Sách giáo khoa Tiếng Anh lớp 12

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Tài liệu được biên soạn dựa theo chương trình tiếng Anh Trung học phổ thông của Bộ Giáo dục và Đào tạo. Cuốn sách được biên soạn theo chủ điểm gồm 16 đơn vị bào học và 6 bài ôn. Mỗi đơn vị bài học ứng với một chủ đề cụ thể nghe, nói, đọc, viết. Mời các bạn tham khảo.

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Nội dung Text: Sách giáo khoa Tiếng Anh lớp 12

Bé GI¸O DôC Vµ §µO T◊O HOµNG V¡N V¢N (Tæng Chñ biªn kiªm Chñ biªn) HOµNG TH˚ XU¢N HOA − §µO NGäC LéC − Vò TH˚ LîI §ç TUÊN MINH − NGUYÔN QUèC TUÊN NHµ XUÊT B¶N GI¸O DôC
B¶n quyÒn thuéc Nhµ xuÊt b¶n Gi¸o dôc − Bé Gi¸o dôc vµ §µo t◊o 720-2007/CXB/531-1571/GD M· sè: CH220M8
LêI NãI §ÇU TIÕNG ANH 12 ®∂îc biªn so◊n dùa theo ch∂¬ng tr˘nh tiÕng Anh Trung häc phæ th«ng cña Bé Gi¸o dôc vµ §µo t◊o, tiÕp theo TiÕng Anh 10, 11. TIÕNG ANH 12 ®∂îc biªn so◊n theo chñ ®iÓm (theme-based) gåm 16 ®¬n v˚ bµi häc vµ 6 bµi «n. Mçi ®¬n v˚ bµi häc øng víi mét chñ ®Ò cô thÓ vµ gåm c¸c môc lín d∂íi ®©y: A. Reading: Gåm mét hoÆc mét sè ®o◊n v¨n cã ®é dµi kho¶ng h¬n 300 tõ, nh»m gióp häc sinh lµm quen víi chñ ®Ò cña ®¬n v˚ bµi häc, cung cÊp th«ng tin vµ ng÷ liÖu cho toµn ®¬n v˚ bµi häc vµ ph¸t triÓn c¸c kÜ n¨ng ®äc hiÓu cho c¸c em. B. Speaking: Gåm c¸c ho◊t ®éng luyÖn nãi theo c¸c chøc n¨ng ng«n ng÷ vµ theo c¸c n¨ng lùc hay chñ ®Ò cña ®¬n v˚ bµi häc, ®∂îc tr˘nh bµy qua c¸c h˘nh thøc ho◊t ®éng giao tiÕp nh∂ thùc hµnh nãi theo cÆp, th¶o luËn theo nhãm vµ nãi c¸ nh©n. C. Listening: Gåm c¸c ®o◊n v¨n hay c¸c ®o◊n héi tho◊i liªn quan ®Õn chñ ®Ò bµi häc. Môc ®˙ch cña môc nµy lµ nh»m rÌn luyÖn c¸c kÜ n¨ng nghe hiÓu cña häc sinh, cñng cè vµ chØnh söa l◊i nh÷ng sai lÖch trong ph¸t ©m vµ trong c¸c cÊu tróc ng«n ng÷ cña häc sinh. D. Writing: Gåm c¸c nhiÖm vô hay c¸c ho◊t ®éng nh»m ph¸t triÓn kÜ n¨ng viÕt tiÕng Anh cho häc sinh. Writing ®∂îc biªn so◊n dùa vµo c¸c chñ ®iÓm vµ c¸c thÓ lo◊i nh∂ viÕt th∂ c¸ nh©n, th∂ mêi, miªu t¶ th«ng tin trong c¸c biÓu b¶ng, v.v... 3
E. Language Focus: Gåm hai môc ch˙nh, Pronunciation vµ Grammar (and vocabulary). Pronunciation gióp häc sinh luyÖn c¸ch ph¸t ©m nh÷ng phô ©m cuèi tõ, ©m tiÕt cã träng ©m trong nh÷ng tõ cã hai ©m tiÕt trë lªn, nh˚p ®iÖu vµ c¸c ®∂êng nt ng÷ ®iÖu c¬ b¶n trong tiÕng Anh. Grammar (and vocabulary) tr˘nh bµy nh÷ng vÊn ®Ò vÒ ng÷ ph¸p (vµ tõ vùng) ®∂îc cho lµ träng t©m cña ®¬n v˚ bµi häc vµ cña toµn ch∂¬ng tr˘nh tiÕng Anh líp 12, gióp c¸c em hiÓu vµ sö dông ®∂îc tõ ng÷ ®óng vµ phï hîp trong giao tiÕp. S¸u bµi «n tËp ®∂îc tr˘nh bµy d∂íi h˘nh thøc Test Yourself vµ ®∂îc thùc hiÖn sau mçi chñ ®Ò lín theo quy ®˚nh trong ch∂¬ng tr˘nh chuÈn cña Bé Gi¸o dôc vµ §µo t◊o. C¸c Test Yourself ®∂îc thiÕt kÕ ®Ó gióp häc sinh tù kiÓm tra kh¶ n¨ng vµ sù hiÓu biÕt cña m˘nh sau khi c¸c em ®· häc xong tõ hai ®Õn ba ®¬n v˚ bµi häc (nghÜa lµ sau tõ 10 ®Õn 15 tiÕt häc). Cuèi s¸ch lµ danh môc tõ vùng ®∂îc liÖt kª theo tõng ®¬n v˚ bµi häc cã phiªn ©m vµ gi¶i nghÜa tiÕng ViÖt t∂¬ng ®∂¬ng. PhÇn phiªn ©m ®∂îc dùa theo hÖ thèng c¸c k˙ hiÖu phiªn ©m cña tõ ®iÓn Oxford Advanced Learner’s Dictionary, in lÇn thø 7, NXB Oxford. TËp thÓ c¸c t¸c gi¶ hi väng TIÕNG ANH 12 sÏ mang l◊i nhiÒu bæ ˙ch cho c¸c em häc sinh. Chóc c¸c em thµnh c«ng! C¸C t¸C Gi¶ 4
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Reading Speaking MAP Unit 1 Guessing meaning from Asking and answering ● ● about household chores context Home Life and family life Passage comprehension ● BOOK Page 12 Guessing meaning from Talking about differences Unit 2 ● ● context among cultures Cultural ● Passage comprehension Diversity ● MAP Page 20 Unit 3 Guessing meaning from Practising giving and ● ● BOOK context responding to compliments in different Summarising main idea Ways of ● situations Socialising Passage comprehension ● ● Page 30 MAP Unit 4 Guessing meaning from Talking about the school ● ● context education system in School Vietnam Scanning for specific ● education information BOOK system Passage comprehension ● Page 44 Unit 5 Vocabulary Talking about the ● ● comprehension matching application process to ● Higher Passage comprehension tertiary institutions in ● education Arranging the sequence Vietnam ● MAP of an event Page 52 Unit 6 Guessing meaning from Giving opinions about ● ● context jobs BOOK Future Jobs Reading for specific ● information Page 62 6
Listening Writing Language Focus BOOK Deciding on True or Writing about Pronunciation: ● ● ● − The pronunciation of family rules False statements the ending ‘s’ Listening for specific ● Grammar: information ● MAP − Tense revision Dialogue: Describing typical Pronunciation: ● ● − The pronunciation of features of a ● ● Filling in missing ‘ed’ endings Vietnamese information conical leaf hat Grammar: BOOK ● ● Comprehension − Review of tenses questions Deciding on True or Building sentences Pronunciation: ● ● ● − Stress in two-syllable False statements based on given MAP words words Gap-filling ● Re-ordering given ● Grammar: ● sentences to make − Reported speech a complete ● paragraph BOOK Dialogue: Describing school Pronunciation: ● ● − Stress in three-syllable education system Deciding on True or ● in Vietnam words False statements Grammar: ● Comprehension ● − Passive voice MAP questions Dialogue: Writing a letter of Pronunciation: ● ● − Stress in more than ● request ● Deciding on True or three-syllable words False statements Grammar: ● Comprehension ● BOOK − Conditional sentences questions Monologue: Writing a formal Pronunciation: ● ● letter of Weak/strong forms ● Filling in missing job application of some conjunctions & information MAP prepositions ● Deciding on True or Grammar: ● False statements Relative clauses 7
Reading Speaking MAP Unit 7 Guessing meaning from Describing details in ● ● context pictures Economic Deciding on True or False ● Talking about changes ● BOOK Reforms statements the new economic reform Passage comprehension ● has brought about Scanning for specific ● details Page 74 ● Unit 8 Guessing meaning from Talking about life in the ● ● context future MAP Life in the Deciding on True or False ● Discussing predictions ● Future statements about life in the future Passage comprehension ● Note taking ● BOOK Page 84 Unit 9 Guessing meaning from Explaining why some ● ● context kinds of trees and Deserts animals can exist in deserts Deciding on True or False ● Talking about natural ● ● statements features of deserts Passage comprehension ● MAP Explaining why some ● things should be brought Understanding the humour ● along while going across of a funny story a desert Page 96 BOOK Unit 10 Guessing meaning from Asking and answering ● ● context questions about Endangered Scanning for specific endangered animals ● Species details Talking about the ● ● Finding supporting information of some ● evidence endangered animals Page 106 MAP Unit 11 Guessing meaning from Asking and answering ● ● context about reading habits Books BOOK Deciding on True or False Talking about characters ● ● statements in a book Passage comprehension ● Page 118 8
Listening Writing Language Focus BOOK Deciding on True or Writing a report Pronunciation: ● ● ● − Strong and weak forms False statements based on given information of auxiliaries Passage ● comprehension Grammar: ● MAP − (al)though/even though ● Deciding on True or Describing the Pronunciation: ● ● ● − Contracted forms of False statements world you would BOOK like to live in in auxiliaries (continued) Listening for details ● the future Grammar: ● − Prepositions and articles MAP Deciding on True or Describing main Pronunciation: ● ● ● − Full and contracted False statements features of a desert forms of auxiliaries Gap-filling ● ● Grammar: ● − So, but, however and BOOK therefore MAP Monologue: Writing about Pronunciation: ● ● − Rhythm measures to ● Extensive listening: protect endangered Grammar: ● Multiple-choice − Modal verbs: may, species and questions ● possible results might, must, mustn’t, ● Gap-filling needn’t BOOK Multiple choice Describing a book Pronunciation: ● ● ● − Rhythm exercises Gap-filling Grammar: ● ● − Modals in the passive MAP voice 9
Reading Speaking MAP Unit 12 Guessing meaning from Talking about types of ● ● context water sports Water Sports Passage comprehension Giving opinions and ● ● BOOK preferences about Reading for specific ● water sports information Page 128 Unit 13 Vocabulary: Giving Talking about sports ● ● ● Vietnamese equivalents events of the 22nd SEA THE 22nd SEA to words & phrases Games MAP GAMES Talking about (reporting) ● Scanning for specific ● sports results information Passage comprehension ● BOOK Page 138 Unit 14 Vocabulary Talking about international ● ● comprehension matching organizations and their International activities in charity and Passage comprehension ● organizations ● volunteer work MAP Page 152 Unit 15 Guessing meaning from Expressing opinions ● ● context Expressing degrees of BOOK ● Women in Summarising main idea agreement ● society Passage comprehension ● ● Page 162 Unit 16 Vocabulary Talking about the MAP ● ● comprehension names of ASEAN THE countries and their capitals Gap-filling ● ASSOCIATION OF Deciding on True or False Talking about the ● ● BOOK SOUTHEAST statements main characteristics of ASIAN NATIONS Passage comprehension each nation ● Page 172 10
Listening Writing Language Focus BOOK Monologue: Giving instructions Pronunciation: ● ● − Elision ● Multiple-choice questions Grammar: ● − Transitive verbs ● Comprehension MAP − Intransitive verbs questions Monologue: Describing a Pronunciation: ● ● ● − Linking ● Comprehension sporting event questions (a football match) Grammar: ● BOOK − Comparative + and + Deciding on True or ● comparative False statements − The + comparative, the + comparative MAP Monologue: Writing a short Intonation: ● ● − The falling tune ● Deciding on description True/False statements of an international Grammar: ● ● or no information organization − Phrasal verbs ● Comprehension BOOK questions Monologue: Describing a chart Intonation: ● ● − The rising tune Extensive listening: ● Multiple-choice Grammar: MAP ● − Phrasal verbs (continued) questions Passage ● comprehension ● Dialogue: Writing a letter of Intonation: BOOK ● ● − The rising-falling tune ● Multiple-choice recommendation questions Grammar: ● − Adverbial clause of Comprehension ● time questions MAP 11
1 Unit HOME LIFE A. READING Before you read Work in pairs. Ask and answer these questions about the picture. 1. Where is the family? 2. What is each member of the family doing? 3. Is the family happy? Why (not)? 12
While you read Read the passage and do the tasks that follow. I come from a family of five people: my parents, my two younger brothers and I. My mother works as a nurse in a big hospital. She has to work long hours and once a week she has to work on a night shift. My father is a biologist. He works from 8 a.m. to 5 p.m. in a lab, but sometimes when there is a project, he doesn’t come home until very late at night. Although my parents are very busy at work, they try to spend as much time with their children as possible. It is generally believed that “men build the house and women make it home”, but in my family, both parents join hands to give us a nice house and a happy home. My mother is a very caring woman. She takes the responsibility for running the household. She is always the first one to get up in the morning to make sure that we leave home for school having eaten breakfast and dressed in suitable clothes. In the afternoon, after hospital, she rushes to the market, then hurries home so that dinner is ready on the table by the time Dad gets home. Dad is always willing to give a hand with cleaning the house. Unlike most men, he enjoys cooking. Sometimes, at weekends, he cooks us some special dishes. His eel soup is the best soup I have ever eaten. I am now in my final year at the secondary school, and in my attempt to win a place at university, I am under a lot of study pressure. However, being the eldest child and the only daughter in the family I try to help with the household chores. My main responsibility is to wash the dishes and take out the garbage. I also look after the boys, who are quite active and mischievous sometimes, but most of the time they are obedient and hard-working. They love joining my father in mending things around the house at weekends. We are a very close-knit family and very supportive of one another. We often share our feelings, and whenever problems come up, we discuss them frankly and find solutions quickly. We always feel safe and secure in our family. It is a base from which we can go into the world with confidence. 13
Task 1. Choose the sentence A, B or C that is nearest in meaning to the sentence given. 1. He doesn’t come home until very late at night. A. He never comes home late at night. B. He comes home late at night. C. He sometimes comes home late at night. 2. “Men build the house and women make it home”. A. Both men and women are good at building houses. B. Men and women have to live separately. C. Men’s responsibility is to work and support the family and women’s job is to look after the family. 3. Our parents join hands to give us a nice house and a happy home. A. Our parents work together to give us a nice house and a happy home. B. Our parents take each other’s hands when they give us a nice house and a happy home. C. Our parents shake hands when they give us a nice house and a happy home. 4. The boys are mischievous sometimes. A. The boys are well-behaved sometimes. B. The boys enjoy playing tricks and annoying people sometimes. C. The boys miss their parents sometimes. 5. We are a very close-knit family. A. Members of our family have very close relationships with each other. B. Members of our family need each other. C. Members of our family are never close to each other. Task 2. Answer the questions. 1. How busy are the parents in the passage? 2. How caring is the mother? 3. How do the father and the daughter share the household chores? 4. What is the daughter attempting to do after secondary school? 5. Why do the children feel they are safe and secure in their family? After you read Work in groups. Compare the family described in the text with your own family. 14
B. SPEAKING Task 1. Read the following sentences and tick (✓) the ones that apply to you and your family. 1. In my family, only my father works. 2. Members of my family share the household chores. 3. My responsibility in the family is to wash the dishes. 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 parents before making an important decision. Task 2. Work in pairs. Prepare a list of questions to ask another student to find out whether his/her family life is like yours. You want to know: ● who works in the family ● who does the household chores ● your friend’s responsibility in the family ● the interest the family members share closely ● the person your friend often shares his/her secrets with ● the person your friend talks to before making an important decision Example: Who works in your family? Task 3. Work with a different partner. Use the questions you have formed to ask your partner about his/her family life. Note down the answers in the table. who works in the family both parents who does the household chores your friend’s responsibility in the family the interest the family members share closely the person your friend often shares his/her secrets with the person your friend talks to before making an important decision Task 4. Go back to your original pairs. Tell each other the information you have collected. Example: I talked to Tam. Both his parents work. But only his mother does the household chores. ... 15
C. LISTENING Before you listen Look at the picture below and describe what is happening in it. Listen and repeat. ● flight reserved coach rarely close-knit spread out leftovers crowded While you listen Task 1. Listen to the conversation between Paul and Andrea and decide whether the statements are true (T) or false (F). TF 1. Andrea can’t wait for her flight. 2. Paul is very excited about coming home. 3. Paul’s home is 280 kilometres from where they are now. 4. There are more children in Andrea’s family than in Paul’s. 5. When Andrea’s family get together, they often go out for dinner. 16
Task 2. Listen again and note down two things that are different about Paul’s and Andrea’s families. Paul Andrea 1. 2. After you listen Work in groups. Discuss the importance of family in a person’s life. D. WRITING Writing about family rules Task 1. Work in groups. What rules do you have in your family? Discuss these topics and add others. Use the following verbs and expressions: let, allow, be allowed to, have to, permit, etc. ● doing household chores ● coming home late ● preparing meals ● watching TV ● talking on the phone ● using the family motorbike ● going out with friends ● ______________________ ● ______________________ Example: − During the school year, I’m not allowed to watch TV until I have finished my homework. − In my family, everybody has to do their share of the household chores. Task 2. Use the ideas you have discussed above to write a letter to a pen pal about your family rules. Begin as follows. Every family has its own rules. Mine has a few. First, …… 17
E. LANGUAGE FOCUS Pronunciation: The pronunciation of the ending ‘s’ ● ● Grammar: Tense revision: past simple, past progressive and present perfect Pronunciation Listen and repeat. ● /s/ /z/ bats bags kits kids speaks speeds dates days photographs halves Practise reading these sentences. ● 1. I saw some bats flying from the bags. 2. He often speaks at different speeds. 3. She tore the photographs into halves. 4. I always have dates on rainy days. 5. The kids are playing with their toy kits. Grammar Exercise 1. Underline the most suitable tense form in each sentence. 1. Did you see/Have you seen my bag anywhere? I can’t find it. 2. Hello Peter, are you back from the match? Did you enjoy/Have you enjoyed it? 3. This is the photo of my great grandfather. He was/has been married six times. 4. Have you given/Did you give Helen my message when you have seen/saw her? 5. Sorry, could you say that again? I didn't listen/haven't listened to you. 6. Did you two meet/Have you two met before? Laura, this is Peter. 7. Did you meet/Have you met anyone interesting at the party? 18
Exercise 2. Decide which answer (A, B or C) best fits each space. Dear Linda, I’m sorry I (1) ___B___ to you for so long, but I (2) ______ very busy lately. All last month I (3) ______ exams, and I (4) _____ anything else but study for ages. Anyway, I (5) _____ studying now, and I (6) _____ for my exam results. As you can see from this letter, I (7) _____ my address and (8) _____ in Corydon now. I (9) _____ that I wanted a change from central London because it (10) _____ so expensive. A friend (11) ______ me about this flat, and I (12) _____ here about two months ago. When you (13) _____ to England this summer, please visit me. I (14) _____ here until the middle of August. Then I (15)_____ on holiday to Scotland. Please write soon, Margaret (1) A. don’t write B. haven’t written C. am not writing (2) A. was being B. am C. have been (3) A. had B. was having C. have had (4) A. haven’t done B. don’t do C. wasn’t doing (5) A. stop B. have stopped C. was stopping (6) A. wait B. am waiting C. have waited (7) A. am changing B. have changed C. will change (8) A. will live B. have lived C. live (9) A. decided B. have decided C. decide (10) A. will become B. becomes C. has become (11) A. tells B. told C. was telling (12) A. have moved B. was moving C. moved (13) A. will come B. came C. come (14) A. am staying B. stayed C. stay (15) A. have gone B. am going C. will have gone 19
2 CULTURAL DIVERSITY Unit A. READING Before you read Work in pairs. Discuss the question: Which of the following factors is the most important for a happy life? Why? love money parents’ approval a nice house / flat a good job good health While you read Read the passage and do the tasks that follow. 20