unit 1 giao an 12

Period Date of preparing: INTRODUCING THE PROGRAMS OF ENGLISH 12 I Objectives: By the end of the lesson, Ss will be able to: - Know about the English book grade 12 in general - Know how to an oral test, a fifteen - minute tests and a fourteen - minute test - Know some requirements to study English well II Teaching aids: textbook, CD, cassette III Procedure Teacher’s activities Students’ activities Warm up (5’) - T introduces herself to the students - Ss answer T’s questions - T asks some students to introduce themselves: + What’s your name? + Do you like English? + Do you find English easy or difficult? + How long have you learned English? + Are you good or bad at English? New lesson - T asks Ss to look through the book and introduces to Ss: a The topics in textbook Life stories - Ss listen to T Urbanisation 3.The green movement The mass media Cultural identity Endangered species Artificial intelligence The world of work Choosing a career 10 Lifelong learning b The design of each unit in textbook: Getting started: Introducing the overall topic of the unit - Ss listen to T and take notes Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit Looking back and project: - Revising and consolidating of the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation c Tests: 1- Checking frequency knowledge for the previous lesson - Ss copy down 2- Fifteen minutes test (2 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) d Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) Consolidation (5’) - T summarizes the main points of the lesson - T assigns homework + Prepare for lesson unit - Ss listen to T and take notes - Ss listen to T - Ss copy down Comments ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… Period Date of preparing Unit 1: Life stories Lesson 1: Getting started I Objectives: By the end of the lesson, Ss will be able to: - Get to know the topic, some vocabulary related to people’s life stories, and two grammar points: revisionof the past simple vs the past continuous and use of articles II Teaching aids: textbook, CD, cassette III Procedure Teacher’s activities Students’ activities Warm up (5’) - T writes the heading “The person I admire” on the board - Ss work in pairs - T asks Ss to work in pairs and tell their parter who they admire - Ss work individually - T elicits answers from Ss and write them on the board Suggested answer: They are talking about three people: Steve Jobs, Michael Jackson, and Christine Ha New lesson Activity (10’) - T asks Ss to look at the picture of the two students and guess - Ss work individually who they are talking about - T tells Ss that they are going to listen a conservation between the two students - T plays the recording - T asks Ss to listen and read in silently Activity (10’) - T asks Ss to decide whether the statements are true, false or - Ss work individually not given - T asks Ss to work individually first and then compare their answers in pairs - T encourages Ss to provide reasons for their answers - T checks answers as a class Activity (7’) - T has Ss Read the question and discuss their answers with a parter - T encourages Ss to give other reasons in addition to those mentioned in the conversation.(e.g Steve Jobs: a pioneer of the microcomputer revolution, a creative entrepreneur; Michael Jackson: a good dancer with complex dance techniques, an influential singer and songwriter) - T elicits some answers from Ss Activity (5’) T explains briefly to Ss that many English words may have the same pronunciation, but different spelling and different meanings They are called homophones - T has Ss say aloud the five given words -T asks Ss to read the conversation again and find the words that have the same sounds as the given ones - T checks answers as a class Activity (3’) - T asks Ss to give the correct tenses of the verbs in brackets first, and then has Ss read the conversation to check their answers - T chesks Ss’ answers Consolidation (5’) - T summarizes the main points of the lesson - T assigns homework + Learn by heart all the new words + Prepare for lesson Key: T NG F F T - Ss work individually - Ss work individually Key: 1.two I 3.see won know - Ss work individually Key: felt/ was creating - Ss listen to T - Ss copy down Comments ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… Period Date of preparing Unit 1: Life stories Lesson 2: Language I Objectives: By the end of the lesson, Ss will be able to: - Pronounce homophones correctly - Review the use of the past simple and past continuous and use them to describe past actions or events - Know when to use definite and indefinite articles and when not to use an article II Teaching aids: textbook, CD, cassette III Procedure Teacher’s activities Warm up (3’) - T asks Ss to list some homophones in English they have known - T elicits Ss’ answers and write them on the board New lesson * Vocabulary Activity1 (4’) - T helps Ss to guess the meanign of five words by writing their base forms on the board: distinguish, achieve, respect, talent, generous - T draws Ss’ attention to the adjective – forming suffixes (- ed,able), the noun – forming suffixes (-ity, -ment), and the change in word form when a suffix is added to the base (generosity) - T asks Ss to match the words with their meanings - T asks Ss to compare their answers with a partner - T checks answers as a class Activity (4’) - T asks Ss to pay attention to the grammar when using the words in When using a noun, Ss need to consider its suitable form (singular or plural) - T has Ss complete the sentences individually and then compare their answers in pairs - T checks answers as a class * Pronunciation Activity (7’) - T asks Ss to study “Do you know …” box and practise saying the pairs of homophones using the correct pronunciation - T tells Ss that they are going to listen to the recording and write the words they hear in the blanks - T asks Ss to read the two sentences carefully and decide on the part of speech of the missing words - T plays the recording - T asks Ss to work in pairs, discuss the meaning of each word and choose the correct one for each sentence - T checks Ss’ answers Activity (3’) - T plays the recording again - T has Ss repeat each sentence chorally - T asks Ss to read the sentences in pairs * Grammar Activity (7’) - T has Ss review the use of the past simple and the past continuous - T asks Ss to look at the “Remember” box and explains to Ss if necessary - T asks Ss to read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it - T has Ss complete the sentences in pairs - T checks answers as a class Students’ activities - Ss work individually - Ss work individually Key talented Distinguished respectable Generosity achievement - Ss work individually Key: distinguished talented achievement respectable generosity - Ss work in pairs Key a allowed b aloud a write b right a new b knew a here b hear a been b bean - Ss work in pairs - Ss work in pairs Key: went/ was having met/ was travelling was working/ was/ were shared/ was always taking called/ was doing/ didn’t hear was constantly asking/ was requested/ was composing joined/ was then leading Activity (7’) - T asks Ss to study the “Do you know…?”box and draws their attention to the special cases (use of the and omission of articles) - T asks Ss to read the sentences carefully and underline the nouns/ noun phrases after the gaps - T tells Ss to pay attention to the forms and kinds of these nouns/ noun phrases before deciding whether to use an article or not in each space - T asks Ss to complete the gaps with the or a cross if an article is not necessary - T has Ss compare their answers in pairs - T checks answers as a class Activity (5’) - T asks Ss to study the “Do you know…?”box - T asks Ss to complete the gaps with an indefinite article or a cross if an article is not necessary - T has Ss compare their answers in pairs - T checks answers as a class Activity (3’) - T tells Ss to activity 4, they need to consider whether to use a definite article, an indefinite article, or no articles at all for each gap in the story - T asks Ss to read the whole story first to understand the context before completing the gaps - T has Ss compare their answers in pairs - T checks answers as a class Consolidation (2’) - T summarizes the main points of the lesson - T assigns homework + Revise the theory of articles + Prepare for lesson - Ss work individually Key the the, the X, X X the, X, the the/ X, X, the, the X, the, X the, X - Ss work individually Key a a, X, a X, a X, a X, a, X a, X, a - Ss work individually Key a The X X a the a/ the The X, an a, X 11 a 12 a - Ss listen to T - Ss copy down Comments ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………… ... Michael Jackson: a good dancer with complex dance techniques, an influential singer and songwriter) - T elicits some answers from Ss Activity (5’) T explains briefly to Ss that many English words may... compare their answers in pairs - T encourages Ss to provide reasons for their answers - T checks answers as a class Activity (7’) - T has Ss Read the question and discuss their answers with a... preparing Unit 1: Life stories Lesson 2: Language I Objectives: By the end of the lesson, Ss will be able to: - Pronounce homophones correctly - Review the use of the past simple and past continuous and