Tài liệu Giáo án tiếng anh lớp 12 cả năm_bộ 10

Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc TiÕt 1 + 2 Lesson 1 + 2: INTRODUCTION Planning date: Teaching date: 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. 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 TiÕt 3 GV: ĐỖ VĂN BÌNH Unit 1: home life Unit 1 - Lesson 1: A. reading 1 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc Planning date: August 28th Teaching date: September 1st 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 they contribute to make their home life happy. GV: ĐỖ VĂN BÌNH 2 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 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc 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: Answer the questions - Ask students to read the passage again and answer the 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. Task 2: - Work in pairs to do the task 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 Homework (3') - Listen and note down GV: ĐỖ VĂN BÌNH 3 - Compare the answers - Read aloud their answers - Write down the correct answers - Report their discussion - Listen GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc - Assign homework TiÕt 4  Unit 1 - Lesson 2: B. speaking Planning date: August 28th Teaching date: September 3rd 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. 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 Warm – up (5’) - Students’ answers may vary - Listen Pre – speaking (7') Task 1: - Listen and do the task - Work in pairs - Present in front of the class - Listen While speaking (20') While speaking (20') Task 2: Prepare a list of questions to ask another student Task 2: to find out whether his/her family is like yours - Ask students to prepare a list of questions to understand the - Do the task individually 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: - Listen and write down GV: ĐỖ VĂN BÌNH 4 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc Who works in your family? Task 3: Ask your partner about his/her family life - 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 Task 3 - 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 TiÕt 5 Homework (3') - Listen and note down  Unit 1 - Lesson 3: C. listening Planning date: September 1st Teaching date: September 4th 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 - Describe the picture by answering picture (p16), using the cues: 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') GV: ĐỖ VĂN BÌNH Pre – listening (7') 5 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc - Play the tape, ask students to listen and repeat the words flight reserved coach rarely close-knit spread out leftovers crowded - Correct students' pronunciation and explain the meaning of the words - Introduce the situation: Listen to Paul and Andrea talking about their family life and do the task below. - Listen - Repeat each of the words 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 - Checks and gives correct answers: While - listening (20') Task 1: 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 - Listen and note down - Listen - 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 Task 2: - 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 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. 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 GV: ĐỖ VĂN BÌNH 6 Post – listening (10') - Work in groups, discuss the questions - Report their discussion GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc class. - Give feedback - Listen Homework (3') - Summarize main points - Assign homework TiÕt 6 Homework (3') - Listen and note down  Unit 1 - Lesson 4: D. writing Planning date: September 1st Teaching date: September 8th 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: Teacher’s activities Students’ activities Warm – up (5’) - 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. 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. GV: ĐỖ VĂN BÌNH 7 Warm – up (5’) - Students’ answers may vary - Listen Pre – writing (7') Task 1: - Revise the knowledge - Study the example - Think of the family rules - Discuss the main ideas - Listen and note down GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc While- writing (20') Task 2: Write a letter to a pen pal about your family rules. - Have students write a paragraph about their family rules, begin as follows: Every family has its own rules. Mine has a few. First,…. - Have students exchange their writings and find each other’s mistakes - Have students write the second draft While - writing (20') Task 2: - Do the task - Exchange and correct mistakes for their partners - Correct mistakes and write the second 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 TiÕt 7 Homework (3') - Listen and note down  Unit 1 - Lesson 5: E. language focus Planning date: September 4th Teaching date: September 9th 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) - Explain the way to use ending ‘s’- Help - Get the teacher’s explanation. students to know the pronunciation. + /z/ follow voiced consonants except /z/, /dƷ/, - Practice: / Ʒ /. + I saw some bats flying from the bags. + /s/ follow voiceless consonants except /s/, + He often speaks at different speeds. /∫/, / t∫ /. + She tore the photographs in to halves. + /iz/ follow the ending sound of: /z/, /dƷ/, /Ʒ/, + I always have dates on rainy days. /s/, /∫/, /t∫/. + The kids are playing with their toys kits. - Practice reading in chorus or individually. 2. Grammar and vocabulary:( 28 mins) - Explain once again the formations and the usages of : + The past simple tense. + The past progressive tense. + The present perfect tense. - Guide the students how to do the GV: ĐỖ VĂN BÌNH Exercise1: 1. Have you seen 2. Did you enjoy 3. was 4. Did you give…..saw 5. didn’t listen 6. Have you two met 8 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc - exercises. Divide the class into groups, ask them to do the exercises. Walk round to give help if necessary. Correct the students’ work if necessary. 7. Did you meet Exercise 2: 1. B 9. B 2. C 10. C 3. A 11. B 4. A 12. C 5. B 13. C 6. B 14. A 7. B 15. B 8. C 3. Homework: (1 min) At home, revise the pronunciation, the tenses, redo all the exercises and prepare unit 2.  TiÕt 8 UNIT 2: cultural diversity Unit 2 - Lesson 1: A. READING Planning date: September 6th Teaching date: September 11th 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 books, look at the pictures, and do the tasks that follow. + What can you see..? + Do you think…? + What, in your opinion, should…? - 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 GV: ĐỖ VĂN BÌNH 9 Things seen: a village, farmers, a buffalo, some huts,… A poor village, of course the farmers lead a poor life. Build a new road, change the cultivation methods, … GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc 3. While you read:( 25 mins) + Task 1: - Ask students to read through the text once to find out some new words, guess the main idea. - Explain new words (give the Vietnamese equivalents), guide the students to get the main contents of the reading text. - Ask students to work individually in 5 minutes to do this task. - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively. - Give students some more words that may be new/ unfamiliar to them. - Guide the students to read the word in chorus and individually. + 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 GV: ĐỖ VĂN BÌNH - Read through the text find the new words, try to guess the meanings of those words in contexts: + National Congresses: §¹i héi toµn quèc + renovation (n): ®æi míi + under-developed (pp):¸chËm ph¸t triÓn + inflation (n): l¹m ph¸t + stagnant (adj): tr× trÖ + government subsidies (n): sù bao cÊp cña chÝnh phñ + government commitment (n): cam kÕt cña chÝnh phñ + dissolve (v): tan r· + substantial (adj): lín lao, ®¸ng kÓ - Get the meaning of some more words: + eliminate (v):…. + intervention (n):….. + Vietnamese Communist Party + measure (n):…… + promote (v):….. + economic reforms (n):….. + Land Law + Enterprise 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? GIÁO ÁN TIẾNG ANH KHỐI 12 10 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc suggestions. B: We believe that with the ….. - 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. 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. 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. TiÕt 9  Unit 2 - Lesson 2: B. speakING Planning date: September 11th Teaching date: September 15th I. Objectives: 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. 2. Pre-speaking:( 9 mins) + Task1: - Explain the requirements clearly in English “in your textbook, there are four pictures. Now, what I would like you to do is to look at them carefully and say what they are about” - Ask students to work in pairs to discus the three questions and find the answers. - Correct the students’s work and give remark. GV: ĐỖ VĂN BÌNH - Work in pairs to discus the three questions and find the answers. A: What does each pair of picture tell you? B: It tells us the contrast between the present and past situations. A: What changes can you see in each pair of…? B: The new school and factory are much bigger GIÁO ÁN TIẾNG ANH KHỐI 12 11 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc and more beautiful than the old ones. A: What do you think …..to achieve these…? B: They must have taken some renovation measures. - Correct the answers oneself. 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. 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 equipment. S3: They use fertilizers, pesticides and insecticides to protect their crops. 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. 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, 5. Homework: ( 1 min) more facilities and equipment. They use Name some measures we’ve made to promote fertilizers, pesticides and insecticides to protect our economic system. their crops. TiÕt 10 Unit 2 - Lesson 3: C. listenING Planning date: September 11th Teaching date: September 16th I. Objectives: 1. Education aims: Students know the harm of taking drug. 2. Knowledge: a. General knowledge: Listen for specific information. GV: ĐỖ VĂN BÌNH 12 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc 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. 2. Before you listen:( 10 mins) - Ask students to work in pairs to ask and answer - Work in pairs: the given questions. S1: Should drug-taking be banned? - Guide the students to answer if necessary. S2: Yes, because it brings the users many - Give further information. harm on not only their physical but also mental health. S1: Drug-taking is totally a social evil. - Explain the words that will appear in the - Listen and repeat: listening text. Tango discourage - Ask students to read in chorus then individually. Drug-taker rationally Ruin solution Unfortunately measures islanders 3. While you listen:( 20 mins) + Task 1: - Ask students to read the statement at least - Read the statement once to get the main once first. contents. - Ask them to guess the answers - Listen to the tape and do the task. - Play the tape once then check how many - Find evidences to each of the answers. answers can students find. - Represent if being asked. - Play the tape again. Keys: 1. F 2.F 3. T - Check and give remarks. 4. T 5. F 6. F - Call some students to say out their answers 7. T 8. T 9. F and the evidences they get to prove their Listen to the teacher’s explanation then answers. correct the answers oneself. + 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. GV: ĐỖ VĂN BÌNH - 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 13 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc - Move around to help if necessary. - Give remarks or even suggestions. 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 5. Homework: ( 1min) the drug-taking problems, and other Imagine you are an MP of Tango what would government will face the same problems as you do to solve the problem. theirs. Listen to the teacher’s guide to correct oneself. TiÕt 11  Unit 2 - Lesson 4: D. writING Planning date: September 16th Teaching date: September 18th 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. requirements “The table below presents the - Get the task. results the Government…..”. - Give clear task to students. + Task 1: - Work in pairs to do the task. - Ask students to look at Task 1. S1: What was the economic situation in Tango - In pairs, ask students to ask and answer before 1980? the questions. S2: It was really bad. The country was under- Move around to give help. developed. - Check and give remarks. 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. 3. While you write:( 15 mins) GV: ĐỖ VĂN BÌNH GIÁO ÁN TIẾNG ANH KHỐI 12 14 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc + 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. - 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. 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. - 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. 5. Homework( 1min) Rewrite the task at home. TiÕt 12  Unit 2 - Lesson 5: E. language focus Planning date: September 17th Teaching date: September 22nd I. Objectives: 1. Education aims: Strong form and weak form of auxiliaries; adverbial clauses. 2. Skills: 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/ GV: ĐỖ VĂN BÌNH GIÁO ÁN TIẾNG ANH KHỐI 12 15 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc A: Have you met Quang? B: Yes, I have A: Has she gone? B: Yes, she has. A: Shall we go now? B: I think we ought to. A: Will you come tomorrow? B: Yes, I will. A: Do you really have time for it? B: Yes, I do. 2. Grammar and vocabulary:( 28 mins) - Explain once again the “Clause of concession”. Though Although S + V, S + V Even though - Guide the students how to do the exercises. - Divide the class into groups, ask them to do the exercises. - Walk round to give help if necessary. - Correct the students’ work if necessary. Am /æm/ Will /wil/ Shall /sæl/ - Practice reading in chorus or individually. Exercise1: 1. Although it rained a lot, we enjoyed our vacation. 2. Although we had planned everything carefully, a lot of things went wrong. 3. Even though/ Although the doctor has advised him to quit, Bob (still)…. 4. Although it was cold and rainy, we managed to go to class in time. 5. Although Luong has studied English only for six months, he can ……. 6. I didn’t go to bed early although I was … Exercise 2: 1. Although I was very tired 2. Although I had never seen her before 3. although it was pretty cold 4. although we don’t like them very much 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 …….. Exercise 2: 9. we forget many things 10. they were very happy 11. he could speak/ read the language… 12. Although he had revised everything… 13. it is pretty cold/ there hasn’t been…. 3. Homework: (1 min) At home, revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8. TiÕt 13 Unit 3: Ways of socializing Unit 3 - Lesson 1 : A. reading Planning date: September 17th Teaching date: September 29th I. Objectives: 1. The aim: After the lesson, students are able to know how to communicate politely , some new words related communication. 2. Lexical items: GV: ĐỖ VĂN BÌNH GIÁO ÁN TIẾNG ANH KHỐI 12 16 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc Words related to ways of socializing 3.Teaching aids: cassette, tape, picture 4.Skills: reading for gist II. Method: Intergraded, mainly communicative III. Procedure Teacher’s activities Students’ activities I. Warm-up Questions: Ts asks students to look at the picture in their 1. What are the people in the pictures book carefully and answer the questions doing? 2. What will you do if you want to ask your teacher a question , but he is talking to your classmate? II. Pre-reading A Matching the words 1. non-verbal Asks students to match these words 2. verbal 3. impolite 4. attract someone’s attention Read these words & pronounce them 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 Teacher gives some more new words if necessary Task 3. Read the passage by skimming skill T plays the tape once Answer the questions in the book. III. While reading practice Task3. Suggested answers: T asks students to read the questions 1. ...we can use both verbal and non-verbal carefully communication. Pay attention to key words 2. They are strong actions that can easily be seen. Like: What... do... to attract someone’s 3. ....we can wait until he passes near us, attention..... catch his eyes, nod slightly to let him Asks them to work in pairs 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. let them practice 5. Because pointing at someone is usually considered rude give feedback Task 2. Which options is the best tile for the passage Task 2. A.. Attracting Attention: Non-verbal Cues Ask students to work in groups Call on some groups to answer the question. GV: ĐỖ VĂN BÌNH Discuss the meaning of whishing and handclapping in Vietnamese culture. 17 GIÁO ÁN TIẾNG ANH KHỐI 12 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc Post reading Asks students to work in groups Encourage – despise Homework Write a passage to tell about one of your most embarrassing experiences  TiÕt 14 Unit 3 - Lesson 2: B. Speaking Planning date: September 27th Teaching date: September 30th I. Objectives: 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 terrific good/well/better Introduce the title of the lesson thank.......... Pre-speaking Pre-speaking Task 1. Task 1. Ask students to work in pair to practice Practice reading and pay attention how people reading the dialogues, paying attention to give and respond to compliments how people give and respond to compliments in each situation. Explain some new words if necessary While – speaking Task 2 Explain the task requirement. Ask students to practice speaking Go around and help students if necessary Ask some students to speak in front of the class. Correct their answers Task 3. Explains the task requirement Ask students to practice responding compliments. Help students if necessary Ask some students to speak in front of the class. Correct their answers GV: ĐỖ VĂN BÌNH While – speaking Task 2 Practice giving compliments to suit the responses. Suggested answers David: What a beautiful dress you are wearing, Kathy. Hung: You have a decent motorbike, Hien. Michael: You played badminton very well today, Colin. Task 3: practice responding compliments Suggested answer You: Thank, Phil . I think that’s because I have practiced a lot with the help of my dancing teacher You: I’m glad you like listening to me playing the guitar. You: That’s kind of you to say so, Tom. GIÁO ÁN TIẾNG ANH KHỐI 12 18 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc Actually, my English is influenced by an American teacher. Post- speaking Post- speaking Task 4. Task4. practice giving and responding to compliments Explain the task requirement Suggested answers: Ask students to practice in pairs( each The pair of glasses you are wearing are so nice, pair can choose two situations to speak) Lan. Ask students to speak in front of the class. Thanks, Nga. My friend gave them to me on my birthday. What a new and expensive watch you have , Tam I’m glad you like it. I bought it yesterday. V. Homework Practice giving and responding to compliments for the situations of task 4 again. TiÕt 15  Unit 3 - Lesson 3: C. Listening Planning date: October 1st Teaching date: October 2nd 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 GV: ĐỖ VĂN BÌNH GIÁO ÁN TIẾNG ANH KHỐI 12 19 Sở GD&ĐT Vĩnh Phúc – Trường THPT Liễn Sơn, TT Hoa Sơn, Lập Thạch, Vĩnh Phúc -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 +Task 2: -ask Ss to read through the passages to guess the missing words. (12ms) - play the tape once or twice. - ask Ss to compare answers in pairs - play the tape for Ss to check their answers - call on some Ss to present answers on board. - check Ss’ answers: 1.agreed 5.waking 2.to avoid 6.heart 3.particular 7.kindness 4.adults 8.to stick *After you listen: -ask Ss to work in groups to summarize the talk, basing on some main points: (7ms) 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. (3ms) *Homework: ask Ss to take notes some ways to give advice on something. TiÕt 16 -listen to the tape -compare answers in pairs and presents -read and guess missing words -listen to the tape -compare answers and present answers. -work in groups to summarize the talk. -present their ideas. -take notes homework.  Unit 3 - Lesson 4: D. WRITING Planning date: October 3rd Teaching date: October 6th 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 - Deliver handouts, and ask students to match - close their books the words in column A with its suitable meaning - match two columns in column B. - work in groups A B Answer keys: 1. observe a. tạm biệt 1- e GV: ĐỖ VĂN BÌNH GIÁO ÁN TIẾNG ANH KHỐI 12 20