intTypePromotion=1
zunia.vn Tuyển sinh 2024 dành cho Gen-Z zunia.vn zunia.vn
ADSENSE
 » 
 » 

AIMS OF OBJECTIVES

Chia sẻ: Thanh Cong | Ngày: | Loại File: PDF | Số trang:91

Thêm vào BST
Báo xấu
42
lượt xem 5
download
 
  Download Vui lòng tải xuống để xem tài liệu đầy đủ

Presentation of the new materials Time Teacher’s Activities LEAD – IN 1m Before we study the twelve program we should revise the eleven program -Asks sts to give structures of the present simple - Asks sts to give examples Asks sts to give structures of the present cotinuous.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: AIMS OF OBJECTIVES

  1. T Q High School School year: 2010-2011 Period: 1 Date of teaching: August 22, 2011 Class : I .AIMS OF OBJECTIVES: 1. Language content: To help sts revise the grammar of the tenth program 2.Language function: Using those grammar points to make sentences 3.Education aim: II .Languages: 1.Vocabulary: 2.Structures: all structures in the grammar of the tenth program 3.Skills: 4 skills 4.Educational factor : III.TEACHER AND STUDENTS’ PREPARATION 1.Method: Communicative approach 2.Techniques: Pairwork , groupwork, Questions and answers … 3.Materials needed: grammarbook 11 4.Students’preparation: 5.Previous exercises : IV. PROCEDURE IN CLASS 1.Stabilization: 2ms : a. Greeting Presentation of the new materials Time Teacher’s Activities Students’ activities The content LEAD – IN - The present simple 1m Before we study the twelve S+ V S+ V-S / ES / IES program we should revise S + DO/ DOES + NOT + V the eleven program DO / DOES + S + V ? -Asks sts to give structures Listen and repeat after -The present cotinuous of the present simple the teacher S + IS / AM / ARE (NOT ) + V- - Asks sts to give examples Give examples ING - Asks sts to give -The present perfect structures of the present S + HAVE / HAS ( NOT )+ PP cotinuous -The past simple - Asks sts to give examples S + V – ED S + V – REG -Asks sts to give structures Work in groups -The past perfect of the present perfect S + HAD (NOT ) + PP - Asks sts to give examples -The future simple - Asks sts to give structures S + WILL ( NOT ) + V 38 m of the past simple Give examples -Gerund and infinitive - Asks sts to give examples G = V – ING - Asks sts to give structures -Used to + infinitive of the past perfect USED TO + V - Asks sts to give examples Listen and write in the -Who, which, that notebooks -Reported speech -Coditional type 1,2,3 Giaùo aùn 12 (chuaån) -1- GV: N Ñ P
  2. T Q High School School year: 2010-2011 - Asks sts to give structures Give examples Type 1 of the future simple IF CLAUSE - simple present - Asks sts to give examples MAIN CLAUSE – simple future - Asks sts to give structures Type 2 of Gerund IF CLAUSE - simple past - Asks sts to give examples MAIN CLAUSE – would + V - Asks sts to give structures of Coditional type 1,2,3 Listen and repeat after - Asks sts to give examples the teacher Type 3 - Asks sts to give structures IF CLAUSE - past perfect of the Passive voice Give examples MAIN CLAUSE – would + have + - Asks sts to give examples pp - Corrects mistakes -The Passive voice S + TO BE + PP + BY + O Comparision Consolidation : Asks sts to - Revise 2ms revise all structures of grammar 2ms Homework: Do the exercise again Seft-evaluation : ........................................................................................................................................................................ ........................................................................................................................................................................ HOME LIFE Unit : 1 Period : 1 READING Date of teaching: August 24, 2008 Classes : 12 I. AIMS AND OBJECTIVES : + Language content: - To present and practise new vocabulary relating to the personal experience. - To understand more about the family life by scanning for specific information. + Language function: - To help sts know the home life of the writer. - To develop skills ,especially reading skill. + Educational aim: To advise us to share household chores in the family Giaùo aùn 12 (chuaån) -2- GV: N Ñ P
  3. T Q High School School year: 2010-2011 1. Language : Vocabulary : Shift, household chores , eel,obedient Structures : Review the simple past and past perfect tense , past progressive 2. Skills : Integrated skills. Especially reading skill . 3. Educational factor : To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them. II. TEACHER’S AND STUDENTS’ PREPARATION. 1. Method : Communicative approach 2. Techniques / Activities : pairwok, explanation,groupwork … 3. Materials needed : textbooks , references , teaching aids …… 4. Students’ preparation : Lesson preparation Appliances for studying. 5. Previous exercises : No III. TEACHING PROCEDURE. 1. Stabilization : (2’) Good morning class! How are you today ? Who is absent today ,monitor ? 2. Checking up the previous knowledge 3. The new lesson : stages Students’ Teacher’s Activities The Lesson content and time Activities I.Presentation 1. Warm up: Gives Ss a game - Play the game of the new Unit : 1 material. -Divide the class into2groups HOME LIFE (5’) - Asks each group to make - Work in groups Period : 1 questions about the family and READING the other answer the questions I. New words: -The group make more correct - shift :(n) period of time questions and answers will worked by group of win workers who start work - Use the the followings as another group finishes: 1. what does your father do? ca, kíp 2.who often cooks in your - household chores : :(n) family ? coâng vieäc nhaø 3. who often earns the most eel:snakelike fish:Chình money in your family? -Obedient: :(a) Vaâng 4. Do you often help your lôøi mother to clean the house? (8’) Words : teach children, water flowers, sew clothes, share personal secrets, happy family, come home late…… -Correct mistakes and choose the winner Giaùo aùn 12 (chuaån) -3- GV: N Ñ P
  4. T Q High School School year: 2010-2011 2. Before you read: - Look at the picture -Hangs the picture of the and answer the family (in the book) on the questions wall. -Write the lesson -Asks Ss some questions 1.Where is the family? 2.What is each member of the -Work in pairs, think family doing? and answer the 3.Is the family happy? Why ? questions. 4. Why not? - Presents some new words. -Answer. shift, household chores , II. Tasks: eel,obedient -Write down new A.Task 1: ( Use pictures, synonym, words and guess the Feedback: explanation to explain the new meaning of them. 1 b, 2c, 3a, 4b, 5a words.) B. Task 2: -Reads new words and asks sts -Repeat after the 1. They are very busy . to repeat. teacher. They have to work long - Checks the understanding of -Match the new words hours and sometimes new words. with their meaning. they have to work at - Helps sts review the simple - Take note. night present tense. 2.She is a very caring 3. While you read:. woman . She………. me (18’) -Asks sts to read the passage 3.The daughter…. at silently and to get more - Do silent reading. weekends information about the the 4. She attempts to win a work of each member in the place at university family. 5.Because they are…find - Guides sts to do Task 1. - Work invidiually. solutions quickly -Asks sts to choose the best C. After you read: answer. Answer the following - Feedback. questions: Guide sts to do Task 2: Feedback: -Asks sts to answer the questions in the book Work in pairs Calls some Sts to check. Feed back. . 4. After you read: . ( 8’) Asks Ss to work in the groups -Work in groups *The summary: of five to compare the family described in the text with his/ her own family -Work in groups to -Correct and give feedback. summarize the content -Asks the group leader to talk of the text. about the writer’s family -Talk about the -Calls some sts to talk about writer’s family * Homework : his/her family -Talk about his/her -See again all carefully -Corrects mistakes and family - Learn by heart all the evaluates. words , the summary of -Asks students to look over all the text. at home:the words ,the Take note. - Talk about your family Home work Giaùo aùn 12 (chuaån) -4- GV: N Ñ P
  5. T Q High School School year: 2010-2011 ( 4’) summary of the text. - Prepare the vocabulary in speaking period, Self – evaluation:………………………………………………………………………………………………… ……….. HOME LIFE Unit : 1 Date of preparing: August 25, 2008 SPEAKING PERIOD : I. AIMS AND OBJECTIVES: + Language content: :- To help sts know the relationship and responsibilities of all the members in a family and asking and answering about household chores and family life. - To help Sts guess some new words and expressions from the context. + Language functions: - To enable students to know the relationship and responsibilities of all the members in a family. + Educational aim: -To make students 1. Language: + Vocabulary: + Structure: Tense revision: past simple, past progresssive and present perfect . . 2. Skills: integrated skills 3. Educational factor: II. TEACHER’S AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques/ activities: pair work, ask and answer question, repetition, games 3. Materials needed: sub-board, text books, black board, chalk 4. Students’ preparation: prepare the lesson, practice speaking 5. Previous exercises: Revise the simple past tense III. PROCEDURCE IN CLASS: 1. Stabilization: Make greeting and check attendance 2. Warm up: (5’) Household chores - cooking - doing the washing up - cleaning the floor - take care of baby So forth …… =>Lead in: today we are asking and answering about the household chorus and family life Time Teacher’s activity Students’ activity The lesson content 1. Pre-speaking: 5 Before – Speaking: Giaùo aùn 12 (chuaån) -5- GV: N Ñ P
  6. T Q High School School year: 2010-2011 Task 1: Ask Ss to read the statements -Work in group to Note: Share : - share household chores and tick () the ones apply that apply discuss. -share an interest to you and your family. -Share personal secrets Have Ss talk about what they discuss basing on the following questions: -Who in your family go to work? -Which members of your family share the household chores? -What you often do to help your parents? -What does your family usually do when having free time? -who do you share your own secrets Practise speaking with? in front the class. - Who do you have to ask for advice before making an important decision? -Ask Ss to practice speaking in pairs. 8 Task 2: While – speaking: - Listen to the the *Suggested answers: Task 2: Work in pairs to find out whether your partner’s family life is and work like yours. individually and -A:Who work in your family? Get Ss to practice asking and share the results B: My father answering about your friend‘s family with others. -A:Who does the washing up in your life, using the suggested questions family? below. B: My sister -Who work in your family? -Work in pairs to -Who does the washing up in your make family? 7 Question Task 3: -Does your father do the household -Listen and take chorus? who works in the family? both -What is your responsibility in the notes parents family? - Sts : Change pairs Who does household chores? - What interest do your family and practise the What is your responsibility in members share together? task. the family? - Who do you often talk to before -Listen and take making an important decision? What interest do the family notes Call some pairs to practice speaking members share closely? Ss: get back to their in front the class. Take note of week original pairs, tell Who do you often share your students and help when necessary. each other the Task 3: Work with a different partner secrets with? information they’ve and ask him /her about his (her) Who do you often talk to before family life .Note down the answer in collected . making an important decision? the table. (Using the suggested -some Ss chosen questions in task 1 & task 2) report in front of the ………………….. - T : correct mistakes in time. class. Task 4: :*Suggested answers: Task 4 : Get back to your original I talked to ... Both his parents ...But only his pairs .Tell your partner the mother ..., his father ... information you have collected . Eg:I have just talked with Nga about her For example: I have just talked with Nga about her family life. She told me family life. She told me that her father and that her father and mother go to work. mother go to work. 8 Post – speaking: * Talk about your family Homework: (2’) Write a short para. about your family life -Prepare the next part: listening lesson. Self- evaluation:…………………………………………………………………………………………………………… ….. Giaùo aùn 12 (chuaån) -6- GV: N Ñ P
  7. T Q High School School year: 2010-2011 HOME LIFE Unit 1: LISTENING Period: Part C: Classes:12 Date of preparing: August 26, 2008 I/ Aims and objectives: + Language content: - To introduce some new words relating to family reunion. - To help the students listen and understand the conservation about the home life of two characters + Language function:- To help the students listen and decide on true or false statements; and fill in the missing information + Educational aim:- To enable the students to know the importance of family in a person’s life 1. Language:+ Vocabulary: Flight, coach, reserved, rarely, close-knit, spread out, leftovers, crowded. + Structure: 2. Skills: Integrated skills; especially listening skill 3. Educational factor: II. Teacher and students' preparation: 1. Method: Communicative approach. 2. Techniques/ activities: explanation, repetition, ask and answer, pair works, group works and T/F statement. 3. Material needed: Pictures showing family reunion. 4. Students' preparation: Preparing the content of lesson at home. 5. Previous exercises: III. PROCEDURE IN CLASS: 1. Stabilization: (Warm – up) (2’) - Makes a greeting - Checks attendance - Asks the students about their health, summer holiday 2. Checking up previous knowledge (5’) - Calls a pupil to go to the black board and asks him or her to tell about his or her family life. - Checks and gives mark 3. New lesson: Time Teacher’s activities Students’ activities The lesson content C. LISTENING Unit 1: LISTENING 1. Lead – in: 3ms - Asks pupils to play a game: Game: “JUMBLED - Play a game “JUMBLED WORD” WORD” rearrange the - Asks pupils to rearrange the letters to make a letters to make a meaningful word meaningful word “RINENOU” “RINENOU”. - Checks and leads to the new  REUNION lesson: “Today, let’s listen to the tape about the family reunion of - Listen and pay people.” attention to the 2. PRE LISTENING Activity 1: teacher. - Asks the students to look the pictures and discuss what is happening in each one. 1.Answer the questions: Picture 1 Picture 2 1. What do you see in the - Work in pairs - Asks some questions: picture 1? and answer the 1. What do you see in the picture 1? 2. Who are they? questions. 2. Who are they? 3. Do you think they all live 3. Do you think they all live in the Giaùo aùn 12 (chuaån) -7- GV: N Ñ P
  8. T Q High School School year: 2010-2011 same house? in the same house? 4. What are they doing? 4. What are they doing? 5. Is that a usual or special meal? 5. Is that a usual or special 1. How do you know? meal? How do you know? …………………… 6. Have you they eaten up all the 6. Have you they eaten up all ……. food on the table? (picture 2) the food on the table? 6ms 7. On what occasions do people (picture 2) come home to have a family 7. On what occasions do reunion? people come home to have a 8. How do they come home? family reunion? -Checks and corrects mistakes. 8. How do they come home?  big family, a big meal, special occasion, lots of food, leftovers, spread out, holiday season, coach, 2. New words: plane, a flight. Flight, coach, reserved, Activity2: rarely, close-knit, spread - Asks pupils to repeat some new - Listen and correct out, leftovers, crowded. words. mistakes Flight, coach, reserved, rarely, themselves. close-knit, spread out, leftovers, 3ms crowded. - Turns on the tape and asks them to repeat new words again and corrects pronunciation. 3. While listening - Repeat some new Task 1 words. - Asks students to open their books and listen to the teacher. You will hear Paul and Andrea talking about their family life. 7ms - Repeat after the Listen to the tape and decide if the tape Task 1: sentences given are True or False. 1T-2F-3F-4T-5T - Asks the students to read the sentences in task 1 and guess the questions(T/F) - Checks the answers in the book (T/) before listening to the tape. - Open their books -Asks the students to listen the tape and describe the in the first time, then decide if the pictures in their sentences given are True(T) or books. False(F).(work individually-in pairs) -Guess the answer -Checks whether they have the before listening to answer or not the tape. - Checks the first time - Asks students to listen to the tape - Listen and pay in the second time. attention to the - Checks the second time. - Lets the students listen the third teacher. time, stops at the answer for the students to check their answer themselves - Listen to the tape - Gives the answers: 1T-2F-3F-4T- and do the task 5T Task 2 Giaùo aùn 12 (chuaån) -8- GV: N Ñ P
  9. T Q High School School year: 2010-2011 -Asks the students to listen again Task 2 and note down two things that are 1.Paul’s family members different about Paul’s and Andrea’s are not very close but families. Andrea’s family is a very - Asks the students to complete the -Listen again close-knit family. 11ms sentences ( work in pairs) 2. Paul’s family often eat 1.Paul’s family the meals the mother members…………………. cooks at home but her but Andrea’s family often go out to eat family…………………………. when they get together 2. Paul’s family often - Listen and do the eat………………… but her task family…………………………… *Home work: ………… - Listen and take +write about your family - Lets the students to listen two notes reunion. ( in not more times to find out the answer. - Work in pairs to than 100 words) - Calls some sts to go to the board ask and answer +Prepare the next lesson and write out their answers. questions about the (writing). 6ms - Lets the students to listen the last importance of one to check their answers on the family in a person’s board, then correct the wrong life. answers. 4. Post listening - Asks pupils to work in groups to discuss the importance of family in a person’s life. - Gives the following question and asks the students to discuss in groups: Is family very important to you? Why do you think so? - Corrects and gives marks to encourage their work. Or goes around and help some students. IV. Home work: (2ms) - Asks them to write about your family reunion. ( in not more than 100 words) -Asks them to prepare the next lesson (writing). V. Self – evaluation: ………………………………………………………………………………………….. HOME LIFE Unit : 1 WRITING Period : Date of teaching: August 30, 2008 Classes : 12 II. AIMS AND OBJECTIVES : + Language content: - To present and practise new vocabulary relating to the personal experience. - To understand more about the family life by scanning for specific information. + Language function: - To help sts know the home life of the writer. - To develop skills ,especially writing skill. + Educational aim: To advise us to share household chores in the family 1. Language : Giaùo aùn 12 (chuaån) -9- GV: N Ñ P
  10. T Q High School School year: 2010-2011 Vocabulary : shift, household chores , permit,be allowed. Structures : Review the simple past and past perfect tense , past progressive 2. Skills : Integrated skills. Especially wriing skill . 3. Educational factor : To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them. II. TEACHER’S AND STUDENTS’ PREPARATION. 1. Method : Communicative approach 2. Techniques / Activities : pairwok, explanation,groupwork … 3. Materials needed : textbooks , references , teaching aids …… 4. Students’ preparation : Lesson preparation Appliances for studying. 5. Previous exercises : No III. TEACHING PROCEDURE. 1. Stabilization : (1’) Who is absent today ,monitor ? 2. Checking up the previous knowledge : 3. The new lesson : stages Teacher’s Activities Students’ Activities The Lesson content and time I.Presentation I/ Warm up: - Ask students to make - Work in group to of the new Unit : 1 HOME LIFE material. many sensible sentences as they can make the sentences Period : by joining the elements in the WRITING following pattern table. I. New words: + be allowed to My parents + permit ( V ) My mother My father + household chores ( n ) I Eg: + provide ( v ) 1. My parents don’t let II/ Task 1: Use the me come home late. verbs and expressions to (not) let 2. I have to do the make the sentences what (not) be allowed household chores. rules you have in your (not) have to family. (not) permit -Listen to the teacher Eg: + I have to prepare meals come home late when my mother is out. do the household chores -Write some new + I am not allowed to use use the family motorbike words my family motorbike talk on the phone with friends until I have a driving - Divide the class into 2 groups. license. - Work in group to make the sentences and choose a winner. + During the school year, Eg: I’m not allowed to watch 1. My parents don’t let me come TV until I have finished home late. my homework. 2. I have to do the household chores. III/ Task 2: Use the 3. My father doesn’t have to do the household chores. ideas above to write a 4. I am allowed to talk on the phone letter to a pen pal about with friends. their family rules: Lead to the writing: Giaùo aùn 12 (chuaån) - 10 - GV: N Ñ P
  11. T Q High School School year: 2010-2011 write about family rules . Every family has its III. Before you write: -Do task 1. own rules. Mine has Task 1: ( work in groups ) afew. First everybody has * Introduce some new words : Eg: to do their share of + be allowed to + I have to prepare household chores. Both + permit ( V ) + household chores ( n ) meals when my my parents go to work ,so + provide ( v ) mother is out. when we get back home - Ask the students to look at task 1 + I am not allowed to we always share the and practice . - Use the verbs and expressions to use my family household chores . when make the sentences what rules they motorbike until I have I return home from have in their family. a driving license. school , I have to help my Eg: mother to do the + I have to prepare meals when my housework such as mother is out. -Task 2 preparing meals and + I am not allowed to use my family motorbike until I have a -Use the ideas above cleaning the house . My driving license. to write a letter to a father sometimes helps to + During the school year, I’m not pen pal about family cook in the kitchen . allowed to watch TV until I have rules. Second , my parents are finished my homework. very strict and never - Go round to help the students. allow me to come home - Call some students to stand up and practice in front of class. -Listen to the teacher. late . Because I am a - Teacher can list some good ideas student I am allowed to on the board. watch T.V only when I IV. While you write: have finished my study or * Task 2: ( work in groups ) homework but my - Ask the students to use the ideas above to write a letter to a pen pal -Correct their writing parents let me watch it at about their family rules. Begin as again in their notebooks. weekend . Finally when follows: Every family has its own we have any problems , rules. Mine has afew. First… we must talk to them and - Walk round and help students. ask them for advise - Ask students to compare their writing with another groups. Write to me and tell - Choose one writing to correct in me about your family front of class. rules V. After you write: Yours sincerely - Ask the students to correct their Hoang Duy writing again in their notebooks. Cuong VI. Home work: Asks Ss to write a letter to friend IV/ Home work: at home Take note Self – evaluation:………………………………………………………………………………………………………… Giaùo aùn 12 (chuaån) - 11 - GV: N Ñ P
  12. T Q High School School year: 2010-2011 HOME LIFE Unit : 1 Period: Classes: 12 Date of preparation: September 2, 2008 Teaching item: LANGAUGE FOCUS I) AIMS AND OBJECTIVES. + LANGUAGE CONTENT: + To introduce two sounds / s / and / z / and to revise the previous grammar: tenses + LANGUAGE FUNCTION: + To enable the sts to pronounce two sounds / s / and / z / + To enable the sts to do the exercises, using the right tenses + EDUCATIONAL AIM: + To have the sts be familiar with the new sounds and revise the previous tenses 1/ Languages:  Vocabulary: * Structures: past simple, past progessive and present perfect 2/ Skill : Integrated skills : Writing 3/ Educational factor: + To make the students use the right pronunciation and grammar II) TEACHER AND STUDENTS' PREPARATION. 1/ Method : Communicative approach. 2/ Techniques: 3/ Materials needed: Lesson plan, Textbook, Colour chalk, Pictures 4/ Students' preparation: * Read the guiding books and grammatical books before going to school. * Prepare new words and grammar for the language focus 5. Previous exercises: 6. Time limited: 45’ III) PROCEDURES IN CLASS. 1. Stabilization: * Greeting the students and asking them something about the attendance, their health, the weather a nd preparation. 2. Checking up previous knowledge: - Asks one or two student(s) to go to the BB to give the correct tenses of the verbs. 1. I …………..(lose) my key. I …………(not/ find) it yet. 2. I ………..(walk ) home when I ………(see) my friend, Lan. The suggested answers. 1. lost/ havn’t found 2. was walking / saw - Gives comment and marks 1. Presentation of the new materials. Giaùo aùn 12 (chuaån) - 12 - GV: N Ñ P
  13. T Q High School School year: 2010-2011 SPECIFIC STAGES  Ti The content Teacher's activities Students' activities me Of the lesson A. Pronunciation: Unit 1: I. Warmer: HOME LIFE - Introduces some pictures. Asks the - Look at the pictures and students to look at the pictures and and answer the question: Part: and answer the question: LANGUAGE FOCUS What are they? - They are birds a. Picture of birds b. Picture of sharks - They are sharks c. Picture of kids - They are kids - Asks the sts to pronounce the - Pronounce the sounds sounds / s / and / z /. / s / and / z / Today we are going to study Unit 1 – Language focus. First of all, we will practice the pronunciation A. Pronunciation. II. Pre – Practice: Listen and repeat: - Demonstrates the sounds / s / and / z / - Pay attention to the teacher / s / and / z / by pronouncing them clearly and slowly. / s/ /z/ - Instructs the way to pronounce the - Learn how to pronounce bats bags sounds / s / and / z / and helps them to correctly kits kids distinguish these sounds ( by using speaks speeds diagram) dates days - Helps the sts to recognize the sounds/ photographs halves s / and / z / . - Copy down a. Generally: we pronouce the sound / s How to recognize the / with the pronunciation of the ending sounds/ s / and / z / . “s” a. Generally: we pronouce b. Specially. We pronouce the sound / the sound / s / with the z / with the words ending the letters pronunciation of the ending such as: “b, g, n, l, d, v, m, r” “s” ex: - books / s/ - girls / z/ b. Specially. We pronouce - Introduces the sts some words relating the sound / z / with the to these sounds. / s / and / z / words ending the letters / s/ /z/ such as: “b, g, n, l, d, v, m, bats bags r” kits kids ex: - books / s/ speaks speeds - girls / z/ dates days photographs halves III. Controlled – Practice: - Asks them to practice reading aloud - Practise reading aloud the the sentences in the textbook on sentences from the textbook page18. 1. I saw some bats flying from the bags 2. He often speaks at different speeds 3. She tore the photographs into - Some sts perform in front halves of the class Giaùo aùn 12 (chuaån) - 13 - GV: N Ñ P
  14. T Q High School School year: 2010-2011 4. I always have dates on rainy days 5. The kids are playing with their toy kits - Calls on some sts to perform in front of the class More exercise IV. Free – Practice: - Asks the sts to tick the words they - Hear it carefully recognize in the sentences you hear the sugegsted answers 1. a. bus b. buzz 1. buzz 2. a. sip b. zip 2. Sip 3. a. price b. prize 3. price 4. a. pence b. pens 4. pens 5. a. police b. please 5. please 6. a. Sackville b. Zackville 6. Sackville the listening test 1. I hear a buzz 2. Sip it clowly 3. What’s the price? 4. I only have a few pens 5. ‘Help, please!’ he shouted 6. He lived in a town called Sackville B. Grammar: I. Pre – Practice: - Asks the sts to look back to the - Look back and give the exercise on the board and then give form the form of the tense used in the sentences 1. I …lost … my key. I …haven’t found …. it yet. 2. I ……was walking…… home - Revises the use of present when I … saw…my friend, Lan. tenses. - Revises the sts the use of present continuous tense, simple present tense and present perfect. B. Grammar: B. Grammar: I. Pre – Practice: A. The past simple or - Asks the sts to look back to the past progressive. exercise on the board and then give - Look back and give the 1. The use of the simple the form of the tense used in the form past tense sentences Form: S + Ved / V2 1. I …lost … my key. I …haven’t ex: He went to Hanoi last found …. it yet. summer 2. I ……was walking…… home when I … Usage: to express an saw…my friend, Lan. action happening in the A. Revises the use of the past simple. past. Form: S + Ved / V2 B. The use of the past ex: He went to Hanoi last summer Usage: to express an action happening in - Revise the use of the past progressive the past. simple and past progressive Form: S + was/ were + Action in the past now Ving Giaùo aùn 12 (chuaån) - 14 - GV: N Ñ P
  15. T Q High School School year: 2010-2011 B.The use of the past progressive Ex: I was walking down Form: S + was/ were + Ving the street when it began Ex: I was walking down the street when it to rain. began to rain. C. The use of the Usage: - t o express an action occurring at present perfect. the point of time in the past - to express an action that was in Form: S + have/ has + PP progressive when the other action occurred Ex: I have already read Action 2 that story. now Usage: - to express the Action 1 idea that something C. The use of the present perfect. Form: S + have/ has + PP happened or never Ex: I have already read that story. happened before now. now - used with for and since, Usage: - to express the idea that something express a situation that happened or never happened before now. began in the past and - used with for and since, continues to the present. express a situation that began in the past and continues to the present. - - Do the exercise 1 by underlining Exercise 1: II. Controlled – Practice: the suitable tense in each sentence The suggested answers Task 1: in pairs. 1. Have you seen - Asks the sts to underline the most The suggested answers 2. Have you enjoyed suitable tense in each sentence in 1. Have you seen 3. has been pairs. 2. Have you enjoyed 4. Did you give – saw 3. has been 5. didn’t listen - Go around and help them 4. Did you give – saw 6. Have you two met - Calls on some sts to give the right 5. didn’t listen 7. Did you meet answers 6. Have you two met Task 2: Decide which - Correct the mistakes 7. Did you meet answer A, B, or C best fits Task 2: Decide which answer A, Task 2: Decide which answer A, each space. - The suggested answers B, or C best fits each space. B, or C best fits each space. - Work in groups to choose the 1. B (haven’t written) - Asks the sts to read the letter and right answers. 2. C ( have been) then choose the right answers in - The suggested answers 3. A (had) groups. 1. B (haven’t written) 4. A ( haven’t done) - Goes around and help them. 2. C ( have been) 5. A (stop) 3. A (had) 4.A ( haven’t done) 6. B ( am waiting) - Calls on each group to give their 5. A (stop) 6. B ( am waiting) 7. B ( have changed) answers. 7. B ( have changed)8.C (live) 8. C (live) - Correct the mistakes. 9. B. (have decided) 9. B. (have decided) 10. C (has become) 10. C (has become) 11. B (told) 12. C (moved) 11. B (told) 13. C. ( come) 12. C (moved) 14. A ( am staying) 13. C. ( come) 15 . B (am going) 14. A ( am staying) 15 . B (am going) III. Free – Practice: - Asks the sts to rewrite each sentence - Complete the sentences without changing the original meaning. 1. It’s a long time since our last conversation. Giaùo aùn 12 (chuaån) - 15 - GV: N Ñ P
  16. T Q High School School year: 2010-2011 We …………………………………………… … 2. How long have you studied English? When …………………………………………? 3. The last time I cam here was in 2006. I haven’t …………………………………… 4. She was having a bath wh en the phone rang. The phone ………………………….. 5. He didn’t get married until he was thirry. It was not ………………………………………….. - Calls on some sts to write them on the board. V. Consolidation: - Asks the sts to say again about the use of - Say again present tense and past tense. VI. Homework: Homework: - Asks the sts to do these exercises - Copy down - Copy down and prepare “ Give the correct tense of the verbs in the Unit 3 - Reading bracket. ( Handout) - Asks the sts to prepare the Unit 3 - Reading Self – evaluation: ……………………………………………………………………………………………………………… ……………………… ……………………………………………………………………………………………………………… …………………………………………………………… Unit : 2 PERSONAL EXPERIENCE Period : READING Date of teaching: September 4, 2008 Classes : 12 III. AIMS AND OBJECTIVES : + Language content: - To present and practise new vocabulary relating to the personal experience. - To understand more about the personal experience by scanning for specific information. + Language function: - To help sts know the most embarrassing experience of the writer. - To develop skills ,especially reading skill. + Educational aim: To advise us not to do bad things such as st ealing money,…. 1. Language : Vocabulary: a floppy cotton hat, a pop star idol, a sneaky look, to glance ,… Giaùo aùn 12 (chuaån) - 16 - GV: N Ñ P
  17. T Q High School School year: 2010-2011 Review the old words. Structures : questions , statements , sentences …… Review the simple past and past perfect tense . 2. Skills : Integrated skills. Especially reading skill . 3. Educational factor : To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them. II. TEACHER’S AND STUDENTS’ PREPARATION. 1. Method : Communicative approach 2. Techniques / Activities : pairwok, explanation,groupwork … 3. Materials needed : textbooks , references , teaching aids …… 4. Students’ preparation : Lesson preparation Appliances for studying. 5. Previous exercises : No III. TEACHING PROCEDURE. 1. Stabilization : (2’) Good morning class! How are you today ? Who is absent today ,monitor ? 2. Checking up the previous knowledge : No 3. The new lesson : stages Students’ Teacher’s Activities The Lesson content and time Activities I.Presentation 1. Warm up: Gives Ss a diagram. of the new material. (5’) Asks Ss to look at the picture and answer the questions. feelings How does she/ he feel? Tells Ss to find some words related to feelings. Asks ss the question. How would you feel if you made a stupid mistake? She/He feels happy. Unit 2: PERSONAL Corrects, says something Excited/confused/ EXPERIENCE more and leads to the lesson “ upset/surprised/sad/ To know more about the most embarrassed… I. New words: embarrassing experience of Embarrassed + a floppy cotton hat (n) the writer, let’s come to the + a pop star idol (n) new lesson”. + a sneaky look (n) (8’) 2. Before you read: + to glance (v) -Hangs the picture of the hat(a floppy cotton hat) on the wall. -Asks Ss some questions Write the lesson Giaùo aùn 12 (chuaån) - 17 - GV: N Ñ P
  18. T Q High School School year: 2010-2011 1.What is it? II. Tasks: 2.Does it belong to a boy or a A.Task 1: girl? Feedback: 3.How old is she? 1. glanced 4. Does she like the hat? Work in pairs, think 2 .make a fuss How can she get the hat? and answer the 3. embarrassing Gets Ss to suggest some questions. 4 . idols possibilities and then tell them 5. sneaky that they are going to read B. Task 2: about this to find out the 1d 2b 3f 4e 5a 6c answer. C. Task 3: - Presents some new words. Answer the fo llowing ( Use pictures, synonym, Answer. questions: explanation to explain the new Feedback: words.) 1.She wanted to have a -Reads new words and asks sts red hat – a floppy cotton to repeat. -Write down new hat like the one her pop - Checks the understanding of words and guess the star idol wore in her new words. meaning of them. video clip. - Helps sts review the simple 2.Her father gave her present tense. -Repeat after the money so that she could 3. While you read:. teacher. buuy the hat she dremt -Asks sts to read the passage -Match the new words of. silently and to get more with their meaning. 3.She saw a wad of dollar information about the girl and - Take note. notes exactly like the (18’) the hat. ones her father had given - Guides sts to do Task 1. - Do silent reading. her. -Asks sts to fill the blanks by 4. She decided to take the using words in the box. money from the boy’s - Feedback. bag because she was sure Guide sts to do Task 2: - Work invidiually. that the boy was a thief Asks sts to put the picture of and he had solen her the events in the order. money. Calls some pairs to check. 5. She bought the pretty Feed back. hat of her dream. - Guide sts to do Task 3: . Asks Ss to answet the *The summary: questions. 1.What did the girl wish to Work in pairs have when she was in grade ( 8’) 9? 2.Whu did her father give her some money on her birthday? Work in pairs 3.What did she see in the boy’s bag? 4. Why did she decide to take the money from the boy’s bag Work in groups to without saying anything about summarize the content it? of the text. 5.What did she do with the money? Giaùo aùn 12 (chuaån) - 18 - GV: N Ñ P
  19. T Q High School School year: 2010-2011 Correct and give feedback. 4. After you read: Asks sts to talk about the * Homework : writer’s experience -See again all carefully Calls some sts to talk about - Learn by heart all the the writer’s experience again. words , the summary of -Corrects mistakes and the text. evaluates. - Talk about your Asks students to look over all experience. Home work ( 4’) at home:the words ,the Take note. - Prepare the vocabulary summary of the text. in speaking period, Self – evaluation:………………………………………………………………………………………………… ……….. September 5, 2008 Date of preparing: Date of teaching: LESSON 2: PERIOD : SPEAKING I. AIMS AND OBJECTIVES: + Language content: : -Helping students know more about the differences and the similarities among cultures. -Improving the students' speaking skill. + Language functions: - To enable students to know more about the differences and the similarities among cultures. + Educational aim: -To make students get aware of the the differences and the similarities among cultures. 1. Language: + Vocabulary: to die at birth, population explosion, a form of insurance, to be aware of: + Structure: should + infinitive  give advice 2. Skills: integrated skills 3. Educational factor: - To educate students some causes of population explosion and solutions for the problems of overpopulation II. TEACHER’S AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques/ activities: pair work, ask and answer question, repetition, games 3. Materials needed: sub-board, text books, black board, chalk 4. Students’ preparation: prepare the lesson, practice speaking 5. Previous exercises: Revise the simple past tense III. PROCEDURCE IN CLASS: 1. Stabilization: Make greeting and check attendance 2. Warm up: Look at this picture and answer some questions. 1. How many people are there in the family? 2. Who are they? 3. Do your grandparents live in your family? So how many generations lives in your house? Is it good?  Today, we are talking about the similarities and differences between Vietnamese and American cultures Time Teacher’s activity Students’ The lesson content activity 8 Before – Speaking: 1. Pre-speaking: Giaùo aùn 12 (chuaån) - 19 - GV: N Ñ P
  20. T Q High School School year: 2010-2011 Question: May three or even *Task 1: Using the words or expressions in four generations live in a home the box to express point of view upon the in VN ? following sentences - Asks Ss some questions to introduce Task 1 Possible answers : -Yes, I think - Introduce some model sentences / it's a good idea because they can expressions on the board Listen and answer help each other a lot . Question: May three or even four generations -No, I don't agree because it's live in a home in VN ? very Possible answers : -Yes, I think it's a good difficult to understand each idea because they can help each other a lot . other . No, I don't agree .Introducing some expression of because it's very point of view : difficult to + Agreement : - I think / feel / understand each other . believe ... .Introducing some expression of point of view : -For me, it is a good idea.... + + Agreement : - I think / feel / believe ... reason For me, it is a good idea.... + reason + Disagreement: -I don’t agree + Disagreement: -I don’t agree -It is not good -It is not good ......................... …………………………………… Model : -I think it is a good idea to have three or four generations living under one roof . They can help each other a lot. -That 's not true , in some countries many old- aged parents like to live in a nursing home .They want to lead independent lives. . Explaining some difficult cases -Haveas sts express their point of view in pairs based on the model -Go around and helps sts if necessary) A -give their marriage without love will lead to an unhappy opinions in front life . of the class. -The couple can meet many difficulties because they can't understand each other well. -A man and a woman may hold hands and kiss each other in public. >It depends on the culture of each country . In some countries ; it is acceptable but in some countries ; it is unacceptable. 20 Task 2:*Suggested answers: While – speaking: -Discuss and find *Task 2 : Discussing and finding out the out the In American In corresponding features of the corresponding Vietnamese culture Vietnamese features - Two generations live - 3/4 T: explains the requirements of Task 2 {in pairs ) generations / live / home T: presents model on the board in the home American - Children sleep in their - - Two generations live in the home Sometimes/ not sleep/ own Vietnamese own bedrooms - 3/4 generations / live / home bedrooms American - Groceries are bought - - Children sleep in their own bedrooms They / bought/ Vietnamese Giaùo aùn 12 (chuaån) - 20 - GV: N Ñ P
ADSENSE

CÓ THỂ BẠN MUỐN DOWNLOAD

THÔNG TIN
TRỢ GIÚP
HỖ TRỢ KHÁCH HÀNG
Theo dõi chúng tôi

Chịu trách nhiệm nội dung:

Nguyễn Công Hà - Giám đốc Công ty TNHH TÀI LIỆU TRỰC TUYẾN VI NA

LIÊN HỆ

Địa chỉ: P402, 54A Nơ Trang Long, Phường 14, Q.Bình Thạnh, TP.HCM

Hotline: 093 303 0098

Email: support@tailieu.vn

Giấy phép Mạng Xã Hội số: 670/GP-BTTTT cấp ngày 30/11/2015 Copyright © 2022-2032 TaiLieu.VN. All rights reserved.

 

Đồng bộ tài khoản
2=>2