unit 15 GIÁO ÁN MÔN TIẾNG ANH LỚP 12

- Students work with a partner, discuss the following questions 1 à 8 page 162, 163, 164 - Call on some pairs to practise asking and answering the questions.. „ After you read: w Student

Unit 15

Week:12/second term

Period: 90

Lesson 1: Reading

I Aim: By the end of the lesson, students will be able to:

- Identify the main ideas

- Read for specific information

- Know some information about women’s work through the ages

II Language contents:

- Grammar: Phrasal verbs (continued)

- Vocabulary: widespread, homemakng, intellectural, economic, philosophers

III Techniques:

- Silent reading, communicative approach

IV Teaching aids:

- Cassette recorder, tape, pictures

- Ask students to look at the

pictures, then answer the

questions

- Who do you see in the

pictures?

- Students work with a

partner, discuss the

following questions 1 à 8

(page 162, 163, 164)

- Call on some pairs to

practise asking and

answering the questions

‚ Pre-reading:

Have students listen to the

tape

- Silent reading and finding

some new words

- Teacher explains some new

words, then ask students to

listen and repeat

1 woman is in the office

2 she takes care of her family

3. she is rearing children

4 her roles are in family

Teaching vocabulary: Elicit meanings from Ss or give

explanations; or Vietnamese equivalents

News words:

- deep – seated: ăn sâu, lâu đời

- to involue someone/something in (doing)something: liên quan tới, dính líu tới

- intellectural: thuộc trí tuệ

- to disriminate: phân biệt đối xử

- Age of Enlightment: thời đại khai sáng

Task 1: Give the Vietnamese equivalents

 Human civilization: nền văn minh nhân loại

 Deep seated cultural beliefs: những niềm tin ănsâu vào tiềm thức

 Childbearing: việc sinh conWOMEN IN SOCIETY

- Have students listen to the

tape

- Silent reading and finding

some new words

- Teacher explains some new

words, then ask students to

listen and repeat

- Have students read the

words in the paragraph, then

fill each blank with a

suitable word

- Call on some students to

present in front of the class

w Students work in groups:

- Scan the passage, and

discuss to complete the table

- Have some students read

their answer out loud

- Teacher corrects their

mistakes if necessary

w Students work in pairs:

- Answer the questions (page

163, 164)

- Teacher goes around to

help them solve the

problems

„ After you read:

w Students work in groups:

… Homework:

 Learn by heart new

words

 Prepare speaking

 Homemaking: taking care of one’s family

 Involvement: participating / joining

 Intellectual ability: năng lực trí tuệ

 Age of enlightenment: thời đại khai sáng

 Equal work opportunity: cơ hội việc làm bình đẳng

Checking: Give the Vietnamese equivalents to the words

and phrases

On page 163

A The status of women in society today

B The struggle for women’s right

C women in old society

Task 2: Choose the best option A,B,C or D

1 C (taking care of the house and family)

2 D (disbelieving)

3 C (to bring equality between men and women)

4 B ( 18th century European political philosophers)

5 A ( the right to hold property)

Task3: Choose the best title for the passage

C women’s rights

To summarize the text by giving topic for each paragraph

* COMMENTS:

-

Unit 15: WOMEN IN SOCIETY

Week:13/second term

Period : 91 Lesson 2 : Speaking

I Aim: By the end of the lesson, students will be able to:

- Asking for and giving your opinion

- Talking about roles in society

II Language contents:

- Grammar: Phrasal verbs (continued)

- Vocabulary: child – bearing, deep – seated, nonsense, rubbish

w Students work in groups:

- Have students give their

opinion

-‚ Pre-speaking:

- Have students read some

information from the table

- Call on 2 students to practise

the pictures

ƒ While-speaking:

w Students work in pairs:

- Ask and answer the questions

about opinion

- Ask some pairs to practise the

dialogues

Ask sts to work in groups One

states his /her point of view and

the others give their agreeing /

disagreeing based on task 1

-Work with some sts to give a

model

-Ask sts to look at the

suggestions

Ask and answer questions

1.Who are stronger man or woman?

2 Can the women play football?

Give the explaination or opinion about the questions

Lead –in : “ What does “point of view ” mean ?

- It means “attitude , opinion ” , the way we see things

- Today we will talk about someone’s opinion and the way we express our agreeing and disagreeing

Task2: Read and respond to these statements

A: men are usually stronger than women

 I think so

B women are usually more sympathetic than men

 I don’t think so ( because there are fathers who are gentle and understand their children

-Encourage sts to give

explainations

„ Post- speaking:

w Students work in groups:

- Have students read the

information from the table

- Call on some students to

practise speaking

… Homework:

- In 30 words write about their

opinion

- Prepare listening

better than their wives)

C women are usually better with children than men

 I see the point but it’s right in some cases

D women are usually careful than men

 I absolutely agree with this point

E men are better at making decisions than women

 I don’t think so (it’s up to situation)

F women are better at running a home than men

 I agree with you completely

G men lose their temper more easily than women

 That’s right

H women waste more time than men

 I don’t quite agree with it

I women work harder than men

 I think so

Task3: Discuss whether you agree or disagree with

the following statement and give explanations

“ Married women should not go to work”

A I think married women should not go to work

B I quite agree I think if they have time to look after their children and husbands

C I don’t agree It’s too boring to be housewives all their lives

* students keep talking

COMMENTS:

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UNIT 15:

Week:12/second term

Period: 92

Lesson 3: Listening

I Aim: By the end of the lesson, students will be able to:

- Listen for specific information

- Know something more about women’s life

II Language contents:

- Grammar: Phrasal verbs (continued)

- Vocabulary: percentage, developing, African, famwork, domestic

III Techniques:

- Listening comprehension, communicative approach

IV Teaching aids:

Ask sts to work in groups and

discuss, then give their point of

view about the questions

- Have students look at the

pictures and answer the

questions (1 à 5:page 167)

‚ Before you listen:

- Play the tape : Have students

listen and repeat the words

provided

ƒ While you listen:

w Students word individually:

- Have students listen twice and

Say out some women’s daily activities randomly.Decide which belongs to the city woman and whichbelongs to the village woman

Check sts’ understanding of the instruction

*Suggested answer Village woman City woman

-get up early -go to the cinema at theweekend

-work with animals -work in an office

-work on the farm – dress well

-have low standard of -have high standard of living

living

-work outside - play sport

- live in the country – live in the city

- to hold up = to carry s.thing high : naâng lên

- domestic thuộc về gia đình

- to respect = to admire : ngưỡng mộ

Task1: Choose the best answer A, B or C to

choose the best answer for the

questions

- Have students listen again and

answer the questions

- Call on some students to answer

the questions

- Teacher corrects their mistakes,

and explains some problems

„ After you listen:

w Students work in groups:

- Have students talk about a

famous woman they know

- Call on some students to

present their ideas in front of the

class

… Homework:

- In not more than 50 words write

a paragraph about a famous

woman they know

complete each sentence

1 B 2 C 3 C

4 A 5 C

Task2: Answer the questions

1 40%

2 they earn nothing for doing their domestic work

3 they produce more than half of the food

50% of the world’s population are women, but nearly two-thirds of all working hours are done by women They do most of the domestic work like cooking and washing clothes Millions also work outside the home Women hold 40% all of the world’s jobs For this work, they earnonly 40 to 60%

as much as men, and of course they earn nothing for their domestic work

In developing counties, where three- fourths of the world’s population lives, women produce more than half of the food In Africa, 80% of all agricultural work is done by women

In parts of Africa, this is a typical day for a village woman At 4.45 am, she gets up, washes, and eats It takes her half an hour to walk to the fields, and she works there until 3.00 pm She collects firewood until 4.00 pm then comes back home She spends thenext hour and a half preparing food to cook Then she collects water for another hour From 6.30 to 8.30 she cooks After dinner, she spends an hour washing the dishes She then goes to bed at 9.30 pm

Week:13/second term

Period : 93

Lesson 4: Writing

I Aim: By the end of the lesson, students will be able to:

- Describing the housework per week by people of different sexes

II Language contents:

- Grammar: Phrasal verbs (continued)

- Vocabulary: distribution, lose one’s temper, nonsense, rear, discriminate

III Techniques:

- Communicative approach, writing

IV Teaching aids:

w Students work in groups:

- Make a statistics of the

activities and the time that

your mother and your

father do everyday

‚ Pre-writing:

- Teacher gives a chart? “

- Ask students to work in pairs:

practise asking and answering

about the chart

- Teacher goes around to help

them

ƒ While-writing:

Work in pairs The chart below

Describe information about daily activities and the time that all member of your family do

Give the opinion if you agree or disagree with themLead in :

Look at the chart below Today we will focus on writing a description of the average hours of housework per week

4 hours

Cooking meal

1,5 hours

Going

Task1: Answer the questions

1 In general, married women do more housework than men do

2 They have to do more housework when they have

shows the average hours of

housework per week by people of

different sexes and with different

marital status in Fantasia Look

at the chart then answer the

questions that follow

- Have students write a paragraph

of 120 words to describe the

preparations for the games, using

the cues given

- Students may begin with: “To

the chart illustrates, “

Post- writing: - Call on some students to read their writing out loud - Teacher gives some remarks … Homework: - Ask students to perfect the writing and prepare Language focus more children 3 Married men and women withuot children spend 20 and 30 hours on their housework per week respectively 4 Married men have to do less housework when they have more children 5 It takes men and women with one or two children 15 and 50 hours respectively 6 They are 10 to 55 7 Married men should spend more time sharing the housework with their wives Task2 Write a report The colunm chart illustrates the average hours of the housework per week done by married women in comparison with married men in Fantasia In household where there are no children, women are reported to work some 30 hours per week in housework Men’s contribution to this work averages a considerably lower 20 hours When children enter the household, however, the inequality becomes even more pronounced In families of 1- 2 children, the amount of time given to housework by men is just 15 hours, but the number of hours women work in the home rises to 52 per week, much of which, no doubt, is due to childcare responsibilities Interestingly, when there are three or more children in the household, men are found to work even fewer hours around the house than before the appearance of the third child.whereas women’s unpaid hours rise to approximately 55 per week the corresponding figure for men, 10, actually represents a decrease The chart suggests that if women are to gain social equality, they should first be liberated from familiar responsibilities This can noly be done if men lend a more helpful hand to women in doing domestic chores * COMMENTS:

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UNIT 15 WOMEN IN SOCIETY

Week:14/second term

Period : 94

Lesson 5: LANGUAGE FOCUS

I Aim: By the end of the lesson, students will be able to:

- Pronunciation : The rising tune and grammar in the text

- Know how to use the rising tune

- Know some the meaning of some phrasal verbs and how to use them

II Language contents:

- Grammar: phrasal verbs

- Vocabulary: made fun of, keep pace with, take advantage of, keep pace with

III Techniques:

- Communicative approach

- Writing

- Listening

IV Teaching aids:

- Text book, color chalk

- Divide the class into 3 groups:

Ask them to give some words

beginning with the rising tune

Ask sts to read the following

sentences with the rising tune

Have students listen to the tape

and repeat the words twice

‚ Language focus:

Lead –in

You have some phrasal verbs that

you learned in Unit 14 To know

more how to use phrasal verbs,

we’ll continue to talk about them

w Students work in groups:

- Ask them when they can

recognize phrasal verbs

- Have some groups give

examples

Activity 1: Deliver handouts

Ask Ss to say the sentences

I. Intonation: the rising tune

In cases: - yes, no questions

- request sentence and obligation sentenceEx: Did you have a good holiday?

Must you go now?

Practice reading the sentences with the rising tune Ask sts to do the exercises 1,2 page 157- 158

II Phrasal verbs:

 to explain sth to sb : giải thích cho ai điều gì

 to invite sb to : mời ai đến đâu

 to laugh at sb : cười chế nhạo ai

 to point at : chỉ vào

 to speak to : nói với ai

 to throw sth at sb : ném cái gì vào ai

 to leave for: đi đâu

 make a fuss over / about

 give up: từ bỏ

 fill in : điền vào

 take off: cất cánh # to land ( plane)

 go on = continue

 turn up = appear / arrive

 look after = take care of

 take after = look like

below in 3 ways.

a As they are here

b With the particle in a different

position

c With a pronoun, not a noun

1 I throw away his letter

2 I took the shoes back and

complained to the manager

3 Could you look up the phone

3 Could you look the phone

number up, please?

4 Turn it down! It’s too

lound

w Students work in pairs:

1) – Ask students to complete the

sentences, using a suitable

sentence in the box to

2) – Ask students to complete

each of the sentences, using verb

with preposition

3) – Ask students to tick (ü) the

T and I in each sentence

- Teacher goes around to check

their answers, then correct them

in front of the class

 get over = recover from: phục hồi sau bệnh

 go off: explode

 try out: thử

 hold up: delay

 wash up: dọn rửa

 made fun of : chế nhạo

 made use of: be in use

 lost touch with: mất liên lạc

 make room for: nhường cho

 take notice of: pay attention to: chú ý

 keep pace with: theo kịp

 take advantage of: lợi dụng

 take account of: để ý / lưu ý

 give way to: chịu thua

 make a fuss over / about: bối rối

I Aim: Ss focus what they have learnt in lessons from 14 to 15.

II Language Contents:

 Grammar: Phrasal verbs

 Vocabulary: words in lessons from 14 to 15

III Techniques: Integrated, mainly communicative.

IV Teaching Aids: Some hand-outs with examples and questions.

The Red Cross

The Red Cross is an inteenational agency dedicated, in time of war, to reducing the sufferings of wounded soldiers, civilians, and prisoners of war In time of peace, it gives medical aid anh other help to victims of major disasters such as flood, earthquakes, epidemics, and famines

Initative for founding the Red Cross came from a Swiss called Jean Herri Dunant Appalled by the almost complete lack of care for wounded soldiers, he appealed to the leaders of nations to found societies devoted to the aid of the wounded in wartime A conference was held in Geneva Convention, laying down rules for the treament and protection of the wounded and the disaster – stricken

The International Red Cross has its headquaters in Geneva, Switzerland Today, to total number of national Red Cross societies from all ove the world has mounted to 160 The International Conference of the Red Cross is usually held every four years in

4 They depended on their husbands or fathers

5 The access to education and change in economic status

1 Education : giáo dục.

2 Social activies: các hoạt động xã hội

3 Work: Việc làm

4 Economic dependence: sự lệ thuộc về kinh tế

5 Number of childern: số con

6 Domestic chores: công việc nhà

COMMENTS:

-

-Period: 96

Week:33

REVIEW FOR THE EXAM

I Aims.

Guiding sts to learn and revise the stuctures which they learned

II Language content.

Follow the lesson given

Period: 97

Week:33

REVIEW FOR THE EXAM III Aims.

Guiding sts to learn and revise the stuctures which they learned

IV Language content.

Follow the lesson given

Period: 98

Week:33

REVIEW FOR THE EXAM

I Aims.

Guiding sts to learn and revise the stuctures which they learned

II Language content.

Follow the lesson given

Period: 99

Week:33

REVIEW FOR THE EXAM

I Aims.

Guiding sts to learn and revise the stuctures which they learned

II Language content.

Follow the lesson given