Bài 11: Books - Giáo án Tiếng Anh 12 - GV.Dương Ngọc Quyên

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Giáo án được trình bày rõ ràng, chi tiết, giúp GV bổ sung thêm kiến thức cho HS hỏi và trả lời các câu hỏi về thói quen đọc sách, biết cách mô tả những cuốn sách, sử dụng modal verb trong câu bị động. Bạn hãy tham khảo giáo án unit 11 "Books" của chương trình English 12.

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Nội dung Text: Bài 11: Books - Giáo án Tiếng Anh 12 - GV.Dương Ngọc Quyên

Giáo án Tiếng anh lớp 12. Period 66 Unit 11: Books Lesson 1: Reading I. Objectives At the end of the lesson: - Ss can understand the passage about ways of rading books. - Ss scan read for specific details. II. Teaching aids - Textbook, chalk & board. III. Procedures Teacher’s activities Students’ activities 1. Warm -up: (5’) Game: Match up - Arrange Ss to work in groups of five or six. - Ask them to match the names of the authors in -Ss work in groups, and match column A with the relevant works in column B. the names of the authors in - The first group to have the correct answers is the column A with the relevant winner. works in column B. A B -Ss give the answers. 1. O. Henry a. Gone with the Wind 2. Ho Chi Minh b. Diary in Prison 3. Charles Dicken c. The Last Leaf 4. Ernest Hemingway d. Oliver Twist 5. Margaret Mitchell e. War and Peace 6. To Hoai f. Diary of a Cricket 7. Leo Tolstoy g. Murder on the Orient Express 8. Agatha Christie h. The Old Man and the Sea Suggested answers: 1. c 2. b 3. d 4. h 5. a 6. f 7. e 8. g Lead-in: - Have you ever read one of the above? - What kind of books do you enjoy reading most/ least?
- How do you read books? Introduce the new lesson. In today’s readinf lesson, you’ll get to know some -Ss take notes ways of reading or some reading habits. 2. Pre-reading: New words/phrases: (10') - Ask Ss to read the information about the pictures. T introduces some new words through them & in the -Ss listen and repeat. content of the text: -Ss self-practice. + taste (n): test the favour of sth by eating or 1 st/ 1 time drinking a small amount of it.. + swallow (v): make food, drink, ect. go down your throat into your stomatch. + chew (v). + digest (v): when you digest food or it digests, it is changed into substances that your body can use. + dip into (v): put your hand into a container to take sth out; to read or watch only part of sth. - Read each word 3 times and ask the Ss to repeat it. - Leave the Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class - Listen and helps the Ss to read the words/phrases correctly. 3. While-reading: a/ Task 1 (5’): The following words and phrases all -Ss do the work in pairs and appear in the passage. Find the Vietnamese compare their answer with equivalent for each of them. other pairs’ and self-correct - Ask Ss to read the text silently/ listen to the T and the work work in pairs to compare their answers. - Call on some Ss to give and explain their answers -Ss self-correct aloud in front of the class. T gives feedback and give correct answers: * Key: b/ Task 2: (8’) True, False or Not mentioned - Ss work in pairs to decide - Let Ss read the text in 5 minutes. whether the statements are - Ask Ss in pairs to decide whether the statements are true, false or no information
true, false or no information according to the text. according to the text. - Invite Ss’ opinion and get feedback. - Ss give the feedback. * Suggested answers: 1. NM 2. F 3. NM 4. T 5. F c/ Task 3: (8’) Questions and answers. T asks Ss to read the passage again work in pairs and answer the questions using the given cues. Ss read the passage again, study the cues and underline the necessary information. - Go around the class and provide help if necessary. Ss ask and answer the - Call on some pairs to act out the activity in front of questions. the class. - Comment and give suggested answers: Some pairs do the work orally * Suggested answers: while others listen. 1. Three. 2. When you find a good story and have time to enjoy it. 3. Read a few pages to see if it’s the one you can easily read and understand./ Check that it is not too difficult. 4. Television can bring you all the information and stories with colour picture and action. 5. Books are still a cheap way to get information and entertainment; you can keep a book forever and read it many times. 4. Post-reading: (8’) Discussion -Tell Ss to work in groups of four or five to discuss the sentence “A good book is a good friend”. - Call on some groups’ representatives to report their ideas. - Give feedback and make comments. Suggested ideas: - Bring much help to our daily life (like a good friend). - Tell us good things to do and bad things to avoid. - Our sadness can be driven away by an hour reading. A book can comfort us, support us and help us to overcome the most difficult moment in life. - It is the easiest friend of all; we can come to him
any time we like and talk to him as long as we want. - When we are tired, we can leave him without excuse. 5. Homework:(1') Ask Ss to learn the new words by heart and prepare for the next lesson.
Period 67 Unit 11: Books Lesson 2: Speaking I. Objectives - Ss practise talking about reading habits. - Ss talk about characters in a book. II. Teaching aids - Posters, textbook. III. Procedures Teacher’s activities Students’ activities 1. Task 1(8’) - Get Ss to work in pairs to complete the - Work in pairs, & conversations then practise reading it. complete the conversations - Call on some Ss to give their answers. 1. - Check the answers with the whole class. - Give the feedbacks to the Suggested answers: teacher. A: What sort of books do you like to read? B: Well, I like reading all sorts of books. Short - Ss practise reading the stories, science fiction, romance, everything. dialogue A: How do you often read book? B: Well, I often read through the book quickly first. Then I start reading it again, and this time very slowly to enjoy every detail of it. A: When do you often read books? B: I read books whenever I have a little free time. I also read while waiting for the bus or during the break at school. 2. Task 2: (10’) Dialogue building - Ss work in pairs to ask and answer about each - Work in pairs to ask and other’s habit of reading books, using the questions in answer about each other’s the conversation 1. habit of reading books. - Invites some pairs to act out their dialogue. - Some Ss present to give - Makes comments. the answers. Model: A: What kind of books do you like to read? B: Well, I like reading all kinds of books, especially thrillers and detective stories by Arthur Conan Doyle. A: How do you often read books? B: I often read different kinds of books in different
ways. If it is a book on the subject that I’m interested in, I’ll read it slowly and carefully. A: How often do you read books? B: I often read books in my free time and before bedtime. - Work in pairs, & 3. Task 3 (8’) complete the conversations Gets Ss to work in pairs to complete the conversations 2. 2, then practise reading it. - Give the feedbacks to the - Calls on some Ss to give their answers. teacher. - Checks the answers with the whole class. Suggested answers: - Ss practise reading the A: What are you reading at the moment? dialogue B: At the moment? Well, I’m reading “The Chamber of Secrets”, one of Harry Poster books. A: Who is the main character? B: The main character? A young boy, Harry Poster, whose parents are dead and who is trained to be a wizard in a wizard school. A: What is he like? B: He is brave, witty and very kind to other people. 4. Task4: (10’) Dialogue building - Work in pairs to ask and - Ss work in pairs to ask and answer about the book answer about the book their friends are reading or they have read using the their friends are reading or questions in the conversation 2. they have read. - Invite some pairs to act out their dialogue. - Some Ss present to give - Make comments. the answers. Model: A: What kind of books do you like to read? B: Well, I like reading all kinds of books, especially thrillers and detective stories by Arthur Conan Doyle. A: How do you often read books? B: I often read different kinds of books in different ways. If it is a book on the subject that I’m interested in, I’ll read it slowly and carefully. A: When do you often read books? B: I often read books in my free time and before Discuss with your friends, bedtime.. answer these questions: 5. Task 5 (7’) Discussion a. To you, what sorts of - Put Ss in small groups of four or five. books children should - In groups, Ss express their opinions about the main Read/ shouldn’t read?
characters (their qualities or their most striking Why? features) of the book they’ve just read. a. What are the - Invites some groups to report the results to the class. advantage and - Gives feedback and make comments. disadvantage of Variations Reading books a lot. - Tells Ss to work in small groups to discuss the question “Why do you read books?” - Discuss in groups of four - Invite groups’ opinion and make comments. Ss Suggested ideas: - Asks Ss to discuss and - to get a better understanding of what we learn. practice in groups - to improve our knowledge. - Present the modal in - to relax our mind. front of the class - to get through the most tedious moment of life. 6. Homework (2’) - Take notes and do the - Asks Ss to prepare for the next lesson. exercise at home.
Period 68 Unit 11: Books Lesson 3: Listening I. Objectives - Ss listen for general information about a woman talking about the book she has just read. - Ss listen to the tape & choose the best answer A, B or C and fill in the gaps in the passage. II. Teaching aids - Textbook, disc, radio, chalk & board. III. Procedures Teacher’s activities Students’ activities I. WARM – UP ( 4 min.) - Ss pay attention to Teacher and find out the correct answers. Expected answers: 1. They are reading 2. Author, title, main 1. "What are they doing?" character, plot … 2. What do you know about books? - Write down and repeat  Lead in " Our lesson today will focus on a story that a woman has just read " 1. Pre-listening:(10') a/ T asks Ss to work in pairs, discuss and make some questions about the book their friend has just read. - T calls some pairs to ask and answer about their Ss work in pairs to discuss ideas. and make some questions about the book their friend has just read. Some Ss stand up and give their answer. b/ T asks Ss to read after T / the tape the words in the Ss read after T /the tape. textbook without looking at them. T introduces some new words Ss copy the words and - incredible (adj): unbelievable phrases. - wilderness (n): a desert or other area of natural land which is not used by people. - survive (v): continue to live or exist.
- reunit (v): bring two or more people together again after they have been separate for a long time. Ss listen and repeat. T reads the words / plays the tape again and asks Ss read the words in pairs and Ss to repeat. correct each other’s mistakes. T asks Ss to read the words individually. Some individuals read the words aloud. 2. While-listening: Task 1(10') T asks Ss to have a look at the given sentences and read them in pairs and make sure they understand Ss scan the sentences & listen them. to the tape. T introduces the situation: listen to a woman talking about the book that she has just read. T asks Ss to Ss listen to the teacher. listen to the tape and choose the best answer A, B, C, or D. T plays the listening text twice. Ss listen to the tape / the teacher and do the task T asks Ss to compare their answer in pairs. Ss compare their answer. T checks Ss’ answer. Ss gives their answer. T plays the tape once again, stop the tape where Ss check their answer say it necessary and conduct the correction. aloud, and then correct their Key: 1. B 2. C 3. B 4. A 5. A work if they have the wrong answer. Task 2(10') T asks Ss to have a look at the given sentences and Ss listen to the tape and do the read them in pairs and make sure they understand task them. Ss compare their answer. T asks Ss to listen to the tape and fill in the missing Ss gives their answer. words in the gaps in the passage. Ss check their answer say it T plays the tape/ read the text twice. aloud, and then correct their work if they have the wrong T asks Ss to compare their answer in pairs. answer. T checks Ss’ answer. T plays the tape once again, stop the tape where necessary and conduct the correction. Key: 1. family 4. journey 2. strength 5. pet 3. humans 3. Post-listening:(10') - Work in pairs to ask and
T asks Ss to work in pairs and ask and answer the answer the questions "Would question: Would you like to read the book or you like to read the book or wouldn’t you? Why? Why not? wouldn't you? Why / why T moves round to check the activities and to make not" sure that Ss are working effectively. S1- Would you like to read the T asks two Ss to report in front of the whole class. book? T checks and gives remarks. S2- Yes, S1- Why? S2- Because I want to know about ………… Or S1- Would you like to read the book? S2- No. S1- Why not? S2- Because I ………… ………… Listen to the teacher and write down homework Two Ss present. 4. Homework:(1') Ask Ss to prepare for the next lesson.
Period 69 Unit 11: Books Lesson 4: Writing I. Objectives By the end of the lesson, Ss will be able to: - write complete sentences using the prompts given. - write a book report. II. Teaching aids - Textbook, pictures, chalk & board. III. Procedures Teacher's activities Students' activities 1. Homework checking :( 5') T asks one st to talk about the book he/ she One st tells about the book he/ she likes reading. likes reading. T asks other Ss to listen to their friends and give remarks. Ss listen to their friend and give T gives remarks. remarks. 2. Pre-writing (24’): - T helps Ss understand the meanings of some new words. + crane (n): + leukaemia (n): a serious produced, Ss listen to the teacher carefully. causing weakness and sometimes death. + survivor (n): Ss copy the words, read after T and + tragedy (n): then some Ss stand up to read them + plot (n): again. Eliciting the outline of a book report a/ General introduction (what is the tittle of the book? Who is the author? What type of book is it/ why di you choose that particular book?) b/ Summary of the book’s content (where is the book set?/ what is the main theme of the story?/ who are the main characters?/ what is the plot of the story?) c/ Conclusion (what is your opinion of the book?/ would you recommend it to others?)
3. While-writing:( 8') - Arrange the class into small groups of four or five. - Deliver the handouts with the prompts to the groups. - Tell Ss to use the prompts given to write Ss do the writing task individually. the complete sentences. - T lets Ss write in 8 minutes. - T moves around to conduct the activity. Ss compare their writing with their - T calls on Ss to write the sentences on the partner. board. Two Ss present their writing on - T checks and gives the correct answers. board: a. The book/ I recently read/ Sadako and theThe book I have recently read is Thousand Paper Cranes/ based/ the life/ a “Sadako and the Thousand Paper real little girl/ live/ Japan/ from 1943 to Cranes”, which is based on the life 1955. of a real little girl who lived in b. 6 August 1945/ atomic. Japna from 1943 to 1955. c. One/ survivors/ two-year-old girl/ SadakoOn 6 August 1945, an atomic bomb Sasaki. was exploded over Hiroshima, a d. 10 years later/ she/ fall ill/ leukaemia.city in Japan. One of the survivors e. As/ she/ become sicker/ remember/ old was two-year-old Sadako Sasaki. legend. But ten years later, Sadako fell ill f. If/ a sick person/ fold/ ten thousand paper with leukaemia. As she became cranes/ God make/ well again. sicker, she remembered an old g. Sadako/ start/ fold/ but/ die/ when/ not legend. If a sick person folded finish/ work. thousand paper cranes, the God h. After that/ her classmates/ publish/ a book would make him well again. of letters/ Sadako/ write/ tell/ her wish/ Sadako started to fold paper cranes peace. but she died when she hadn’t i. As/ story/ Sadako/ spread/ paper cranes/ finished her work. After that her become known/ symbol of peace. classmates then published a book j. The story/ speak/ young readers/ tragedy of letters which Sadako had written of Sadako’s dealth/ and make/ universal to tell them about her wish for statement/ peace in the world. peace. As the story of Sadako has spread, the paper crane has also 4. Post-writing:( 7') Speaking become known around the world as - Get Ss to work in pairs to talk about the a symbol of peace. The story story of Sadako, based on the writing they speaks to young readers of the have made. tragedy of Sadako’s dealth and
- Call some Ss to tell the story. makes a universal statement for 5. Homework: ( 1') peace in the world. Write a report book on the book they have read recently
Period 70 Unit 11: Books Lesson 5: Language focus I. Objectives At the end of this lesson: - Ss can practise making stress. - Ss revise the use of modal verbs in passive sentences. II. Teaching aids - Textbook, chalk & board. III. Procedures Teacher's activities Students' activities 1. Homework checking: ( 5') - Ask one st to read a report book on the book - One st speaks aloud in front of the they have read recently. whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation:( 10') - Tell ss to give rhythm of the sentences on - Write down the setences. page 126 by marking the primary stress over - Listen to the teacher and repeat. the main stress syllables in pairs. - Look at the book , listen and - Check the answer with the whole class. repeat. - Call on some Ss to read the sentence, paying attention to the stressed syllables. a/ Pendlebury’s coming in a minute if he can. b/ Come and see us at our new apartment. c/ Where’s your new apartment? Is it in another district? d/ Why was he trying to embarrass me? e/ Probably he wanted you to notice him. 3. Grammar: ( 29') Help Ss revise the use of modal verbs in paasive sentences such as: may/ might, can/ could, must, need, then guide them to do the EX 1: exercises. 1. This machine mustn’t be used + Exercise 1: after 5.30 p.m. - Ask Ss to look at Ex 1 and to do the task. 2. This machine must be cleaned - Ask Ss to do the exercise individually and every time it is used. then compare their answers in pairs. 3. The flowers should be kept in a - Move round to conduct the activity. warm sunny place.
- Check the exercise sentence by sentence. 4. Your bill should be paid before - Listen and give remarks. you leave the hotel. 5. The information should be given to us now. 6. Toothpaste can be bought at the drug store. 7. Children should be warned not to speak to strangers. 8. The mystery can’t be solved. 9. Travellers’s cheques can be exchanged at most banks. 10. The news shouldn’t be told to her. She might be killed by it. - Listen and correct their work if necessary. + Exercise 2: - Ask Ss to do Ex 2 individually and then - Do the Ex individually. share the answers with their friends. - Move round to help if necessary. EX 2: - Ask two Ss to do this exercise on the board. 1. will be prepared - Ask one st to give remarks. 2. Is food going to be cooked…? - Check and give remarks. 3. will be pre-packaged 4. can be warmed 5. should food be chosen …? 6. has to be offered 4. Homework ( 1') 7. could be selected Do exercises in the workbook. 8. ought to be made Period 71 Written 45 minute test Đề làm chung theo sự thống nhất của nhóm chuyên môn. Period 72 correct the test 45’ (Number 1)