ENGLISH 12 NC UNIT 1

- Students read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Students read the questions on page16 and write the answers to them - [r]

ENGLISH 12 ADVANCED Date of planning: 12/5/2014 PERIOD 137 Date of teaching: /5/2014 Class 11D2 UNIT HOME LIFE READING COMPREHENSION I Objectives: A Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C Skill: - Reading : scanning, skimming, speaking II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the text in advance and check meanings of new words III Procedure Activities Warm – up (5m) Brain storming (10m) Content - Students work in groups to compete the sentence : .build the house make it home - Teacher calls on some ss to answer by answering the question : How you understand this ? - Lead to the new lesson : - Teacher asks students to give answers to these questions + What is the general word for the things peo ple in the pictures? + Who often does the hosework in the family? + Do your parents ask you to help with the housework? - Teacher tells ss to check the household chores that are part of their daily routine - Some students give answers Expected : Men build the house and woman make it home - Teacher gives feedback and comments Teaching vocabulary - Teacher teaches some words through explanation and elicitation (15m) +look closely as if unable to see well : peer (at sb/sth) + feeling dislike for sth : disgusted (adj), (n,v) + angry or fierce look : glare (n) + serious disagreement or argument : conflict (with) (n,v) + battle = struggle (with/ against sb, sth) + shocked, discouraged : dismayed (adj) + confused, puzzled : bewildered (adj) + scold or criticise continuously : nag (v) + very destructive; causing severe shock : devastating (adj) + share sth out : divvy sth up (v) - Teacher draws ss’ attention on pronunciation of these words - Students listen and repeat times, teacher checks ss’ pronunciation - Some students give examples using these words Reading text Task a (10m) - Students read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Students read the questions on page16 and write the answers to them - T reminds ss to remember and underline the phrases, sentences related to the questions - Some students write their answers on the board - Teacher invites others’ opinions, give evidences, - Teacher goes over the ss’ anwers and gives final feedback Children often neglect their duty on the household chores such as cleaning room, clearing the table after meals, or hanging up wet towels However, some of them are often irritated when they are reminded of their mess or responsibilities She complained that she used to twice as much domestic chores as her daughter did Most American children contribute to the household chores at some level, particularly, 6-8 –year old children contribute 12 % of household labor Consolidation: (5m) Homework * Aim: Revise vocabulary - Students work in groups to revise the vocabulary in minutes - Students from groups stand in the lines One by one go to the board and write down the new words Each correct one will be awarded 10 points The group which has more score will be the winner - Teacher observes and gives comments - Learn new words by heart at home - Prep for next period Comment and modification: ENGLISH 12 ADVANCED Date of planning: 12/5/2014 PERIOD 138 Date of teaching: /5/2014 Class 11D2 UNIT 1.HOME LIFE READING COMPREHENSION I Objectives: A Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better idea of the Vietnamese family in traditional and modern life C Skill: - Reading: scanning, skimming, speaking II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the text in advance and check meanings of new words III Procedure Activities WARM UP 10m Teacher’ s activities * Aim: Revise the vocabulary - Students work in groups to revise all the vocabularies in the previous lesson - Each group sends representatives who will queue in a line and take turn to write down the vocabulary onto the board Time is limited in minutes The group which has the most correct answers will be the winner Task b 10m - Students work in pairs to match the item in column A with its corresponding meaning in column B - Students present their answers - Teacher elicits comments from other students and gives suggested answers: c e d b f a Exercises 10m True or False statements ( handouts) - Teacher gives out handouts and asks students to read the text and the statements then say if they are T of F - Students work with a partner and compare their answers - Some students read out their answers and give evidence - Teacher invites class’ opinions and give feedback (!) These are the statements: Virginia’s daughter was doing her homework when her mother shouted to her Virginia used to a lot of housework when she was young Most of the parents surveyed admitted that they constantly nag their children about cleaning their room According to Lee Blair, 90% of American kids contribute 12% of all household labor Blair has studied family dynamics for 10 years Expected answers: 1: T 2: T 3: F ( only 25% of them, not most ) 4: F ( 90% of kids contribute at some level ) 5: T Discussion 15m - Teacher arranges students to work in small groups, tell them to discuss and share ideas on the questions: How has family life changed over the last few decades? - Teacher supplies some useful prompts: + the effect of busy modern life (busy parents, ignored children, psychological changes, social evils…) + the advantages of labor-saving devices (washing machine, fridges, …) - Some students report their opinions of their groups to the class - Teacher invites the class to argue and give comments Homework - Ask students to read the text again and learn the new words by heart - Prepare for the next period Teacher’s feedback ENGLISH 12 ADVANCED Date of planning: 14/5/2014 PERIOD 139 Date of teaching: /5/2014 Class 11D2 UNIT HOME LIFE Lesson 3: Listening I Objectives: A Aim: By the end of the lesson, students will be able to listen for specific information and putting things in order B Knowledge: - Ss are more confident to talk about what household chore they often - Ss will have a better awareness of their responsibilities in doing household chores - Ss will have a better idea of the Vietnamese family in traditional and modern life C Skills: Listening sub-skills: scanning, ordering II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure Activities Content Warm – up Brainstorming 7m - Students work in big groups to respectively write words or phrases related to some housework in the home The group with more words will win the game - Teacher checks the words and gives feedback Suggested answers + cleaning/ washing/ wiping/ watering/ spraying/ feeding/ throwing/ cooking/ repairing/ planting/ gardening/ mopping… + vacuum cleaner/ blender/ cooker/ carpets/ floor/ lawn/ plants/ windows/ door… Task a) 5m Matching the pictures with descriptions - Students look at the pictures and match them with the phrases of descriptions - Students compare their answers and present to the class - Teacher checks with the whole class and gives feedback: 2:f 3:b 4:a 5:d 6:c Vocabulary 10m Teaching vocabulary - Teacher elicits meanings of some words through elicitation , explanation and miming + to clean sth with a machine = wipe + to send out in tiny drops = spray + to remove dust with a broom = vacuum cleaner + to clean sth by rubbing its surface with a cloth = sweep + to clean with a mop = mop Task b) 10m Listen and ordering (task b/17) - Teacher tells students that they are going to listen to a woman’s suggestions of domestic chores for kids - Students have to put the ideas in order as they listen to the recording - Teacher plays the cassette and let student listen to the task - After listening, students work in groups to discuss their answers - Students present their answers - Teacher gives the phrases in order and checks with class 2: cleaning floors and carpets 3: sweeping and mopping floors 4: vacuuming 5: cleaning spots and carpets 6: watering lawn and plants 7: cleaning windows and sliding glass doors 8: spraying window cleaner 9: Wiping windows * Post – Listening 13m - Students work in small groups of 4, tell the to talk about what domestic chores they often do, what they enjoy doing, and what they hate doing - Some students make a short report about their groups - Teacher gives feedback and comments Consolidation: - Summarize main points - Write a passage about what household ss often - Prepare for next period Teacher’s feedback ENGLISH 12 ADVANCED Date of planning: 15/5/2014 PERIOD 140 Date of teaching: /5/2014 Class 11D2 UNIT HOME LIFE Lesson - Speaking I Objectives: A Aim: - By the end of the lesson, students will be able to make apologies and express regrets themselves in English B Knowledge: - By the end of the lesson, students will understand more about the ways to apologize and show their regrets for the mistakes they make in their daily life C Speaking skill: Expressing apologies and regrets II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure Activities Content Warm – up - Teacher draw a picture with a situation in which ss need to express regrets and 5m make apologies on the board – Students answer the questions: “What they need to say in this situation?” Expected: Yes, when we did something wrong, or hurt someone’s feeling we must say Oh, sorry ; Sorry about that ; Excuse me etc Transition Task a 10m Today, we will talk more about how to make apologies and regrets Matching complaints with apologies ( task a/p18) - Students read the complaints from 1-6 and match them with suitable apologies from a to f - Students compare their answers with a partner by acting out the exchanges - Some pairs of students act out the exchanges - Teacher checks with class and gives comments 2:f 3: b 4: a 5:d 6:c Presentation 5m Eliciting and introducing useful language - Teacher elicits useful expressions by asking students what they would say to apologise and express regrets: Expected answers : Oh, sorry ; Sorry about ; Sorry about that ; I’m very/ terribly sorry ; Sorry, I didn’t mean ; I must apologize for ; Please pardon me for Task b) 10m Dialogues from situations ( task b/ p19) - Students work in pairs to read the situations, choose one and then, with a partner, make a short dialogue for it - Students practice in minutes - Some pairs of students act out their dialogues - Teacher invites class’ opinion and gives feedback Task c) 15m Personalization - Teacher arranges students to work in small groups - Students tell their partners about a situation in which they had to apologise to someone - Teacher encourages other students to give comments and share ideas on their friends’ experience - Some pairs of students report about their friends’ experience - Teacher gives comments and feedback Homework - Ask ss to write a few sentences about what have happened to their friends to say why they had to make an apology - Revise the words and expressions in the lesson - Prepare for the next lesson Teacher’s feedback ENGLISH 12 ADVANCED Date of planning: 15/5/2014 PERIOD UNIT PERIOD 141 Date of teaching: HOME LIFE WRITING /5/2014 Class 11D2 I Objectives: A Aim: By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English B Knowledge: Through this lesson, students’ awareness of the family rules will be improved C Skill: - Writing : showing their family regulations II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Brainstorming - Ask ss to list things family often together - Ask ss to list verbs expressing feeling - Ask ss to list qualities parents want their children to have - Ask ss to list words showing family relation + Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of writing T writes on the board: UNIT HOMELIFE - WRITING B New lesson Teacher’ s activities Completing the text ( task a/ p19,20) - Tell ss to read the text and fill in each blank with a suitable word in the box - Ask ss to compare the answers - Go over the answers with class Guessing the meaning of words from context - Tell ss to read the text again if necessary to find the words that mean the following : Guildlines of the writing Guildlines Who makes/create the rules ? Who has to follow? Details of what should od shouldn’t ? How helpful the rules are? Discussion -Ask ss to work in small groups - Tell ss to share opinions on the list of rules mentioned in the text, and add more rules - Call on some to give their opinions - Give feedback and comments Write it up - Get ss to write a short passage telling a friend about their home rules - Remind them to refer to the guildlines and the text as a sample - Tell ss they can begin the text with this sentence : Every home should has its own home rules - Move around to give help with vocab and structure if necessary Peer correction - Call on ss to write on the board - Tell class to read together and give correction if needed - Others exchange papers to correct, then collect them to mark * Consolidation: Students’ activities - Ss answers may vary … Expected : + E.g : Watching TV, having meals, gardening, playing, going on holiday + E.g: harworking, obedient, honest, kind-hearted, clever + E.g: love, like, hate, obey, respect + E.g: father, mother, son, daughter, aunt, uncle, niece - Ss express their ideas in class + regard, politeness, consideration + make sth become clear or easier to understand + make/show an image of + crying/ shouting loudly and sharply + make simple; make sth easy to do/understand ( Expected: respect/ clarity/ represent/ yelling/ simplify) - Ss work in small groups sharing opinions - Write the passage again and hand in next period - Summarise the guildlines to write - Prep for L.F1 - Ss write their essay individually - Two ss write on the board * Comment and modification : ……………………………………………………………………………………………………… Date of preparation : 13/9 PERIOD UNIT Date of teaching: 12C1: 16/9 HOME LIFE LANGUAGE FOCUS I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: - Writing : showing their family regulations II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: T may ask ss this question to save time : What is the difference between ‘house’ and ‘home’? - Have ss to discuss in pairs and call on some to answer - Go over the ss’ answers Transition : Today, we will learn more words derived from these two words, write on the board : I Word study B New lesson Teacher’s activities Gap filling ( task a/ p20) - Arrange ss to read the phrases in the box Check with the meanings of these words and phrases - Ask ss to complete each of the sentence with the correct form of a phrases in the box -Call on some to read their sentences and check with class More excercises : Home or House ? – Find the right place - Arrange ss to work in two groups A and B - Put chairs in the front, one for Home and one for House - Ask for representatives from each group to stand in lines in the front of the class - Tell ss to listen to your words or phrases and run, as quickly as possible, to the right chair where the word or phrases matches to make a right expression - The first student to sit on the right chair earns their group point The group with more points wins the game - Keeping a running total of points for each group on the board Students’ activities - Ss answers may vary … + Feedback : 1: hometown 2: household appliances 3: homecoming 4: make yourself at home 5: home economics 6: guesthouse 7: housewarming 8: housekeeper + This is the list of words and phrases used: keeping 2: coming 3: economics 4: warming 5: make yourself at 6: chores - Declare the winner II Grammar Present Simple expressing Routines - Ask ss about the use of this tense E.g: Our school starts at a.m Jame work at a shoe store Talking abour Ninas routines ( task a/p21) - Put ss into pairs, tell them to make questions and answers about Nina’s routines and chores using the information given - Call on pairs to act out their exchanges Reported Speech - In reported speech , we give the meaning of what was said rather than the exact words The verbs often use in reporting are : tell, say, warn, promise, suggest, explain, reply, announce * Direct Reported + Simple present  Simple past + Present continous  Past continous + Simple past, present perfect  Past perfect + Past continuous, Present perf Continuous  Past perfect continuous +Will –inf  Would-inf + Is/are going to  was/ were going to + Must /have to-inf  Had to -inf Consolidation - Summarize word study, simple present, tenses in reported speech - Prep for L.F 7: is the best 8: guest 9: work 10: hold Expected answers : Home: coming, economics, make yourself at home, home is the best, work House : keeping, warming, chores, guest, work, hold + Ss’ answers may vary … - We use the present simple for thoughts, feelings, statea, facts that are true for a long time We also use it for repearted action or a routine that we see as permanent - Students answer and give more examples * Comment and modification : UNIT HOME LIFE LANGUAGE FOCUS I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: Speaking : talking abour routines II Preparation A Teacher: Student’s book,workbook, pictures, handouts, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Transition : Today, we will revise indirect speech, write on the board : II Grammar Teacher’s activities * Continued : Adverbs ( place and time ) + Now + Today + Yesterday + Tomorrow + Next month Students’ activities  Ss’ answers On that day The day before/ the previous day The next day/ the following day + Last year + An hour ago + Here + This + these - If report is about sth which is true, it is unecessary to change tenses E.g: ‘He said,” The world is round” - There is no change for: Must, might, should, could,would Must can also be changed to had to May is often changed to might Reporting Statements: -Statements are reported with a past tense verb followed by a noun clause with an optional that E.g: “I’m very tired” she said Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know The word order in a reported question is like that of a normal statement E.g: “Where are you going ?” WH-questions : We use verbs like: ask, wonder, want to know followed by the question words and the clause Yes/No questions : We use If or Whether E.g: “ Have you seen this film?’ * REPORT THE INTERVIEW ( task a/p21-22) - Tell ss to read the interview with Mrs Green and then report what the interviewer asked Mrs Green and the answers ahe gave in the interview - Tell ss to follow the examplesand continue with the task - Remind ss of the structures of reported statements and questions - Tell ss to compare answers in pairs - Call on ss to write their sentences on the board and check with the class * Report what Virginia talked about her daughter ( task b/22) - Ask ss to read what Virginia talked about her 15-year old daughter and report it - Prep for the new lesson The previous year An hour before There that those - He said the world is round - She said (that ) she was tired - He asked me where I was going - He asked me if I had seen that film Ss’ answer : *Answerkey: First the interviewer wanted to know how many children Mrs green had She said that she had two, a daughter and a son Then the interviewer asked about the conflicts between her and her children She said it was a long history Her children were always neglecting their domestic responsibilities and arguing when being reminded Next, the interviewer wanted the examples She let him know that she often battled with her daughter against the latter’s messy room or her irresponsibility for collecting and disposing of the garbage can Finally, the interviewer wanted to know about the conflict wuth her son She complained thather son was worse than his sister He never helped her with the household chores He was always taking out things and never returning them to their places * Comment and modification : ……………………………………………………………………………………………………… -