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PHUOCLONG HIGH SCHOOL Date: 05/8/2008 Period: 1 Unit 6. FUTURE JOBS Lesson 1. READING I. Aims: By the end of the lesson Ss will be able to:  Understand some necessary ways for an interview to find a job.  Understand and know how to use new words through speaking activities, questions and answers, true or false statements. II. Teaching aids: textbook III. Procedures Teacher’s activities WARM-UP ( 6’) - Divide the class into 4 groups, ask Ss in just 2 minutes to write down on a piece of paper a list of jobs they know. The person who has the most words about jobs will be the winner. ANSWER: a waiter, a nurse, a teacher, a doctor, a farmer, a lawyer, a computer programmer, a reporter, a tourist guide, a carpenter, a tailor, a worker, an officer… - T asks: What job would you like to be in the future? Why? - Lead to the new lesson  FUTURE JOBS BEFORE YOU READ ( 4’) - Ask Ss to work in groups and tick the factors that they think would help them succeed in a job interview. Students’s activities - Group work. - Answer the question - Look at the book and do the task. I think wearing casual clothes would help me succeed in a job interview. WHILE YOU READ (20’) Task 1. - Have Ss look back to the text and circle the best - Individual work meanings A, B or C. - Have some Ss give the answers, others listen and give comments. ANSWER: 1. B 2. C 3. A 4. B Task 2 - Have Ss to work in pairs and decide whether the statements are true or false. - Go around to help Ss. - Call Ss to give the answers and correct them. ANSWERS: teacher’s book AFTER YOU READ (10’) - Ask Ss to close their books and answer the questions: - Read the text carefully to do the task. -Group work What do we do to prepare for a job interview? What should we do and shouldn’t we do before, during and after an interview? - Go around to give help. - Give comment HOMEWORK Answer the question : Which pieces of advice given in the passage do you find most useful and least useful? Why? IV. Feedback. Date: 05/8/2008 Period: 1 Unit 6: FUTURE JOBS Lesson 2. Speaking I. Aims: By the of the lesson, Ss will be able to:  Make conversations about jobs.  Practise speaking what to do in each job and personal ideas of certain jobs. II. Teaching aids: Textbook III. Procedures Teacher’s activities WARM-UP ( 10’) GAME: WHO IS WHO? - Divide the class into two groups, write down the names of jobs on pieces of paper. Then the leader of each group will choose pieces of paper. Students’s activities - Each st in group A will give information of a job and each st in group B will answer the correct job and vice versa. I love children. T teach in BL school. Who am I? A teacher I work in a farm. I love animals and plants. Who am I? A farmer. - Write on the board the sample: Teacher is a person who teaches something in a school. - Ask another question: It’s boring/ interesting. What do you think about teaching? - Encourage Ss to state their knowledge of what people often do in each job and give their own idea about that job. - Lead to the new leson: Giving opinion about jobs. BEFORE YOU SPEAK (10’) Task 1 - Read the following sentences and match a job in A with the two or more description in B. - Write down on the board:What is a teacher?/ What does a teacher do? - Ask each st to speak basing on the sample written on the board. - Go around to check and help Ss’pronunciation and explain the meaning of new words. ANSWERS: - Pair work - Individual work A doctor is the one who helps save people’s health. A farmer is the one who constructs irrigation systems. WHILE YOU SPEAK (15’) Task 2 - Discuss which of the jobs in column A you would/ would not like to do. Explain why or why not? You can use the cues in column B. - Write some samples on the board: + What would you like to be? + I would like to be a/an_________. + Why do you like it? + Working as a __________ would be fascinating/ interesting/ difficult because I would have a chance to travel/ to go/ to take care of_____ + What is interesting / boring about being a_______? - Have Ss practise the sample through a short conversation: + Nam, do you want to become a teacher? + Why? + Really? - Go around to check and help. - Correct some common mistakes in front of the class. AFTER YOU SPEAK (10’) - Work in groups. Talk about a job you may do after you finish school, using the following cues. (P67) - Go around to check and help. - Correct some common mistakes in front of the class. HOMEWORK In more than 80 words, write about the job you would like to work in the near future you have just talked about. IV. Feedback. - Pair work + Yes, I do. + I like it because it interesting. + Yeah. I will have a chance to work with children. - Practise in pairs basing on the sample in the book. (p 66) - Group work Date: 04/8/2008 Period: 01 Unit 6. FUTURE JOBS Lesson 3: LISTENING I. Aims: By the end of the lesson, Ss will be able to listen to a paragraph mentioning some jobs in the USA. Through listening tasks Ss can fill in the missing words in the boxes and find true or false information. II. Teaching aids: textbook, cassette player III. Procedures: Teacher’s activities WARM-UP ( 7’) - Ask Ss to fill in the diagram with kinds of suitable jobs from the box. - Close the book. Washing cars, teaching, taking care of sick people, making cake, producing cars or planes, engineering, banking, driving cars, selling, financing, electrical jobs, chemical jobs Service jobs Jobs Manufacturing jobs - Answer: Service jobs: washing cars, teaching, taking care of sick people, accounting, engineering, banking, driving car, selling, financing. Manufacturing jobs: producing cars or planes, mining, electrical jobs, chemical jobs. - Explain the two phrases “Service jobs” and “Manufacturing jobs”. Manufacturing jobs are jobs in which people make something or produce things. Service jobs are jobs in which workers provide service or do something. - Lead to the new lesson. BEFORE YOU LISTEN ( 8’) - The following jobs are the most popular ones in the US. Work in pairs and say which jobs is the most popular in Vietnam. - Why do you think that the job is the most popular one in Vietnam now? Is it a manufacturing job or a service job? - Ask Ss to listen and repeat some words in the listening text: workforce, service, category, manufacturing, economy, goods, retails, wholesales, job market. - Open the book - Answer the question. - Listen and repeat. WHILE YOU LISTEN (20’) Task 1. - Set the situation and explain: You will hear someone talking about jobs in the USA. - Listen to the tape. Then complete the boxes. - Explain the meaning of new words if necessary. - Ask if Ss have the answer - Check the answer. - Pause the cassette at the right answer to make sure Ss can get the information. ANSWER: 1. manufacturing 2. service 3. transportation 4. Finance 5. service Task 2 - Listen again and decide whether the statements are true - Read all of the sentences in task1 to do the task. - Listen to the tape the first time. - Listen to the tape the second time. - Listen to the tape the third time. - Read the instruction to do the task. or false. - Check the answer. - Check the answer. - Pause the cassette at the right answer to make sure Ss can get the information. ANSWER: 1. T 2. T 3. T 4.F 5. F AFTER YOU LISTEN (10’) - Work in groups. Summarise the passage basing on these questions: 1. Is it easy for a high school student to find a job in the US? 2. Are there any changes in American workforce? 3. How has it changed? 4. What is the difference between manufacturing jobs and service jobs? 5. How many categories are service jobs grouped into? What are they? 6. Give the percentage of workers who produced goods one hundred years ago. 7. Give the percentage of workers who will supply service in 2020. - Go around to help Ss. - Give the answers in front of the class. - Listen to the tape the first time. - Listen to the tape the second time. - Listen to the tape the third time. - Group work. HOMEWORK Write down the summary in the Ss’notebooks. IV. Feedback. Date: Period: Unit 6 Lesson 3 : WRITING I. Aims:  Help students understand to write an application for a job. II. Teaching aids:  Picture , visual aids. III. Procedure - Teacher’s activities Students’ activities WARM-UP ( 4’) Possible answers : 1. It is Dalat city 2. Dalat is famous for its waterfalls , flowers , friendly people… Guide a picture about Dalat Give some questions and ask sts to discuss 1. Where is it ? 2. What is Dalat famous for? 3. Do you want to work as a tour guide? 4. In order to be a tour guide, what qualifications do you need? - Introduce the new lesson PRE _ WRITING( 10’) Task 1. - Ask sts to open their books. - Ask sts to look at task 1 and explain how to do - Request the sts to read the advertisement and fill in the notes - Ask sts to work in pairs. - Go around to help them. - Ask sts to write the answer on the board 1. Type the job : . 2. Level of education needed : 3. Work experience : , . 4. Character and interests : - Give feedback and correct 3. Yes, I do / No ,I don’t 4. Good English , good manner , willing to work hard for a long time , having a good knowledge about history and geography … - Read the ad - Discuss in pairs Keys 1. tour guide 2. high school diploma. 3. Experience as a tour guide fluent English 4. good manner, willing to work hard for long hours WHILE WRITING (20’) Task 2 - Request sts to write a letter to Vinatour, to apply for the job mentioned in the advertisement in Task 1. The letter includes the details : Work in groups 1. Name, address and date of writing 1.Le Nam , 12 Tran Phu Baclieu 6 Aug , 2008 2. Name and address of the company 3. Greeting 4. Introduction : where you saw the ad why you write the letter 5. Body : your education, work experience , your characters 6. Conclusion : express your willingness , when you are available for interview 7. Closing - Repeat to sts about form of a letter Ask sts write letter themselves Go around to help sts. 2 .Dalat Vinatour 3 .Dear Sir, 4 . I saw your ad in the local newspaper and would like to post of an experienced E – speaking local guide to accompany foreign visitors on trips throughout Vietnam. 5. I had high school diploma , I have taken some groups of foreign tourists to visit places in our city , I speak E fluently 6. I am work hard and work far from home , I would be available for work at any time Post writing (10’) _Call the representative of each group to show their letter - Ask sts to read their letter - Call some sts to remark - Correct some main mistakes - Read the letter Listen then correct HOMEWORK (2’) Write homework Ask sts to rewrite the letter Ask sts to do exercise ( part Writing unit 6 in Ex book ) IV. Feedback. Date: Period: Unit 6 Lesson 5. LANGUAGE FOCUS I. Aims:  Practicing weak and strong forms of some conjunctions and prepositions  Reviewing relative clauses. II. Teaching aids: Handouts. III. Procedure . Teacher’s activities WARM-UP ( 4’) - Give an exercise and ask sts to fill a preposition or a conjunction from the box And , but ,at ,for ,from .of ,to 1 . It is small ________ very heavy. 2 . Daisy ___________ her friend are eating ice – cream. 3 .He was looking _________ the children in the park. 4 .He has a painting ____________ Rome 5 . Where are you _____________ ? Students’ activities Do the ex in pairs Keys : 1 . but 2 . and 3 . at/ for 4 . of 5 . from Read as a model Explain weak and strong forms of some conjs and pres in pronunciation PRONUNCIATION ( 10’) Task 1 Ask sts to open their books Explain Play the tape Ask sts to repeat Check Ask sts to practice reading 10 sentences in E book Play the tape Ask sts to repeat Check GRAMMAR (30’) Presentation (5’) Give sts handouts Explain some main points Practice (15’) Exercise 1: Ask sts to add who , whoever ,whom , whose , which to complete the sentences Check then explain Go around to help Repeat the use relative pronouns 1.Who: chæ ngöôøi vaø laøm chuû ngöõ Vd: The scientist was great once. He was doing Open the book (Page 70 ) Repeat Read in chorus Listen Read the answers in front of the class Keys : 1. whom 6. who 2. which 7. whose 3. Whoever 8.who 4. which 9. which 5. which 10. whom a research on biologist. The scientist who was doing a research Look at the board was great once. Answer the questions 2.Whom: chæ ngöôøi vaø laøm taân ngöõ Vd: The girl is the secretary. You see her at the desk. The girl whom you see at the desk is the Listen then take notes secretary. 3.Which: chæ vaät coù theå laøm chuû ngöõ hoaëc taân ngöõ. Vd: Her hat is yellow. It is on the table. Her hat which is on the table is yellow. Vd: Her hat is yellow. I see it on the table. Her hat which I see on the table is yellow. 4.That : coù theå thay theá cho who, whom , which. Ta coù theå thay caùc ñaïi töø quan heä treân baèng that 5.Whose: chæ sôû höõu cho ngöôøi vaø vaät. Vd: The book is about Denis Thatcher. His wife became prime master. The book is about Denis Thatcher whose wife became prime master. 6.Of which :chæ sôû höõu vaät nhöng raát ít söû duïng . Exercise 2: Write some sentences on the board 1. Look at the man . He is teaching in the classroom. 2. Look at the man who is teaching in the classroom. 3. Look at the man teaching in the classroom. Give some questions The1st sentence. Is it a simple sentence or complex one ? The 2nd sentence . Is it a simple sentence or complex one ? We use a relative pronoun to combine two simple sentences into a complex one They are similar in meanings We have two ways to write them Ask sts to join to sentences in two ways exercise 2 Ask sts to read the answers Correct Production (10’) Give sts some exercises Give handouts Correct Do exercise 2 in pairs Read the answers in front of the class Correct Keys : Teacher book page 70 Do exercises Correct HOMEWORK ( 1’) Do exercises (part Grammar) unit 6 in Ex book Write homework IV. Feedback. Week : Period : Date of preparation: Unit 5. HIGHER EDUCATION Lesson : Reading I. Aims 1. Knowledge: Help sts know about advantages and difficulties as well as first impressions when living and studying at English higher educational instituitions on the first days, compare with that in Vietnam. Students know about the application process to a university. 2. Skills:  Main skill: reading (reading for comprehension matching, passage comprehension & arranging the sequence of an procedure/process).  Sub-skill : speaking. 3. Teaching method: communicative 4.Teaching aids: textbooks, guidebook, computer, handouts 5. Teaching procedure Stages &Time Warmup (7’) Pre (5”) Teacher -Class organization -Ask sts” What are you going to do after finishing high school?” -Ask sts to give the names of some universities in Vietnam and in the world ( by looking on the screen) -Ask sts “ Which university would you like to attend? Where will you live if you choose a university far from your home town? - Ask sts to work in groups of 4, and write down the Adjectives they guess sts will FEEL when they first start a new life at a university. -Have sts give the answers -Give the comment Students - give their own answer. -look and tell the names of university -take notes to know how to call the universities in English. - work in groups of 4 to write down the Adjectives they suppose “ new, happy, sad, exciting, proud, challenging, scared, independent, homesick, lonely, …” T leads to a new lesson “ IMPRESSIONS OF UNIVERSITY LIFE” -pre-teach voc -work in pairs -give the answers - “ You are going to know about the feelings that three sts named Sarah, Ellen, and Brenden have in the first year at university” Vocabulary campus, scary, daunting, social calendar, blame sb for sth; sth on sb. While (23’) * Task 1 : Ask sts to read the text silently and do the Task : Using the right forms of words to complete the sentences. - Go round for checking, giving help and reminding sts of bad reading habits ( if any) - Ask sts to give the answers. - Give feedback * Task 2 : - Distribute handouts to sts, and ask them to put the Adj into the columns. amazing, daunting, exciting, challenging, lonely, scary, free Sarah Ellen - work individually, and then compare the answer with the neighbor. - give the answer. - (other sts ) : comment - Take notes Brenden - handout -read the passage and do the Task -Ask sts to read the Passage and do the Task -Have sts give the answers -Give the feedback - T continues asking sts to find out the reasons why each st has a very different feeling. -do the task in pairs -give the answer -take notes -do the task independently, and then exchange with partner (pairs) -give the answer -take notes * Task 3 - Handout to sts Names Sarah Ellen Brenden Likes Dislikes -Ask sts to read the Passage again and find out what each person likes and dislikes about their first year at college. -Go round for checking anf offering help. -Have sts give the answers -do the task by working in pairs - compare in groups -give the answer - comment -take notes -Give the feedback Post (10”) - Ask sts to discuss 1. Is studying at college important? Why? Is it the only choice/ way to enter life? 2.How do sts often feel in the first year studying at a university? 3. What problem will you have when you start your new life at a university? -Have sts present and give their opinions -Give the feedback/ correction ( focus on major mistakes) HOMEWORK Week: Period : Date of preparation: -Ask sts to learn the words -Write a para of first feeling in college life. -Prepare Part B. SPEAKING Unit 5. HIGHER EDUCATION Lesson : Listening I. Aims 1. Knowledge : Help sts know more about the problems when studying in a new school, especially in a foreign country. 2. Skills : Main skill : listening (listening for comprehension) Sub-skill : speaking 3. Teaching method : communicative 4.Teaching aids : textbooks, guidebook, computer ( or cassette player) 5.Teaching procedure Stages Teacher & Time Students Warmup -.Class organization - be called to answer at random. - Ask sts to mention again ( previous lesson preview) some problems that first-year sts have -Ask sts to list some probems overseas sts may have. -Check -Give the introduction to a new lesson “ PROBLEMS WHEN STUDYING ABROAD” - work in groups -answer the Q -take notes Pre - Ask sts to listen and repeat the words ( textbook) - Guide sts to read and know the words - listen and repeat While Set the scene : You will listen to a conversation between John and Christ Christ tells John about how to get on with a course to get an MSc at a school abroad. -Ask sts to liten and answer “ Where are the sts? Where are they from? What are their problems?” -Play the tape the first time/ or read aloud -Check sts’ answer. - Ask sts to listen again carefully and do the Task (textbook) - Have sts give the answers on the board. - ask sts to give comment - Give the correction and feedback. - Have sts role play ( one asks and one answers – if there is time) Post - listen and answer -work individually, and then compare the answer with partner - give the answer -comment -take notes Key : 1. A ; 2. A; 3. C; 4. A; 5 C -Ask sts to discuss the Question : -work in groups “Would you like to do an -report undergraduate course in your country or abroad?” - Go round for checking and offering help -Have sts report -Comment - Have sts pay attention to major mistakes. HOMEWORK -Ask sts to talk about 1) problems sts may face when studying in a new school.2) sts’ school days in primary school - Prepare Part D. Writing Week : Period : Unit 5. HIGHER EDUCATION Lesson : Speaking Date of preparation: I. Aims 1. Knowledge : Help sts know about the application process to tertiary study in England , and compare that of Vietnam’s. 2. Skills : Main skill : speaking; Sub-skill : listening & writing 3. Teaching method : communicative 4.Teaching aids : textbooks, guidebook, computer 5.Teaching procedure Stages Teacher & Time Students Warmup .Pre -Class organization -Ask the sts to talk about the order of the application process to tertiary study in the UK (based on the cards given to them) Application; Identity card (IC); School Certificate; School Records; Birth Certificate; Scores of Entrance -Give the correction Pre-teach Vocabulary Ask sts to do Task 1 Have sts resd their ideas Give the correction -Guide sts to do Task 2 -Have sts play roles -Comment -Give correction, feedback While Post -Ask sts to discuss the process of applying to a tertiary institution in Vietnam --Comment -Give correction, feedback HOMEWORK -Write the application process again -Prepare Part C. Listening Week : Period : Date of preparation: -Work individually Work in pairs -Give ideas -Listen -Work in pairs -Work in groups Task 1 1.an application form 2.an identity card 3.a reference letter 4.a copy of the originals of school certificate 5. a birth certificate 6.a copy of records of your performance at school 7.scores of the required entrance exam Unit 5. HIGHER EDUCATION Lesson : Writing I. Aims 1. Knowledge : Help sts write a letter of request to the UCAS. 2. Skills : Main skill : Writing; Sub-skill : speaking 3. Teaching method : communicative 4.Teaching aids : textbooks, guidebook, overhead projector 5.Teaching procedure Stages & Teacher Students Time Pre- (15’) -Group 1: Ask sts to list/name some problems when studying abroad -Group 2 : Ask sts to name benefits/ advantages when studying abroad -Move around for checking & helping -Ask sts to give the answers -Ask them to compare/comment or supplement Studying abroad is interesting. How can be accepted/ admitted to a school ? Today’s lesson is about “ Writing a letter of Request to be admitted to a college” -Reinforce main points of a letter + Introduction + Request + Further information + Conclusion While (20’) Post (10’) -work in groups by discussing some of the possible problems -give the answer -compare & coment -take notes -write -pre_teach voc & structures; and format of a formal letter -Ask sts to write a passage -Have sts pay attention to the form of writing a passage -Move around for help -Ask sts to hand in some of the first papers -Show on the srcreen -Ask sts to comment Ask sts to give correction & compare to choose the preferred paper. -Coment, correct & give feedback -look at the screen HOMEWORK - Ask sts to write a passage again at home -compare & comment - Prepare Part E. LANGUAGE FOCUS -suggest the correction *Ideas & Voc: -language -learning style -cost of living -food -security -accommodation ------------* may (v) face: encounter(v) * I think there are *Sample writing …………… Week : Period : Unit 5. HIGHER EDUCATION Lesson : Date of preparation : Language Focus I. Aims : Help sts with the pronunciation of stressed words of more than three-syllables, and revision of Conditional sentences. II.Teaching aids : Textbooks, guidebook, tape III.Teaching method : Communicative IV.Procedure Stages&Time Teacher Students
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