Giáo án Tiếng Anh Lớp 12 (Cơ bản) - Chương trình cả năm

Date of preparation: ./ ../ . Period: 1
Date of teaching: / .. /.
Review 1
I. Objectives:
1. Educational aim: Students know about English book in grade 12
2. Knowledge: 
Students know:	- How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
3. Skill: - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassette player, etc.
III. Procedure:
Teacher’s activities
Students’ activities
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
Guiding: (80 minutes)
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them
* The tests in grade 12 include: 
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
Date of preparation: ./ ../ . Period: 2
Date of teaching: / .. /.
Review 2
I. Objectives:
1.General knowledge: Ss can make dialogues about household chores and family life.
2. Skill: develop Ss’speaking skill
3. Attitude: discuss and share ideas with their friends
II. Teaching aids: Textbook, handout
III. Methods: pairwork, individual work
Date of preparation: ./ ../ . Period: 3
Date of teaching: / .. /.
Unit 1: Home life
Lesson 1: reading
I. Objectives:
1.General knowledge: Ss can make dialogues about household chores and family life.
2. Skill: develop Ss’speaking skill
3. Attitude: discuss and share ideas with their friends
II. Teaching aids: Textbook, handout
III. Methods: pairwork, individual work
IV. Procedure:
Time
T’s activities
Ss’activities
1. Organization:
2. Check the old lesson:
- 
3. Warm-up:
4. New lesson:
5. Wrap-up:
6. Homework:
V. Evaluation:
.. .
Date of preparation: ./ ../ . Period: 4
Date of teaching: / .. /.
Unit 1: Home life
Lesson 2: Speaking
I. Objectives:
1.General knowledge: Ss can carry on dialogues about household chores and family life.
2. Skill: develop Ss’speaking skill
3. Attitude: discuss and share ideas with their friends
II. Teaching aids: Textbook
III. Methods: pairwork, individual work, groupwork
IV. Procedure:
Time
T’s activities
Ss’activities
1’
5’
4’
10’
15’
7’
2’
1’
1. Organization:
2. Check the old lesson:
- call a S to write new words and make a sentence
- cal another to tell what members in his/her family often do . 
3. Warm-up:
- ask Ss to find out household chores (handouts)
+ cleaning the floor
+ cooking
+ washing clothes
+ doing homework
+ tidying the kitchen
+ going to school
+ repairing things
+ watching TV
+ taking care of the baby
+ taking outthe garbage
- call each group to write on board
4. New lesson:
a. Pre-speaking:
* pre teach vocab:
+ responsibility (n): tr¸ch nhiÖm, nhiÖm vô
+ share one’s personal secrets: chia sÎ bÝ mËt
+ make a decision = decide: quyÕt ®Þnh
- checking: making sentences
* Task 1: 
- ask Ss to read the sentences and tick the ones that apply to them and their family.
- call some Ss to read out
b. While-speaking:
Task 2: 
- ask Ss to prepare a list of questions to ask another st.
+ Who works in your family?
+ Who does the household chores?
+ What is your responsibility in the family?
+ What interest do your family member share closely?
+ Who does you often share secrets with?
+ Who do you often talk to before making an important decision?
- call on some Ss to say their questions
Task 3: Interviewing
- ask Ss to use the card as in the book and ask their friend to complete the card they have.
Who works in the family
..
Who does the household chores
.
.
.
.
.
c. post-speaking:
* Reporting: - ask Ss to report what they have interviewed their friend.
 eg: I talked to Ha. Both his parents work. His mother often does the household chores. ..
5. Wrap-up:
- summarise the main points
6. Homework:
- write a paragraph about what your family members do. (50- 70 words)
- do exercises in Workbook
- see Listening
Go to the board
Groupwork
Read in chorus
Read individually
Copy down
Individual work
Pairwork
Pairwork
Individual work
V. Evaluation:
.. .
Date of preparation: ./ ../ . Period: 5
Date of teaching: / .. /.
Unit 1: Home life
Lesson 3: listening
I. Objectives:
1.General knowledge: Ss can listen and get information from the talk between Paul and Andrea about their family life.
2. Skill: develop Ss’ listening skill
3. Attitude: try to get information about the listening task
II. Teaching aids: textbook, cassette
III. Methods: pair work, groupwork
IV. Procedure:
Time
T’s activities
Ss’activities
1’
5’
3’
8’
20’
5’
2’
1’
1. Organization:
2. Check the old lesson:
- call on a S to tell about what each member in his/her family often do.
3. Warm-up: - Ask sts to look at the picture in the book (page 16) and ask some questions:
 + What's happening in this picture?
 + How many people are there? Who are they?
 + How are they feeling? How do they look?
 Suggested answers:
 - A family is having a big meal.
 - 9 people.
 - Very happy.
4. New lesson:
a. Pre-listenning:
* pre teach vocab:
+ reserved (adj): dÌ dÆt, = booked: ®­îc mua tr­íc
+ spread out (v): t¶n ra
+ leftovers (n): = the food left after a meal
+ excited about = happy with
-checking: rub out and remember
b. While-listening:
Task 1: T/ F statements.
Listen to the conversation between Paul and Andrea and decide whether the statements are true (T) or false (F).
 - Let sts read and guess true/false
 - Play the tape the first time, ask Ss to listen and decide T/F
 - Lets sts listen the second time, ask Ss to give their answers
 - Let sts listen the last time and stop at the answers for sts to catch.
 Suggested answers:
 1.F 2.F 3.F 4.T 5.T
Task 2: Listen again and note down two things that are different about Paul's and Andrea's families.
 - Ask sts to listen one more.
- call some Ss to read out their answers.
Paul
Andrea
They are not really a very close-knit family
They are all really close
His family often eat the meal his mother cooks at home.
His family often goes out to eat when they get together.
c. Post-listening:
- ask Ss to tell about his/ her family.
+ How many people are there in your family?Who are they?
+ Do all members of your family live together?
+ Do they often get together on special occasions? Do you have big meals together?
5. Wrap-up:
- summarise the main points
6. Homework:
- study new words
- write a paragraph about your family (50 words)
- see Writing
Go to the board
Whole class
Read in chorus
Read individually
Copy down
Work in groups
(group 1 + group 2)
Pairwork
Pairwork
V. Evaluation:
Date of preparation: ./ ../ . Period: 6
Date of teaching: / .. /.
Unit 1: Home life
Lesson 4: writing
I. Objectives:
1.General knowledge: Ss can write a letter to a friend to tell their family rules to him/her.
2. Skill: develop Ss’ writing skill
3. Attitude: try to think about family rules
II. Teaching aids: textbook, posters
III. Methods: individual work, groupwork
IV. Procedure:
Time
T’s activities
Ss’activities
1’
5’
3’
8’
15’
10’
2’
1’
1. Organization:
2. Check the old lesson:
- call on a S to tell about his/ her family by answering T’s questions
3. Warm-up:
Questions and answers 
- ask some questions: 
 + Do you often come home late? 
 + What happens if you come home late?
- lead in.
4. New lesson:
a. Pre-writing: 
Task 1: 
- introduce verbs: let, be allowed to , have to , permit
+ let sb Vinf
+ S (o) be allowed to Vinf
+ have to Vinf
+ permit sb to Vinf
- make the question: What rules do you have in your family?
+ My parents don’t let me come home late.
+ My father permits me to use the family motorbike.
+ I have to do household chores
+ My father doesn’t have to do the household chores.
+ I am allowed to talk on the phone with friends
b. While-writing: 
Task 2: Use the ideas you have discussed above to write a paragraph about your family. Begin as follows:
 Dear  ,
 Every has its own rules. Mine has a few. First,
.
 Yours/ love,
- Ask students to write on posters 
- ask Ss to exchange their writing for peer correction.
c. Post-writing:
- ask Ss to hang the poster on board and give comments in each writing.
- write typical mistakes and ask Ss to give correction
5. Wrap-up:
- summarise the main points
6. Homework:
- complete the writing in notebook
- do exercises in Workbook
- see Language focus
Go to the board
Answer freely
Individual work and whole class
Groupwork
Whole class
V. Evaluation:
Date of preparation: ./ ../ . Period: 7
Date of teaching: / .. /.
Unit 1: Home life
Lesson 5: language focus
I. Objectives:
1.General knowledge: - Ss can pronounce the sound ‘s’ at the end of words.
 - Ss can review Simple past, past progressive and present perfect
2. Skill: develop Ss’ pronunciation and use of language
3. Attitude: try to read ‘s’ exactly and recall the previous knowkedge.
II. Teaching aids: textbook
III. Methods: individual work, pairwork
IV. Procedure:
Time
T’s activities
Ss’activities
1’
5’
5’
10’
22’
2’
1’
1. Organization:
2. Check the old lesson:
- call on a S to tell about his/ her family rules
- call on another to make sentences with let , allow, permit
3. Warm-up:
 - pick some pieces of paper on which there are some words ending in "s" (books, months, peas, beds, bags, speaks, days, bats)
/s/
/z/
- check the answers with the class 
- lead in the new lesson 
4. New lesson:
I. Pronunciation: /s/ - /z/
- demonstrate the ways to pronounce the sound "s" & "z" 
- explain the pronunciation of the - s ending sound 
+ -s is pronounced /s/ when the words ended with the sounds /f/, /k/, /p/, /t/ 
+ - s is pronounced /z/ when the word end with other sounds /¦/, /t¦/, /dg/, /s/, /z/,/m/, /n/,and vowels. 
* Practice 
- read the words and ask Ss to repeat in chorus and individually – correction. 
- divide the class into 4 groups to practise reading the sentences (group 1: sentence 1+2 g3: 3+4
 g2: sentence 2+3 g4: 4+5
- call on some sts to read aloud in front of the class 
- peer - correction / feed back 
II. Grammar: 
1/ Presentation :
- give 3 sentences and asks them to write the correct form of the verbs in brackets.
1. I (go) to her party yesterday ... like to recommend a well-known place in Vietnam to you.
2. It is about 170km from Hanoi.
3. The beach is an ideal place for swimmers.
4. People here are very friendly and hospitable.
5. I’m sure you will have a wonderful time here in Ha Long Bay.
* Task 2: Write a letter of recommendation.
- Ask Ss to work in groups.
- Go around and offer help if necessary.
- Give Ss some useful expressions.
+ I am very happy to hear that ...............................
+ On hearing that you are going to + verb, I’d like...............
+ is located/ situated in/ on ........................................
+ Caves, grottoes, mountain, hill, island, islet, spectacular, wonderful, attractive, beautiful, ideal, .........
+ friendly, warm, hospitable, gentle, polite, charming
+ speciality/ special food. Shrimp, crab,........
b. While-writing:
- Ask Ss to write the letter in individuals. 
c. Post-writing:
- Ask Ss to read aloud their letters then give remarks.
- Give corective feedback if necessary.
 April 14th, 2009
 Dear David,
 I’m very happy to hear that you are going to spend your summer holiday in the Southeast Asia. I would like to recommend a very wonderful place in Vietnam to you. That is Nha Trang city.
 Nha Trang is located on a beautiful bay, the Nha Trang bay, which was chosen by Travel and Leisure in two succeeding years as one of the 29 most beautiful bays in the world. Nha Trang is surrounded on all three sides by mountains and a large island on the fourth side. It is famous for its pristine beaches and exellent scuba diving. Nha Trang is not only already popular with Vietnamese tourists, it also attracts thousands of visitors from all over the world. When you come here, you can visit many interesting places such as Hon Mun, Bamboo island, Ponagar Tower, and VinPearl ..etc, lying on clean white sand beach and enjoy the fresh air. There are alot of resorts, hotels, and restaurants along the beach which serve exellent fresh sea food. Nha Trang people are very warm and friendly. They help make this city more beautiful for their hospitality and helpfulness.
 I think you should come and see Nha Trang this summer. It will be a good time for you to enjoy the sights and relax after hard working days.
 I’m looking forward to hearing from you soon.
 Sincerely yours,
 Anh Thu 
4. Wrap-up:
- summarise the main points
5. Homework assignment:
-Ask Ss to write the passage again at home and prepare “language focus” in advance. 
- Work in groups.
- Read aloud then give remarks.
- Copy.
- Work in groups then read aloud the answers.
- Give remarks then copy.
- Work in groups then read aloud.
- Give remarks then copy.
V. Evaluation:	
.. .
Date of preparation: ./ ../ . Period: 104
Date of teaching: / .. /.
Unit 16: the association of southeast asian nations
Lesson 5: language focus
I. Objectives:
1. Knowledge:
- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and adverbial clause of time
2. Skill: fluency in the rising –falling and use of adverbial clause of time
3. Educational aim: Students should pronunciate the rising –falling tune correctly and the use of adverbial clause of time
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, handout.....
IV. Procedure:
Time
 Teacher’s activities
Students’ activities
1’
5’
15’
20’
2’
1. Organization.
2.Warm up: Correcting mistakes
- Write on the board some sentences then ask them to find out the mistakes then correct.
- Ask Ss to work in groups then read aloud the answers.
- Call others to give remarks then give corrective feedback if necessary.
1. When I will see him tomorrow, I’ll give him your address.
2. Do you know what he did after he has eaten his breakfast?
3. As soon as he finish his work, he goes home.
4. Can you help me while I was away.
5. Yesterday when I came there, the train left.
=> Lead in the new lesson.
3. New lesson.
I. Pronunciation:
Listen to the teacher then practise reading the sentences.
- Ask Ss to read the sentences in silence first.
- Ask Ss to listen to the tape then read after the tape.
- Ask Ss to read aloud again then listen to the tape to check up.
- Give corrective feedback if necessary.
II. Grammar: 
* Exercise1:Complete the sentences below.
- Ask Ss to read through the exercise then help them do.
- Ask Ss to work in individuals then in pairs.
- Go around and offer help if necessary then call some Ss to read aloud their answers and call others to give remarks.
- Call a student to write the answers on the board then give corrective feedback if necessary.
1. She will phone you as soon as she arrives in Ho Chi Minh city.
2. After the war was over, we started rebuilding the country.
3. They met alot of people while they were on holiday.
4. Before you leave, don’t forget to turn off the lights.
5. I’ll stay till you get back.
6. We’ll come to see you whenever we are in Hanoi.
7. There is a danger of war as long as imperialism exists.
8. Tom sang a merry song as he walked away.
* Exercise 2: Supply the correct tense form of the verbs in brackets.
- Ask Ss to read through the exercise then help them do.
- Ask Ss to work in individuals then in pairs.
- Go around and offer help if necessary then call some Ss to read aloud their answers and call others to give remarks.
- Call a student to write the answers on the board then give corrective feedback if necessary.
1. When he arrives, he will tell us about the match.
2. Before the head teacher arrives, I’ll give the guests their tea.
3. Peter and John are going to play tennis tonight. While they are playing, we’ll go to the beach.
4. Since they got married, they have moved the house twice.
5. As soon as I have finished, I’ll give you a call.
6. After he (had) graduated from university, he joined the army.
7. Can you look after the children while I am out?
8. When I have read this novel, you can have it.
* Exercise 3. Combine two sentences, using one as an adverbial clause of time with the given conjunction.
 - Ask Ss to read through the exercise then help them do.
- Ask Ss to work in individuals then in pairs.
- Go around and offer help if necessary then call some Ss to read aloud their answers and call others to give remarks.
- Call a student to write the answers on the board then give corrective feedback if necessary.
1. Let’s go out before it starts raining.
2. I’ll give you my address when I have found somewhere to live.
3. After he had done his homework, he went to bed.
4. We’ll let you know as soon as we have made our decision.
5. I haven’t met them since I left school.
6. Robert suddenly began to feel ill while he was doing the examination.
7. Kate will come back home after she has finished the last semester.
4. Wrap-up:
- summarise the main points
5. Homework assignment.
- do exercises in Workbook.
- ask Ss to prepare Test yourself F at home. 
- Work in groups.
- Read aloud then copy.
1. see
2. had
3. finishes
4. am
5. had left
- Read in silence.
- Work in individuals then in pairs.
- Read aloud then give remarks.
- Copy.
- Read in silence.
- Work in individuals then in pairs.
- Read aloud then give remarks.
- Copy.
- Read in silence.
- Work in individuals then in pairs.
- Read aloud then give remarks.
- Copy.
- Read in silence.
- Work in individuals then in pairs.
- Read aloud then give remarks.
- Copy.
V. Evaluation:	
.. .
Date of preparation: ./ ../ . Period: 105
Date of teaching: / .. /.
Test yourself f
I. Objectives: 
1. Knowledge:After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening and writing in unit 14+ 15+ 16
- Improve their knowledge through the test yourself.
2. Skill: develop skills such as reading, listening, use of language
3. Attitude: Try to do the test and prepare it at home. 
II. Method: 	
- Integrated, mainly communicative.
II. Teaching aids:
- Textbook, tape, cassette player, board, hand-outs
IV. Procedure:
Time
 Teacher’s activities
Students’ activities
1’
10’
10’
10’
12’
2’
1. Organization.
2. New lesson:
I. Listening: Listen to the passage and write down the missing word or number.
- Ask Ss to read the sentences first and find newwords if necessary.
- Ask Ss to work in groups and guess the answers.
- Ask Ss to listen to the tapescript to check their guess.
- Ask Ss to listen to the tapescript again then work in groups.
- Ask Ss to read aloud the answers then write on the board.
- Give corrective feedback if necessary.
1. 16 November 1945
2. 193
3. 60
4. teacher- training
5. heritage
II. Reading: Read the text then answer the questions that follow.
- Ask Ss to read through the passage then find out newwords if necessary.
- Help them read the words correctly.
- Ask Ss to work in groups and go around to offer help if necessary.
- Ask Ss to read aloud the answers then call others to give remarks.
- Give corrective feedback if necessary.
1. Arab countries
2. In textile, toy, shoe, and electronic sectors
3. 70%
4. They depended on their husbands or fathers
5. They access to education and change in economic status
III. Grammar: 
Use the following phrasal verbs to complete the sentences below.
- Ask Ss to work in groups and go around to offer help if necessary.
- Ask Ss to read aloud the answers then call others to give remarks.
- Give corrective feedback if necessary.
1. grow up 2. stay on
3. wait up 4. give in
5. catch up 6. speak up
7. Watch out 8. cool off
9. keep up 9. fall behind
IV. Writing: Write about the changes in women’s role in the family in comparison with that 50 years ago.
- Ask Ss to work in groups then read aloud the writing.
- Ask Ss to give remarks then give corrective feedback if necessary.
 In recent year women’s role has changed dramatically in comparison with that 50 years ago. The changes are explicitly seen in may sectors.
 Firstly, in education, women nowadays are well educated, that is they can enjoy the benefits of education in every level.Women are not confined in the walls of the family with childbearing or childbearing. They participate in almost every area of public life. Many women have gained the high ranks in social or governmental sectors. As a result of this women no longer depend economically on their husbands or families.
 In addition, they do not worry about the number of children thanks to new thoughts on lifestyle. At present people no more see a family of very many children, six or more. And domestic chores are not a burden for women because they are done by machine. Consequently women at present can promote themselves in social life much more easily.
3. Wrap-up:
- summarise the main points
- Work in groups.
- Read aloud the answers.
- Give remarks.
- Copy.
- Work in groups.
- Read aloud the answers.
- Give remarks.
- Copy.
- Work in groups.
- Read aloud the answers.
- Give remarks.
- Copy.
- Work in groups.
- Read aloud the answers.
- Give remarks.
- Copy.
V. Evaluation:	
.. .