Giáo án tiếng Anh lớp 12 Tuần 1 sách mới

Activities

Interactions

1. Warm-up (8 minutes)

Introduces herself to the students.

Asks some students to introduce themselves:

What’s your name? Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult?

Reading, speaking, listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

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Individually

2. Presentation (30 minutes)

1. The text- book English 12

- The 1^st term: * Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project

* Review 1, 2 * Test yourself 1

* Written tests: 6: 15’(3) 45’(2) end- term (1)

- The 2^nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project.

* Review 3, 4 * Test yourself 2

* Written tests: 6: 15’(3) 45’(2) end- term (1)

2. Teacher’s demand:

- Read the lesson before studying in class.

- Do all exercises at home.

- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.

-Listen to the teacher attentively and take part in the lesson actively and creatively.

- Take part in the activities that the teacher required such as pairs work, group work or individual

- Each S has a notebook and book (student book and work book)

Books * Text - book English 12 * Work - book English 12

At home:

* Prepare for the new lessons: content, structures, words and phrases, pronunciation

* Revise the old lessons + do all the homework

At class: * Participate in all activities * Keep the discipline

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3. Consolidation (5 minutes)

Students’ assessment

What do you find your English? Very good/ excellent:

Good:……… Average:……… Bad:……….. Very bad:………

- Give feedback.

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4. Homework (2 minutes)

- Prepare Unit 1: Life stories Lesson1: Getting started

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Activities

Interactions

1. Warm up (5 minutes)

Answer some lead-in questions.

1. Who is your favourite singer / footballer /…?

2. Why do you like him / her?

3. Look at the picture on page 6 and answer questions: Do you know who they are? What do you know about them?

Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.

2. I like Sơn Tùng most because he not only sings beautifully but he is also really handsome. I like David Beckham very much because he both plays football excellently and is manly.

3. I have no idea about the first photo. The second is Michael Jackson, a popular American singer and dancer. The third one is a good cook / chef. And the last one is two students. May be they are talking about the three people just mentioned.

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2. New lesson

Activity 1: Listen and read (15 minutes)

- Tell Ss that they are going to listen to a conversation.

- Play the recording

- Ask Ss listen to the recording and read the conversation.

+ Steven Paul “Steve” Jobs (February 24, 1955 – October 5, 2011) was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.

+ Michael Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, song writer, record producer, dancer, and actor.

+ Christine Ha (May 9, 1979) is an American chef, the first blind contestant of the TV show Master Chef and winner of its third season in 2012.

Activity 2: Read the conversation again. Decide whether the statements are T or F. (12 minutes)

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner.

T (Quang says he hasn’t decided between Steve Jobs and Michael Jackson.)

NG

F (Hung thinks Michael Jackson was a great dancer, but not an excellent singer and his singing voice became weak and thin in his later years.)

F (Quang says M. Jackson’s music inspired him to learn to play a musical instrument.)

T (Quang says Christine Ha won the US Master Chef trophy in 2012. Hung says Christine is a blind chef and a gifted writer, very talented and determined, and it was absolutely amazing to watch her use all the kitchen tools and prepare the dishes.)

T (Hung says Christine is a blind chef.)

Activity 3: Discuss with a partner.

If you were Quang, who would you choose to talk about, Steve Jobs or Michael Jackson? Why?

- T has Ss read the question and discuss their answers with a partner; elicits some answers and writes the best ones on the board. - Ss discuss in pairs and answer the questions.

Possible answers:

1. If I were Quang, I would choose to talk about Steve Jobs because he is amazingly talented - he was an entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.

2. If I were Quang, I would choose to talk about Michael Jackson because he was a wonderful singer, a professional dancer, a great song writer, a leading record producer, and a popular actor.

Activity 4: Find the words in the conversation that have

the same sounds as the following.

- T explains briefly to Ss that many English words (or combinations of words) may have the same pronunciation, but different spellings and different meanings. They are called homophones.

1. too_____ 2. eye_____ 3. sea______ 4. one______ 5. no______

Feedback: 1. two 2. I 3. see 4. won 5. know

Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.

This activity focuses on revision of the past simple and the past continuous.

- T asks Ss to give the correct tenses of the verbs in brackets first, and then has Ss read the conversation to check their answers. Feedback: 1. became, wasn’t 2. felt, was creating

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Whole class

Individually

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Pair work

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Individually

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Individually

and pair work

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3. Consolidation (2 minutes)

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework (1 minute)

- Ask Ss to learn by heart the words or phrases related to life stories. - Prepare for the next lesson.

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Activities

Interactions

1. Homework (3 minutes)

Tell about the person you admire.

What’s his / her name? What does he / she do? What is he / she famous for? Does he / she inspire you to do anything? What is it?

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2. New lesson

A. Vocabulary: (8 minutes)

Activity 1: Write the words given next to their meanings.

- T asks Ss to match the words with their meanings

- Ss read the words and their definitions in the box and then do the matching.

- Ss give the Vietnamese meanings of these words and then practise pronouncing them.

- T checks answers as a class.

Feedback: 1. Figure: hình ảnh 2. Talented: có tài

3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích

5. respectable: đáng kính trọng 6. perseverance: tính kiên trì

6. generosity: lòng bao dung

Activity 2: Complete the sentences with the correct forms of the words in 1.

- T asks Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider its suitable form (singular or plural).

- T has Ss complete the sentences individually, and then compare their answers in pairs.

- Ss complete the sentences with the correct forms of the words in 1. Then compare their answers in pairs.

- T checks answers as a class.

Feedback: 1. distinguished 2. talented 3. achievements

4. respectable 5. generosity

2. Pronunciation: Homophones (10 minutes)

Activity 1: Listen to pairs of sentences. Write the correct words in the gaps.

- T asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going to listen to the recording and write the words they hear in the blanks; asks Ss to read the two sentences a and b carefully, and decide on the part of speech of the missing words.

- T checks answers as a class.

- Ss study the Do you know…? Box; listen to the recording and write the words they hear in the blanks; Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence.

Feedback:

Activity 2: Listen and repeat the sentences in 1.

- T plays the recording again and has Ss repeat each sentence chorally; asks Ss to read the sentences in pairs.

2. Grammar: The Past Simple vs. the Past Continuous

Activity 1: Underline the correct word (8 minutes)

- T has Ss review the use of the past simple and the past continuous; asks Ss to look at the Remember box and draws their attention to the examples and asks them guiding questions: In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why is the adverb “always” used?

- Ss listen to the tape again and repeat the sentences chorally.

- Ss read the sentences in pairs.

Feedback:

1. went, was having 2. met, was traveling

3. was working, was, were 4. shared, was always taking

5. called, was doing, did not hear 6. was constantly asking, was

7. requested, was composing 8. joined, was then leading

Definite articles and omission of articles

Activity 2: Complete THE gaps with the where necessary. If an article is not necessary, write a cross (x). (6 minutes)

- T asks Ss to study the Do you know…? box and draw their attention to the special cases (use of the and omission of articles).

- T asks Ss to complete the gaps with the or a cross (O) if an article is not necessary.

- T has Ss compare their answers with a partner.

- Ss look at the Remember box and pay attention to the examples.

- Ss read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it.

- Ss complete the sentences.

Feedback:

Indefinite articles

Activity 3: Complete the gaps with A, AN or a cross (O) if an article is not necessary.

- T asks Ss to study Do you know…? box.

- Ss study the Do you know…? box. DO YOU KNOW…?

The definite article THE is generally used before a singular or plural noun when we talk about a specific thing or action.

Examples: The dog that bit me ran away.

They like the films directed Steven Spielberg.

- T asks Ss to complete the gaps with an indefinite article or a cross (O) if an article is not necessary and draw their attention to sentences 7 and 8, in which the nouns (ice cream, coffee) can be countable or uncountable.

- Ss read the sentences carefully and underline the nouns / noun phrases after the gaps.

Feedback:

Activity 3: Read the following story and complete each gap with an article. Write a cross (O) if an article is not necessary.

- T tells Ss that to do Activity 4, they need to consider whether to use a definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner.

- T checks answers as a class.

Feedback:

Individually

Pair work

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Individually/

Pair work

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Pair work

Individual

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Individually

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Individually

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Individually

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3. Consolidation (2 minutes)

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Homophones in connected speech

The past simple vs. the past continuous and use of articles

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4. Homework (1 minute)

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

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