Giáo án tiếng anh lớp 12 cả năm_bộ 13

Date of planning: / Date of teaching: / : Period Guiding how to learn and to English tests I Objectives Knowledge: Student know: - How to learn English in grade 12 - How to English tests - How to use student’s book and workbook Skills : have a right view about skills: - Reading - Speaking - Listening - Writing II Teaching aids: Student’s book, student’s workbook III Procedure: Teacher’s activities Warm-up :(5 minutes) - Introduce to students about the teacher Students’ activities - Listen to the teacher - Ask students about their names and English - Answer the teacher’s questions knowledge etc Guiding: (30 minutes) - put the student’s book and workbook Guiding student’s book and workbook: on the table * Introduce to students how to use their book and workbook - listen to the teacher and look through * Introduce to students how to learn reading, the books speaking, listening, writing, language focus in their books and how to the exercises in their books Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% Guiding other books and tape, disc, etc - Listen to the teacher Go through the textbook (8’) Ask Ss to go through the textbook and analyze according to the themes Homework: minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit - listen to the teacher and write down the things which will be prepared at home Date of planning: / Date of teaching: / : Period REVISION A Objectives I Aims: Ss can know a working day of a farmer Ss can express their daily routine as well as others II Lexical items words and phrases related to daily routine of a farmer as well as one person III Structures and grammar The simple present tense IV Teaching aids needed pictures, real objects, books, chalk, board B Procedure Hand out: Choose the best answer “I must see the manager!” he cried – He insisted the manager ( on seeing/ about seeing/ to see/ on having seen) “Let’s invite the Browns to the party on Sunday” – He suggested the Browns to the party on Sunday (us to invite/ about inviting/ having invited/ inviting The tourist guide advised us a map if we went walking in the hills (to take/ taking/ take/ to taking) Peter offered me with the luggage (to helping/ to help/ helping/ help) The passagers .fasten their seat belts as te plane began its descent ( are told/ told to/ were told/ were told to) It was a new surboard .Marilyn gave me for my birthday last year ( who/ whom/ whose/ that) The richer system is named after the person invented it (Who/which/ whom/ zero) Not all the artists .are famous have spent year studying ( That/ who/ where/ whose) Do you know the shop I can buy a computer (a zero/ which/ where/ in where) 10 The house .he lives is not very big (That/ which/ Zero/ where) 11 This is the bank was robbed yesterday (a which/ Where/ Who/ what) 12 She enjoys watching movies make her laugh (a they/ what/ Which/ Who) 13 London is the city in I was born (a where/ which/ that/ there) 14 Do you know a nearby restaurant has good food? (That/ who/ Where/ whose) 15 I live in a building has 40 floors (a which/ in which/ It/ where) 16 I live in a building there are 40 floors (a that/ Which/ Where/ in where) 17 This is the bank was robbed yesterday (a which/ Where/ Who/ what ) 18 I have seen her before A.ever B.just C.nerver D.yet 19.Bety is afraid of at home alone A being left B.leaving C.leave D.be leaving 20.I will call you when I my lesson A.finish B finish C.finishes D.finishing Date of planning: / Date of teaching: / Period 3+4 Unit : home life A Reading I Objectives 1.Knowledge: Students know about International Red Cross Skills: Guessing meaning in context, scanning for specific information and passage comprehension Lexical items: biologist, caring, close-knit, household chore, join hands, shift, willing, mischievous II Method: Integrated, mainly communicative III Teaching aids: Student’s book and pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students look at the picture and ask some questions - Let students understand more about , house hold chores and family life, today we learn Unit 1- part A: Reading Students’ activities - Open the book - Listen to the teacher - Look at the picture and answer - Listen to the teacher and open the book – Unit 1, part A: reading Before you read : (7 minutes) Ask students to work groups to ask and answer about the pictures - Hang on the blackboard the table of questions Ask students to work in pairs looking at the - Work in groups to discuss about the pictures - Work in groups to ask and answer the questions give by the teacher - Stand up to answer in front of the class P1: Thefamily is at home P2: The father is playing games with his son and the mother is helping her daughter pictures to ask and answer them Where is the family? What is each member of the family doing? 3Is the family happy?Why (not) ? - Introduce the situation of the context - Read the context once to the class - Show students some new words: + to be caring + to be willing to sth … + to be close -knit + to be mischievous - Help students to summary the main ideas of the context * The first paragraph: the writer says about the parents’ jobs and the people in her family * The second paragraph :The writer says about the activities of her parents every day * The third paragraph: The writer says about her younger brothers and her herself * The writer says about the happiness in her family - Ask students to think of their thoughts about a happy family - Introduce the situation of the passage While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage + Task 1: (10’) - Ask students to work in groups to read the sentences in the task and then choose the sentence A,B or C that is nearest in meaning to the sentence given - Read all the sentences which they have chosen loudly to the class Teach some new words: close –knit (a), mischievous (a), - Ask students to work in groups to the task - Call on some students to read the sentences - Common in whole class + Task 2: (15’) - Divide the whole answers class into groups of students 1,How busy are the parents in the passage? 2,How caring is the mother ? homework P3: Yes, it is.because they look warm and close –knit - Look at the book and listen to the teacher - Listen - Note down - Work in groups and try to repeat the main ideas in each paragraph -Practise speaking their ideas freely Listen to the teacher - Work in groups , read the sentences carefully - Listen to the teacher and read up the sentences aloud - Note down the new words - Read up - Work in groups to the task - Read the passage - Work in groups to find the sum up of the passage - Present the answers in front of the class - Commend 3,How the father and the daughter share the household chore ? 4,What is the daughter attempting to after secondary school? 5,Why the children feel they are safe and secure in their family ? - Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which contain the information for the answers - Call the leader of each group to answer the questions - Ask the whole class to commend - Feedback and give the correct answers and give point After you read : (8 minutes) - Ask the whole class to discuss about a happy family - Call some students to say about their thinking of a happy family - Note down the reason of the choice - Work in groups to ask and answer the questions using the information from the passage - Some students answer the questions in front of the class Listen and take notes - Do the home work and prepare for the next lesson Home work: (2 minutes) - Write about their family or others they know - Prepare Part B : Speaking at home Date of planning: / Date of teaching: / Period Home Life Speaking I Objectives: Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about a happy family - Language: asking for and giving information from a passage - New words: words related to the topic Skills: talking about Home life and their activities in the family II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook, IV Procedure: Teacher’s activities Warm-up: (7 minutes) - Playing games - Divide the class into pairs and ask students to work in pairs to talk about their family in minutes - Call of the leaders of each groups to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about our family ) Pre-speaking : (12 minutes) Task Let students read the following sentences and choose which apply to them or their family - Ask students to work in groups to speak the sentences 1, In my family ,only my father works 2,Member of my family share the household chores 3,My responsibility in the family is to wash the dishes 4, In my family, the interest we share closely is watching football 5,I often share my personal secrets with my father 6, I always talk to my parent before making an important decision - Go around and listen to the students – Give more suggestions if they need Students’ activities Notes - Keep books close - Listen to the teacher - Work in groups to talk about family - -Work in groups and give their ideas why they choose -Each student stands up and talks about their family A: In my family ,my parents both go to work, B: In my family, -Practice speaking out their ideas about their family A: Who works in your Task - Work in pairs family ? B : Both my -Let students ask and answer the questions father and mother about their family A: Who often does the household chores ? B : My mother mainly does - Listen and give the ideas to each pair it and sometimes my father help my mother A :How is your responsibility to your family ? B :I often clean the house and cook the meals when I finish my studying A : How the family members While-speaking : (15 minutes) share the interest ? B :We often watch television each other in the evening A : Who you often share your secrets with ? B : I often share with my mother A: Who you talk to before making an important decision? B: I often talk to my parents - All students write some sentences about their family and then stand up to talk -Work in groups and each group has a representative to Task 3:Work with a different partner talk about her/his family - Ask students to use the questions they P1 : I talked to Tuan Both have form to ask about her/his family his parents go to work But only his mother does the - Listen to the students and give remarks household chores P2 : In Loan’s family ,only her father goes to work and her mother is at home -Work in groups and then speak out their opinions PS : I think a happy family should have P : Yes it is Because every member in the family often share the feelings with each - Post-speaking : (10 minutes) other Task - Let the students practise speaking freely - Listen to the teacher about their family - Write down the homework -Go around to listen and give remarks - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about a happy family (80 words) - Ask students to prepare Part C- Listening and homework Date of planning: / Date of teaching: / Period Home Life Listening I Objectives: Educational aim: Students can listen to get information to decide True or False statements + Students can improve their ability of listening to write down the main ideals of the lesson Knowledge: - General knowledge: Students learn more about a happy family - New words: Words related to family Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to close the books - Give some pictures and answer some questions 1,Who are they? ,What are the relationship among them ? - Check some students and mark - If you want to know more details about them we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Introduce the topic of the listening: In this you will listen to people talk about their friends But now please talk about your family first - Ask students to read all the words given carefully and show the difficult words or structures - Explain the words and structures to the class: -reseved : - leftover : - spread out : * Before you listen : - Ask students to look at the picture and say : +What are they doing ? +How many people are there in the family ? Students’ activities Notes - Close the books - Listen to the teacher - Work in groups and look at the picture and answer - Listen to the teacher and open textbooks - 0ne or two students talk about their family - Read the new words - Listen and note down - Work in pairs to ask and answer + P : -They are having a party - There are people in the family While-listening: (20 minutes) Task - Introduction: you are going to listen to Paul and Andrea talk about their family Ask students to read the sentences carefully first to get the True or False - Ask students to get the difficult words - Read the tape-script loudly to the class - Ask students to decide the answers - Listen and remark - Ask students the question : - Why you think it is true / false ? - Keep book open - Listen to the teacher - Read the sentence carefully to get the True or False statements - Ask for the difficult ones - Listen to the teacher - Speak out the sentences individually PS : 1, It is false 2, It is false 3, It is false Task - Ask students to look through the sentences 4, It is true 5, It is true in task - Ask students to listen again and note down two things that are different about Paul’s and - Listen and work in pairs to Andrea’s families speak out some information they have heard from the tape After-listening: (10 minutes) - Ask students to open the books - Ask them to discuss the importance of family in a person’s life - Let them work in pairs -Discuss and find out the - Walk round and help students the importance of family in a - Ask some students to stand up and go to person’s life - The students who are called board and write go to board and write down - Listen and correct mistakes your answer Homework: (3 minutes) - Ask students to write a passage about the importance of family in a person’s life -Remember them to prepare Part- Writing at home -Listen to the teacher and write down homework - Help them if necessary Date of planning: / Date of teaching: / Period Home Life Writing I Objectives: Educational aim: Students can write a paragraph about family rules depending the given prompts General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic Skills: Writing a narrative II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) A word game - Divide the class into groups - Ask students to work in groups to revise the words using to say about family (in minutes) - Call the representatives of the groups to write as many words on the boards as possible (in minutes) - The winner is the students who has got the largest number of correct words on the board - Call some students to repeat the meanings of the words Pre-writing: (10 minutes) - - Ask students to use the following verbs and expressions Give and read some words aloud : _ Let ,allow, be allowed to, have to, permit, etc + Some expressions : - doing household chores - coming home late - preparing meals - watching TV - talking on the phone - using the family motorbike - Listen to the pairs and help them if they get some difficulties in speaking - Ask students to stand up and say a paragraph about his/her family Students’ activities Notes - Keep book close - Listen to the teacher and work in pairs - Work in groups to revise the words - Go to the board to write the words - Repeat the meanings of the words in front of the class - Listen to the teacher and open the books - Read all words and expressions and work in pairs A : Do you have to the household chores ? B : Yes, after my studying or my free time A : Are you allowed to come home late ? B: No, because my parents are strict A : Do you often prepare the meals ? etc Each representative of a group stand up and say about the family A: - In my family , everybody has to the household chores I’m not allowed to come home late, I 10 27,174,000.People - Listen to each group and correct or give speak Malay, English mark if they it well and Tamil in every day conversations The Malaysians are Homework: (2-4 minutes) religious They follow - Let students write about someone they Islam and Buddhism admire or look forward to meeting Their currency is Ringgit - Listen and write down in their notebooks The 98th period Date : 15/ 4/ 2009 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Listening Time: 45 minutes I Objectives: Educational aim: Students should know how to ask and say about using English and the main religion in ASEAN Knowledge: - General knowledge: Students know how to give information from using English and the main religion in ASEAN - Language: - New words: Words related to ASEAN countries Skills: - Listening for general or specific information -Comprehension questions II Method: Intergrated, mainly communicative III Teaching aids: Some pictures of persons or some real information about them IV Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to close the book -Work in pair and list the - Ask students to list the name of ASEAN name of ASEAN countries countries using the English - Listen to the the teacher and answer the questions Pre-listening: (8 minutes) 183 - Let students open the books and ask and answer the question Which ASEAN countries are use English as a second language? - Let students read some words they’ll listen then - Listen and check While-listening: (20 minutes) Task - Let students read some sentences given and explain some new words if necessary - Read or let students listen first Have you got anything from the dialogue between Mr Hung and his daughter Nga? - Let students listen the second time - Check their listening - Let students listen the third time and let them choose the best answer to complete each of the following sentences - Observe the class and listen to each group’s feedbacks - Give more information if students wonder or not clear Task - Before listening, let students read quickly some questions in the task - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening -Keys: Some ASEAN countries such as the Philippines, Brunei, Singapore, and Malaysia use English as second language - Read in chorus - Some students read themselves: Read silently the sentences given before listening - Listen the first time - No, we haven’t - Listen the second time and begin doing the task - Listen the third time and work in groups to decide the best answer - Each group asks and explains why they choose by some information they’ve listened -Keys : 1C ,2A ,3C ,4A ,5B - Work in groups and guess - Listen and the task - Speak out their listening - Try to write down the answers -Key: 1,tomorrow(the next day) 2,The US 3,Around 50 million 4.In the Philippines 5,three-Islam,Buddhism and Catholicism Post-reading: (10 minutes) - Ask students to summarize the content of the conversation between Nga and her father-Mr Hung - Work in groups: - Ask students to write a short passage to - Work in groups and each 184 guess what Nga’s essay will be about group has one person who - Listen to each group and correct mistakes says about it if they’ve done - May answer in different ways - Write in groups and ask someone to speak out their writing - Other groups listen and copy some information and give some questions Homework: (2- minutes) - Ask students to write a short passage - Practice writing about the content of the listening text( 70 words) 185 The 99th period Date : 17/ 4/ 2009 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Writing Time: 45 minutes I Objectives: Educational aim: Students should know how to write a letter of recommendation Knowledge: - General knowledge: Students learn to write about the places they are familiar with - Language: Words used in writing about a significant place Skills: Writing about a letter of recommendation II Method: Intergrated, mainly communicative III Teaching aids: Some cues, information of someone IV Procedures: Teacher’s activities Warm-up: (4 minutes) - Ask students to close the books - Look at the pictures and name out the places -Let students work in pairs Pre-writing: (8 minutes) Task - Ask students to open their books - Introduce the students the task -Let them work in groups and complete the letter with the missing sentences in the box -Go around and help -Explain some new words if necessary -Give correct answers Students’ activities Notes - Work in pairs and match the name with the picture - Some students matching on the board work in pair and the task - Key 1,I would like to recommend a well-know place in Vietnam to you 2,It is about 170 km from Hanoi 3,The beach is an ideal place for swimmers 4,People here are very friendly and hospitable 5,I am sure you will have a wonderful time here in Ha long bay - While-writing: (18 minutes) - Introduce to task2 - Listen to the teacher - Let students read quickly the task2 - Read silently David ,your pen pal ,is going to spend his summer vacation in one of the ASEAN - Read those words and copy 186 countries You want him to visit Vietnam Write a letter to him recommending a significant place you are - Work in pairs familiar with - Each group read their - Explain some new words if necessary writing - Listen and work in groups -Give form of a recommendation letter - - Discuss and find out some Outline errors if they make +Date +Salutation +Body location natural features places to visit food people +Closing +Signature - Ask some other groups to write down a paragraph using some cues below and then each student on be half of his group read aloud Post-writing: (13 minutes) - Ask students to read another’s letter - Practise writing in groups - Ask some students to read loudly their - Each member of groups letter reads aloud his/ her writing - Listen and correct if needed - Other group appreciate and correct mistakes each other - Each group does the writing and read aloud Homework: (2 minutes) - Do the writing task in workbook -Prepare the next lesson student’s - Listen and copy The 100th period Date : 19/ 4/ 2009 Grade 12 Theme: The Association Of Southeast Asian Nations Unit 16 Language Focus Time: 45 minutes I Objectives: 187 Educational aim: Students should pronunciate the rising –falling tune correctly and the use of adverbial clause of time Knowledge: - General knowledge: Students learn words to describe people’s background - Language: A paragraph and adverbial clause of time Skill: fluency in the rising –falling and use of adverbial clause of time II Method: Intergrated, mainly communicative III Teaching aids: textbook, handout IV Procedures: Teacher’s activities I Pronunciation: (15 minutes) - Close the books! a Introduce the rising-falling tune - Let students practise pronunciating these sentences - Listen and correct the syllables students read b Let students open the books and read aloud the words given and try to pronunciate these sentences with the rising –tune Students’ activities Notes - Read these sentences Listen and repeat following the teacher - Read in silent first - Some of each groups read aloud - Listen and check for pronunciation - Ask students to listen and read after these sentences II Grammar: (20 minutes) adverbial clause of time -Listen to the teacher -Introduce the way of using adverbial - Students work in pairs clause of time through some example and give some examples - Some students repeat - Ask students to give some examples aloud - Listen and remark b Let students practise doing exercises Exercise - Ask students to exercise themselves Do the exercise then discuss in groups themselves - Key: 1,She will phone you as soon as she arrives in Ho Chi Minh City 2,After the war was over we started rebuilding the country 3,they met a lot of people 188 while they were on holiday 4,before you leave don’t forgot to turn off the lights 5,I will stay till you get back 6,We’ll come to see you whenever we are in hanoi 7,there is a danger of war as long as imperialism exits 8,tom sang a merry song as he walked away - Work in groups and give the correct tense of verb Exercise and explain why they did it - Ask students to supply the correct form - Each group answer and of the verbs in brackets give reasons - Listen and remark -Keys: 1,arrives 2,arrives 3,are playing - Read silently and discuss 4,got ,5,have finished 6,(had) graduated in pairs, groups 7.am 8,have read -Key: 1,Let’s go out before it starts raining Exercise 2,I’ll give you my address - Let students combine two sentences, when I have found using one as an adverbial clause of time somewhere to live with the given conjunction 3,After he had done his -Go around and help if necessary homework ,he went to bed -Give correct answers 4,We’ll let you know as soon as we have made our decision 5,I haven’t met them since I left school 6,robert suddenly began to feel ill while he was doing the exams 7,Kate will come back home after she has finished the last semester - Listen and write down Homework: (5 minutes) 189 - Ask students to revise the use of adverbial clause of time - Practise doing exercise in the Workbook The 101st period Date : 23/ 4/ 2009 Grade 12 Test yourself F I Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Method: Integrated, mainly communicative II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teacher’s yourself F questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I Listening(2.5 points) (10 minutes) • Teacher asks Sts to read and find new Listen and dill in the blanks 190 words Teacher explains: • Asks Sts to read the statements carefully and underline key words before listening the first • Asks Sts to finish the exercise after listening the second • Asks Sts to listen to the tape (the third time) and then discuss in pairs about the final answer • Goes around the class, helps Sts discuss about the answers if necessary • Asks some Sts to give the answers, others give feedback • Teacher gives Sts to listen once more Expected answers: 16 November 1945 193 60 teacher-training heritage - Correct mistakes with the information as you hear UNESCO stands for the United Nations Educational, Scientific and Cultural Organization It was established on ………… to encourage collaboration among nations in the areas of education, science, culture and communication UNESCO has …………….member nations as of 2007 the agency has its headquarter in Paris, France, and operated educational, scientific, and cultural programs and exchanges from ……… Fields offices world wide Project sponsors by UNESCO include international science programs; literacy, technical, and ……… programs; regional and cultural history projects; and international cooperation agreements to secure the world’s cultural and natural …………… and to preserve human rights → Students read → Sts listen - Students work in pairs: reading and decide to II Reading (2.5 points) (10 minutes) • Teacher explains new words/ phrases: choose the answer Labor-intensive : (adj) cần nhiều nhân Read the text then answer the questions that follow công Which countries, Propotion (n) tỉ lệ according to the passage, Exclude (v) ngăn chặn have low levels of females Reserve (v) : dành riêng • Asks Ss to read the passage and then paid workers? In which sectors you 191 answer the questions • Goes around the class to get the fettle of Sts and helps them with vocabularies, the way to express if necessary • Teacher asks a representative in some pairs to present the result in front of the class Other pairs gives feedback • Teacher corrects in general and tells the point of marks so that Sts remark themselves find the majority of working women in Southeast Asia? What is the percentage of women who work in the service sector in Latin America and the Caribbean? On whom did women depend economically in the past? According to the passage, what are the two factors that give women more freedom nowadays?  Suggested answering Arab countries In textile, toy, shoe and electronic sectors 70% They depend on their husbands or fathers The access to education and change in economic status → Students work in pairs/ III Grammar(2.5 points) (8 minutes) groups - Recall the grammar of articals - Giude students how to Suggested answers: - Give them some newwords: grow up - Do the first as an example stay on - Ask students to to the exercise wait up Use the following verbs to complete the give in sentences below: catch up Catch up Cool off Fall behind speak up Give in Grow up Keep up Watch out Speak up Stay on Wait up cool off Watch out keep up He still behaves like a child I wish 10 fall behind he’d grow up → Other Sts give feedback Come to the party on Friday and …… for the weekend I won’t be back until late Will you ………for me? He was exhausted but he still kept 192 going He just wouldn’t ………… Please don’t go so fast I just can’t ……… Could you ………….a bit? I can hardly hear you ……………! Oh dear Didn’t you see that car coming? You look hot and sticky Come and sit in the shade and ………… You go on ahead and I’ll ………… 10 Wait for me I don’t want to ………… • Teacher asks Sts to discuss about the answer in pairs/ groups • Teacher asks a representative in each group to present the result in front of the class Other group gives feedback Teacher corrects in general and tells the point of marks so that Sts remark themselves - Call the to to on board - Go round the class to control the set’s activities - Correct mistakes IV Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and structures to writes In about 120 words, write about the changes in women’s role in the family in comparison with that 50 years ago The following cues might be useful to you • Education • Social activities • Work • Economic dependence • Number of children Domestic chores - Ask students to write - Call the to to on board - Go round the class to control the students’ activities - Correct mistakes - Listen to the teacher carefully - Discuss in groups to get the information and write the outline - Each person use the outline to write a short paragraph - Peer correction - Underline the mistakes - Assess on the content: mark, use correct / exact words / sentence structure : mark, coherence : 0.5 mark - Compare the results with 193 Homework (5 minutes) the other groups - Ask students: - Correct mistakes + to study all the lessons again + to prepare to review all the + to study all the lessons knowledge of grade 12 again + to prepare to review all the knowledge of grade 12 The 53rd period Date : 15/ 12/ 2008 Grade 12 Review for the first term- GRADE 12 194 Lesson – Relative clauses, adverb clause of contrast A Objectives; 1- Knowledge: By the end of the lesson students will be able to; - use relative clauses and adverb clause of contrast accurately 3- Skills: - Remembering the use of relative clauses and adverb clause of contrast 4- Education: - aware of the similarities of Vietnamese and English language through complex sentences B.Teaching aids; 1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts Student:- Materials: Student’s book Anticipated problems: SS may find difficult to distinguish the differences between defining and nondifining clauses in some cases C.Procedure; Theme Teacher's activities Student's activities I 1- Check the student's list - Monitor gives Organize 2- Arrange the seats if it's necessary names of absent ( m') students II Gap-filling - work in pairs Warm-up - Ask Ss to the task in pairs - give the answers (5 m') 1, I really like the book … is writen by To Hoai orally 2, The child… you saw at the party is Hellen's son - explain the use of 3, I have been to the village… my parents used to relative pronouns live - Ask Ss to give the answer and explain the use of relative pronouns - lead Ss to the new lesson III A- Grammar - work in groups of Presentation I Relative clauses - give the answers (35 m') 1) Relative pronouns, relative averbs orally - Ask Ss to fill in the blanks with suitable relative - explain the use of pronouns, relative adverbs relative pronouns Relative pronouns The boy… sits behind me can speak Spanish The man… Jane loves is a film actor "Who, whom, People… houses were damaged in the flood whose, that" are used will receice 100$ from Government to modify man I like the the house… situated on the left bank "Which, that" are of Huong river used to modify Relative adverbs things I can't remember the place… I left my keys "where" is used to Do you remember the day the festival start? modify adverb of I don't know the reason … he refused my help places - Call some groups to give explainations to the use "when" is used to 195 of each relative of pronouns, relative of adverb Defining clause and Non-defining clause - Ask Ss to discuss and explain the use of … Defining clause Non-defining clause This is the lady who Shakespeare, who saw the accident wrote Romeo and The car which Peter Juliet, died in 1616 bought last week is David's house, made in USA which was built last The town where we year, is designed by a used to live is very French architect quiet and peaceful These horses, which are expensive, are mine - Call some groups to explain - Feedback and give clear definition Reduction of relative clauses * to reduce relative clause, we omit " relative pronouns and the form of to be" Ex1: The boy who is talking to Marry is my boyfriend -> The boy talking to Marry is my boy friend Ex2: The books the are on the table are mine -> The books on the table are mine II Adverb clause of contrast 1- Adverb clause of contrast - Ask Ss to choose one of the words in the box to fill in the blank of each sentence although, though, mỈc dï eventhough While, whereas yet nhiªn He didn't receive anything … he worked hard … She had to housework, her sister didn 't have to Some children like apple … others hate it He studied hard for the exam, … he failed again - Feedback, explain the use of adverb clause of contrast 2- Noun- phrase of contrast + In spite of + Noun/Pronoun ( mỈc dï) + Despite + Noun/Pronoun ( mỈc dï) - Gives some examples Ex1: In spite of bad weather, we managed to build the bridge Ex2: Despite of working hard, he earned a little money modify adverb of time - Study the examples and discuss the use - explain orally in front of the class - other groups give remarks - listen to the teacher's feedback and notedown - Study the examples and discuss the use - explain orally in front of the class - other groups give remarks - listen to the teacher's feedback and notedown - Study the examples and discuss the use 196 IV Summary (2 m') V Homework (2 m') - listen to the teacher's feedback and notedown - T summarize the content of the lesson - listen and + give remarks on the basic use of relative understand clauses - Asign homeworks: exercise 1,2 page 70- 1,2 page 82 (English 12- student book) exercise page 41 2,3 page 47 ( English 12, workbook) - Prepare for the examination of the first term - Listen to the teacher - Write down the homework to at home 197 ... Reported speech: *Câu gián tiếp câu dùng để thuật lại nội dung lời nói trực tiếp * Các thay đổi chung chuyển từ câu trực tiếp sang câu gián tiếp Thay đổi câu: Câu trực tiếp Câu gián tiếp Simple present... taught, directed, begged, encourage IV Danh ®éng tõ lêi nãi gi¸n tiÕp: - Khi lêi nãi gián tiếp lời đề nghị, chúc mùng, cám ơn, xin lỗi động từ tờng thuật với danh động từ theo sau thờng dùng để truyền... the bank was robbed yesterday (a which/ Where/ Who/ what) 12 She enjoys watching movies make her laugh (a they/ what/ Which/ Who) 13 London is the city in I was born (a where/ which/ that/