Giáo án Tiếng ANh 12 học kì 1 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....
Period: INTRODUCTION OF ENGLISH 12 A Aims: - Help Ss to know about the English book grade 12 in general.(Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to get to know the topic, the theme and units B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up Introduces herself to the students Asks some students to introduce themselves: T < > Ss minutes What’s your name? Do you like English? Do you find English easy or difficult? Which is the easiest, the most difficult? reading, speaking, listening, or writing? Why you learn English? How long have you learned English? Individually Are you good or bad at English? Presentation 30 minutes The text- book English 12 - The 1st term * Unit 1- Unit 6: parts for each unit: getting started, T < > Ss language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) - The 2nd term: * Unit 7- Unit 12: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) Teacher’s demand: - 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) Books * Text - book English 12 * Work - book English 12 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + all the homework At class: * Participate in all activities * Keep the discipline Consolidation minutes Homework minutes Students’ assessment What you find your English? Very good/ excellent: Average: Very bad: - Give feedback - Prepare Unit 1: Life stories Lesson1: Getting started T < > Ss Good: Bad: T < > Ss E Experience: Period UNIT 1: LIFE STORIES Lesson 1: Getting started I Objectives: 1.Knowledge: - To introduce the overall topic of Unit 1: “Life Stories”, lexical items related to people’s life stories, homophones, revision of the past simple vs the past continuous - To check students’ comprehension thorough True / False - To provide Ss with a chance to express their opinion about their choice - To help learners get started with some language items in Unit 2.Skills: - To help Ss develop the skill of working individually, in pairs and group while completing the tasks assigned - Improve listening, speaking and reading skills 3.Attitudes: - To help Ss get started for Unit with the topic "Life stories" - To provide Ss some motivation - Help Ss to have a chance to know more about lives of some famous people Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette - Students: Textbook IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A.START/ WARM UP ACTIVITY (6 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work LEAD IN - Write the heading (The person I admire) on Suggested answers Help Ss to know the board My favourite singer / the topic, some footballer is Sơn Tùng / vocab related to - Ask Ss to work in pairs and answer these David Beckham questions: people’s life I like Sơn Tùng most stories, and the Answer some lead-in questions two grammartical Who is your favourite singer / footballer / because he not only sings points: revision …? beautifully but he is also of past simple really handsome I like Why you like him / her? and the past cont, Look at the picture on page in your David Beckham very much and the use of textbook and answer my questions: Do you because he both plays articles know who they are? What you know about football excellently and is manly them? - Elicit answers from Ss and write the key I have no idea about the first photo The second is words of the answers on the board Michael Jackson, a popular - T asks Ss the questions to elicit the new American singer and dancer lesson The third one is a good cook - Ask Ss to look at the picture and guess what / chef And the last one is two students May be they the two people are talking about → They are talking about people: Steve Jobs,Michael Jackson and Christine Ha B: ACTIVITY 1: TASK (8 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Listen and read - Tell Ss that they are going to listen to a conversation in the school library between two friends: Sam and Ann - Play the recording - Ask Ss listen to the recording and read the conversation Make Ss familiar with - Elicit new words from Ss and write on the topic and the board the - Elicit/ explain the meaning, the part of conversation speech and the use of the new words Possible new words: - stimulate - influential - determined - creativity - innovation C: ACTIVITY 2: TASK (10 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Focus on Read the conversation again Decide comprehension, whether the statements are T or F develop - Elicit Ss the common steps to the scanning skill task: Read and underline the key words/ phrases Scan the information in the conversation Decide whether the statements are true or false Correct the false ones - Ask Ss to read the statements individually first Then have them discuss in pairs and decide whether the statements are true, false, or not given - Help where necessary - Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary are talking about the three people just mentioned Expected products & assessment of student work - Listen to the recording, practice reading in groups of three - Underline the words they don’t know - Guess, explain, listen and take notes + Steven Paul “Steve” Jobs (February 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, song writer, record producer, dancer, and actor + Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show Master Chef and winner of its third season in 2012 Expected products & assessment of student work - Retell the common steps to the task: - Work individually first, and then work in pairs to decide whether the statements are true, false, or not given - Answer the questions Expected answer: T (Quang says he hasn’t decided between SJ and M Jackson.) NG F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.) F (Quang says M Jackson’s music inspired him to learn to play a musical instrument.) T T (Hung says Christine is a blind chef.) information D: ACTIVITY 3: TASK (8 ms) Lesson content & techniques for Aims of the organising students’ learning activity activities Help SS to raise their opinions about their choice Discuss with a partner - If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why? - T has Ss read the question and discuss their answers with a partner; elicits some answers and writes the best ones on the board - Ss discuss in pairs and answer the questions Expected products & assessment of student work - Work in pairs to read the question and discuss their answers with their partner * Possible answers: If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the cofounder, chairman, and CEO of Apple Inc If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor E: ACTIVITY 4: TASK (5 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Help Ss to Find the words in the conversation that recognize have the same sounds as the following the the - T explains briefly to Ss that many English words words (or combinations of words) may having the have the same pronunciation, but different same spellings and different meanings They are sounds called homophones F: ACTIVITY 5: TASK (5 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Help Ss to Read the conversation again and write focus on the correct tenses of the verbs in revision of brackets past simple - T asks Ss to give the correct tenses of the and past verbs in brackets first, and then has Ss read continuous the conversation to check their answers Expected products & assessment of student work - Listen to the teacher’s explanation - Read the conversation again and find the words that have the same sound as the given ones * Expected answers two I see won know Expected products & assessment of student work - Listen to the teacher’s explanation - Read the conversation again and find the forms of given vebs * Expected answers became, wasn’t felt, was creating G: ACTIVITY 5: CONSOLIDATION (2ms) Lesson content & techniques for Expected products & Aims of the activity organising students’ learning activities assessment of student work - The aim of this - Elicit from Ss what they have leant and Repeat the main points: activity is to help Ss briefly consolidate the lesson - The content of the to Repeat what they conversation have learnt - The grammar - Some new words H HOMEWORK (1m) - Ask Ss to complete their work at home and prepare for the next lesson Period UNIT 1: LIFE STORIES Lesson 2: Language I Objectives: Knowledge: - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to people’s life stories - For pronunciation, that is homophones in connected speech - For grammar, that is the use of the past simple vs the past continuous and use of articles Skills: - To help Ss develop the communication skills, especially the skills of working in pairs and groups Attitudes: - To encourage Ss to work harder - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY 1: VOCABULARY (10 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work - Work in pairs and complete the Activity 1: Write the words given in the word diagrams box next to their meanings - Use a dictionary to check their - T asks Ss to match the words with their answers if necessary meanings - Share the answers with their - Ss read the words and their definitions in partners the box and then the matching - Ss give the Vietnamese meanings of these Expected answers: Help Ss words and then practise pronouncing them talented understand the - T checks answers as a class distinguished meaning of some respectable of the key words generosity used in the achievement conversation and Complete the sentences with the correct - Pay attention to the context in the whole unit forms of the words in which the words given in the box - T asks Ss to pay attention to the grammar can be used when using the words in When using a Complete the sentences noun, Ss need to consider its suitable form individually (singular or plural) - Compare their answers with a - T has Ss complete the sentences partner individually, and then compare their - Expected answer: answers in pairs distinguished talented - Ss complete the sentences with the correct achievements respectable forms of the words in Then compare their generosity answers in pairs - T checks answers as a class B ACTIVITY 2: PRONUNCIATION - Homophones (5 ms) Aims of the activity Lesson content & techniques for organising Expected products & assessment students’ learning activities of student work Task 1: Listen to pairs of sentences Write the correct words in the gaps The first pair has been done as an example - T asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going - Study the Do you know…? Box to listen to the recording and write the words they and then practice saying the linking hear in the blanks; asks Ss to read the two sentences a and b carefully, and decide on the part sounds in the samples of speech of the missing words - T plays the recording and pauses after the first pairs of sentences and focus Ss’ attention on the homophones; plays the rest of the recording and Focus on the asks Ss to write down all words with the same written and - Listen and repeat pronunciation while listening spoken forms - T explains that they will have a chance to select a allowed of some a write the correct one later on.; pauses the recording after homophones a new each pair of sentences, if necessary; has Ss work a here in pairs, discuss the meaning of each word and a been choose the correct one for each sentence - T checks answers as a class - Ss study the Do you know…? Box; listen to the recording and write the words they hear in the blanks; Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence Task 2: Listen and repeat the sentences in - Listen and repeat - T plays the recording again Some Ss present in front of class - Have Ss repeat each sentence chorally; - Asks Ss to read the sentences in pairs C ACTIVITY 3: GRAMMAR (27ms) Aims of the Lesson content & techniques for organising Expected products & activity students’ learning activities assessment of student work Help Ss to The Past Simple vs the Past Cont - Study the Do you know…? review the use Put the verbs in the brackets in the past Box of the past simple and past continuous - Review the use of the verb simple and - T has Ss review the use of the past simple and tenses they have already the past the past continuous; asks Ss to look at the continuous Remember box and draws their attention to the learnt in previous years, examples and asks them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why is the adverb “always” used? - T asks Ss to read each sentence carefully and - Read each sentence carefully, underline the time expressions and circle the correct verb tense Expected answer: decide which action is in progress and which one is a shorter action that interrupts it; draws Ss’ attention to sentences and 6, in which always and constantly are used; has Ss to complete the sentences in pairs - T checks answers as a class - Ss listen to the tape again and repeat the sentences chorally - Ss read the sentences in pairs Notes - The past continuous is used to talk about a past action in progress and the past simple tto talk about a shorter action that interrupted it Example: A storm hit the istand while I was enjoying my holiday last year - The past continuous can be used with always/ constantly to describe repeated or irritating actions or events in the past It is similar to “used to”, but has negative meaning Example: Our neibough was always complaining about the noise in the building - Ask Ss to read each sentence carefully, underline the time expressions and circle the correct verb tense Focus on the Definite articles and omission of articles the special Complete the gaps with THE where cases of necessary If an article is not necessary, write definite article a cross () (use of the - T asks Ss to study the Do you know…? box and omission and draw their attention to the special cases of articles) (use of the and omission of articles) and the use - T asks Ss to read the sentences carefully and of a/ an underline the nouns / noun phrases after the gaps - T tells Ss to pay attention to the forms and kinds of these nouns / noun phrases (singular or plural, countable or uncountable, common or proper) before deciding whether to use an article or not in each case - T asks Ss to complete the gaps with the or a cross () if an article is not necessary - T has Ss compare their answers with a partner - Ss look at the Remember box and pay attention to the examples - Ss read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it - Ss complete the sentences Indefinite articles - T asks Ss to study Do you know…? box - Ss study the Do you know…? box • The definite article THE is generally used went, was having met, was traveling was working, was, were shared, was always taking called, was doing, did not hear was constantly asking, was requested, was composing joined, was then leading - Study the Do you know…? Box - Suggested answers: the the, the , the, , the the, , , the, the , the, the, - Study the Do you know…? Box - Suggested answers: a , a before a singular or plural noun when we talk about a specific thing or action Examples: The dog that bit me ran away They like the films directed Steven Spielberg a - T asks Ss to complete the gaps with an , a indefinite article or a cross () if an article is , an not necessary and draw their attention to sentences and 8, in which the nouns (ice cream, coffee) can be countable or uncountable - Ss read the sentences carefully and underline the nouns / noun phrases after the gaps Read the following story and complete each gap with an article Write a cross () if an article is not necessary - T tells Ss that to Activity 4, they need to consider whether to use a definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner - T checks answers as a class , a, a, , a a, Ss distinguish the use of a/ an/ the a a a / the the the the a 10 the 11 a 12 a D ACTIVITY 4: CONSOLIDATION (2 ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate - Some new words in the the lesson diagrams E HOMEWORK ( 1m) - Ask Ss to all the exercises in Work book prepare for the next lesson 10 idea of the talk, and then ss can summarise the talk T has SS work in pairs, answer the question: What else you know about the city- - Work in pairs to the task country and its culture? F CONSOLIDATION(2 ms) The aim of the Lesson content & techniques for activity organizing students’ learning activities to help students - Ask Ss to retell what they’ve listened recall what they - Ask Ss to consolidate the main contents have listened and - Ask Ss: What have you learnt today? note down the What can you now? things they have to G HOMEWORK ( 1ms) - Ask Ss to Prepare for the writing - Ask Ss to learn new words and structures by heart Expected products & assessment of students’ work - Listen to the teacher and the task Period 43 Unit CULTURAL IDENTITY LESSON 6: WRITING I Objectives: Knowledge: - To develop Ss’ skill of writing an argumentative essay about the most important feature that defines someone’s cultural identity - To provide Ss with the language and sentence structures used to describe trends Skills: By the end of the lesson, students will be able to: + Learn about an essay about the most important feature that defines someone’s cultural identity + Develop the writing skills in general Build up vocabulary supported for writing Attitudes: Develop the writing skills in general Build up vocabulary supported for writing Competency: Develop collaborative, problem-solving and communicative competences II Methods: - Integrated and mainly communicative III Teaching Aids: - Board, chalk, textbook, projector IV Anticipated Problems: Some students may lack time to complete the tasks V Procedures: A ACTIVITY 1: WARM-UP ( ms) The aim of the activity Lesson content & techniques for organizing students’ learning activities 131 Expected products & assessment of students’ work Lead to the writing lessonInform the class of the lesson objectives: What makes me Vietnamese The lesson objective: Writing an argumentative essay about the most important feature that defines someone’s Listen to the teacher cultural identity B ACTIVITY 2: (7 ms) The aim of the activity Work in pairs and give the reasons Lesson content & techniques for organizing students’ learning activities What makes me Vietnamese Task 1: Work in pairs Discuss the reasons why language is often considered the most important cultural identifier - T tells students that they can refer back to the reading and other previous sections to get ideas - T asks students to read the example and discuss why language is considered the most important cultural identifier Expected products & assessment of students’ work - T encourages students to share their ideas and says if they agree or disagree with the examples Example: Language is the most important cultural identifier because it allows me to communicate with my family and community C ACTIVITY 3: Task 2+3 (25 ms) The aim of the activity to focus on developing Ss' writing skills Lesson content & techniques for organizing students’ learning activities Task 2: Read the following argumentative essay on language as defining a person’s cultural identity Complete the essay, using the correct forms of the words in the box - T tells students that they are going to read an argumentative essay Allow enough time for them to read through the text and work out the essay structure -T asks students to use a dictionary to check the meaning of difficult words and phrases - T checks answers as a class Task 3: Which is the most important cultural identifier or the feature that defines your cultural identity? First, discuss your ideas in groups of four Then decide on the most important 132 Expected products & assessment of students’ work Key Expressing Demonstrated 3.Features Unite Share Invaded Unifying Unique - Ss can choose one of the following cultural identifiers: - Festivals and cultural practices - Shared values and beliefs - Traditional food - History - Education Introduction feature and write an argumentative essay of about 180-250 words - T encourages students to incorporate the feedback and write the first draft in full sentences Then asks students to read their drafts in their groups so other group members can comment on content, grammar and vocabulary use T walks around and provides help by correcting mistakes in grammar or word choice - T asks students to work independently and write their final essays incorporating all the feedback from students and teacher - T invites some students to read their essays Have the rest of the class ask question or say what they like most about the piece of writing Definition of cultural identity…………… Thesis statement………… Body First argument…………………………… Second argument……………………… Conclusion Summary of the arguments Walk around and offer help if necessary - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students - Give feedback on these papers E CONSOLIDATION (2 ms) The aim of the activity to help students revise what they have learnt and Lesson content & techniques for organizing students’ learning activities - Ask Ss to retell what they’ve learnt Expected products & assessment of students’ work - Repeat the main points of the lesson F HOMEWORK ( 1m) - Write the text again at home - Prepare for the next lesson Period 44 Unit CULTURAL IDENTITY LESSON 7: COMMUNICATION AND CULTURE I Objectives: 1.Knowledge: - To provide learners some communication samples and cultural items 2.Skills: - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and group - Improve listening, speaking and reading skills 3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation - Help Ss to have a chance to know more about further education 133 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Posters, CD IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure D START/ WARM UP ACTIVITY (5 ms) Aims of the activity LEAD IN Lesson content & techniques for organising Expected products & assessment students’ learning activities of student work - Inform the class of the lesson objectives: Further skill development - Lead to the lesson B: ACTIVITY 1: TASK (9 ms) Lesson content & techniques for Aims of the Expected products & assessment of organising students’ learning activity student work activities I Communication: Migration and cultural identity Activity 1: Listen to a talk by Mr Ben Wilson, a sociologist and psychologist, about preserving migrants’ cultural identity Answer the questions - Tell students that they are going to Listen and listen to a talk by Mr Ben Wilson answer the about preserving migrants’ culture questions identity Listen to the tape and answer the questions - Ask students to read the questions and underline the key words so they can get a general idea of the talk - Play the recording once or twice for students to take notes of their answers C: ACTIVITY 2: TASK (8 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Activity 2: Discuss the questions with a partner Discuss the - Ask students to work with a partner to practice on the compare their answers Check answers as a topic class D: ACTIVITY 3: CULTURE - TASK 1+2- (16 ms) 134 Expected products & assessment of student work - Let Ss discuss the questions, the task then compare the answer with their partner - Elicit Ss’ answers and give them the correct ones Aims of the activity Read the festivals and the tasks Lesson content & techniques for organising students’ learning activities II Culture: Festivals Activity 1: Read the text about celebrations of some ethnic groups in Viet Nam Write the names of the festivals under the pictures - T asks students what the people in the photos are doing T lets them guess where in Viet Nam these events may take place - T has students read the text quickly and write the names of the festivals under the photos Activity 2: Read the text again and complete the table - T asks students to study the table and consider what kind of information they need to write in it - T asks students to read the text again and complete the table T checks answers as a class Expected products & assessment of student work Key: a Elephant Racing Festival b Forest Worshipping Festival Key: Elephant Racing Festival Location: Dak Lak Province Time: annually, in March Ethnic groups: M’Nong and Ede Purpose: to promote the martial spirit of the M’Nong and Ede people Activities: - watching elephant race - Eating traditional food and drinking rice wine - Dancing - Watching elephants play soccer E: ACTIVITY 4: CULTURE - TASK 2(4 ms) Aims of the activity Discuss questions Lesson content & techniques for organising students’ learning activities Activity 3: Discuss the questions with a partner the - T has students discuss the questions in pairs - After their discuss, T asks some pairs to report their experiences and opinions to the class Expected products & assessment of student work F: ACTIVITY 5: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate - The content of the have learnt the lesson conversation - The grammar - Some new words HOMEWORK ( 1ms) - Ask Ss to complete their work at home and prepare for the next lesson Period 45 Unit CULTURAL IDENTITY LESSON 8: LOOKING BACK AND PROJECT 135 I Objectives Knowledge: - To help Ss pronounce revise what they have learned in unit - To teach Ss some lexical items related to the cultural identity - To give them a chance to a small project in which they can develop their speaking skills - To help Ss review and recognize the assimilation in connected speech - To help Ss consolidate the use of simple past tense and past perfect tense - To provide further opportunities for Ss to use the language, skills and information they have learnt in the unit Skills: Revising, making presentation Attitudes: By the end of the lesson Ss are able to: + Use some key words of the cultural identity + Do the exercises on present perfect tense and present perfect continuous tense, repeated comparatives Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, projector IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A.START/ WARM UP ACTIVITY (5 ms) Aims of the activity LEAD IN Lesson content & techniques for organising students’ learning activities -T informs the class the objectives: reviewing pronunciation, vocabulary and grammar - T reviews from and use of simple past tense and past perfect tense Lead in the lesson B ACTIVITY 1: TASK 1- PRONUNCIATION (4 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Review Pronunciation: pronunciation Activity 1: Underline the sounds that can be affected by assimilation - T helps students to review the process of assimilation in this unit (/t,d,n/ before /k,g/; /s,z/ before /s,j/) - T has students read the sentences and underline the sounds that can be affected by assimilation - T asks students to work with a partner to compare their answers T checks answers as 136 Expected products & assessment of student work List all language points covered in Unit Expected products & assessment of student work Underline the sound Check their answers a class C ACTIVITY 2: TASK 2- PRONUNCIATION (4 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Activity 2: Listen and repeat the sentences in -T plays the recording and has students listen Review pronunciation and repeat -T asks some students to say these sentences aloud D ACTIVITY 3: VOCABULARY (9 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Vocabulary: Activity 1: Complete the sentences with the correct forms of the words or phrases in the box Review the word -T gives comments and praises students who formation of the can say the sentences naturally and fluently, key vocabulary frequently used in and try to blend the final and initial sounds -T has students read the instructions and the unit the activity individually Then ask them to compare their answers in pains -T checks answers as a class E ACTIVITY 4: TASK 1- GRAMMAR (9 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Grammar: Activity 1: Read the exchanges Put the verbs in brackets in the present perfect or present perfect continuous Use the passive voice if necessary -T asks students to read through the three Help SS review exchanges before deciding on the correct the verb forms tense for each verb -T has students the activity individually first, and then compare their answers in pains -T checks answers as a class 137 Expected products & assessment of student work Listen the the recording Check their answers Expected products & assessment of student work Key: preserve cultural identity cultural practices national pride Solidarity national costume Expected products & assessment of student work Key: has become, have continued, has been working Have never seen, have worn, has even become F ACTIVITY 5: TASK 2- GRAMMAR (12 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Activity 2: Read the situation and complete Andy’s statements about himself, using repeated comparatives -T tells students that they are going to write sentences about someone called Andy -T asks students to read the situation and the example first T asks comprehension questions to check if they understand the Review double activity context comparison -T has students complete the sentences, using the words in brackets to form repeated comparatives to express the changes that Andy is going through -T allows students to the activity individually first, and then compare their sentences in pains - T checks answers as a class G ACTIVITY 6: PROJECT (8 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Project: Work in groups of four or five Choose one ethnic group in Viet Nam Look for information about the features that define the group’s cultural identity -T has students work in groups of four or five Further explore the topic in a -T allows students one week to collect the collaborative way information about an ethnic group, prepare a poster, and organize their presentation about the ethnic group Choose some groups to present their plans to the class Give comments and mark Expected products & assessment of student work Key: 2.lower and lower more and more difficult 4.more and more complicated More and more less and less Expected products & assessment of student work - Introduce their poster, present the topic - Vote for the best group H: ACTIVITY 7: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the -Vocab+ grammar+ 138 have learnt lesson pronunciation HOMEWORK ( 1m) - Ask Ss to complete their work at home and prepare for the next lesson 139 Period 46 REVIEW LESSON 1: LANGUAGE I.Objectives: 1.Knowledge: - To revise the language and skills Ss have learnt and practiced in units and 2.Skills Vocabulary: Words / phrases about “ The mass media “and “ Cultural identity” Grammar: Past tenses, simple, compound and complex sentences, prepositions 3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY1 : CHECK UP (3 ms) Aims of the activity Help Ss to revise the old lesson Lesson content & techniques for Expected products & assessment organising students’ learning activities of student work - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Work individually Ss’ answers and adds some more information, if necessary B.ACTIVITY 2: VOCABULARY AND PRONUNCIATION (18 ms) Aims of the activity Revise the vocabulary in UNITS 4, and practise pronunciation Lesson content & techniques for organising students’ learning activities I.Vocabulary: Exercise 1: Ask Ss to this activity individually, then compare their answers with a partner Have some Ss write the answers on the board or read them aloud Ex Complete the sentences Ask Ss to this activity individually then write the answers on the board II Pronunciation Ex 3: - Play the recording - Play the recording again and check answers as a class - Then have Ss practise reading the sentences aloud 140 Expected products & assessment of student work Key: Blog Social networking Digital devices mass media Instant messaging Advent Key: Assimilate Identity National Ethnicity integrate C ACTIVITY 3: GRAMMAR (21 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities III Grammar Ex Ask Ss to this activity individually, then compare their answers with a partner Key: To for Ex Help Ss to practice using the grammar in units 4, Expected products & assessment of student work Of from In KEY: - Ask Ss to this activity individually, then compare their answers with a partner - Ask a student to the activity on the board while the rest of the class works on it individually - Check Ss' answers, or ask them to explain their choice of tenses 1.Have….cleaned Haven’t swept 3.Have washed Have tried Has been studying KEY Task 6: Ask Ss to this activity individually and then compare their answers with a partner 1.f A 7.c e 5.d D ACTIVITY 4: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate - Some new words the lesson E HOMEWORK ( 1m) Ask Ss to all the exercises in Work bookprepare for the next lesson 141 g 6.b Period 47 REVIEW LESSON 2: SKILLS I.Objectives: 1.Knowledge: - To help students revise what they have learned in units 4, - To give them a chance to practice 2.Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY1 : CHECK UP (3 ms) Aims of the activity Help Ss to revise the old lesson Lesson content & techniques for Expected products & assessment organising students’ learning activities of student work - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Work individually Ss’ answers and adds some more information, if necessary B.ACTIVITY 2: READING (9 ms) Aims of the activity Read the text and answer the questions Lesson content & techniques for organising students’ learning activities I Reading - Have Ss Activities and individually, and then compare their answers with a partner Check answers as a class and provide any explanations if necessary Task Read the text Task Answer the questions 142 Expected products & assessment of student work * KEY Because they have the power to deliver information to large audiences at the same time They are broadcast media, Internet media, print media, outdoor media and digital media They want to influence customers’ attitudes towards their ideas, services and products They use advanced advertising methods and techniques Information can reach every corner of the world instantly and cost- effectively Huge sums of money from advertisers allow media channels to make better and more interesting programmes and services for a large number of people worldwide C ACTIVITY 3: SPEAKING (8 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work II Speaking Help Ss to practise speaking with a partner Task Ask Ss to decide on the information they want to Practise speaking with a talk about partner Encourage Ss to practice their conversations until they are influent Invite some pairs to role play D ACTIVITY 4: LISTENING (8 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities Help Ss to practise listening about the topic maintaining cultural identity abroad III.Listening Expected products & assessment of student work Practise listening and then complete the sentences - Play the recording for Ss to listen and decide whether KEY: the statements are true, false or not given F - Play the recording again and pause at appropriate T F NG places T - Check answers as a class C ACTIVITY 3: WRITING (14 ms) Aims of the activity Help Ss to practise writng about the topic solar energy Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work IV Writing Explain any words or ideas that Ss may not understand Give Ss time to read through the suggestions Practise writing Remind them of the useful language they have studied to individually make their essays cohesive and coherent Ask Ss tow rite their first drafts in class, swap them with a partner and then rewrite at home D ACTIVITY 4: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar 143 they have learnt leant and briefly consolidate the lesson E HOMEWORK ( 1m) Ask Ss to all the exercises in Work bookprepare for the next lesson 144 - Some new words 145 ... gathered was became was shouting came gave ordered 10 were discussing 11 was still waiting 12 got 13 crushed 14 began 15 managed 16 were fighting 17 was always dashing F ACTIVITY 5: TASK 2- GRAMMAR... class , a, a, , a a, Ss distinguish the use of a/ an/ the a a a / the the the the a 10 the 11 a 12 a D ACTIVITY 4: CONSOLIDATION (2 ms) Lesson content & techniques Expected products & Aims... S has a notebook and book (student book and work book) Books * Text - book English 12 * Work - book English 12 At home: * Prepare for the new lessons: content, structures, words and phrases,