GIÁO ÁN TIẾNG ANH 12 MỚI THÍ ĐIỂM 4 CỘT TRỌN BỘ

INTRODUCTION TO THE COU RSE Lesson : 01 Date of preparation : August 17th, 2018 I AIMS AND OBJECTIVES: * Language content: - To help them have a basic knowledge of the new series of books with the basics of each unit and the structure of the book * Language function: - Talking about traditional culture, people and other features * Educational aim: - Try to communicate as much as possible to develop communicative competence II.TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: - Introducing the needed parts in English 12 The materials needed: Text book, workbook, CDs The students' preparation: To prepare a new series of book III.PROCEDURE IN CLASS : I/ Warm-up: (5’) - Has the students play the game: “Miming” - Introduces the new lesson II/ Introduction to the new course: ( 35’) The components of the textbook: - The student’s book contains: + A book map which provides the basics of each unit and the structure of the book + 10 topic-based units, each comprising five sections taught in eighty 45-minute lessons + review lessons, each providing revision and further practice of its three preceding units, taught in two 45-minute lessons + Glossary providing phonetic transcription of the new words in the units and their Vietnamese equivalents The components of each unit: - The student’s book consists of ten learning units and each unit has five sections to be learnt in eight 45-minute lessons: + Getting started + Language: Vocabulary, Pronunciation and Grammar + Skills: Reading, Speaking, Listening and Writing + Communication and culture + Looking back and project Some rules to the subject: - Learn the old knowledge and prepare new lessons carefully before going to class - Practise speaking English as much as possible - Pay attention to the lessons attentively - Be active and confident in every situation of the lesson III/ Homework: (3’) - Asks students to prepare the first part of the unit – GETTING STARTED - Instructs students to know what to prepare for Getting started Self-evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………… Unit Lesson Date of preparation Date of teaching Class : LIFE STORIES : 02 – GETTING STARTED : Sunday August 28th, 2016 : Tuesday August 30th, 2016 : 12A9 I AIMS AND OBJECTIVES: * Language content: - By the end of this unit, Ss will be able to get to know the topic, some vocabulary related to people’s life stories and the two grammar points: revision of the past simple vs the past continuous and use of articles * Language function: - Talking about some famous people all over the world * Educational aim : - To make students know some background knowledge of some famous people such as Steve Jobs, Michael Jackson and Christine Ha Language: a Vocabulary: waver, stimulate, absolutely, innovation, gifted b Structures : revision of the past simple vs the past continuous and use of articles Skills : integrated skills Educational factor: - To help students know the way these famous people impress and inspire them in studying II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Pair work, group work, repetition, games Materials’ needed: Sub-board, text books, black board, and chalk Students’ preparation: Textbook, notebook Previous exercises: III PROCEDURES IN CLASS: Stabilization: - Greets the whole class (2ms) - Checks the attendance Checking up previous knowledge: (during the lesson) New lesson: TIME 5ms 7ms TEACHER’S ACTIVITIES Warm up: - Asks students to tell the class who they admire most in their life and why - Then leads in the lesson today by asking some questions: →LIFE STORIES Pre-practice: - Provides students with some new words: + waver: /'weivə/ : dự, lưỡng lự + stimulate: /'stimjuleit/ kích thích + absolutely: /'ỉbsəlu:tli/ tuyệt đối + innovation: /,inəu'veiʃn/ đổi + gifted: /'giftid/ có tài, có khiếu STUDENTS’ ACTIVITIES - Answer the questions THE LESSON CONTENT Unit: LIFE STORIES Lesson: 02 Getting started + Whom you admire most? And why so? + How about Hung and Quang in the conversation? + Why they admire these famous people? - Listen and write down * New words: + waver: /'weivə/ : dự, lưỡng lự + stimulate: /'stimjuleit/ kích thích + absolutely: /'æbsəlu:tli/ 7ms - Asks students to listen and repeat the new words - Calls some students to read the new words - Checks vocabulary: ROR While-practice: * Activity 1: - Plays the recording - Asks students to listen and answer the questions: + What are Hung and Quang talking about? + Who is Hung going to talk about? + What inspired Quang to learn to play a musical instrument? + Who is Christine Ha? -Asks students to listen and read the conversation in pairs -Listen and repeat the new words -Read the new words -Listen and as required -Listen and answer the questions tuyệt đối + innovation: /,inəu'veiʃn/ đổi + gifted: /'giftid/ có tài, có khiếu * Activity 1: Listen and read  - Listen and read the conversation in pairs   5ms 6ms * Activity 2: - Asks students to work in pairs again to decide whether the statements are True, False or Not Given in five minutes - Asks students to give answers with their reasons - Gives feedback and explanations T NG F F T T * Activity 3: - Tells Ss to read the question and discuss their answers with a partner - Asks them to practise speaking in pairs - Work in pairs to decide T or F - Give answers with reasons - Listen to the teacher -Read the question and discuss their answers with a partner -Practise speaking in pairs Steven Paul ‘Steve’ Jobs ( Feb 24, 1955 – October 5, 2011) was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc Michael Joseph Jackson ( August 29, 1958 – June 25, 2009) was an American singer, songwriter, record producer, dancer and actor Christine Ha ( May 9, 1979) is an American chef, the first blind contestant of the TV show MasterChef and winner of its third season in 2002 * Activity 2: Decide whether the statements are true (T), false (F) or Not Given ( NG): T NG F F T T * Activity 3: If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why? 4ms 4ms 3ms 3ms * Activity 4: - Explains briefly to students that many English words ( or combinations of words) may have the same pronunciation, but different spellings and different meanings They are called homophones - Has students say aloud the five given words two eye sea one no - Tells students to refer back to the conversation to find the words that have the same sounds as the following -Tells Ss to compare their answers in pairs / groups Then checks answers as a class * Activity 5: -Asks students to read the sentences and give the correct tenses of the verbs in brackets -Listen to the teacher’s explanations -Say aloud the five given words -Find the words that have the same sounds as the following Key too I see won know -Compare the answers and listen to the teacher -Read the sentences and give the correct tenses of the verbs in -Asks Ss to read the conversation brackets again, and check their answers -Read the conversations again -Has Ss compare their answers in pairs and check the answers / groups Then checks answers as a -Compare the answers class and listen to the Post-practice: teacher -Asks Ss to work in pairs to talk about the person they admire most and tell -Talk about the person the reason why they admire most and tell the reason why Consolidation: - Asks students to retell some background knowledge of Steve Jobs or Michael Jackson * Activity 4: * Activity 5: became, wasn’t felt, was creating - Retell some background knowledge of Steve Jobs or Michael Jackson IV HOMEWORK: 3ms - Asks students to write a short paragraph about the person they admire most and then prepare the next part: LANGUAGE SELF-EVALUATION: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Unit : LIFE STORIES Lesson : 03 – LANGUAGE Date of preparation : Monday August 29th, 2016 Date of teaching : Wednesday August 31st, 2016 Class : 12A9 I AIMS AND OBJECTIVES: * Language content: - To provide Ss with words and phrases related to people’s life stories - To help the sts get familiar with homophones - To have them revise the past simple vs the past continuous, definite and indefinite articles and omission of articles * Language function: - To enable students to use the language for practice correctly * Educational aim : - To help students know some famous people in the world Language: a Vocabulary: words and phrases related to people’s life stories b Structures: + The past simple vs the past continuous + Definite and indefinite articles + Omission of articles Skills : integrated skills Educational factor: - To encourage students to have a better life in the future II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Pair work, group work, repetition, games Materials’ needed: Sub-board, text books, black board, and chalk Students’ preparation: Textbook, notebook Previous exercises: Write a short paragraph about the person they admire most in their life III PROCEDURES IN CLASS: Stabilization: - Greets the whole class (2ms) - Checks the attendance Checking up previous knowledge: (during the lesson) New lesson: TIME 4ms 5ms TEACHER’S ACTIVITIES Warm up: - Asks students to play a game: PELMANISM - Divides the class into two groups and chooses one for each group to take part in the game - Uses the words to combine to form a right compound noun - The team finishing the game first will be the winner A VOCABULARY: Activity 1: Write the words given in the box next to their meanings - Explains to Ss what they are supposed to - Has Ss go through the words given in the box and discuss with a partner their meanings - Asks Ss to match the words with their meanings individually in 3’ - Calls some Ss to give answers - Checks and gives correct answers Activity 2: Complete the sentences with the correct forms of the words in - Explains to Ss what they are supposed to - Asks Ss to study the sentences given and work out the part of speech that needs to be filled in - Reminds Ss that they should discuss the contextual clues that can help figure out the answers -Has Ss the task individually in 2’, then compare answers in pairs -Checks the answer with the whole class B PRONUNCIATION: * Activity 1: Homophones Activity 1: Listen to pairs of STUDENTS’ ACTIVITIES - Take part in the game THE LESSON CONTENT Unit: LIFE STORIES Lesson: 03 Language A VOCABULARY: Activity 1: Key: - Listen to the teacher’s figure explanation talented - Go through the distinguished words given in the box respectable and discuss with a perseverance partner their meanings generosity - Match the words achievement with their meanings individually in 3’ - Some Ss give answers -Listen and take notes Activity 2: -Listen to the teacher - Study the sentences given and work out the part of speech that needs to be filled in - Discuss the contextual clues that can help figure out the answers - Do the task individually in 2’ and compare their answers in pairs -Participate in checking the answers Key: perseverance distinguished figures talented achievements respectable generosity B PRONUNCIATION: Activity 1: Listen to pairs of sentences Write the correct words in the gaps The first sentences Write the correct words in the gaps The first pair has been done as an example - Asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation - Tells Ss to decide on the part of speech of the missing words in a) and b) - Has Ss listen to the tape to activity T may pause the recording after each pair of sentences - Has Ss work in pairs, discussing the meaning of each word and choosing the correct one for each sentence - Calls some Ss to give answers - Gives correct answers - Study the Do you know…? box - Decide on the part of speech of the missing words in a) and b) - Listen to the tape to activity pair has been done as an example Key: a) allowed b) loud a) write b) right a) new b) knew a) here b) hear a) been b) bean - Work in pairs, discussing the meaning of each word and choosing the correct one for each sentence - Some Ss give answers - Listen and take notes Activity 2: Listen and repeat the sentences in - Plays the recording and asks Ss to read along with the recording - Has Ss practise the sentences in pairs - Asks some pairs to read the sentences in front of the class Activity 2: Listen and repeat the sentences in - Read along with the recording - Practise the sentences in pairs - Some pairs read the sentences in front of the class - Gives comments on Ss’ performance - Listen C GRAMMAR: *Activity + The past simple vs the past continuous + Definite and indefinite articles + Omission of articles I Presentation: - Asks Ss to read the Remember box - Read the Remember on page and Do you know…? boxes box on page and Do on pages and 10 you know…? boxes on pages and 10 II Practice: + The past simple vs the past continuous Exercise 1: Put the verbs in brackets in the past simple or the past continuous - Lets Ss work individually in 4’ - Work individually in 4’ C GRAMMAR: + The past simple vs the past continuous + Definite and indefinite articles + Omission of articles Exercise 1: Key: went, was having met, was travelling - Then asks Ss to compare their ansers - Compare their in pairs in 2’ answers in pairs in 2’ - Calls some Ss to give answers - Some Ss give answers - Checks and gives feedback - Listen + Definite articles and Omission of articles Exercise 2: Complete the gaps with the where necessary If an article is not necessary, write a cross (X) - Introduces Exercise to students and explains how to it - Does an example as a model - Asks students to Exercise individually in 3’ and then compare their answers with a partner’s in another 2’ - Listen to the teacher -Listen and take notes - Do Exercise individually in 3’ and then compare their answers with a partner’s in another 2’ - Calls some Ss to write anwsers on - Some Ss write the board anwsers on the board - Corrects mistakes - Listen and take notes + Indefinite articles Exercise 3: Complete the gaps with a, an or a cross (X) if an article is not necessary - Introduces Exercise to students and explains how to it - Does an example as a model - Ask students to Exercise individually in 2’ and then compare their answers with a partner’s in another 1’ - Listen to the teacher -Listen and take notes - Do Exercise individually in 2’ and then compare their answers with a partner’s in another 1’ - Calls some Ss to write anwsers on - Some Ss write the board anwsers on the board - Correct mistakes - Listen and take notes Exercise 4: Read the following story and complete each gap with an article Write a cross (X) if an article is not necessary - Introduces Exercise to students and - Listen to the teacher explains how to it - Asks Ss to read the whole story first - Read the whole story to understand the context first to understand the context - Ask students to Exercise - Do Exercise individually in 2’ and then compare individually in 2’ and their answers with a partner’s in then compare their another 1’ answers with a was working, was, were shared, wasalways taking called, was doing, did not hear was constantly asking,was requested, was composing joined, was then leading Exercise 2: Key: the the, the X, X X the, X, the the, X, X, the, the X, the, X the, X Exercise 3: Key: a X, a X, a, X a, X, a X, a a, X, a X, an a, X Exercise 4: Key: a X a a/the the X the the a 10 the partner’s in another 1’ - Calls some Ss to write anwsers on - Some Ss write the board anwsers on the board - Correct mistakes - Listen and take notes 2ms III Production: - Asks Ss to work in groups of or Ss to make sentences, using the simple past and the past continuous - Asks them to write their answers on a piece of paper - Collects Ss’ answers to stick on the board and feedbacks Consolidation: - Asks students to retell the use of simple past and the past continuous, definite and indefinite articles - Work in groups of or Ss to make sentences - Write their answers on a piece of paper - Participate in giving comments 11 a 12 a Make sentences, using the simple past and the past continuous - Retell the use of simple past and the past continuous, definite and indefinite articles IV HOMEWORK: 2ms - Asks students to learn the old vocabulary, the structure and uses of simple past and the past continuous, definite and indefinite articles and then prepare the next part: READING SELF-EVALUATION: ……………………………………………………………………………………… ……………………………………………………………………………………… Unit Lesson Date of preparation Date of teaching Class : LIFE STORIES : 04 - READING: Sunday September 4th, 2016 : Tuesday September 6th, 2016 : 12A9 I AIMS AND OBJECTIVES: * Language content: -By the end of this unit, Ss will be able to find specific details when reading a text about two people’s life stories and guess the meaning of new words from the context - To enable students to use new words and to understand the content by asking and answering the questions through passage and making reference when reading the text * Language function: -Helping sts know more about two famous people, Larry Stewart and Le Thanh Thuy, who have dedicated their life to the needy and cancer patients -To develop skills, especially reading skill * Educational aim : - To call for the Ss’ attention of reading about people’s life stories Language: a Vocabulary: the needy, reveal, anonymous, amputate, memory, initiate b Structures : Skills : integrated skills Educational factor: - To make the students know and learn from Larry Stewart and Le Thanh Thuy II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Translation, explanation, pairwork, group work Materials needed: Textbook, whiteboard markers, sub-boards, handouts Students’ preparation: Textbook, notebook Previous knowledge: No III PROCEDURES IN CLASS: Stabilization: - Greets the whole class (2ms) - Checks the attendance Checking up previous knowledge: (During the lesson) New lesson: TIME 3ms TEACHER’S ACTIVITIES Warm up: - Asks Ss to look at the pictures in their books and asks: Who are the people in the pictures? What they need? What can you to help them? - Leads to the lesson, informs the class of the lesson objectives and writes the title on the board STUDENTS’ ACTIVITIES - Look at the pictures answer the teacher’s questions THE LESSON CONTENT Unit : LIFE STORIES Lesson : 04 READING Suggested answers: Who and what they need a flood victims who need food and - Listen and note down shelter b Ss studying in a shabby / dilapidated classroom who need study equipment and a decent place to study c young cancer patients who need care and comfort What to a donating money, rice, old clothes Period: 99 Date of preparation : Date of teaching: UNIT 10: LIFELONG LEARNING LESSON 7: COMMUNICATION & CULTURE I Aims and Objectives: By the end of this lesson, Ss can: - Listen to a conversation about President Ho Chi Minh - Read about lifelong learning in Australia and Singapore Knowledge: - Lexical items: revision of words and phrases related to “lifelong learning” Skills: - Main skill: Presentation - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Time 5ms 5ms Teacher's activities I Warm-up and lead-in: - Ask Ss to work in groups of and discuss the question: What should we to encourage and maintain lifelong learning? Lead in: Inform the class of the lesson objectives: further skill development II Communication: A famous lifelong learner Activity 1: Listen to a student talking about President Ho Chi Minh as an example of a successful lifelong learner - Tell Ss that they are going to listen to a student talking about President Ho Chi Minh as an example of a successful lifelong learner - Ask students to read the statements and try to anticipate what information to write in each gap - Play the recording once or twice for Ss to complete each statement - Let Ss work with a partner to compare their answers - Check answers with the whole class Students’ activities -work in groups of and discuss the question: What should we to encourage and maintain lifelong learning? Content Unit 10: LIFELONG LEARNING Period: Communication and Culture Communication: Activity Key: continuous self-motivation travel and work writing words, glancing at them reading in libraries - read the statements and try to anticipate what information to write in each gap - complete each statement - work with a partner to compare their answers 10ms 10ms Activity 2: Discuss the lessons of lifelong learning from President Ho Chi Minh - Have students read the instructions carefully - Ask Ss to work in groups of to discuss the lessons of lifelong learning they can learn from President Ho Chi Minh - Ask some groups to present their opinions in front of the class III Culture: Lifelong learning in Australia and Singapore Activity 1: Read the text and answer the questions - Ask students to read the text individually to get an overall idea sbout its content - Have students read the questions and answer them - Have students compare their answers in pairs - Check the answers as a class Activity 2: Students’ answer - read the instructions carefully - work in groups of to discuss the lessons of lifelong learning they can learn from President Ho Chi Minh - present their opinions in front of the class - read the text individually to get an overall idea sbout its content - read the questions and answer them -compare their answers in pairs Culture: Activity 1: Read the text and answer the questions Key: To increasae individual income and employment security; to help businesses and organisations to be more competitive; to keep up with global development To get good job and meet their employers’ demands To build the future and strengthen social security It enables Singaporeans to activiely take responsibility for their larening through their lives by attending various courses 10ms 5ms Activity 2: Discussion - Ask students to work in pairs and discuss the questions - Invite some pairs and individuals to present their ideas in front of the class - Encourage other students to give comments V Consolidation and homework: - Summarise the main points of the lesson - Ask sts to prepare the section Looking back and Project - InstructSs the way to - work in pairs and discuss the questions - present their ideas in front of the class - Listen to the T Activity 2: Discussion Key: Students’ answers prepare the Project *Selfevaluation: UNIT 10: LIFELONG LEARNING Period: 100 LESSON 8: LOOKING BACK AND PROJECT Date of preparation : Date of teaching: I Aims and Objectives: By the end of this lesson, Ss can: - Review all the grammar points, pronunciation and vocabulary learnt - Do a research on the topic “lifelong learning” Knowledge: - Pronunciation: intonation patterns for questions - Lexical items: words and phrases related to lifelong learning - Grammar: types of conditional sentences Skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Time 5ms 5ms 5ms Teacher's activities I Lead-in: - Ask ss to tell the whole class what they have learnt about pronunciation, vocabulary, and grammar Lead in: Inform the class of the lesson objectives: reviewing pronunciation, vocabulary, and grammar and practising in groups freely II Looking back: A PRONUNCIATION: Activity 1: Listen and mark the intonation patterns of questions - Play the recording and let sts listen to identify the questions with rising intonation and those with falling intonation - Check answers as a class by asking some sts to read the sentences out loud - Play the recording again and let sts listen and repeat the sentences Activity 2: Practise the conversations Mark the questions with rising or falling intonation - Have students work individually and compare Students’ activities Content Unit 10: LIFELONG LEARNING Period: Looking back and Project - listen to identify the questions with rising intonation and those with falling intonation - listen to identify the questions with rising intonation and those with falling intonation - listen and repeat the sentences II Looking back: A PRONUNCIATION: Activity 1: Key: A: What does lifelong learning mean? A: Does lifelong learning contribute to social or personal development? A: Excuse me, I’ve just arrived Has the seminar on learning skills start? A: Do you think that continuous learning is the key to success? A: How should I apply for part-time courses? Activity 2: Key: A: Did you say that we need to pursue knowldge their answers in pairs - Check the answers as a class - Ask students to read the sentences aloud - listen and repeat the sentences - read the sentences aloud 5ms 10ms B VOCABULARY: Complete the sentences with the correct forms of the words in the box - Remind ss of the tips to this kind of task quickly - Ask ss to work individually in 2’ - Ask them to compare their answers with a partner’s - Call on some Ss to give answers - Give feedback C GRAMMAR: Activity 1: Complete the sentences, putting the verbs in brackets in the correct forms as required - Explain the requirement to ss - Asks ss to activity individually in 3’ - Asks ss to compare their answers with a partner - Calls on some Ss to write their answers on the board - Check the answers as a class - work individually in 2’ - compare the answers with a partner’s - activity individually in 3’ - compare their answers with a partner - write their answers on the board throughout our lives? A: Do you think learning from on-the-job experiences is always effective? A: How can parents encourage their children to learn all their lives? A: Which is more important, working experience or qualifications? A; Does asking questions encourage learning? B VOCABULARY: Key: self-motivation pursuit, pursuit self-directed lifelong learners improving flexible professional voluntarily C GRAMMAR: Activity 1: Suggested answers: Lifelong learning will be successful if the learner is self-motivated If that school provided better educational materials, the students would be more interested in lifelong learning If lifelong learning programmes had started earlier this year, I could have arranged my schedule to attend some of them If he had not kept learning while working here, he would not be the director now If you not develop leadership skills, you will have difficulties in working with your staff If I had followed your advice on professional training, I would have got a higher salary If he had completed the previous management course, he would be recruited to the team now If we had taken online courses, we would have saved more time 5ms 5ms III Project: Lifelong learing questionaire Activity 1: Discussion - Ask sts to work in groups of to prepare their survey forms to match the one printed in the textbook - Have each student interview five people They could be their classmates, relatives, or neighbours Ss should interview these people, and take notes of their answers to the five survey questions Advise them not to collect any personal data such as names and addresses, and to keep the identity of the survey participants anonymous - Allow Ss one week to collect the information about people’s perception of lifelong learning Activity 2: - Ask Ss in each group to compare the information they have collected about their survey participants and try to find out any common features among the people interviewed - Based on these common features, ss prepare their reports to the whole class - Encourage the rest of the class to ask questions and give feedback about the presentation III Project: -work in groups of to prepare their survey forms to match the one printed in the textbook Activity 1: Discussion Key: Students’ preparation - interview five people Activity 2: Key: Students’ presentation - compare the information they have collected about their survey participants and try to find out any common features among the people interviewed 5ms - Have the class vote for the best presentation - Give comments V Consolidation and homework: - Summarise the main points of the lesson - Ask sts to: + Review + Do the exercises in the Review - Instruct Ss the way to prepare the lesson - Listen to the T *Selfevaluation: Period: 101 Date of preparation : Date of teaching: REVIEW 4: UNITS 9-10 I OBJECTIVES: By the end of the lesson, students are able to revise the language and skills they have learnt in Units and 10 II TEACHING AIDS: Text book, teacher's book, a speaker and an mp3 player III PROCEDURE: Stabilization (2’): - Checking attendance: Talks with the monitor or a student on duty - Warm up: Asks the Sts about their weekends, health, weather, etc Checking up previous knowledge: begin the review by asking Ss whether they remember what they have learnt so far in terms of language and skills Summarise Ss’answers and add more details if necessary New lesson: REVIEW Time Teacher’s activities Students’ activities Content 15ms I LANGUAGE REVIEW 4: UNITS 9-10 A VOCABULARY - Work individually I LANGUAGE + Task (p.70) - Compare answers with a A VOCABULARY - Ask students to this partner + Task (p.70) activity individually - Write the answers on the Suggested answers: - Get students to check board/Read them out loud careers 2.apprenticeship pursue their answers with a professional flexible options partner before giving Task (p 70) them the correct Suggested answers: answers ful-time self-learning textbooks - Have some students lifelong self-directed 6write the completed workforce answers on the board or read them out loud (depending on the level of the class) - Work individually first + Task (p 70) - Give answers - Have students this activity individually first - Ask students to write answers on the board - Check as a class 5ms II PRONUNCIATION + Task (p.71) - Play the recording and let students listen and ask students to underline the unstressed words - Check as a class - Play the recording again for students to repeat each sentence out loud (Alternatively, have Ss practise saying II PRONUNCIATION + Task (p.71) Keys: 1- There are between / - Give answers of / but / the / are 2- A / of / / can / on / its / - Listen and repeat in 3- a / from / the / to / an / is / by chorus and individually - Listen to the recording 20ms the sentences at home.) III GRAMMAR + Task (p.71) - Ask students to follow the instructions and complete the sentences individually - Have students compare their answers with a partner Check answers as a class + Task (p.71) - Asks students to make a complex sentence from each pair of sentences Students can make any changes - Invite some students to complete the sentences on the board while others the activity individually or in pairs - Check answers as a class, and ask students to explain if necessary + Task (p 71) - Ask students to the activity individually first -Review the form of the conditional sentences Type If clause Main clause S + V s,es S + will+V S + Ved S+ would+V S + had + V3 S + would have + V3 - Ask students to compare their answers in pairs - Alternately, have individual students read their answers aloud in front of the class III GRAMMAR + Task (p.71) - Complete the sentences Suggested answers: on their own 1- to cut down on 2- will think back - Compare their answers on - Listen 3- to talk back to 4- dropping out of 5- come up with 6- keep up with - Read the sentences then make complex sentences + Task (p.71) - Complete the sentences Suggested key: on the board 1- A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner 2- Lifelong learning has become so important in our lives that various courses and programmes have been designed and developed to meet our needs 3-Ming doesn’t read as many books as Kieu 4- He acts as if he were / was a -Work individually career adviser -Compare their answers 5- If you don’t keep up with new with a partner technology, you’ll bw left behind at - Read their answers aloud work 6- Tom studies harder than Jane + Task (p 71) Suggested answers: 1I would be most grateful if you could help me 22-If my grandpa hadn’t been a lifelong learner, he couldn’t have done so many things in his life 3If my father gets a promotion at work, he will earn more money 4If he doesn’t had enough passion and determination, she wouldn’t have achieved this level of success 5If the teacher changed his teaching methods, he would make his lessons more interesting 6If he hadn’t refused to take a course in computer science, he would now be able to work with new technologies 5ms Homework - Instructs Ss to prepare - Listen to the T and write for the skills part down *Selfevaluation: Period: 102 Date of preparation : Date of teaching: REVIEW 4: UNITS 9-10 I OBJECTIVES: By the end of the lesson, students are able to revise the language and skills they have learnt in Units and 10 II TEACHING AIDS: Text book, teacher's book, a speaker and an mp3 player III PROCEDURE: Stabilization (2’): - Checking attendance: Talks with the monitor or a student on duty - Warm up: Asks the Sts about their weekends, health, weather, etc Checking up previous knowledge: begin the review by asking Ss whether they remember what they have learnt so far in terms of language and skills Summarise Ss’answers and add more details if necessary New lesson: REVIEW Time Teacher’s activities Students’ activities Content 10ms I READING REVIEW 4: UNITS 9-10 Lifelong learning: I READING Lifelong learning: Why? Why? Task (p.72) - Read the passage Task (p.72) -Ask Ss to read the passage to understand -Ask them try to guess the meaning thanks to the context Task (p.72) -Have Ss skim the questions before reading the text - Give Ss enough time to read the text and scan it to answer the questions -Check answers as a class and give explanations if necessary Task (p.72) Suggested answers: 1-They need to learn new skills and keep improving them throughout their lives because of the astonishing speed of technological development 2- LLL means the continuous accumulation of an individual’s knowledge and skills 3- It includes learning that happens in formal - Skim the questions and organized settings like schools and - Scan the text and universities, and very often leads to find out the answers certificates or degrees - Listen and take 4- Non-formal learning is learning gained in planned activities, whereas informal learning notes is learning acquired from daily life activities 5- Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all individuals 6- With their skills, abilities, and ideals, knowledgeable individuals make communities more productive and creative, and contribute to their country’s development and prosperity 10ms II SPEAKING CAREER PLANNING STEPS II SPEAKING CAREER PLANNING STEPS Task (p 72) Task (p 72) - Have Ss work in pairs Ask them to read the - Pair work information about career planning steps - Read the information in schools first, then Role-play the role-play the example example with a with a partner partner -Ask Ss to decide on the - decide on the information they want to information they want to talk about talk about -Encourage Ss to practise - practise their their conversations until conversations until they they are fluent and are fluent and confident confident - role-play their -Invite some pairs to role- conversation in front of play their conversation in the class front of the class 10ms III LISTENING Maintaining cultural identity abroad Task (p.73) III LISTENING Maintaining cultural identity abroad Task (p.73) Suggested answers: T - Read the title and elicit their ideas of lifelong brainstorm ideas about F 10 T lifelong learning learning : good or bad? 11 F 12 NG -Ask Ss to look at the table - Read questions 1-6 F and read questions -6 - Listen and decide on -Play the recording once the correct answers for Ss to listen and decide on the correct answers - Report the answers -Play the recording again and pause at appropriate - Check students’ places and highlighting the comprehension clues in the listening text, so that Ss can check their answers Ask Ss to read the title and -Ask some Ss to report their answers Correct any wrong (Alternatively, answers play the recording several times, pausing after sentences to check Ss' comprehension If time allows, have Ss rewrite and correct the false answers.) 10ms VIII WRITING A letter of application VIII WRITING A letter of application Task (p.73) -Ask them to read the advertisement -Review the form of a letter of application Task 6- Write a covering letter of around 180 words, applying for the jobs in Use the suggestions below or your own information and ideas -Ask Ss to work in individually to write a letter thanks to the information above Task (p.73) -Read through the advetisment -Look back the form of a letter of application Task 6- Write a covering letter of around 180 words, applying for the jobs in Use the suggestions below or your own information and ideas - work in individually to write a letter thanks to the information above -Remind Ss of the useful language they have studied in the previous units to make their letter cohesive and coherent -Have Ss write their drafts first in class, swap them with a partner for peer review, and then write their final versions at home 5ms write their drafts first in class, swap them with a partner for peer review, and then write their final versions at home Homework -Instructs Ss to prepare - Listen to the T for the final test *Selfevaluation: ... pairs in 4? ?? 4? ?? - Walks around to observe Activity 3: Choose one topic Use the information below or your own ideas to make a similar * New words/phrases: + reputation (n):/,repju:'teiʃn/ danh tiếng. .. Date of preparation Date of teaching Class : LIFE STORIES : 04 - READING: Sunday September 4th, 2016 : Tuesday September 6th, 2016 : 12A9 I AIMS AND OBJECTIVES: * Language content: -By the end... were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why? 4ms 4ms 3ms 3ms * Activity 4: - Explains briefly to students that many English words ( or combinations of words)