Tài liệu Giáo án tiếng anh lớp 12 cả năm đầy đủ

TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Lesson 1 + 2: INTRODUCTION Tiết 1 + 2 Planning date: AUG 18 Teaching date: AUG 22ND - AUG 23RD I. Objectives 1. Knowledge: Student know: - How to learn English in grade 12 - How to do English tests - How to use student’s book and workbook 2. Skills : have a right view about 4 skills: - Reading/ - Speaking - Listening - Writing II. Teaching aids: Student’s book, student’s workbook. III. Procedure: Teacher’s activities Students’ activities Warm-up :(5 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s questions knowledge etc. TH Guiding: (30 minutes) 1. Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books 2. Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. Go through the textbook (8’) Ask Ss to go through the textbook and analyze according to the themes. - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher Homework: 2 minutes - Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit - listen to the teacher and write down 1 the things which will be prepared at home CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 1 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Unit 1: HOMELIFE Tiết 3 +4 Unit 1 - Lesson 1: A. READING Planning date: AUG 24TH Teaching date: AUG 26TH - AUG 29TH I. Aims: By the end of the lesson, students will be able to: - understand more about home life - develop reading skills: reading for main ideas and specific information, guessing the meaning of the words II. Language content: vocabulary about home life III. Skills: Reading + Listening/Writing/Speaking IV. Teaching aids: pictures, textbook, workbook, cards… V. Procedure: Teacher’s activities Students’ activities Warm up (5’) - Write the sentence on the board: “Men build the house and women make it home.” - Give question: What does the statement mean? - Ask students to work in pairs to discuss the question. - Collect students’ answers and give correct answer: The statement means that men’s responsibility is to work and support the family and women’s job is to look after the family. - Introduce the lesson: Today we will understand more about the responsibility and contribution of each member to have a happy family. Pre – reading (7') - Ask students to work in pairs, describe the picture. - Give questions as cues: 1. Who do you think they are 2. Where is the family? 3. What is each member of the family doing? 4. Is the family happy? Why (not)? - Ask students to answer - Give feedback and suggested answers 1. parents and children 2. at home 3. The mother is helping the daughter with her study, the father is playing with the son. 4. They are happy, because they love and support each other. - Introduce the reading text: Now we will read a passage about a typical family to see how CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - Warm up (5’) - Listen - Discuss the question in pairs. - Listen and write down - Listen Pre – reading (7') - Work in pairs, look at the pictures in the text book, and tell what these pictures are about by answering the questions. - Answer the questions - Listen to the teacher - Write down - Listen [email protected]/ [email protected] 2 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 they contribute to make their home life happy. While reading (20') - Ask students to read the passage silently to understand the main ideas. Task 1 (p14): Choose the sentence A, B or C that is nearest in meaning to the sentence given. - Ask students to do Task 1 - Ask students to compare the answers with a partner. - Ask some students to read the answers - Checks and gives correct answers: 1 2 3 4 5 B C A B A While reading (20') - Read the text silently once or two times. Task 1 (p14): - Work individually to do task 1 - Compare the answers - Read aloud their answers - Write down the correct answers Task 2: Task 2: Answer the questions - Ask students to read the passage again and answer the - Work in pairs to do the task questions - Ask students to compare the answers with a partner - Checks and gives correct answers: 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 the 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 close-knit and supportive of one another. They often share their feelings and whenever problems come up, they discus them frankly and find solutions quickly. - Compare the answers - Read aloud their answers - Write down the correct answers Post – reading (10') - Ask students to work in groups, discuss the questions: Compare the family in the text with your own family. - Ask some students to present their discussion in front of the class. - Give feedback Post – reading (10') - Work in groups, discuss the questions Homework (3') - Summarize main points - Assign homework Homework (3') - Listen and note down CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - - Report their discussion - Listen [email protected]/ [email protected] 3 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Tiết 5 Unit 1 - Lesson 2: B. SPEAKING Planning date: AUG 25TH Teaching date: AUG 31ST I. Aims: By the end of the lesson, students will be able to: - Understand more about home life, the relationship, responsibilities of family's members. - Skills: discuss home life, the relationship and responsibilities of family's members. II. Language content: vocabulary about home life III. Skills: Speaking + Listening/Writing/Reading IV. Teaching aids: pictures, textbook, workbook, cards… V. Procedure: Teacher’s activities Students’ activities Warm – up (5’) - Give question: o In your family, who often does housework? o Is it fair or not? - Lead to the lesson: Today we will discuss the responsibility of each member in a family in doing housework as well as supporting the family. Warm – up (5’) - Students’ answers may vary - Listen Pre – speaking (7') Task 1: Read the following statements and tick the ones that apply to you and your family. - Ask students to read the statements and tick the ones that apply to their families. - Ask students to work in pairs, exchange the ideas. - Ask some students talk about their families in front of the class - Give feedback Pre – speaking (7') Task 1: While speaking (20') Task 2: Prepare a list of questions to ask another student to find out whether his/her family is like yours - Ask students to prepare a list of questions to understand the family life, focusing on: o who works in the family o who does household chores o responsibility in the family o the interest the family members share closely o the person you share secrets with o the person you talk before making an important decision. - Give an example: Who works in your family? Task 3: Ask your partner about his/her family life While speaking (20') Task 2: CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - - Listen and do the task - Work in pairs - Present in front of the class - Listen - Do the task individually - Listen and write down Task 3 [email protected]/ [email protected] 4 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 - Ask students to use the questions to ask a partner about his/ her family life. Note down the answers. Task 4: Tell each other the information you have collected - Ask students to work in pairs to tell each other the information collected - Go around the class to check - Give feedback - Do the task - Note down the answers Task 4 - Work in pairs to do the task. - Listen Post - speaking (10') Post - speaking (10') - Ask some students to present their collected information in - Present in front of the class front of the class - Give feedback - Listen and note down Homework (3') - Summarize main points - Assign homework Tiết 6 Homework (3') - Listen and note down Unit 1 - Lesson 3: C. LISTENING Planning date: AUG 30 Teaching date: SEP 3RD TH I. Aims: By the end of the lesson, students will be able to: - understand more about home life - develop listening skills: listening for main ideas and specific information II. Language content: vocabulary about home life III. Skills: Listening + Reading/Writing/Speaking IV. Teaching aids: cassette, pictures, textbook, workbook, cards… V. Procedure: Teacher’s activities Students’ activities Warm – up (5’) Warm – up (5’) - Ask students to work in pairs, look at and describe the picture - Describe the picture by (p16), using the cues: answering the questions 1. What is happening in the picture? 2. How many pictures are there?/ who are they? 3. How are they feeling? / How do they look? - Call some students to answers - Answer - Give suggested answers: - Listen and write down 1. A family is having a big meal. 2. There are 9 people. 3. They are very happy. - Give feedback and introduce the topic of the lesson: - Listen Now we will listen to a conversation in a family reunion. Pre – listening (7') - Play the tape, ask students to listen and repeat the words flight reserved coach rarely CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - Pre – listening (7') - Listen - Repeat each of the words [email protected]/ [email protected] 5 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 close-knit spread out leftovers crowded - Correct students' pronunciation and explain the meaning of the - Listen and note down words - Introduce the situation: - Listen Listen to Paul and Andrea talking about their family life and do the task below. While - listening(20') Task 1: Decide whether the statements are True or False - Ask students to read through the questions - Play the tape two times - Ask students to do Task 1 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 While - listening (20') Task 1: - Checks and gives correct answers: - Listen again and check the answers - Read aloud their answers - Write down the correct answers Task 2: 1 2 3 4 5 F F F T T Task 2: Note down two things that are different about Paul’s and Andrea’s families. - Ask students to read through the questions - Play the tape two times - 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 - Checks and gives correct answers: Paul Andrea His family members are not His family is a close - knit very close. one. The family often eat the The family often go out to meal the mother cooks at eat when they get together. home. - Read through the questions - Work individually to do the task - Compare the answers - Read through the questions - Work individually to do the task - Compare the answers - Listen again and check the answers - Read aloud their answers - Write down the correct answers Post – listening (10') - Ask students to work in groups, discuss the questions: Discuss the importance of family in a person's life - Ask some students to present their discussion in front of the class. - Give feedback Post – listening (10') - Work in groups, discuss the questions - Report their discussion Homework (3') - Summarize main points - Assign homework Homework (3') - Listen and note down CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - - Listen [email protected]/ [email protected] 6 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Tiết 7 Unit 1 - Lesson 4: D. WRITING Planning date: AUG 30 Teaching date: AUG 6TH I. Aims: By the end of the lesson, students will be able to: - understand more about home life - develop writing skill: Writing about family rules II. Language content: vocabulary about home life III. Skills: Writing + Reading/Listening/Speaking IV. Teaching aids: cassette, pictures, textbook, workbook, cards… V. Procedure: TH Teacher’s activities Students’ activities Warm – up (5’) Warm – up (5’) - Students’ answers may vary - Give question: Do your family have any rules? What are they? - Give feedback and lead to the lesson: Today we will learn how to write about family rules. - Listen Pre – writing (7') Task 1: What rules do you have in your family? - Have students revise the verbs o let sb + V o allow sb + to V o have to + V (obligation) o permit sb + to V - Give example: 1. During the school year I'm not allowed to watch TV until I have finished my homework. 2. In my family, everybody has to do their share of household chores. - Have the whole class brainstorm the rules of their family. Write on the board - Have students work in pairs to discuss the main ideas in their writing, using the structures o I have to ..... o My parents want me to.... o They allow me to ... - Check and give feedback for the whole class. Pre – writing (7') Task 1: - Revise the knowledge - Study the example - Think of the family rules - Discuss the main ideas - Listen and note down While- writing (20') While - writing (20') Task 2: Write a letter to a pen pal about your family Task 2: rules. - Have students write a paragraph about their family rules, - Do the task begin as follows: Every family has its own rules. Mine has a few. First,…. - Exchange and correct mistakes for their CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 7 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 - Have students exchange their writings and find each partners other’s mistakes - Correct mistakes and write the second - Have students write the second draft draft Post – writing (10') Post – writing (10') - Ask two students to write on the board - Write on the board - Correct mistakes and give feedback for the whole class - Listen and note down - Collect student’s papers, give comment and correct some serious mistakes - Listen and note down Homework (3') - Summarize main points - Assign homework Tiết 8 Homework (3') - Listen and note down Unit 1 - Lesson 5: E - LANGUAGE FOCUS Planning date: SEP 6 Teaching date: SEP 8TH I. Objectives: 1. Education aims: The ending ‘s’. Tenses revision. 2. Skills: Master the ending ‘s’ and tenses revision. Know how to use tenses. II. Anticipated problems: + Problems: Students may have difficulty in pronunciation. + Solutions: Explain carefully the ending ‘s’. III. Teaching aids: board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Pronunciation:( 15 mins) - Get the teacher’s explanation. - Explain the way to use ending ‘s’- Help + /z/ follow voiced consonants except /z/, /dƷ/, students to know the pronunciation. / Ʒ /. - Practice: + /s/ follow voiceless consonants except /s/, + I saw some bats flying from the bags. /∫/, / t∫ /. + He often speaks at different speeds. + /iz/ follow the ending sound of: /z/, /dƷ/, /Ʒ/, + She tore the photographs in to halves. /s/, /∫/, /t∫/. + I always have dates on rainy days. - Practice reading in chorus or individually. + The kids are playing with their toys kits. Exercise1: 2. Grammar and vocabulary:( 28 mins) 1. Have you seen - Explain once again the formations and the 2. Did you enjoy usages of : 3. was + The past simple tense. 4. Did you give…..saw + The past progressive tense. 5. didn’t listen + The present perfect tense. 6. Have you two met - Guide the students how to do the 7. Did you meet exercises. Exercise 2: - Divide the class into groups, ask them to 1. B 9. B do the exercises. 2. C 10. C - Walk round to give help if necessary. 3. A 11. B - Correct the students’ work if necessary. 4. A 12. C 5. B 13. C 3. Homework: (1 min) 6. B 14. A At home, revise the pronunciation, the tenses, 7. B 15. B redo all the exercises and prepare unit 2. 8. C TH UNIT 2: cultural diversity CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 8 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Tiết 9 Unit 2 - Lesson 1: A. READING Planning date: SEP 7TH Teaching date: SEP 10TH I. Objectives: 1. Aims: - Students read and guess the meaning of words in contexts. - They read and answer questions about the texts. - They practice scanning for specific information in the texts. 2. Knowledge: - General knowledge: the changes brought about by the economic reforms - Language: + Words related to the topic (economic, medical and agricultural terms). + Common knowledge of education, healthcare, agriculture,… II. Methods: integrated, mainly communicative. III. Anticipated problems: no problems IV. Teaching aids: picture, board, chalks, textbook, handouts,… V. Procedures: Teacher's activities Students' activities 1. Warm- up:( 3 mins) Aims: to introduce the topic of the lesson and to raise students' interest. - Tell the class the the differences between - now: beautiful buildings, good facilities,.. schools (hospitals, houses) now and the past ten - past: …. years. - How do farmers transport their farming - now: tractors, motorbikes, … products now and how did they do ten years - past: human’s force or animal’s force. ago? - What make all of these changes? - the development of economic. 2. Before you read:( 5 mins) - Ask students (to work in pairs) to open their - Things seen: a village, farmers, a buffalo, books, look at the pictures, and do the tasks that some huts,… follow. - A poor village, of course the farmers lead a + What can you see..? poor life. + Do you think…? - Build a new road, change the cultivation + What, in your opinion, should…? methods, … - Ask them to work in 3 minutes, meanwhile T moves round to help if necessary. - Ask some pairs to report . - Give some remark if necessary 3. While you read:( 25 mins) - Read through the text find the new words, try + Task 1: to guess the meanings of those words in - Ask students to read through the text once to contexts: find out some new words, guess the main idea. + National Congresses: §¹i héi toµn quèc - Explain new words (give the Vietnamese + renovation (n): ®æi míi equivalents), guide the students to get the main + under-developed (pp):¸chËm ph¸t triÓn contents of the reading text. + inflation (n): l¹m ph¸t - Ask students to work individually in 5 minutes + stagnant (adj): tr× trÖ to do this task. + government subsidies (n): sù bao cÊp cña chÝnh phñ - Guide students to read through the passage , then focus on only the sentences surrounding the + government commitment (n): cam kÕt cña chÝnh phñ suggested words to do the task effectively. + dissolve (v): tan r· - Give students some more words that may be + substantial (adj): lín lao, ®¸ng kÓ new/ unfamiliar to them. - Get the meaning of some more words: - Guide the students to read the word in chorus + eliminate (v):…. and individually. + intervention (n):….. CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 9 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 + Task 2: - Ask students to read the passage again and choose whether the statements given are true (T) or false (F). - Ask them to work individually to do the task and give the evidence to prove the keys. - Move round to make sure that all students are working and to help them if necessary. - Ask some students to report and give feedback. + Task 3: - Ask students to read the passage again then work in pairs to ask and answer the suggested questions. - Walk round the class to give help if necessary. - Give suggested words, phrases or useful suggestions. - Correct the students’ work. 4. After you read:( 10 mins) - Ask students to work in group to scan the text again. - Ask them to work in small groups of three or four to talk about the text based on the suggested points. - Encourage them to use their own words. - Ask one or two pairs to report. 5. Homework:( 1 min) Write a passage to say what changes you’ve seen in your village since the year 1986. compare to the past. Tiết 10 Planning date: SEP 10 I. Objectives: + Vietnamese Communist Party + measure (n):…… + promote (v):….. + economic reforms (n):….. + Land Law - Work individually to read the text then choose whether the statements given are true (T) or false (F). - Share the key with other students. 1. F 2. F 3. T 4. F 5. T - Find in the text the evidence to prove the keys. - Do the task in pairs: A: When and by whom was …? B: in 1986 by the Vietnamese Communist Party A: What was the aim…? B: to restructure the economy of Vietnam, to Raise the living standard of the people. A: Name the renovation measures…? B: eliminated government subsidies. shifted economic priority…..of export. reduced state intervention in business. open trade relation…..the world. encourage foreign……investment. A: How has Vietnam changed…? B: productivity and agricultural export… farmers have enjoyed….. workers have worked harder. children, especially from …, … training. A: What do we believe? B: We believe that with the …..  VN before DM: economy under-developed – country and poor people – production stagnant – shortage of schools, hospitals – inflation.  Renovation measures: eliminated government subsidies - shifted economic priority…..of export - reduced state intervention in business open trade relation…..the world - encourage foreign…… investment.  VN since DM: productivity and agricultural export -farmers have enjoyed…..- workers have worked harder. children, especially from …, … training. Unit 2 - Lesson 2: B. SPEAKING Teaching date: SEP 12TH TH CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 10 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 1. Aims: - Students work in pairs to describe the pictures. - Students talk about measures and effects of the economic reforms in Fantasia. 2. Knowledge: - General knowledge: economic reforms. - Language: + Words related to economic reforms. + The way to make suggestions or predictions. + The tenses. II. Methods: integrated, mainly communicative. III. Anticipated problems: - Problems: Students may face difficulty using economic terms . - Solutions: teacher can give useful suggestions. IV. Teaching aids: - picture, board, chalks, textbook, handouts V. Procedures: Teacher's activities Students' activities 1. Warm-up:( 5 mins) Tell a short story to prove that the renovation Listen and give one’s own ideas or story if measures has apparently changed the social and being asked. people’s lives positively. - Work in pairs to discus the three questions and 2. Pre-speaking:( 9 mins) find the answers. + Task1: A: What does each pair of picture tell you? - Explain the requirements clearly in English B: It tells us the contrast between the present “in your textbook, there are four pictures. Now, and past situations. what I would like you to do is to look at them A: What changes can you see in each pair of…? carefully and say what they are about” B: The new school and factory are much bigger - Ask students to work in pairs to discus the and more beautiful than the old ones. three questions and find the answers. A: What do you think …..to achieve these…? - Correct the students’s work and give remark. B: They must have taken some renovation measures. - Correct the answers oneself. Group 1: Education S1: The government of Fantasia has changed the curriculum and textbooks. S2: They also provided schools with more equipment and facilities. S3: They build more schools and raised the teachers’ salaries. S1: It is obvious that they…… Group 2: Health care S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised. S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health. Group 3: Agriculture S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. S2: They’ve also applied new and advanced farming techniques, more facilities and 3. While-speaking:( 20 mins) + Task 2: - Explain the requirements “The country of Fantasia started its overall reforms…”. - Divide the class into groups, asks each groups to discus a section: Education Health care Agriculture - Guide the students how to speak by giving them useful suggestions: + They have………… so …….. + Due to the ……… + Thanks to the……….. + By applying………. - Walk round from group to group to give help if necessary. - Encourage students to speak out what they think even a phrase or a singular word. CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 11 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 4. Post-speaking:( 10 mins) + Task 3: - Ask students to work individually to summarize what they’ve discussed in their own words. - Move round to check the activities and to make sure that students are working effectively. - Ask one or two students to report in front of the whole class. - Check and give remarks. 5. Homework: ( 1 min) Name some measures we’ve made to promote our economic system. Tiết 11 equipment. S3: They use fertilizers, pesticides and insecticides to protect their crops. S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities. They build more schools and raised the teachers’ salaries… S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. They’ve also applied new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops. Unit 2 - Lesson 3: C. LISTENING Planning date: SEP 10 Teaching date: SEP 14TH I. Objectives: 1. Education aims: Students know the harm of taking drug. 2. Knowledge: a. General knowledge: Listen for specific information. b. Language: - The present simple tense. - Words related to the topic. 3. Skills: Listening comprehension. II. Anticipated problems: + Problems: - Students may do not know some works in the listening text. - They do not know where to focus on the listening text. + Solutions: - Teach new words in advance. - Guide students to guess the answers before they listen. III. Teaching aids: Tape, board, chalk, textbook. IV. Procedures: Teacher’s activities Students’ activities 1. Warm up:( 5 mins) A story about an addict. - Work in pairs: 2. Before you listen:( 10 mins) S1: Should drug-taking be banned? - Ask students to work in pairs to ask and answer S2: Yes, because it brings the users many the given questions. harm on not only their physical but also - Guide the students to answer if necessary. mental health. - Give further information. S1: Drug-taking is totally a social evil. - Listen and repeat: Tango discourage - Explain the words that will appear in the Drug-taker rationally listening text. Ruin solution - Ask students to read in chorus then individually. Unfortunately measures islanders - Read the statement once to get the main contents. 3. While you listen:( 20 mins) - Listen to the tape and do the task. + Task 1: - Find evidences to each of the answers. CREATED BY DO QUOC BINH – TEACHER OF ENGLISH [email protected]/ [email protected] 12 TH TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 - Ask students to read the statement at least once first. Ask them to guess the answers Play the tape once then check how many answers can students find. Play the tape again. Check and give remarks. Call some students to say out their answers and the evidences they get to prove their answers. + Task 2: - Ask students to read the questions. - Ask them to guess the answers. - Play the tape once then check how many answers can students find. - Play the tape again. - Check and give remarks. Call some students to say out their answers and the evidences they get to prove their answers 4. After you listen:( 9 mins) - In group, ask students to discus the guided question, find the answer. - Move around to help if necessary. - Give remarks or even suggestions. 5. Homework: ( 1min) Imagine you are an MP of Tango what would you do to solve the problem. Tiết 12 - Represent if being asked. Keys: 1. F 2.F 3. T 4. T 5. F 6. F 7. T 8. T 9. F Listen to the teacher’s explanation then correct the answers oneself. - Read the questions once to get the main contents. - Listen to the tape and do the task. - Find evidences to each of the answers. - Represent if being asked. 1. They discovered a plant containing a powerful drug. 2. They grew it all over the island. 3. The negative effects: people become lazy – children did not go to school – the shortage of food. 4. Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries. Listen to the teacher’s explanation then correct the answers oneself. - In groups, ask and answer the question. S1: Do you think that the Government of Tango……? S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs. Listen to the teacher’s guide to correct oneself. Unit 2 - Lesson 4: D. WRITING Planning date: SEP 14TH Teaching date: SEP 16TH I. Objectives: 1. Education aims: Students write a report. 2. Knowledge: a. General knowledge: Writing a report on the economic development. b. Language: +The tenses. + Connectors (time expressions) 3. Skills: Writing a report. II. Anticipated problems: + Problems: Students may not know new words and the structure. + Solutions: Explain these words/ structures in advance. III. Teaching aids: A picture, board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Warm- up:( 5 mins) Free talk about the changes in one’s home Do as required. village during the renovation process. Exchange the ideas with others. 2. Before you write:( 15 mins) - Explain as clearly as possible the - Listen to the teacher. CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 13 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 requirements “The table below presents the results the Government…..”. - Give clear task to students. + Task 1: - Ask students to look at Task 1. - In pairs, ask students to ask and answer the questions. - Move around to give help. - Check and give remarks. - - Work in pairs to do the task. S1: What was the economic situation in Tango before 1980? S2: It was really bad. The country was underdeveloped. S1: What can you say about the economic situation in Tango from 1980 to 200? S2: Many positive changes has made. The economic situation in 2000 is much better than the one in 1980. S1: What do you think the ….? S: They have taken positive measures…. - Listen to the teacher to correct oneself. - Work in groups to do the task. The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango ….. . After all, they have received greater and greater achievements…. - Compare the result to the other groups. - Listen to the teacher’s explanations. - Exchange the writing to other groups to check and give remarks. - Represent the task on board if being asked. - Read the writing to get others’ remarks. The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango .. . After all, they have received greater and greater achievements…. - Do as the teacher asked. 3. While you write:( 15 mins) + Task 2: - Explain the requirements: Writing a report + The economic situation of Tango before 1980. + The measures taken by the Government and the people of Tango overcome the problems. + The achievement ( as presented in the table) they have made as a result of the reform. - Ask students to work in groups to write report. - Walk round to give help if necessary. 4. After you write:(9 mins) - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. 5. Homework( 1min) Rewrite the task at home. Tiết 13 Get the task. Unit 2 - Lesson 5: E. LANGUAGE FOCUS Planning date: SEP 16TH CREATED BY DO QUOC BINH – TEACHER OF ENGLISH Teaching date: SEP 22ND - [email protected]/ [email protected] 14 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 I. Objectives: 1. Education aims: 2. Skills: Strong form and weak form of auxiliaries; adverbial clauses. Master the strong form and weak form of auxiliaries. Know how to use and make adverbial clauses of concession. II. Anticipated problems: + Problems: Students may have difficulty in pronunciation. + Solutions: Explain carefully the strong form and weak form of auxiliaries. III. Teaching aids: board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Pronunciation:( 15 mins) - Explain the way to use strong form - Get the teacher’s explanation. (emphasis, positive, stressed cases ), weak Can /kæn/ (str) /kәn/ (w) form (interrogative, unstressed cases) Could /kud/ - Help students to know the pronunciation. Must /m st/ (str) /mәst/ - Practice: Have /hæv/ A: Can you speak English? Has /hæs/ B: Yes, I can. Do /du/ A: Must we go now? Does /d z/ B: I think we must. Is /iz/ A: Have you met Quang? Am /æm/ B: Yes, I have Will /wil/ A: Has she gone? Shall /sæl/ B: Yes, she has. - Practice reading in chorus or individually. A: Shall we go now? Exercise1: B: I think we ought to. 1. Although it rained a lot, we enjoyed our A: Will you come tomorrow? vacation. B: Yes, I will. 2. Although we had planned everything A: Do you really have time for it? carefully, a lot of things went wrong. B: Yes, I do. 3. Even though/ Although the doctor has 2. Grammar and vocabulary:( 28 mins) advised him to quit, Bob (still)…. - Explain once again the “Clause of 4. Although it was cold and rainy, we concession”. managed to go to class in time. Though 5. Although Luong has studied English only Although S + V, S + V for six months, he can ……. Even though 6. I didn’t go to bed early although I was … - Guide the students how to do the Exercise 2: exercises. 1. Although I was very tired - Divide the class into groups, ask them to 2. Although I had never seen her before do the exercises. 3. although it was pretty cold - Walk round to give help if necessary. 4. although we don’t like them very much - Correct the students’ work if necessary. 5. Although I didn’t speak the language 6. Although the heat was on 7. although I’d met her twice before 8. although we have known …….. 3. Homework: (1 min) Exercise 2: At home, revise the strong form and weak 9. we forget many things form of auxiliaries, the use of clause of 10. they were very happy concession, redo all the exercises and prepare 11. he could speak/ read the language… unit 8. 12. Although he had revised everything… it is pretty cold/ there hasn’t been…. Tiết 14 +15 Unit 3: WAYS OF SOCIALIZING Unit 3 - Lesson 1 : A. READING CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 15 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 Planning date: SEP 20TH I. Objectives: 1. The aim: Teaching date: SEP 28TH - After the lesson, students are able to know how to communicate politely , some new words related communication. Words related to ways of socializing cassette, tape, picture reading for gist Intergraded, mainly communicative 2. Lexical items: 3.Teaching aids: 4.Skills: II. Method: III. Procedure Teacher’s activities I. Warm-up Ts asks students to look at the picture in their book carefully and answer the questions II. Pre-reading Matching the words Asks students to match these words Read these words & pronounce them Teacher gives some more new words if necessary T plays the tape once III. While reading Task3. T asks students to read the questions carefully Pay attention to key words Like: What... do... to attract someone’s attention..... Asks them to work in pairs let them practice give feedback Task 2. Ask students to work in groups Call on some groups to answer the question. Post reading Asks students to work in groups Homework Write a passage to tell about one of your most embarrassing experiences Tiết 16 SEP 30TH Students’ activities Questions: 1. What are the people in the pictures doing? 2. What will you do if you want to ask your teacher a question , but he is talking to your classmate? A 1. non-verbal / 2. verbal 3. impolite 4. attract someone’s attention / 5. rude B a. Kh«ng lÞch sù b. thu hót sù chó ý cña ai c. b»ng lêi, h÷u ng«n d. th« tôc, th« b¹o e. kh«ng b»ng lêi, phi ng«n eg. a slight nod will do formal (a ) formality (n) listen to the passage Task 3. Read the passage by skimming skill Answer the questions in the book. practice Suggested answers: 1. ...we can use both verbal and non-verbal communication. 2. They are strong actions that can easily be seen. 3. ....we can wait until he passes near us, catch his eyes, nod slightly to let him know we would like him to come to our table. Or we can raise your hand slightly to show that we need assistance. 4. ........you can use a small friendly wave to attract his or her attention. 5. Because pointing at someone is usually considered rude Task 2. Which options is the best tile for the passage A.. Attracting Attention: Non-verbal Cues Discuss the meaning of whishing and hand-clapping in Vietnamese culture. Encourage – despise Unit 3 - Lesson 2: B. SPEAKING Planning date: SEP 20TH I. Objectives: CREATED BY DO QUOC BINH – TEACHER OF ENGLISH Teaching date: - OCT 4TH [email protected]/ [email protected] 16 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 1. Aims: students should know how to give and respond to compliments in different situations. 2. Skills: fluency in talking about compliments II. Method: Integrated, mainly communicative III. Teaching aids text books IV. Procedure Teacher’s activities Students’ activities Warm up Warm up Require students to list adjectives , Beautiful (ly) adverbs which are often used when people nice give and respond to compliment wonderful Introduce the title of the lesson terrific Pre-speaking good/well/better Task 1. thank.......... Ask students to work in pair to practice Pre-speaking reading the dialogues, paying attention to Task 1. how people give and respond to Practice reading and pay attention how people give compliments in each situation. and respond to compliments Explain some new words if necessary While – speaking While – speaking Task 2 Task 2 Explain the task requirement. Practice giving compliments to suit the responses. Ask students to practice speaking Suggested answers Go around and help students if necessary David: What a beautiful dress you are wearing, Kathy. Ask some students to speak in front of the Hung: You have a decent motorbike, Hien. class. Michael: You played badminton very well today, Correct their answers Colin. Task 3. Task 3: Explains the task requirement practice responding compliments Ask students to practice responding Suggested answer compliments. You: Thank, Phil . I think that’s because I have Help students if necessary practiced a lot with the help of my dancing teacher Ask some students to speak in front of the You: I’m glad you like listening to me playing the class. guitar. Correct their answers You: That’s kind of you to say so, Tom. Actually, my English is influenced by an American teacher. Post- speaking Task 4. practice giving and responding to compliments Suggested answers: The pair of glasses you are wearing are so nice, Lan. Post- speaking Thanks, Nga. My friend gave them to me on my Task4. birthday. Explain the task requirement What a new and expensive watch you have , Tam Ask students to practice in pairs( each I’m glad you like it. I bought it yesterday. pair can choose two situations to speak) V. Homework Ask students to speak in front of the class. Practice giving and responding to compliments for the situations of task 4 again. Tiết 17 Unit 3 - Lesson 3: C. LISTENING Planning date: OCT 1ST CREATED BY DO QUOC BINH – TEACHER OF ENGLISH Teaching date: OCT 6TH - [email protected]/ [email protected] 17 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 1. Objectives: After the lesson students will be able to improve such listening skills as listening for gist and listening for specific information by doing true/ false and gap-filling exercises. 2. Time: 45 minutes 3. Teaching aids: textbook, cassette player, tape, blackboard. 4. Procedure: Time Teacher’s activities Students’ activities (10ms) *Before you listen: + Activities 1: work with a partner: -ask Ss to work in pairs to study the pictures -look at picture and answer questions and answer the questions in textbook: 1.What are they doing? 2. What do you think each of them would say to each other? 3. What do you think they would talk about? 4. How long do you think it would take them to finish their call and why? - call on some Ss to present their answers ( these questions require open answers) -present their answers + Activities 2: listen and repeat -teach Ss the pronunciation and meaning of some key words: -take notes new words Marvelous (a): = great. Arguments (n) = disagreement Regulations (n) = rules Object (v) = not allow somebody to do something. Startling (a) = make somebody shocked -ask Ss to listen to the tape and repeat these words. -listen and repeat words - call on some Ss to read aloud these words. -read aloud these words - introduce listening passage: a social worker will advises young people on how to use the telephone in their family. *While you listen: -read the statements and guess the +Task 1: answers -explain task requirements (13ms) - ask Ss to read through all the statements to find out what they might hear. - ask Ss to guess the answers in pairs. - play the tape twice. - asks Ss to compare answers in pairs. - ask Ss to present answers and check them. 1.T 2.F 3.T 4.F 5.F 6.T -listen to the tape +Task 2: -compare answers in pairs and -ask Ss to read through the passages to guess presents the missing words. -read and guess missing words (12ms) - play the tape once or twice. -listen to the tape - ask Ss to compare answers in pairs -compare answers and present - play the tape for Ss to check their answers answers. - call on some Ss to present answers on board. - check Ss’ answers: 1.agreed 5.waking 2.to avoid 6.heart CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 18 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 3.particular 4.adults (7ms) (3ms) 7.kindness 8.to stick *After you listen: -ask Ss to work in groups to summarize the talk, basing on some main points: Length of time for each call Time for calling Calling late at night Calling at weekend -call on some Ss to present their ideas orally. *Homework: ask Ss to take notes some ways to give advice on something. Tiết 18 -work in groups to summarize the talk. -present their ideas. -take notes homework. Unit 3 - Lesson 4: D. WRITING Planning date: OCT 1 Teaching date: OCT 8TH I. Objectives: 1. Aims: After the lesson, the students should be able to: + build complete sentences from the given words. + put the jumbled sentences in their correct order and write the complete paragraphs. 2. Knowledge: - General knowledge : Ways of socializing - Language: + Words concerning apologies./ + The present simple tense. II. Methods: integrated, mainly communicative. III. Teaching aids: textbook, handouts IV. Procedures: Teacher's activities Students' activities 1. Warm- up:( 5 mins) 1. Warm- up:( 5 mins) - Ask students to close their books - close their books - Deliver handouts, and ask students to match - match two columns the words in column A with its suitable meaning - work in groups in column B. Answer keys: A B 1- e 1. observe a. tạm biệt 2- c 2. abruptly b. sự bỏ đi 3- a 3. farewell c.(1cách)cộc lốc, đột 4- d ngột 5- b 4. discourtesy d. mất lịch sự 2. Task 1 (15 mins) 5. omission e. tuân theo - Work in groups of two or four to discuss and - Ask students to match quickly in one minute, write complete sentences. then give their answers Answer keys: - Teach students to pronounce 5 words above 1. There are many ways to tell someone - T introduces the new lesson: Today, in this goodbye, and most of them depend on the writing hour, you have two main tasks. task 1 is situation at hand. concerned with using the words to build 2. However, there is on rule that all situations complete sentences and Task 2 is concerned observe: We seldom say goodbye abruptly. with putting the jumbled sentences in their 3. In English it is necessary to prepare a person correct order and then rearrange them to write for our departure. the complete paragraphs. 4. We lead into the farewell by saying 2. Task 1 (15 mins) something pleasant and thoughtful like “I’ve - Ask students to open their books and look at really enjoyed talking to you”. Task 1 5. We might also say something relating to the - Ask students to read task 1 time like “Gosh, I can’t believe how late it is! I - Which tense do you use to make the sentences really must be going!” ST CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 19 TRƯỜNG THPT LIẾN SƠN www.thptlienson.edu.vn – TỔ NGOẠI NGỮ - GIÁO ÁN TIẾNG ANH KHỐI 12 - NH: 2013-2014 in Task 1? - Ask students to work in pairs - Ask them to work in 3 minutes, meanwhile T moves round to help if necessary. - Ask some pairs to report . Correct students’ mistakes if necessary. 3. Task 2(20 mins) - Ask students to read requiring of Task 2 - Ask students to read two paragraphs and discuss the right order - Ask students to work individually in 5 minutes to do this task. - Ask them to share their ideas with their partners. - Ask 4 students to stand up to answer , then give their answers. - Ask students to write the re-ordered paragraphs. - Ask 2 students to go to the blackboard to write 2 paragraphs - Correct students’ mistakes if necessary. Ask one member of their groups to report if possible. - Remind students that they should use the present simple to write the sentences. 4. Homework:( 5 mins) - Find expressions of apologizing - Prepare language focus of unit 3 3. Task 2(20 mins) - Work in groups of two or four - Discuss each paragraph and translate each sentence into Vietnamese. Answer keys: *Paragraph 1: 1 - C; 2 - E; 3 - A; 4 - B; 5 – D 1. It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how. 2. If we have done something to hurt someone’s feeling, we apologize. 3. An apology indicates that we realize we’ve made a mistake, and we’re sorry for it. 4. It’s a way of expressing our regret or sorrow for something. 5. When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret. * Paragraph 2: 1 - C; 2 - E; 3 - B; 4 - A; 5 - D 1. The simplest way to apologize is to say “I’m sorry”. 2. Let’s take a common situation. Tom is late for class and enters the classroom. 3. What does he do? The most polite action is usually to take a seat as quietly as possible and apologize later. 4. But if the teacher stops and waits for him to say something, he could apologize simply “I’m sorry I’m late”, ask permission to take his seat and sit down. 5. Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer. Tiết 19 Unit 3 - Lesson 5: E. LANGUAGE FOCUS Planning date: OCT 1ST Teaching date: OCT 10TH I. Objectives: 1. Education aims: Stress in two-syllable words. Reported speech 2. Skills: Master the strong form and weak form of auxiliaries. Know how to use and make reported speeches. II. Anticipated problems: + Problems: Students may have difficulty in pronunciation. + Solutions: Explain carefully the formations and the usages. III. Teaching aids: board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Pronunciation:( 15 mins) - Explain the way to read and mark stresses - Get the teacher’s explanation. for words with two syllables. + Stresses syllables are those which have long - Help students to know the pronunciation. vowels, compound vowels or ending in more than - Practice: one consonants. + Usually the second syllable has stress if it is verb attract waving Signal polite CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - [email protected]/ [email protected] 20