Giáo án Tiếng anh lớp 12

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Giáo án Tiếng anh lớp 12

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Tài liệu tham khảo cho các bạn học sinh trung học phổ thông có tư liệu học tập tốt, giáo án trình bày dễ hiểu giúp các bạn củng cố kiến thức các bài học trong chương trình lớp 12

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  1. THE FIRST TERM OF GRADE 12 The 1st period Date: 2/ 8/ 2010 Grade 12 Theme: Guiding how to learn and to do English tests Time: 45 minutes I. Objectives: 1. Educational aim: Students know about English book in grade 12 2. Knowledge: Student know: - How to learn English in grade 12 - How to do English tests - How to use student’s book and workbook 3. Skill : - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassetteplayer, etc. III. Procedure: Teacher’s activities Students’ activities Notes Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s knowledge etc. questions Guiding: (35 minutes) 1. Guiding student’s book and workbook: - put the student’s book and * Introduce to students how to use their book workbook on the table and workbook * Introduce to students how to learn reading, - listen to the teacher and speaking, listening, writing, language focus in look through the books their books and how to do the exercises in their books 2. Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 12 include: reading : 25% listening: 25% writing: 25% language focus: 25% - Listen to the teacher 3. Guiding other books and tape, disc, etc. 1
  2. Homework: 3 minutes - listen to the teacher and - Ask students to prepare textbook, notebooks write down the things which and the things for learning andprepare lesson will be prepared at home reading - Unit 1 Unit 1 : home life nd The 2 period Date: 05/ 8/ 2010 Grade 12 Theme: home life Unit 1 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about International Red Cross 2. Knowledge: 2
  3. - General knowledge: Students read and guess the meaning of new words from the con text. + Read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures, Board, tape, cassetteplayer, chalks, etc. IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students look at the picture and ask - Open the book some questions - Listen to the teacher - Let students understand more about , house - Look at the picture and answer hold chores and family life, today we learn - Listen to the teacher and open Unit 1- part A: Reading the book – Unit 1, part A: reading - Work in groups to discuss Before you read : (7 minutes) about the pictures Ask students to work groups to ask and - Work in groups to ask and answer about the pictures answer the questions give by the - Hang on the blackboard the table of teacher. questions. Ask students to work in pairs - Stand up to answer in front of looking at the pictures to ask and answer the class them. P1: Thefamily is at home. 1. Where is the family? P2: The father is playing games 2. What is each member of the family doing? with his son and the mother is 3Is the family happy?Why (not) ? helping her daughter do - Introduce the situation of the context homework. - Read the context once to the class. P3: Yes, it is.because they look - Show students some new words: warm and close –knit. + to be caring + to be close -knit + to be willing to + to bemischievous - Look at the book and listen to do st the teacher - Listen - Help students to summary the main ideas of - Note down the context . * The first paragraph: the writer says about the parents’ jobs and the people in her family. - Work in groups and try to * The second paragraph :The writer says repeat the main ideas in each about the activities of her parents every day. paragraph. * The third paragraph: The writer says about her younger brothers and her herself. * The writer says about the happiness in her family. 3
  4. - Ask students to think of their thoughts -Practise speaking their ideas about a happy family. freely. - Introduce the situation of the passage While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage Listen to the teacher - Explain pronunciation and meaning of new words which appear in the passage + Task 1: (10’) - Ask students to work in groups to read the sentences in the task and then choose the sentence A,B or C that is nearest in meaning to the sentence given. - Work in groups , read the - Read all the sentences which they have sentences carefully chosen loudly to the class - Listen to the teacher and read up the sentences aloud . Teach some new words: close –knit (a), mischievous (a), ..... - Note down the new words. - Ask students to work in groups to do the task. - Call on some students to read the sentences. - Read up. - Common in whole class - Work in groups to do the task + Task 2: (15’) - Divide the whole answers class into 6 groups of 8 students . 1,How busy are the parents in the passage? 2,How caring is the mother ? - Read the passage 3,How do the father and the daughter share - Work in groups to find the the household chore ? sum up of the passage 4,What is the daughter attempting to do after secondary school? - Present the answers in front of 5,Why do the children feel they are safe and the class secure in their family ? - Commend - Ask students to read the questions carefully and discuss the answers - Help students to find the paragraph which - Note down the reason of the contain the information for the answers choice - Call the leader of each group to answer the questions - Work in groups to ask and - Ask the whole class to commend answer the questions using the - Feedback and give the correct answers and information from the passage give point. After you read : (8 minutes) - Ask the whole class to discuss about a happy family. - Call some students to say about their 4
  5. thinking of a happy family - Some students answer the Home work: (2 minutes) questions in front of the class - Write about their family or others they know. - Prepare Part B : Speaking at home Listen and take notes - Do the home work and prepare for the next lesson. The 3rd Period Date: 7/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students can talk about their family and other families + Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family 2. Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about a happy family - Language: asking for and giving information from a passage - New words: words related to the topic 3. Skills: talking about Home life and their activities in the family II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook,.... IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (7 minutes) - Playing games. - Keep books close - Divide the class into pairs and ask students - Listen to the teacher to work in pairs to talk about their family in 3 - Work in groups to talk about minutes - Call of the leaders of each groups family to talk about her/his family in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about our family ) - Pre-speaking : (12 minutes) Task 1 Let students read the following sentences and choose which apply to them 5
  6. or their family. -Work in groups and give - Ask students to work in groups to speak the their ideas why they choose sentences 1, In my family ,only my father works. -Each student stands up and 2,Member of my family share the household talks about their family. chores . A: In my family ,my parents 3,My responsibility in the family is to wash both go to work,..................... the dishes. B: In my family, .......... 4, In my family, the interest we share closely is watching football. 5,I often share my personal secrets with my father. 6, I always talk to my parent before making an important decision. - Go around and listen to the students – Give more suggestions if they need -Practice speaking out their While-speaking : (15 minutes) ideas about their family. A: Who works in your Task 2 - Work in pairs . family ? B : Both my -Let students ask and answer the questions father and mother. about their family. A: Who often does the household chores ? B : My mother mainly does - Listen and give the ideas to each pair. it and sometimes my father help my mother. A :How is your responsibility to your family ? B :I often clean the house and cook the meals when I finish my studying. A : How do the family members share the interest ? B :We often watch television each other in the evening. A : Who do you often share your secrets with ? B : I often share with my mother. A: Who do you talk to before making an important decision? B: I often talk to my parents. - All students write some sentences about their family 6
  7. and then stand up to talk. -Work in groups and each group has a representative to Task 3:Work with a different partner. talk about her/his family. - Ask students to use the questions they P1 : I talked to Tuan . Both have form to ask about her/his family. his parents go to work. But only his mother does the ­ Listen to the students and give remarks. household chores..... P2 : In Loan’s family ,only her father goes to work and her mother is at home ........... -Work in groups and then speak out their opinions. PS : I think a happy family should have............ P : Yes it is . Because every member in the family often - Post-speaking : (10 minutes) share the feelings with each Task 4 other......... - Let the students practise speaking freely about their family. - Listen to the teacher - Write down the homework -Go around to listen and give remarks . - Ask some students to stand up and tell loudly - Listen and correct mistakes Homework: (3 minutes) - Ask students to write a passage about a happy family (80 words) - Ask students to prepare Part C- Listening and do homework The 4th period Date: 09/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students can listen to get information to decide True or False statements + Students can improve their ability of listening to write down the main ideals of the lesson. 7
  8. 2. Knowledge: - General knowledge: Students learn more about a happy family - New words: Words related to family 3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no information II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to close the books - Close the books - Give some pictures and answer some - Listen to the teacher questions - Work in groups and look at 1,Who are they? the picture and answer 2 ,What are the relationship among them ? - Check some students and mark - If you want to know more details about them we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Introduce the topic of the listening: In this you will listen to people talk about their - Listen to the teacher and friends. But now please talk about your open textbooks family first. - Ask students to read all the words given - 0ne or two students talk carefully and show the difficult words or about their family. structures - Explain the words and structures to the - Read the new words. class: -reseved : - Listen and note down - leftover : - spread out : - Work in pairs to ask and * Before you listen : answer - Ask students to look at the picture and + P : -They are having a say : +What are they doing ? party. +How many people are there in the - There are 9 people in family ? the family While-listening: (20 minutes) Task 1 - Introduction: you are going to listen to Paul and Andrea talk about their family. - Keep book open Ask students to read the sentences carefully - Listen to the teacher first to get the True or False. - Ask students to get the difficult words. - Read the sentence carefully - Read the tape-script loudly to the class. to get the True or False - Ask students to decide the answers . statements. 8
  9. - Ask for the difficult ones. - Listen and remark. - Listen to the teacher. - Ask students the question : - Speak out the sentences - Why do you think it is true / false ? individually. ­ Help them if necessary PS : 1, It is false 2, It is false Task 2 3, It is false - Ask students to look through the sentences 4, It is true in task 2 5, It is true - Ask students to listen again and note down two things that are different about Paul’s and Andrea’s families. - Listen and work in pairs to speak out some information they have heard from the tape. After-listening: (10 minutes) - Ask students to open the books - Ask them to discuss the importance of family in a person’s life - Let them work in pairs - Walk round and help students -Discuss and find out the the importance of family in a - Ask some students to stand up and go to person’s life board and write - The students who are called - Listen and correct mistakes go to board and write down Homework: (3 minutes) your answer - Ask students to write a passage about the importance of family in a person’s life -Remember them to prepare Part- Writing at home -Listen to the teacher and write down homework 9
  10. The 5th period Date: 12/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Writing Time 45 minutes I. Objectives: 1. Educational aim: Students can write a paragraph about family rules depending the given prompts 2. General knowledge: Students learn how to write a description , stages of a description - Language: - New words: Words related to the topic 3. Skills: Writing a narrative II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, notebook, some pictures IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) A word game. - Keep book close - Divide the class into 4 groups - Listen to the teacher and - Ask students to work in groups to revise the work in pairs words using to say about family - Work in groups to revise the (in 2 minutes) words - Call the representatives of the groups to - Go to the board to write the write as many words on the boards as words possible. (in 2 minutes) - The winner is the students who has got the - Repeat the meanings of the largest number of correct words on the board. words in front of the class - Call some students to repeat the meanings of the words. Pre-writing: (10 minutes) - - Ask students to use the following verbs and expressions. - Listen to the teacher 10
  11. Give and read some words aloud : and open the books _ Let ,allow, be allowed to, have to, permit, - Read all words and etc. expressions and work in + Some expressions : pairs . - doing household chores A : Do you have to do the - coming home late household chores ? - preparing meals B : Yes, after my studying - watching TV or my free time. - talking on the phone A : Are you allowed to - using the family motorbike come home late ? - Listen to the pairs and help them if they B: No, because my parents get some difficulties in speaking. are strict.. - Ask students to stand up and say a A : Do you often prepare paragraph about his/her family. the meals ? etc Each representative of a group stand up and say about the family. A: - In my family , everybody has to do the household chores. I’m not allowed to come home late, I only can watch TV when I finish my homework...... While-writing: (18 minutes) Task 2 Ask students to use the ideas they ‘ve + Write the letter dicussed to write a leter to a pepal about their individually. family. - Every family has its own -Give some out line : first, second ,further rules. Mine has a few. First, more, and...finally.....etc. everybody has to do the house hold chores, we only - Call two good students present their outline go out or watch TV when we in front of the class finish all homework........ - Ask the others comment - Feedback and give some correction to help students to have a better outline to write. Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s description - Some students read loudly - Ask some students to read loudly their their products in front of the description class... - Correct mistakes and mark Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the student’s work book and prepare part Language Focus - Listen to the teacher and write down homework 11
  12. The 6th period Date: 14/ 8/ 2010 Grade 12 Theme: Home Life Unit 1 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Pupils can pronounce the endings /s/ ,/z/ 2. Knowledge: 12
  13. - General knowledge:+ Students have to remind of tense :past simple, past progressive and present perfect. + Students have to do some exercises of tense - New words: Words related to topic 3. Skills: Intonation and phrasal verbs II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures, board, tape, cassetteplayer, chalks. IV. Procedure: Teacher’s activities Students’ activities Notes Pronunciation: (8 minutes) - Guide students to pronounce the endings Listen to the teacher. /s/,/z/ : bats /s/ . bags /z/ - Ask students to read the up the words and - Listen to the teacher and the sentences read up - Ask students to read up in chorus twice - Call some students to read up in front of the - Read up in chorus twice class - Some students read up in front of the class . GRAMMAR:(35munites) 1,Tense of verbs: * Ask students to repeat the they’ve leant. - Listen to the teacher and + The past simple. speak out . + The past progressive. P1: - past simple + The present perfect. P2: - past progressive - Ask students to give some sentences. P3 : present perfect - Let students compare the differences ebtween past simple and present perfect - Some students give more Listen and give remarks examples. * Example : - He left the room last week. - They were having dinner at 8 o’clock last night. -She has learnt English since she was in grade 1. - Work in pairs and give the differences. * past simple : happened and finished with the definite time in the past ,not related to thepresent. -Ex : He bought a car yesterday. * present perfect : started in the past but related to present or future and give the result at present. -Ex : She has learnt English since she was in the grade 5. 13
  14. Exercise 1: - Ask students to work in groups to do the - Work in groups to do the exercise 1. exercise - Ask students to choose their suitable verbs in the sentences. 1. Have you seen - Call the leader of each group present their 2. Did you enjoyed it?. answers on the board 3. has been. 4. Did you give/saw. 5. didn’t listen 6. Have you two met before ? - Ask the whole class to comment 7,Have you met ? - Discuss the answers and give comment on the sentences Exercise 2: - Listen to the teacher and - Ask students to work in groups to do the work in groups exercise 2. to do the exercise. - Ask students to decide which answer ( A, , 1, B : haven’t written B,or C) 2, C : have been - Call the leader of each group present their 3, A : had answers on the board 4, A : haven’t done - Ask the whole class to comment 5, B : have stopped 6, B : am waiting 7, B : have changed 8, C : live 9, A : decided 10,B : becomes 11,B : told 12,C :moved 13,C : come 14, C : stay 15, B : am going Homework : (2 minutes) - Redo the exercises Ask students to do Part Language Focus and - Do the exercises in the prepare part Reading of Unit 2 at home workbook - Prepare for the next lesson 14
  15. Unit 2: cultural diversity The 7th period Date: 16/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students read passage comprehension about role of cultural diversity - Students know how to use the new words through asking and answering 2. Knowledge: - General knowledge: - Through this unit, students know more about cultural diversity - New words: Words related to the topic( culture, society....) 3. Skills: -Guessing meaning from context -Summarizing main idea -Passage comprehension II. Method: Intergrated, mainly communicative III. Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Ask students to list out the factors that create ­ Listen to the teacher a happy life ­ Answer the question -Let students work in pairs -Ask students questions _Lead in: Today, we’ll study a new lesson Unit 2- part A :Reading Pre-reading: (7 minutes) - Ask students to work in groups of four Work in groups to talk about and guess what are happening in the picture. the Hang on the blackboard the table of the activities in the pictures questions to help students to guess the activity 15
  16. in each picture: - Look at the questions and - Which of the following factors is the most try to answer them in groups important for a happy life ?W hy ? to discuss. - Love, money, parents’ approval, a nice house,a good job, good health...etc. - One student speaks out his/ - Ask the representatives of the groups to her ideas in front of the express their ideas in front of the class. class . - Give the feedback + Pre-teach some new words - precede (v) - counterpart(n) - Look at the board, note - confide(v) - sacrifice (v) down. - Ask students to read up in chorus twice. - Ask students to guess the meaning of the new words. - Read the new words in + Introduce the situation of the passage chorus twice. + Show students the tasks of the reading - Work in groups to guess While-reading: (20 minutes) meanings of the words. - Make the class read the small talks, to scan - Listen to the teacher the details and do the tasks Task 1 : Ask students to read the passage in skim to make sure the meaning of the words. - Call some students to show the meanings Read the passage in skim - Ask students to read the passage again and do the task in groups of four - Show the meaning of the - Call on some students to read the answers inwords. front of the class. - Work in groups to fill in the - Ask students to read the sentences with the blanks. words given - Read the italicized words/ phrases and explain in front of the class : 1, precede : happen or exist 2, determine : find out 3,confide : tell somebody about something very private or secret Task 2 4,sacrifice : willingly stop - Ask students to work in groups of 8 to having something you want answer the questions given. 5, obliged : having a duty to - Call on some students to show the class the something. right answers - Work in pairs to answer the -Listen to the students and help them if questions. neccesary. A: What are the four key values in the survey ? B: They are Physical attractiveness, Confiding,........ A: Who are much more 16
  17. concerned with physical........... ? B :The young Americans are much more concerned than the young Indians and the Chinese........ A: What are the Indian students’ attitudes on a partnership of equals ? Post-reading: (12 minutes) B :The Indian students agree Ask students to work in groups to discuss that a woman gas to about the question : sacrifice........ + What are the differences between a traditional Vietnamese family and a morden - Read the questions Vietnamese family ? carefully and work in pairs to - Give some suggested words to talk about a answer the questions. family :number of children, the house they A: - I think a modern family like to have, the head of the family , who has fewer children than a works , who takes care of the housework and traditional one. children , the income... the head of the family in a modern family is both a husband and wife, they share ­ Call on some representatives on the the household chores and groups to talk about the differences take care of their children.... - Work in groups to discuss to compare to other groups. - Talk in front of the class about the class. -Listen to the teacher and Homework : (2 minutes) take note -Do reading text in workbook -Prepare the next lesson 17
  18. The 8th period Date: 17/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students can talk about the differences among cultures 2. Knowledge: - General knowledge: - Through this unit, students can talk about the differences among cultures - Know how to arrange opinions sensibly - Language: Students use sentences, words, phrases and expressions for making their view 3. Skills: Fluency in expressing opinion and expressions for making a opinion II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 12, hand-outs IV. Procedures: Teacher’s activities Student’s activities Notes Warm-up:(5minutes) Checking the last lesson - Listen to the teacher - Call two students to go to the board. Students 1 and 2 : Talk about the differences between a traditional family and a modern family they’ve written at home. - Ask the other students to comment about -Read the paragraph in front 18
  19. the talking. of the class - Feedback and give correction if necessary - Lead the whole class to the topic of the lesson. Pre-reading: (8 minutes) ­ Task 1: We are going to talk about the differences among cultures . - Ask students to express their point of view - Listen to the teacher on the followings ideas , using the words or expressions in the box. * In Vietnam ,three or even four generations may live in home. * A happy mariage should based on love. - Read the sentences given * In some Asian countries , love is supposed and work in groups to dicuss. to follow marriage not precede it. A : In my opion,it is not good * In some countries, a man and a woman for three or four generations may hold hands and kiss each other in to live in a family because public. they will find it difficult to - Listen to the students and give remark sympathy their interests and habbits ...and I agree that love is supposed to follow mariage not precede it. B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because While –speaking : (16munites) they can help each other a lot Task 2: - Ask students to work in pairs to discuss about the differences between the culture in- Work in pairs to discuss and America and in Vietnam. give their ideas about the +Give the culture in America: differences - Two generations ( parents and children ) + Give the culture in live in a home. Vietnam. - Old- aged live in nursing home. -There are more generations in a home (grand parents, - It is not polite to ask questions about age, marriage and income. parents and children ...) - Americans can greet anyone in the family - Elders live with their first. children and are taken care of - Groceries are bought once a week. by their sons. - Christmas and New Year holidays are the - Can ask the questions about most important. the age, marriage and - Children sleep in their own bedrooms. income.. - Have to greet the older first. + Listen to the students and give more the - Do the shopping everyday. ideas about the differences. - Tet holiday is the most important. - Children can share 19
  20. bedrooms with the other in a family. Post-reading: (14 minutes) Task 3: - Work in groups or in pairs - Ask students to work in pairs or work in to compare. groups to talk about the similarities and Ps : - There are differences differences between Vietnamese and and similarities between American cultures, using the features Vietnamese and American discussed in the task 2 . cultures .In America, two generations (parents and - Listen and give remarks on their opinions children) live in ahome . In Vietnam, two, three or even four generations live under one roof...etc. Homework:(2minutes) -Students write a paragraph about the cultures in Vietnam. -Listen and copy - Do the exercises in the workbook - Prepare for the next lesson The 9th period Date: 21/ 8/ 2010 Grade 12 Theme: cultural diversity Unit 2 Listening Time: 45 minutes 20
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