Së Gi¸o dôc vµ §µo t¹o Phó Thä
Trêng THPT Phï Ninh
-----------------@--------------------
gi¸o ¸n
tiÕng anh líp 12
( ban c¬ b¶n)
Hä vµ tªn: TriÖu ThÞ HiÒn
Tæ: Sö- §Þa- Ngo¹i ng÷- GDCD
N¨m häc 2010-2011
Së Gi¸o dôc vµ §µo t¹o Phó Thä
Trêng THPT Phï Ninh
-----------------@--------------------
gi¸o ¸n
tiÕng anh líp 10
( n©ng cao)
Hä vµ tªn: TriÖu ThÞ HiÒn
Tæ: Sö- §Þa- Ngo¹i ng÷- GDCD
N¨m häc 2010-2011
Preparing date:August 22nd,2010.
revision
1st period: To introduce the English 12 programme and
to guide the way to learn English
A. Aims: - Checking the student's experiences through their summer holiday.
Resume the grammar.
- Introduce the book to the students and help them to know the best way to learn
English in the group 12.
- Developing skill:
- Teaching method:
B. OBJECTIVES : By the end of this lesson , Ss will be able to understand the content of
English 12 programme and know the way to learn to get the best results.
C. Teaching aids : Textbooks.
D. Procedure:
1 .Class organization (2')
Class
Teaching date
Attendance
12 A6
2. Checking the old lesson:
No.
3. New lesson:
Stages and time
A. Warm up:
( 5')
B. Presentation:
(30')
Teacher’s activities
student’s activities
Greeting, introduce, get acquainted with the -Listen to teacher.
students.
- How do you feel after a long summer - Answer the questions
holiday ?
- How did you revise your lesson ?
- To open textbook 12
+ Introduce the English 12 to students.:
+ discuss about the English
- Guide students about the new book.
12.
- Ask Ss some Qs .
+ answer Qs
1/ How many units are there in the text S1. There are 16 units
book ?
S2 . There are 6 topics
S3. They include:
2/ How many are there themes ?
1. You and me
2. Education
3/ can you tell name of the themes ( topics )
3. community
4. Nature
4/ How many skills / parts are there in a 5. Recreation
unit ?
6. People and places.
- There are 5 parts : Reading, speaking, + discuss about the English
listening, writing, and languagefocus
12.
+ answer Qs
+ discuss about the English
- There are 105 periods ( 21 revisions and 12.
tests )
+ How to learn ?
- Guide them:
+ How to learn each lesson
+ How to learn each section of the
lesson.
+ How to study at the class
+ How to prepare the lesson at home…
a. Reading skill.
- What do you read the reading passage for ?
- To read the passage fastest what must you
do / at home and at school ?
b. Speaking skill .
How many tasks are there in the speaking ?
what tast is the most difficult / why ?
c. Listening skill.
d. Writing skill.
How do you learn ?
e. language focus .
+ What to check.
- How many skills do you check in the test ?
- say about all tests.
4. Consolidation: ( 5')
Demand students to master:
- At home: to prepare the
lesson ( vocabulary , read
the passage...)
- At school : discuss in
groups/ pairs
- There are three tasks
task 3 is the most difficult
because that is free
speaking.
- Reading, speaking,
listening, writing, and
grammar
- Oral test. 15 minutes test
and written test( 45 minutes
and semester)
1. The main content of the English 12.
2. Master the learning methods.
5. Homework (3')
- Prepare the section A (The Reading part of Unit one).
Preparing date: August 22nd,2010
revision
2 period: To introduce the English 12 programme
to guide the way to learn English and to do the test
A. Aims: Checking the student's experiences through their summer holiday.
Resume the grammar through doing the test . Introduce the book to the students.
- Developing skill:
- Teaching method: Learner centered method.
B. OBJECTIVES: By the end of this lesson , Ss will be able to understand the content of
English 12 programme and know the way to learn to get the best results.
C. Teaching aids : Test paper, books.
D. Procedure:
1.Class organization(2')
Class
Teaching date
Attendance
12A3
2. Checking the old lesson:
No.
3. New lesson:
nd
Stages and time
Teacher’s activities
student’s activities
A. Warm up:
(5')
+ Greeting, introduce, get acquainted with the Listen to teacher.
students.
B. Presentation:
(30)
+ Test
- Give the requests of the test.
- Give students test papers.
I/ Put the correct forms of the verbs;
1/ Listen to those people! What language they
Test
- Listen.
- Get the test.
- Do the test.
( speak)....................?
2/ Where you (go)......If you had a lot of money?
3/ It (not rain)......much in our country in winter.
4/ If today (be)...Sunday, We (go)..to your native
village.
5/ We (not meet ) her for a long time.
II/ Rewrite the following sentences.
6/ John lives in a small flat and he doesn't like it .
John wishes..........................................................
7/ Mai said" this is my house"
Mai said................................................................
8/ If she doesn't hury, she will miss the last train
Unless..................................................................
9/ Lan was ill so she didn't go to school
yesterday.
If........................................................................
10/ Mai did her homework yesterday.
Her
homework........................................................
III/ Find the mistake in each sentence below.
11/ It's easy to forget what you don't want
A
B
C
remembering.
D
12/ The policeman told her not to driving her car
A
B
so fast again
C
D
13/ I will lend you this money If you will
promise
A
B
C
D
to pay it back.
14/ Tom suggested to go home early.
A
B
C
D
15/ Mary and Henry always goes out for a meal
on
A
B
C
- Stop, listen and correct.
their wedding anniversary.
D
- Ask them to do in 30 minutes.
(After 30 minutes)
- Ask students to stop.
- Correct.
- Ask them to correct their own.
4. Consolidation: (5')
Demand students to master:
1. The grammar of the test.
2. The main content of the English 12.
3. Master the learning methods.
5. Homework: (3') - Prepare the section A (The Reading part of Unit one).
Preparing date: August 22nd,2010
UNIT 1: HOME LIFE
period3: Lesson 1: READING
A. Aims:
- Language functions presented: Reading about home life.
- Skills developed: Reading skill.
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to read a passage of 300-350 words
for
general or specific in formation by guessing meaning from context, comprehending
passage.
C. Teaching aids:
- materials: Text book, pictures.
D. Procedure:
1.Class organization (2')
Class
Teaching date
12A3
2. Checking the old lesson:
3. New lesson:
Stages
time
and
1. Warm-up
(5')
:
Attendance
Can be done during the lesson.
Teacher’s activities
Play game:
Listen to teacher.
ordering letters : EELFIMOH
HOMELIFE
T leads in the lesson and Introduces the new
lesson to the students.
2. Before you - Ask students to look at the picture and answer
read:
some questions.
(10')
- Who do you think they are?
- Where is the family?
- What is each member of the family doing ?
- Is family happy? Why ? / why not ?
- Explain students some new words in the text.
+ eel soup (n) chao luon
+ household chores (n)
+ mischievous = naughty
+ responsibility (n)
+ join hands to do smt : san long lam dieu gi
+ close-knit (a) gan bo voi nhau.
2. While you
read:
( 19')
student’s activities
Task 1: Choose the sentence A,B , or C
- Ask students to read through the passage
again.
- Divide the class into pairs to do .
- Call some students to give the answers.
- Ask others students to correct.
- feedback
- Listen.
- Ask teacher if having new
words.
- Answer the questions
S1. I think they are parents and
children
S2. They are at home
S3. The mother is helping the
daughter with her study.
The father is playing with the
son.
S4. Yes, they are because they
love and support each other.
- practice reading vocabulary
- Read the text by themselves.
Pair works
1. B
2. C .3. A 4. B 5. A
Peer correction.
Pair works
Answer:
Task 2:
- Ask students to read the questions carefully.
- Ask students to read through the passage 1. They are very busy, they have
again.
to work long hours and
- Divide the class into pairs to do .
sometimes they have to work at
- Call on some students to give the answers.
- Ask others students to correct.
- Give the true answers.
3. After you
read ( 5')
night.
2. She is always the first one to
get up and ……..
3. The daughter help with the
household chores.
she washes the dishes and takes
out the garbage....
The father sometimes cooks/does
some cooking or mending things
around the house at weekend.
4. She attempts to win a place at
university.
5. Because they are very closeknit and supportive of one
another. They often share their
feeling and whenever problems
come up. they discuss them
- Ask students to work in pairs to ask and frankly and find solutions
answer:
quickly.
* What is your responsibility in your family?
* Do you have to do the household chores?
+ After you read:
* Who is the first one to get up in the morning Discuss in Pairs
in your family?
Some pairs present before the
* …….
class.
4. Consolidation: (3')
Summarize the main points
1. The structures in the text.
2. The main content of the text.
5. Homework: (2') - Learn the new words by heart, read and translate the text, do the tasks
again.
- write a paragraph about their family life.
- Prepare the speaking lesson of Unit one
Preparing date: August 29th ,2010
UNIT 1: HOME LIFE
period4: Lesson2: SPEAKING
A. Aims:- Language functions presented: Speaking about home life.
- Skills developed: Speaking skill.
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to ask and answer about home life
and
relationships among members of the family and responsibilities of each member in the
family.
C. Teaching aids:
- materials: Text book,
D. Procedure:
1.Class organization( 2')
Class
Teaching date
Attendance
12A3
2. Checking the old lesson:
No. Can be done dñing the leson
3. New lesson:
Stages and time
1. Warm up:
( 5')
2. Presentation
(33')
1. Task1:
2. Task 2:
Teacher’s activities
- Ask Ss to write down on a piece of paper a
list of things considered as household
chores.
- to clean the floor.
- To cook
- to wash the dishes
- to repair/ mend things
- to take care of the baby
Ask Ss to make sentences using the
suggestion below.
- Guide students how to practise.
- Ask students to work in pairs.
- Walk around and help them.
- Call students to say about their families.
- Correct their mistakes.
Student’s activities
Answer teacher's question.
Group works
- to take out the garbage.
- To wash clothes
- To tidy the kitchen
- To iron clothes
- To hang dry the clothes
+ Work in pairs .
Main cues:
- Share the household chores,
the interests- The personal
secret.
- my main responsibility is to…
- Some Ss to talk about their
families in front of the class,
using the information in task 1.
* Work inpairs.
* Guide students how to practise.
Expected questions :
- Ask students to work in pairs.
4. What’s your responsibility in
- Help the students with new structures and the family?
new words:
5. What exactly do you have to
Give some special expressions
do?
1. Could you tell me who works in your 6. How do you share the
family?
2. By the way who in your family does the
washing up?
3. What about your brother ? Does he share
the household chores?
- Walk around and help them.
- Call some pairs of student to stand up and
report before the class.
- Correct their mistakes.
3.Task3
4. Task 4
* Ask about your partner’s family.
- Ask Ss to study the table carefully.
- Have the Ss to work in pairs, asking about
the partner family life, noting down the
answers in the table.
-Call some pair to act out in front of the
class.
A: - Hi,…Could you tell me a bit about your
family life ?
B: - Sure, no problem.
A: - Who works in your family?
B: - Both my parents. They are farmers so
they work all day in the field.
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 interests do your family members
share closely?
B: - Watching films. We often watch films
on TV on Saturday
evening when
everybody is free.
- Give comments.
- Guide students how to practise.( using
information in the task 3 to practice )
- Ask students to work individual.
- Call some student to stand up and practise.
household chores?
7. What interests do your family
members share together?
8. What do your family members
often do together in your free
time?
9. Who do you often share your
secrets with?
10. Who do you often talk to
before making an important
decision?
+ Listen.
- Work in pairs.
- Stand up and practise before
the class.
A: - Who do you often share
your secret with?
B: - Mother. I think she
understand me well.
A:Oh1!is she the person you
often talk to before making an
important decision?
B:- No, in fact both my parents
help a lot when I have problems.
A: - You must be very happy in
such a family .Thanks for giving
me time. Bye.
B: - Bye.
- Give comments.
4. Task four:
- Listen.
- Work individual.
- Stand up and practise before
the class.
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 father is also willing
- Correct their mistakes.
to help with the housework. He
cleans the house and sometimes
when B’s mom is out on the
business. All the members of 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
4. Consolidation: ( 3') Demand students to master:. - Talk about their family life before the
class. .
5. Homework: (2') - More practice the main topics at home. ( write a paragraph)
- Prepare the listening lesson of unit one.
Preparing date : August 29th,2010
UNIT 1: HOME LIFE
Period 5: Lesson 3: LISTENING.
A. Aims:- - Language functions presented: Listening about home life.
- Skills developed: Listening skill.
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to listen to a dialogue between Paul and
Andrea , talking about their family life for gist and specific information
C. Teaching aids: - materials: Text book and cassettle & tapes
D. Procedure:
1.Class organization(2')
Class
Teaching date
Attendance
12A3
2. Checking the old lesson:
No.
3. N
ew lesson:
Stages and time
1. Warm up:
Teacher’s activities
* Jumbled words. RINENOU
Student’s activities
- Whole class
(5')
Ask Ss to rearrange the letters
to make a meaningful word.
REUNION : family reunion.
T leads in the lesson.
2- Before
- Ask students to look at the
listening
pictures and answer some Qs:
(10')
+ What happening in the
picture ?
+ How many peoples are
there in the picture ?
+ How do they look ?
+ Do you think they all live
in the same house?
+ On what occasions do
people come home to have a
family reunion?
- Correct their mistakes and
give suggested answers.
- Ask Ss read new words in the
textbook and give meaning.
- Give some more words:
3. While you
1. Task one:
listen(23')
- Ask students to read the
questions quickly.
- Guide students the requests of
the task.
- Let students listen twice time.
- Write on board from 1 to 6
and call some students to come
and write their answers.
- Let them listen to again and
correct.
2. Task two:
-Ask students to read the
question quickly.
- Guide students the how to do
the task.
- let student listen one or twice
times.
- Ask students to stand up and
speak their answers.
- Correct.
3. After you listen - Guide students to talk about
- Rearrange the letter.
- Look at the pictures.
- Answer the teacher's questions.
+ They are having a big meal.
+ many people..
+ Very happy..
+ I don’t think so
+ summer holiday/ tet holiday
- Listen then write down
+ book a flight
+ get a flight out of here ( lay dc ve
may bay ra khoi day)
- Read the questions quickly.
- Listen to .
Answer:
1. F - 2. F - 3. F - 4. T - 4.T
- Do on board.
Answer:
Paul
His family
members aren’t
close.
The family often
eat the meals the
mother cooks at
home.
- Work in pairs
Andrea
His family is a
very close-knit
family.
The family often
go out to eat
when they get
together.
people in the lesson.
- Some pairs to answer the questions
- How they became the closed - in front of the class.
knit family?
- How many people are there in
your family ? who are they ?
- Do all members of your
family live together ?
- Do they often get together on
special occasion ?
- do you have a big meals
together?
+ Family is more important
than things because it can't be
replaced , It gives you love ,
support......
4. Consolidation: (3')
Demand students to master:
- The main topics in the section.
- The structures to say.
5. Homework: (2')
- More practice the main topics at home.
- Prepare the listening lesson of unit one.
Preparing date : September 4th, 2010
UNIT 1: HOME LIFE
period 6: Lesson 4: WRITING
A. Aims:- Language functions presented: writing about home life.
- Skills developed: Writing skill.
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to write about one’s family life and rules.
C. Teaching aids:
- materials: Text book
D. Procedure:
1.Class organization:(2')
Class
Teaching date
Attendance
12A3
2. Checking the old lesson:
No.
3. New lesson:
Stages
I.
War
m up
Teacher’s activities
-Ask Ss to work in pairs and answers
some questions
(5')
1. Do your parents often let you go out in
the evening ?
2. Are you allowed to use your family
motorbike?
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: Task 1: What rules do you have in your
groups work family?
(10')
+ Have students revise the verbs
* let + sb + V+ sth
* allow + sb + to V+ sth
* have to + V or must + V + sth
* permit + sb + to V+ sth
* Permit + doing sth
:
- T delivers Ss handouts (Task 1 –
Complete 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………………
- T asks some Ss to go to the BB to write
down their sentences
- T together with Ss finds out the
mistakes and corrects them
Task 2: Write a letter to a pen pal about
your family rules.
III. while
- T asks Ss to work in groups and use the
writing: (18')
ideas they have written above to write a
letter about their family rules.
T goes around to offer help
Student’s activities
Pairs work
1. My parents don’t let me come
home late.
2. My father permits me to use the
family motorbike.
3. I have to do the household
chores.
- Ss work in groups
S1. My parents let me go out with
my friends on saturday evening .
S2. I have to do the household
chores.
S3. Our teacher doesn't allow us
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. ………….
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
- T calls four representatives of four
groups to go to the BB to write down their
letters
- T together with Ss finds out the
mistakes and corrects them
IV. After
writing.
(5')
* Feedback and give suggested answers
4. Consolidation: (3')
Sunday…
4. My parents want me not to stay
up late / chat with my friends on the
phone
- Ss work in groups
Dear Lan !
We haven't written each other for a
long time . There are changes in my
family so that we have had new
rules for our family members to
follow. First, during the school year
I’m not 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. my
responsibility is 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
Demand students to master:
- The main topics in the section.
-. The structures to say.
5. Homework: ( 2')
- More practice the main topics at home.
- Prepare the language focus lesson of unit one.
Preparing date : September 9th, 2010
UNIT 1: HOME LIFE
period 7: Lesson 5: LANGUAGE FOCUS
A. Aims:- - Language functions presented: Pronunciation and grammar.
Skills developed: Integrated skills.
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to understand the pronunciation of
-s ending and revision of tenses.
C. Teaching aids:
- materials: Text book
D. Procedure:
1.Class organization(2')
Class
Teaching date
Attendance
12A3
2. Checking the old lesson:
No.
3. New lesson:
Stages
Teacher’s activities
I. Pronuciation: + Listen and repeat:
(10')
- 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 to read them aloud.
+ Pratise these sentences:
- Read one before then read again and
ask students to repeat.
- Askk students to practise themselves.
- Walk around and help them
II. Grammar
Tense revision
(10')
1. Tense revision :
- Hang a poster, Ask Ss to do the exercise
Student’s activities
+ Listen and repeat:
- Listen and practise.
+ Pratise these sentences:
- Listen and repeat.
- Preactise in pairs.
-Do exercise individually
-> 1. did….buy ; bought
2. were playing
3. were visiting
III, Practice
(18')
Poster : Use the correct tenses: simple
past, past continuous or present perfect.
1. When you (buy) that car?
- I (buy) it 2 years ago.
2. At this time yesterday we (play)
football.
3. At 7 p.m last Sunday we (visit) the
zoo.
4. When I (have ) dinner, my friend
(call).
5. I (already/see )Titanic
- Call a student to do on the B.B while
the other practice individually.
- Correct and give feedback.
- Ask Ss to remark the uses of these
tenses, give comment.
remarks
* Simple past is used to denote an action
happening at a specific time in the past
with no relating to the present.
* Past continuous is used to express
action that was in progress at a specific
time in the past; it is also used to express
action that was in progress when
something else happened.
Exercises 1 (p.18) ; Ex 2( p.19)
- Ask Ss to do exercises provided in the
books.
- Have them do individually, and then
compare the answers with the partners.
- Call Ss to give the answers.
- Correct and give feedback
Exercises 2
4. was having ; called
5. have already seen
Take note
Remarks
Do exercises
Exercises 1 : Underline the most
suitable…
1. Have you seen
2. have you enjoyed
3. has been married
4. Did you give ; saw
5. didn’t listen
6. Have you two met
7. Did you meet
Exercises 2 Which answer best fit
each 1. B
8. C
2. C
9. B
3. A
10. C
4. A
11. B
5. B
12. C
6. B
13. C
7. B
14. A
15. B
4. Consolidation: (3')
Summarize the main points
5. Homework: ( 2')
- Prepare the reading lesson of unit two.
Preparing date : September 9th, 2010
UNIT 2: CULTURAL DIVERSITY
period 8: Lesson 1: READING
A. Aims:
- Language functions presented: Reading a text about differences in people's thoughts
on love and
marriage.
- Developing skill: reading skill
- Method: Learner centered method.
B. Objectives:
- By the end of the lesson the students will be able to have some basic background
information about the difference between American and Asian thoughts on love and
marriage such as physical attractiveness, confiding , partnership of equals , trust built
on love.......
- improve their reading skill by explaining the meaning of words and answering
questions.
C. Teaching aids: Text book , cassette &tapes
D. Procedure:
1.Class organization:(2')
Class
12A3
Teaching date
2. Checking the old lesson:
3. New lesson:
States and time
1. Warm up:
(5')
Attendance
No.
Teacher’s activities
- Ask Ss to work in groups and
match the names of kinds of - Listen to teacher.
Vietnamese culture in English in - Work in groups.
column A with its equivalents in
Vietnamese in column B
1-E , 2-D , 3- A ,4- B , 5- F ,
6- C
A
1. Love
2.
Traditional
music
3.LongTradit....dr
ess
4. Marriage
2. Before you read:
(5')
3. While you read:
(23')
student’s activities
B
A. Ao dai
B. Dam cuoi
- Ask teacher if having new
words.
C. Tet nguyen
dan
D. Nhac co
truyen
5. Mid- autumn E. Tinh yeu
+ While you read:
fest.
6.Lunar
Tet F. tet trung thu - Read the passages
- Read the text by self.
holiday.
- Do the task.
- Introduce the new lesson to the
students.
- Ask st to read the passages one
before.
- Read again
- Explain students some new words
in the text..
- Help the to pronounce.
1-a , 2-d , 3- b , 4-e ,5-c
- Ask students to read again.
- Correct their mistakes.
1/ Task 1:
- Give handouts :
with B
A
Matching A
- Xem thêm -