering words/sentences. 4.Summary writing based on texts Free writing tests: - Sentence writing (e.g. a set of instructions for some common task) - Paragraph writing (e.g. writing leaflets/brochures) - Letter writing (e.g. transactional letters) - Essay writing (e.g. writing compositions and stories) From above, with in the curriculum we have these kind of test for each term - Oral test: you must have from 1 - 3 scores - Fifteen minute test: 3 tests - Forty - five minutes test: 2 tests - Term test: 1 test IV. Home Work: Summarize this lesson. -------------------------------------------------------------------------------------------Date of planning:30.08.09 Date of teaching:04.09.09 Class:12A2 Period 2 INTRODUCTION AND REVISION A.OBJECTIVES: By the end of the lesson, students will: Review all of the knowledge of grade 11 Know how to study and learn English 12 B. TEACHING AIDS: Textbook, pictures, cassette, tape C. PROCEDURE: Method: mainly communicative Teacher’s activities Greeting, introduce, get acquaintance with the students A. Revision -Elicit all of the knowledge and language skills of grade 11 Students’ activities 2 1.Verbs tenses ( present simple, past simple, past progressive, past perfect……….) I. HIỆN TẠI ĐƠN (Simple Present): Hình thức: Subject + V(es,s) 1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại. Ex: - We come to school on time everyday. - My mother always gets up early. (Mẹ tôi luôn thức dậy sớm) ■ Dấu hiệu thì: a. Cách dùng này thường có các trạng từ chỉ sự thường xuyên: • rarely: ít khi • usually: thường thường • sometimes: đôi khi • seldom: hiếm khi • never: không bao giờ • always: luôn luôn • often: thường • occasionally: thỉnh thoảng • hardly ever: hiếm khi • everyday: hàng ngày b. Các kết cấu đi với every như: • every week: hàng tuần • every month: hàng tháng 2. Diễn tả một sự thật hiển nhiên, một chân lý Ex: - The Sun rises in the East. (Mặt trời mọc ở phương đông) - The Earth moves around the sun. (Trái đất xoay quanh mặt trời) 3. Diễn tả sự thật tương đối bền vững Ex: - Your sister speaks English well. (Chị của bạn nói tiếng Anh giỏi) - Dick writes novel. (Dick viết tiểu thuyết) - Children need love and affection. (Trẻ em cần tình yêu và sự ấp ủ) II. HIỆN TẠI TIẾP DIỄN (Present Continuous) Hình thức: Subject + am / is / are + V-ing 1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói Ex: - The farmers are working in the fields now. - My mother is cooking in the kitchen at the moment. ■ Dấu hiệu thì: a. Trong câu thường có các phó từ: • now: bây giờ • at the moment: vào lúc này • at present: vào lúc này b. Trong câu bắt đầu bằng những từ gợi sự chú ý như: • Look! Coi kìa • Listen! Nghe kìa • Hurry up! Nhanh lên Ex: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang đánh nhau) - Listen! They are speaking English. - Hurry up! The bus is coming. (Nhanh lên! Xe buýt - Take notes - Listen to the teacher - Give som examples on the board 1/ I usually go to school in the afternoon. 2/ Lan often gets up early in the morning. 3/ The earth moves around the sun. 4/ I speak English very well. - Write them on their notebooks - Take notes - Listen to the teacher - Give som examples on the board 1/ I am looking for the latest newspaper now. 2/ They are watching a sport game show at the moment. - Write them on their notebooks 3 đang tới rồi kìa) c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc) Ex: - I’ll think it over while I’m having my lunch. 2. Diễn tả một việc được xếp đặt xảy ra trong tương lai. Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì) - We are going to Paris on Friday. III. HIỆN TẠI HOÀN THÀNH (Present Perfect) Hình thức : Subject + Has / Have + Past Participle 1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác định rõ. Ex: - He has lived in England before - We have gone to Dalat several times. - She has already seen that film. (Cô ta đã xem phim đó rồi) - He’s never been there. (Anh ta chưa từng ở đó) - They haven’t finished their work yet. (Họ chưa làm xong việc) - Have you ever spoken Russian before? ■ Dấu hiệu thì: Trong câu thường có • already: rồi, đã rồi • several times: vài lần • never: chưa bao giờ • never ... before: trước đây chưa bao giờ • yet: chưa • ever: đã bao giờ • ever ... before: trước đây đã bao giờ 2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy ra. Ex: - So far he has had no trouble. - He has lived here for five years. - His father has been ill during the last two week. ■ Dấu hiệu thì: Trong câu thường có các trạng từ chỉ thời gian: • so far: cho đến nay • up to now: cho đến nay • up to the present: cho đến lúc này • since then: kể từ lúc đó • since: kể từ khi • for: trong (khoảng thời gian) • in / during the last + 1 khoảng thời gian 3. Để diễn tả một hành động mà thời gian nó chưa kết thúc. Ex: - He has smoked ten cigarettes today. - I haven’t seen her this week. (Tuần này tôi không gặp cô ấy) ■ Dấu hiệu thì: Trong câu thường có các phó từ như: • today: hôm nay • this week: tuần này - Take notes - Listen to the teacher - Give som examples on the board 1/ We have learnt English for 5 years. 2/ Have you seen this movie before? 3/ She has just gone out. 4/ I have already finished my homework. - Write them on their notebooks 4 • this month: tháng này • this term: học kỳ này • this year: năm nay 4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại - Take notes Ex: - I have seen him lately. (Gần đây tôi có gặp anh ấy) - She’s just gone out. (Cô ta vừa mới đi khỏi) - Listen to the teacher ■ Dấu hiệu thì: - Give som examples on the Cách dùng này thường có các từ như: board • just: vừa mới 1/ I was studying my lessons • recently: gần đây when he came. IV.Past continuous : 2/ We saw him while we + Form : Was / were + V-ing were walking along the street. + Use : 3/ They were playing chess at * Use the past Continuous to indicate that a longer actoin in 4 o’clock yesterday. the past was interrupted. The interrupted is a shorter action in the Simple Past or a specific time. Remember this can be a real interruption or just an interruption in time . - Write them on their E. g : - I was watching TV when she called. notebooks - Last at 6 PM , I was eating dinner. * When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were - Prepare unit 1 “Reading” happening in the same time. The actions are parallel. E.g: I was studying while he was making dinner. V. Home Work: - Summarize this lesson. - Ask Ss to prepare unit 1 “Reading” ------------------------------------------------------------------------------------------------------------------Date of planning:30.08.09 Date of teaching:07.09.09 Class:12A2 Date of preparation : ..../.../ 2011 Period 13 Unit 3: ways of socialising Lesson 1: reading ( p1) A. Aims and Requirements 5 + Knowledge : Sts find the Vietnamese equivalents for the English words basing on context, read and find the best title and answer question about the passage + Skills: Reading comprehension, scaning for the main ideas B. Preprations of teacher: C. Steps of teaching : I. Organization : Class Teaching Attendance date 12A3 12A5 12A6 II. Check up : III. New lesson : Teacher’s activities Students’ activities Warm up - Ask Ss to work in groups and tell about - Group work their family - Suggestions 1. How many people are they in your family? 2. What is your father’s job? - Discuss 3. What is your mother’s job? - Go round the class and control - Call on some Ss to present - Feedback - Present - Short introduction the types of family (show the pictures) Nuclear family - Nuclear family consists of the father, the mother, and the children Answer. ( In English or Vietnamese ) - Work in pairs. Extended family - Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws, (relatives through marriage). SINGLE PARENT FAMILY - A single parent family consists of the children and one parent either the father and the mother. + In USA, single parent families are popular + In Viet Nam , there are more and more the type of single families. * Suggestion: - Parents and children. - At home. - The mother is helping the daughter with her study, the father is playing with the son. - Depend on Ss. - Answer. - Listen to the tape. - Read the passage silently. 6 BLENDED FAMILIES OR STEPFAMILIES - A family in which both parents have been divorced, each with their own children they remarry and bring both sets chilren into the marriage + It consists of stepparents, stepsister, stepbrother, halfbrother and half sister. - Find out new words. - look at the picture - answer the teacher’s questions + they are I. Before you read Pairs work - Have SS to look at the pictures in the textbook and answer questions 1. Who do you think they are? 2. Where is the family? 3. What is each member doing? 4. Is the family happy? Why/why not? 5. Are there any pets? What are they? 6. What are they doing? 7. Do you like having pets in your house? 8. What pets do you want to have? Call some pairs to answer and give feedbacks. - Introduce the text. Explain some new words: - Introduce and explain the meaning of the new words 1. Caring(a): paying attention to the others 2. To run the household. 3. To be willing to do st. 4. Household chores 5. Responsibility(n):  Responsible to sb for st. 6. Mischievous(a) 7. Obidient(a) 8. Close-knit(a) 9. Supportive(a) ~ of 10. Frankly(adv) 11. Secure(a) 12. confident(a)  confidence(n) - Read aloud and ask Ss to repeat - Explain new words in Vietnamese if necessary explain their choices. - Call some Ss to read theirs answers and 7 explain their choices. - Comment and gives feedbacks. V. Homework: - Ask Ss to learn the new words by heart, read and translate the text, do the tasks again. - Prepare the section B (The Speaking part of Unit one). Date of preparation : ..../.../ 2011 Period 14 Unit 3: ways of socialising Lesson 1: reading ( p2) A. Aims and Requirements + Knowledge : Sts find the Vietnamese equivalents for the English words basing on context, read and find the best title and answer question about the passage + Skills: Reading comprehension, scaning for the main ideas B. Preprations of teacher: C. Steps of teaching : I. Organization : Class Teaching Attendance date 12A3 12A5 8 12A6 II. Check up : III. New lesson : I. Warm up - Ask Ss to work in groups and tell about their family - Suggestions 1. How many people are they in your family? 2. What is your father’s job? 3. What is your mother’s job? - Go round the class and control - Call on some Ss to present - Feedback - Short introduction the types of family (show the pictures) Nuclear family - Nuclear family consists of the father, the mother, and the children Extended family - Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws, (relatives through marriage). SINGLE PARENT FAMILY - A single parent family consists of the children and one parent either the father and the mother. + In USA, single parent families are popular + In Viet Nam , there are more and more the type of single families. BLENDED FAMILIES OR STEPFAMILIES - A family in which both parents have been divorced, each with their own children they remarry and bring both sets chilren into the marriage + It consists of stepparents, stepsister, stepbrother, halfbrother and half sister. I. Before you read Pairs work - Have SS to look at the pictures in the textbook and answer questions 1. Who do you think they are? 2. Where is the family? - Group work - Discuss - Present Answer. ( In English or Vietnamese ) - Work in pairs. * Suggestion: - Parents and children. - At home. - The mother is helping the daughter with her study, the father is playing with the son. - Depend on Ss. - Answer. - Listen to the tape. - Read the passage silently. - Find out new words. - Read the passages - Listen to teacher’s reading. 9 3. What is each member doing? 4. Is the family happy? Why/why not? 5. Are there any pets? What are they? 6. What are they doing? 7. Do you like having pets in your house? 8. What pets do you want to have? Call some pairs to answer and give feedbacks. - Introduce the text. Explain some new words: - Introduce and explain the meaning of the new words 1. Caring(a): paying attention to the others 2. To run the household. 3. To be willing to do st. 4. Household chores 5. Responsibility(n):  Responsible to sb for st. 6. Mischievous(a) 7. Obidient(a) 8. Close-knit(a) 9. Supportive(a) ~ of 10. Frankly(adv) 11. Secure(a) 12. confident(a)  confidence(n) - Read aloud and ask Ss to repeat - Explain new words in Vietnamese if necessary II.While-reading: - Ask Ss to listen to the tape. - Ask Ss to read the passage silently to understand about it a. Task 1 : Choose the best answer - Get Ss to read the requirement of task1. - Ask Ss to read through 5 sentences and T helps them if necessary. - Ask Ss to work in pairs and choose the answer. - Get Ss to share the answers with their groups. - Call 2 Ss of 2 groups to write down the answers. - Check and give feedbacks: - Let Ss explain some sentences if necessary b. Task 2 : Answer the questions: - Check if Ss can answer the comprehension Qs without reading the text again. If Ss - Read the text by self. - Read the task. - Read through 5 sentences. - Work in pairs. - Share the answer. 1-B; 2-C; 3-A; 4-B ; 5-A; - Work in pairs 1. Very busy. They have to work long hours and sometimes they have to work at night. 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 dishes and takes out the garbage. She also looks after the boys/her younger brothers. The father sometimes cooks/does some cooking or mends things around the house at weekends. 4. She attempts to win a place at university. 5. Because they are very closed – knit and supportive of one another. They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly. Work in groups. - Check. - Work in groups. - Report their ideas. - Listen and comment. 10 cannot, T gets them to read the Qs carefully and underline the key words to do task. - Get Ss to check theirs answers and explain their choices. - Call some Ss to read theirs answers and explain their choices. - Comment and gives feedbacks. - Learn the new words by heart, read and translate the text, do the tasks again. - Write down the homework requirements. III. After you read - Give some Ss handouts and asks them to fill in the table the missing information from the reading text (work in groups of 4). What is your mother/father/you responsibility in your family? Work father mother children - Washing dishes - Cooking ……….. - Check and gives feedbacks. - LET Ss compare the family described in the text with your own family (basing on the handouts). - Tell each group to choose a secretary to note down all of others’ ideas. - Ask the secretary to report their ideas. - Comment and corrects Ss’ mistakes. V. Homework: - Ask Ss to learn the new words by heart, read and translate the text, do the tasks again. - Prepare the section B (The Speaking part of Unit one). 11 12 -------------------------------------------------------------------------------------------Date of planning:30.08.09 Date of teaching:11.09.09 Class:12A2 Period 4 Unit 1: HOME LIFE B: SPEAKING A. OBJECTIVES: By the end of the lesson, students will: - Understand more about home life, the relationship and responsibilities of family's members. 13 - Develop speaking skills: discuss home life, the relationship and responsibilities of family's members. B. TEACHING AIDS: - Textbook, pictures, cassette, tape, handouts and real objects C. PROCEDURE: - Method: mainly communicative Teacher’s activities Students’ activities I. Warm up: Network Expected words: - Ask Ss to find out as many as possible - Cleaning the floor words related to household chores. - Cooking - Doing the washing up - Washing clothes - Tidying the kitchen - Ironing clothes - Hanging dry the clothes Household chores - Repairing/ mending things - Taking care of the baby - Taking out the garbage - Work in pairs - Call some Ss to write on the board. - Present in front of the class - Give comments. Feedback: II. Pre speaking: In my family both my father and mother go to Task 1: Read the following statements work. Almost all members of my family share the and tick the ones that apply to you and household chores. Washing the dishes and your family. cleaning the house are what I often do help my - Ask Ss to work in pairs, exchange the parents. We all like watching films on TV when ideas. we have free time at weekends. The person I - Walk around and help them. often share my secrets with is my sister. I always - Call some Ss to talk about their ask my parents for advice before making an families in front of the class, using the important decision. information in task 1. - Work in pairs. - Give feedback Expected questions : III.While speaking: 1. Could you tell me who works in your family? Task two: 2. By the way who in your family does the - Guide students how to practise. washing up? - Ask students to work in pairs. 3. What about your brother ? Does he share the - Help the students with new structures. household chores? Give some special expressions 4. What’s your responsibility in the family? * Could you tell me who….. ? * By the way who in your family ……. ? 5. What exactly do you have to do? 6. How do you share the household chores? * What about your …. ? 7. What interests do your family members share - Walk around and help them. together? - Call some pairs of student to stand up 8. What do your family members often do and report before the class. together in your free time? - Correct their mistakes. 9. Who do you often share your secrets with? 10. Who do you often talk to before making an important decision? Sample dialogue : 14 A: - Hi,…Could you tell me a bit about your family life ? B: - Sure, no problem. Task 3 : Ask about your partner’s family. A: - Who works in your family? B: - Both my parents. My father is an engineer - Ask Ss to study the table carefully. and my mother is a teacher. They work 8 hours a - Have the Ss to work in pairs, asking day. about the partner family life, noting A: Do you help them with the household chores? down the answers in the table. B:- Of course. I help my mother in the kitchen and - Call some pair to act out in front of the wash the dishes. class. A: -What about your father? - Give comments. 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? IV. Post speaking :Report the B: - Mother. I think she understand me well. information A: - So she is the person you often talk to before - Have Ss to work in pair. making an important decision? - Call some Ss to report in front of the B:- No, in fact both my parents help a lot when I class. have problems. - Correct and give comments. A: - You must be very happy in such a family .Thanks for giving me time. Bye. B: - Bye. Expected answer: I’ ve just talked with B about her family life. She told me that both her parents go to work, so they are very busy. So she has to shares the household chores .She often helps her mother in the kitchen and washes the dishes after meals. His V. Homework: father is also willing to help with the housework. - More practice the main topics at home. He cleans the house and sometimes when B’s - Prepare the section C (The Listening mom is out on the business. All the members of part of Unit one). her family enjoy watching films together on Saturday evening. She shares her secret with her mother because she thinks that her mother understand her well. ;however, both parents help her make important decisions - Practice the main topics at home. - Prepare the section C (The Listening part of Unit one). ---------------------------------------------------------------------------------- 15 Date of planning:30.08.09 Date of teaching:12.09.09 Class:12A2 Period 5 Unit 1: HOME LIFE C: LISTENING A. OBJECTIVES: By the end of the lesson, students will: - Understand more about home life - Develop listening skills: listening for main ideas and specific information. B. TEACHING AIDS: - Textbook, pictures, cassette, tape, handouts and real objects C. PROCEDURE: Method: mainly communicative Teacher’s activities Students’ activities I. Warm up: Jumbled word - Rearrange the letters to make a meaningful -> REUNION word. RINENOU -> Family reunion - Which word can go with “reunion”? II. While you listen: * Describing the picture. - Ask students to work in pairs, look at and - Look at the pictures. describe the picture (p16), using the cues: - Answer the teacher's questions. 1. What is happening in the picture? + They are having a big….. 2. How many pictures are there?/ who are they? + many people.. 3. How are they feeling? / How do they look? + Very happy - Call some students to answers - Give feedback and introduce the topic of the lesson: Lead- in: In today’s listening section, you’ll hear the conversation between Paul and Andrea talking about their family. - Students repeat individually and in chorus - Introduce some new words to students by using pictures or by using definitions in English  Teacher asks students to repeat the words on - Students listen to the tape carefully the black board.  Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well.. * Vocabulary: Listen and repeat - Play the tape and ask Ss to read after the tape twice. 16 - Explain new words : - Leftovers / `left әu vәz/ thức ăn thừa - Spread ( v) out /spred/ trải ra To reserve: = to book sth in advance: ñaëc tröôùc Coach (n): xe chôû khaùch ñöôøng daøi To spread out: to cover a large area Leftovers: food that has not been eaten at the end of a meal Flight(n): a journey made by air, especially in a plane: chuyeán bay III. While you listen: Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements - Ask students to read through the questions - Play the tape two times - Ask Ss to do individually then compare the answer with a partner. - Play the tape again, have students listen and check the answers - Call some Ss to give the answers - Checks and gives feedback. Task 2: Note down two things that are different about Paul’s and Andrea’s families. - Ask students to read through the questions. - Let them do the task without listening again. - Play the tape twice . - Ask students to do Task 2 then compare the answer with a partner. - Play the tape again, have students listen and check the answers - Ask some students to read the answers - Check and gives feedback. IV. After you listen: Discussing - Ask Ss to work in groups, discuss the questions: The importance of family in a person's life - Ask some students to present their discussion in front of the class. - Give feedback V. Homework: - Ask Ss to summarise main points. - Write about family reunion. - Prepare Part D - Read through the questions - Work individually to do the task - Compare the answers Answer 1. T 2. F ( They not a very close nit family, they rarely get together as a family any more.) 3. F ( It is about 180 kilometers from they ….) 4. T ( There are 4 children in Paul’s family) 5. T ( There are too many people to cook for, they end up going out to dinner a lot.) - Read through the questions. - Work individually to do the task - Try to do the task without listening again. - Compare the answers - Listen again and check the answers Answer: Paul Andrea His family His family is a members are not close - knit one. very close. The families often The family often eat the meal the goes out to eat mother cooks at when they get home. together. - Work in groups, discuss the questions - Report their discussion Answer: Family is very important. It’s a place where people can share their secrets and find solutions to problems that arise. Only 17 in family, we can enjoy love and comforts. We are sure to be welcome back when we have disappointments or failures in life. - Summarise main points. - Write about family reunion. - Prepare Part D -------------------------------------------------------------------------------------------------------------------Date of planning:13.09.09 Date of teaching:14.09.09 Class:12A2 Period 6 Unit 1: HOME LIFE D: WRITING A. OBJECTIVES: By the end of the lesson, students will: - Understand more about home life - Develop writing skills: Writing for main ideas and specific information B. TEACHING AIDS: - Textbook, pictures, handouts and real objects. C. PROCEDURE: Method: mainly communicative Teacher’s activities Students’ activities I. Warm up: - Ask Ss to work in pairs and answers some - Pairs work questions 1. Do your parents often let you go out in the 1. My parents don’t let me come home late. evening ? 2. My father permits me to use the family 2. Are you allowed to use your family motorbike. motorbike? 3. I have to do the household chores. 3. Are you allowed to do the household chores? - Call on some pairs to present their answer in front of the class - Feedback Lead in : In today’s lesson, you’re going to write a letter about your family rules II. Pre writing: groups work Task 1: What rules do you have in your - Ss work in groups family? + Have students revise the verbs * Let sb + V * Allow sb + to V * Have to + V (obligation) * Permit sb + to V - Deliver Ss handouts (Task 1 – Complete 18 tthe following sentences). 1. During the school year, I am not allowed ……… 2. I have to………………………….. 3. My parents allow me………………. 4. My parents want me not……………… - Ask some Ss to go to the board to write down their sentences - Together with Ss finds out the mistakes and corrects them III. While writing: Task 2: Write a letter to a pen pal about your family rules. Ask Ss to work in groups and use the ideas they have written above to write a letter about their family rules. - Goe around to offer help - Call four representatives of four groups to go to the BB to write down their letters - Together with Ss finds out the mistakes and corrects them - Give feedback on Ss’ work - Point out some common mistakes made by Ss when doing this writing task. IV. Post writing: - Ask Ss to make a conversation about the content of their letter - Call some Ss to practice the conversation in the front of class - Remark generally Ss’ written work V. Homework: - Ask Ss to rewrite at home. - Prepare the section E (The Language focus part of Unit one). 1.During the school year, I am not allowed to come home late / watch TV … 2. I have to clean my house / do the washing 3. My parents allow me to watch TV / go out with my friends on Saturday or Sunday… 4. My parents want me not to stay up late / chat with my friends on the phone - Ss work in groups Dear Mary, Today, I have something interesting to tell you. It’s my family’s rules. Every family has its own rules. Mine has a few. First, during the school year I’m allowed to watch TV until I have finished my homework. Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early. Second, in my family everybody has to do their share of the household chores. And mine are doing the washing and preparing meals. Third, my parents want me not to chat on the phone more than ten minutes. How about your family rules? I am very happy with my family. My parents really love me and take good care of me. Love, Daisy - Work in pairs A. Do your parents let you go out in the evening? B. Sometimes on Saturday or Sunday. A. Are you allowed to watch TV? B. …………. - Rewrite at home. - Prepare the section E ---------------------------------------------------------------------------------------------------------------------------Date of planning:13.09.09 Date of teaching:18.09.09 Class:12A2 Period 7 19 Unit 1: HOME LIFE E: LANGUAGE FOCUS A. OBJECTIVES: By the end of the lesson, students will: - Distinguish and pronounce correctly the ending sounds / s, z /. - Use correctly the Simple past, past continuous and present perfect B. TEACHING AIDS: - Textbook, pictures, cassette, tape, handouts and real objects C. PROCEDURE: Method: mainly communicative Teacher’s activities Students’ activities I. Warm up: Tongue twisters. Read the tongue twisters - Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible. If one read 3 times he wins. - She sees Susie sitting in a shoe shine shop. - Where she sits she shines, and where she /s/ / z/ shines she sits. sits sees shines - Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column. - Write on the B.B II. Pronuciation: + Listen and repeat: - Read and ask students to listen and compare the difference betweet / z / and / s /. - Let students listen again and to repeat. - Write some words on board and ask students + Listen and repeat: to read them aloud. - Listen and practise. + Practise these sentences: + Pratise these sentences: - Read one before then read again and ask - Listen and repeat. students to repeat. - Practise in pairs. - Ask students to practise themselves. - Walk around and help them III. Grammar: Tense revision 1. Tense revision : - Hang a poster, Ask Ss to do the exercise . Poster : Use the correct tenses: simple past, past continuous or present perfect. 1. When you (buy) that car? - I (buy) it 2 year ago. Do exercise individually 2. At this time yesterday we (play) football. -> 1. did….buy ; bought 3. At 7 p.m last Sunday we (visit) the zoo. 2. were playing 4. When I (have ) dinner, my friend (call). 3. were visiting 5. I (already/see )Titanic 4. was having ; called - Call a student to do on the B.B while the 5. have already seen other practice individually. 20
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