Giáo án môn Tiếng Anh Lớp 12 - Học kì 1

Period: 1
INTRODUCTION OF ENGLISH 12
A: Objectives
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Ss to know about the English book grade 12 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test
-Some requires of student to study well English.
- To introduce the theme of each unit.
2. Skills.
- To help Ss have the opportunities to develop their oral fluency.
3.Attitude and competences:
- understand and actively respond to relevant matters or situations.
-form and/or improve such competencies as: collaboration, presentation.
B. Preparations:
Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan.
Students: Textbook.
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
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?
T Ss
Individually
Presentation 
30 minutes
1. The text- book English 12
- The 1st 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 2nd 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
T Ss
Consolidation
5 minutes
Students’ assessment 
What do you find your English?
Very good/ excellent: Good: 
Average: Bad:
Very bad:
- Give feedback.
T Ss
Homework
2 minutes
- Prepare Unit 1: Life stories
 Lesson1: Getting started
T Ss
E. Experience:
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Distributive period: 2	
TEST
I. Objectives:
1. Knowledge: to check sts’ understanding ideas about what they have learnt in grade 11 (Vocabulary, grammar, pronunciation)
2. Skills : To drill sts’ reading, and writing skills
3. Attitude : Have a positive attitude towards form of a test and how to do it..
II. Preparations
Teacher : reference book, handouts.
Students :knowledge
III. Anticipated problems and solutions
1.Ss asks a lot of questions related to test.
2.T is ready to answer and make them clear.
Distributive period: 3	 Date of signing:
Unit 1: Life stories
Lesson 1: Getting started
A. Objectives:
1. Language focus
To introduce the overall topic of Unit 1: “Life Stories”, lexical items related to people’s life stories, homophones, revision of the past simplevs.the past continuous.
To check students’ comprehension thorough True / False
To provide Ss with a chance to express their opinion about their choice.
To help learners get started with some language items in Unit 1
2. Skills
To help learners get started with 4 skills in Unit 1.
Reading: Reading for specific information in an article about Life stories.
Speaking: Talking about a historical figures.
Listening: Listening for specific information in a talk show about privacy and lessons learnt from people’s life stories.
Writing: Write a life stories.
3. Attitudes
To help Ss get started for Unit 1 with the topic "Life stories"
To provide Ss some motivation
B. Preparations:
Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
Students: Textbook 
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
Warm up
6 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 in your textbook and answer my 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.
T Ss
New lesson
8 minutes
10 minutes
8 minutes
5 minutes
5 minutes
Activity 1: Listen and read
- Tell Ss that they are going to listen to a conversation in the school library between two friends: Sam and Ann
- 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
- 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 SJ and M 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 
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	______	4. one	______
2. eye 	______	5. no	______ 3. sea	______
Feedback: 1.two	2. I 	3. see 4. won 	5. know
Activity 5: Read the conversation again and write thecorrect 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
T Ss
Whole class
Individually
T Ss
Pair work
T Ss
Individually
T Ss
Individually
and pair work
T Ss
Consolidation
2 minutes
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
Homework
1 minute
- Ask Ss to learn by heart the words or phrases related to life stories.
- Prepare for the next lesson.
T Ss
E. Experience:
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Distributive period: 4	 Date of signing:
Unit 1: Life stories
Lesson 2: Language
A. Aims and Objectives:
1. Language focus
To provide learners some language items in Unit 1
For vocabulary, that is words and phrases related to people’s life stories
For pronunciation, that is homophones in connected speech
For grammar, that is the use of the past simple vs.the past continuousand use of articles
2. Skills
To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
To encourage Ss to work harder
To provide Ss some motivation
B. Preparations:
Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
Students: Textbook
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
Homework
3 minutes
Tellabout 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?
T Ss
New lesson
7 minutes
5 minutes
7 minutes
10 minutes
10 minutes
A. Vocabulary:
Activity 1:Write the words given in the box 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
2. talented
3. distinguished 
4. respectable	
5. perseverance
6. generosity
7. achievement
hình ảnh
có tài
lỗi lạc, xuất chúng
đáng kính trọng
tính kiên trì
lòng bao dung
thành tích
Activity 2: Complete the sentences with the correctforms 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 correctforms of the words in 1. Then compare their answers in pairs.
- T checks answers as a class.
Feedback:1. distinguished 2. talented3. achievements
4. respectable 5. generosity
B. Pronunciation: Homophones
Activity 1: Listen to pairs of sentences. Write the correctwords in the gaps. The first pair has beendoneas an example.
- 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 plays the recording and pauses after the first pairs of sentences and focus Ss’ attention on the homophones; plays the rest of the recording and asks Ss to write down all words with the same pronunciation while listening. 
- T explains that they will have a chance to select the correct one later on.; pauses the recording after each pair of sentences, if necessary; has Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence.
- 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:
2. a. allowed 
3. a. write
4. a. new
5. a. here
6. a. been
b. aloud
b. right
b. knew
b. hear
b. bean
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.
C. Grammar: 
The Past Simple vs. the Past Continuous
Activity 1: Underline the correct word
- 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?
- T asks Ss to read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it; draws Ss’ attention to sentences 4 and 6, in which always and constantly are used; has Ss to complete the sentences in pairs.
- T checks answers as a class.
- 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 (O).
- 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 read the sentences carefully and underline the nouns / noun phrases after the gaps.
- T tells Ss to pay attention to the forms and kinds of these nouns / noun phrases (singular or plural, countable or uncountable, common or proper) before deciding whether to use an article or not in each case.
- 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:
1. the
2. the, the
3. O, O
4. O
5. the, O, the
6. the, O, O, the, the
7. O, the, O
8. the, O
 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:
1. a	2. O, a	
3. a	4. O, a, O
5. O, a	6. a, O, a
7. O, an8. a, O
Activity 3: Read the following story and complete eachgap with an article. Write a cross (O) if anarticle 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:
1. a	2. O	
3. a	4. a / the
5. the	6. O	
7. the	8. the	
9. a	10. the	
11. a	12. a
Individually
Pair work
T Ss
Individually/
Pair work
T Ss
Pair work
Individual
Ss Ss
T Ss
Ss Ss
Individually
T Ss
Individually
T Ss
Individually
T Ss
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 continuousand use of articles
T Ss
Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
T Ss
E. Experience:
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Distributive period: 5	 Date of signing:
Unit 1 : Life stories
Lesson 3: Reading
A. Aims and Objectives:
To teach Ss to scana text for specific information about two people’s life stories and carefully read it for more detailed informationthrough completing the a table with correct information and answering questions.
To teach Ss new vocabulary by finding words or expressions with the definitions given.
1. Language focus
To provide learners some vocabulary related to people’s life stories.
2. Skills
To promote Ss to develop their reading skills
Skim the text to get the general idea
Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
Students: Textbook 
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
Check up
6 minutes
Choose the correct words from the box to fill in the blanks.
- T has 2 Ss do this on the poster hang on the board.
- Two Ss fill in the blanks with the correct words.
- Other Ss observe and give comments.
piece
genes
he’ll
threw
brake
peace
jeans
hill
through
break
You should have a ______ now. You’ve been working non-stop for four hours.
Bryan’s got an ankle sprain, but I believe ______ overcome his injury to win the gold medal.
Alex said his day was very busy, and he just wants some ______ and quiet now. 
Angela ______ a stone into the river.
Blue ______, the most popular clothing item in the world, were invented by Jacob Davis.
Feedback:1. break2.he’ll3.peace 4. threw 5.jeans
T Ss
New lesson
5 minutes
10 minutes
8 minutes
8 minutes
5 minutes
Giving back to the community
Activity 1: Discuss with a partner.
Who do you think the people in the pictures are? What do they need? What can you do to help them?
Use the words under the pictures to answer the questions.
Picture a: flood / food / shelter
Picture b: shabby classroom / study equipment
Picture c: cancer / care / comfort
Who and what they need
a. flood victims who need food and shelter
b. students studying in a shabby / dilapidated classroom who need 
 study equipment and a decent place to study
c. young cancer patients who need care and comfort
What to do
a. donating money, rice, old clothes
b. donating books, money
c. visiting them and giving gifts, organising different activities
Feedback: The answers vary.
Activity 2:Read two people's life stories and completethe table with facts about them. 
- T tells Ss that they are going to read the life stories of 2 people and complete the table with facts about them; asks Ss to study the table and consider what kind of information they should look for (e.g. year of birth or death, nationality, etc.); has Ss read the stories and find the information to complete the table.
- T checks answers in pairs and then as a class.
Feedback: 
Name
Larry Stewart
Le Thanh Thuy
Born
1948
1988
Died
2007
2007
Nationality
American
Vietnamese
Health problem
cancer
bone cancer
Dedicated life to...
the needy
young cancer patients
Activity 3: Find the words or expressions in the text that have the following meanings. Write them in the correct spaces. 
- T asks Ss to work in pairs and asks them to read the definitions and discuss any possible answers without referring to the text; encourages Ss to write as many words as they can think of; has Ss read the text and find the words or expressions that have these meanings.
- Ss read the definitions and Find the words or expressions in the text as required; give the Vietnamese meaning of each of these words.
Feedback: 
the needy: người thiếu thốn['ni:di]
reveal: bộc lộ, tiết lộ [ri'vi:l]
anonymous [ə'nɒniməs] vô danh
amputate ['ӕmpjuteit] cắt chi
memory: trí nhớ ['meməri]
initiate [i'niʃieit] khởi xướng
Activity 4: Read the stories again. Answer the questions. 
- T asks Ss to read the stories individually again and answer the questions by writing complete sentences or just taking short notes; has Ss work in pairs, taking turns to ask and answer the questions.
- T checks answers as a class.
Feedback: 
1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.
2. Because he gave money to people during the festive season of December while his identity was hidden.
3. People have been inspired to continue his mission of kindness and charitable work.
4. Thuy organised charity activities to relieve young cancer patients’ pain.
5. She was awarded the title “HCM Outstanding Young Citizen”.
6. The newspaper organises annual events to support her program. One of them is the Sunflower Festival, where children and their families get together and have fun. Gifts are given to the young patients, and the memory of Thuy is kept alive by retelling the story about love and sharing.
Activity 5: Discuss with a partner. 
Have you ever taken part in the Sunflower Festival to support Thuy's Dream Programme?
- T has Ss work in pairs and discuss the questions.
- If Ss have never heard of Thuy’s Dream Programme or the Sunflower Festival, T encourages them to search the Internet for information before they answer question b.
Possible answers:
No, I didn’t. 
I’d like to do it in the future. I’d paint portraits/ make sunflowers /perform chicken dance to help. I would like to do these things in order to ease cancer patients’ sufferings.
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
Individually/
Pair work
T Ss
Pair work
T Ss
Consolidation
2 minutes
- Summarize the main points of the lesson
T Ss
Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
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Distributive period: 6	 Date of signing:
Unit 1: Life stories
Lesson 4: Speaking
A. Aims and Objectives:
To teach Ss to talk about some famous historical figures of Vietnam to be able to talk about a historical figure’s life story.
To teach Ss to practise sharing and giving responses to new information.
By the end of the lesson, students will be able to: 
Express their opinion about some famous historical figures of Vietnam to be able to talk about a historical figure’s life story.
Perform their viewpoints to other people in real life.
1. Language focus
To provide learners some vocabulary and structure related to people’s life stories.
2. Skills
To promote Ss to develop their speaking skills
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
Teacher: Handouts, textbook, lesson plan and pieces of papers.
Students: Textbook 
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
Warm up
7 minutes
Look at the picture and say who he is. 
Possible answer:
He is Nguyen Trai, a famous historical figure of Vietnam.
T Ss
New lesson
10 minutes
10 minutes
15 minutes
A historical figure
Activity 1: Choose the correct sentences (a-e) to completetheconversation between two friends. 
- T has Ss read the conversation quickly to get the main idea, then has them read it again and match the sentences (a-e) with the gaps (1-5) in the conversation.
- Ss read the conversation quickly to get the main idea, then read it again and match the sentences (a-e) with the gaps (1-5) in the conversation.
- Ss compare their answers.
- Ss practise pronouncing new and difficult words.
Feedback: 1.d 2.a 3.c 4.e 5.b
Activity 2: Practise the conversation with a partner.
- T asks Ss to practise the conversation in pairs.
- Ss practise the conversation in pairs.
Activity 3: Choose one topic. Use the information belowor your own ideas to make a similar conversation. 
- T has Ss read the conversation again and complete the information about Nguyen Trai.
- Sschoose one topic and make a similar conversation.
Feedback:Conversation 2
John: Hi, Van. What are you doing? Why are you talking to the mirror?
Van: Well I’m practising for the storytelling contest next week. I want to see my expression while I’m speaking.
John: I see. The topic is the life of a historical figure, isn’t it?
Van: That’s right. I’ve decided to talk about Le Quy Don.
John: Le Quy Don? Who is he?
Van: He was a distinguished philosopher, poet, and encyclopaedist ([en,saikləu'pi:dist] nhà bách khoa), he was responsible for a large number ofencyclopaedic ([en,saikləu'pi:dik]), historical and philosophical ([,filə'sɔfikl]) works.
John: Wow! He is a real national hero. Do you know any stories about him? An interesting story will hold the attention of your audience and the examiners.
Van: Yes. This is an interesting story about him: When he was still a child, he created a poem, using words with double meanings to describe the characteristics of different types of snakes. The poem can also be interpreted as a lazy student’s self-accusation ([,ækju:'zei∫n]) and promise to study harder. He is respected for his sharp witand wide knowledge.
John: Excellent. Can you read the poem to me?
Van: Yes, I’ll read it at the contest. Why don’t you come to the contest and listen to the poem?
John: OK, I will. I really want to know more about this famous man.
Individually
T Ss
Group work
T Ss
Pair work
Ss Ss
Consolidation
2 minutes
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
T Ss
Homework
1 minute
- Ask students to learn by heart the expressions.
- Prepare for the next lesson.
T Ss
E. Experience:
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Distributive period: 7	 Date of signing:
Unit 1: Life stories
Lesson 5: Listening
A. Aims and Objectives:
To teach Ss listen for specific information about atalk show on privacy and disclosure of people’s private lives.
1. Language focus
-	To provide learners some vocabularies and structures related to life stories.
Talk about the topic of life stories
Identify specific information through