giáo án tiếng anh 12 CTC cả năm

  Unit1: home life

Lesson1: Reading

Time

Procedure:

3’

2

4

7

5

5

5

1. Warm up:

T writes this sentence on the blackboard and raise out question:

Complete the sentence by filling the gaps with the suitable words:

……..build the house …………….make it home.

- Ss work individually then exchange with their partners

- T calls some ss  to answer then calls another comment.

2.   Presentation:

Teacher:

      +  House is quite different from home. Everyone wants to live in a happy home but how can we make a happy home? It is a question and today we may find some suggestions

3. Practice:
   1. Before you read:

Activity 1: individual work: answer these questions

-    What does your father often do in your family?

-    And about your mother?

-    What do you usually do to help your parents?

-    Who brings money to support your family, your father or mother?

-    What do you think if your father is only a person to bring money to support your family?

Activity 2: pair work: look at the picture; ask and answer the questions in the book and practice aloud when they finish T asks ss: Is there anything similar to your family?

2. While you read: read the passage and do the task that follow

• Activity 1: individual work: read the passage silently and quickly to get the main contents
• Activity 2: Group work: discuss new words and structures

Take the responsibility for …                                    Under pressure

It is believed /thought/said/  ... that                            Join sb in doing something

To be in attempt to do st                                            Mischievous = naughty

Close-knit                                                                     Supportive(a) of

  a. Task 1: Choose the sentences A, B or C that is nearest in meaning to the sentence given

- Activity 1: Individual work: do the task

- Activity 2: Pair work: corrects the answers:

answer:

1.  B           2. C           3. A                 4.  B                                       5.C

        -  Activity 4: Group work: Read the passage and complete the table bellow (to check ss' understanding and prepare for task 2)

10

10

Ss read the text in silence again and do a handout in groups then compare answer.

b. Task 2:  Answer the question:

- Activity 1: individual work: read the reading passage again and answer the questions:

- Activity 2: group work: correct mistakes

1. Very busy. They have to work long hours and sometimes they have to work at night.

2. She is always the first one to get up in the morning to make sure that her children leave home for school with breakfast and in suitable clothes. She always makes dinner ready before her husband comes home.

3. The daughter…. The house at weekends

4. She attempts to win a place at university.

5. Because they are a very close-knit and supportive of one another. They often share their feelings whenever problems come up, they discuss them frankly and find solutions quickly.

- Activity 3: pair works read the questions and answer aloud (to check pronunciation if have time)

1. After you read: Work in groups compare the given family with your own family

Activity 1: group work: Look at the handout again and make comparison

Activity 2: individual work: report the discussion.

        e.g.: In my family, my mother usually washes the dishes, look after my brothers, run the house hold, my father mend the broken things

Home Work:

-    Read the lesson again and learn by heart new words and structures

-    Find new words of speaking section

                     Unit1: home life

LEsson 2: speaking

Time

Procedure:

5’

1. Warm up:

- Activity 1: whole class work: answer the question:

What can be known as house hold chore?

E.g.  - clean the house

- do the washing up

1

5

4

10

15

10

3

………….

1. Presentation:

Teacher: Last period, we got to know a family story. Today, we study how to talk about family life of your own and your friend

2.   Practice:

1. Task 1: Read the  following sentences and tick () the one that apply to you and your family

- Activity 1: individual work: read and tick ()

- Activity 2: pair work: Compare with your friend answer

2. Task 2: Work in pair. Prepare a list of questions to ask another student to find out whether his/her family life is like yours

- Activity 1: Whole class work: explain the requirement and some new word

                      Make a decision =  decide (v)

-          Activity 2:  Group work: Prepare a list of questions

T divides class in to 8 groups. Each group is given 2 topics to make as many questions as they can. E.g. group 1: 1,2 group 2: 3, 4 group 3: 5, 6, group 4: 7, 8, group 5: 1, 2 ...

-          Activity 3: report the answer:

Each group reports the answers. Other listen, take note and add more if possible, teacher writes some difficult questions on the board

E.g.

1. Who works in the family

- Who works in your family?                              -  Do your parents work?

2.  Who does the household chores

- Who does the household chores?                      -  Who takes the responsibility for house hold

3. Responsibility in the family

- What's responsibility in your family?               -  What do you often do in your family?

4. Person to share secrets with

- Who do you share your secrets with?              -  Who do you trust the most?

...

3. 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 answer in the table

- Activity 1: pair work: Conduct an interview using the questions from task 2 and the table of task 3 (to make ss more motivated)

T's instruction: imagine that you are a journalist your friend is one of the most famous supper star. She/ he has only some minutes here with us. Ask him or her about home life please

E.g. A: Good morning Hoa. Are you free at the moment?

        B: Yes. What can I do for you?

        A. I want to know something about your home life. Would you mind answering?

        B: Never mind. Please but be quick because I have to go soon

        A: Who works in your family?

        B: of course, I do because I earn a lot of money ...

-          Activity 2: pair work: role play: conduct the interview in front of the class

T and the other students give comment on accuracy and fluency

      4. Task 4: Go back to your original pairs. tell each other the information you have collected

     T's instructions: Now it's time for your idol to go on his / her tour. Please report what you have collected from him or her

E.g. I had a talk with Hoa when she was having a rest. She told me a lot about her family life. She is the person who works most in her family ...

Home Work:

-    Write Task 4 down on your notebook

Unit1: Home life

Lesson 3: Listening 

Time

Procedure:

5’

1

10

25

10

1. Warm up:

Activity 1: individual work. Answer the Teacher’s questions

-  How many brothers and sisters do you have?

-  When your family member get together, How do you feel?

- Do you think other will feel the same? Why?

2. Presentation:

Teacher:

Family is very important to people life. It is the base for one to step into the world with confidence. However each member can have different feeling about it. Today we have a chance to know some of them

3. Practice:

1. Before you listen:

-          Activity 1: individual work: describe the picture

T asks ss to look at the picture and answer the questions:

1. What is happening in the picture?

2. How many pictures are there? / Who are they?

3. How are they feeling? / How do they look?

Ss answer according to their ability

- Activity 2: whole class  work: Listen and repeat

- Teacher asks ss to listen and repeat:

     - Students  repeat and ask for explanations of unknown words

     -  Teacher helps ss recognize the words in the tape by let them listen to the tape and tell him to stop when they hear the word. Asks them to repeat the sentences if possible

2. While you listen:

a. Task 1: Listen to the conversation between Paul and Andrea and decide whether the statement are true (T) or false (F)

               Activity 1: Individual work:  guess the  answers:

               Teacher plays the talks on CD twice students have to decide the statements are true or false

        Activity 2: Pair work: corrects the answers:

Possible answer:

1. T

2. F (They not a very close – nit family, they rarely get together as a family any more.)

3. F (It is about 180 kilometers from they ….)

4. T ( There are 4 children in Paul’s family)

5. T (There are too many people to cook for; they end up going out to dinner a lot.)

b. Task 2: Listen again and note down two things that are different about Paul's and Andrea's family

15

10

3

• Activity 1: individual work: Listen again and note down the ideas

Teacher plays the talks on CD twice students have to note down the ideas

• Activity 2: group work: correct mistakes

Answer:

3. After you listen: Work in groups. Discuss the importance of family in a person's life

Activity 1: group work: Discus the importance of family

- Ask Ss to work in groups, discuss the questions:

The importance of family in a person's life

- Asks some students to present their discussion in front of the class.

- Gives feedback

Family is very important. It’s a place where people can share their secrets and find solutions to problems that arise. Only in family, we can enjoy love and comforts. We are sure to be welcome back when we have disappointments or failures in life.   

Home Work:

Write a passage 60 words a bout importance of family in a person's life

Unit1: Home life

Lesson4: Writing 

Time

Procedure:

5’

1

1.        Check up:

- Activity 1: individual work: present your homework "important of family in person's life"

- Activity 2 : the whole-class work:  correct mistakes and remark: focus on ideas and frequency

2.     Presentation:

Teacher: We all know that family is very important to people life. Each family is different from other in it member and rules. Today, we study more about it.

10

20

1.        Practice:

  1. Task 1:

- Activity 1: whole class work: elicit the grid

                                        No fighting among kids

                                                                        Not go out too much                    Study at home

         Let parents know when feeling unsatisfied            Look after brother  when parents are out

T's instructions:  Tell me one of your family rules. E.g. Not come home late ... when finishing remember to write ss's ideas on the board and check the meaning of the guide line

-          Activity 2: individual work: Talk about your self using the information on the board

E.g. I am not allowed to go out too much

         I can study at home

T introduces some verbs in the text book

                   + Let sb + V

                   + Allow sb + to V

                   +  Have to + V (obligation)

                  + Permit sb + to V

       SS can make sentences like these

             In my family, all members have to do household chores.

              I have to prepare meals when mother is out.

              My parents do not let me use the family motorbike.

              My parents permit me to go out with my friends but they do not allow me to come home late at nights.

        I am allowed to talk on the phone

T and the whole class listens and corrects mistakes

  2. Task 2:

Activity 1: whole class work: recall the form of informal letter

Date,

Dear.....,

................................................................................

..............................................................................

..............................................................................

Your truly/ best wishes / your

          Signature

Activity 2: group work write a letter using suggestion from task 1

Activity 3: Whole class work: correct mistakes

T ask 2 representative of 2 groups to copy their groups writing on the board then together with the rest of the class, correct them

Sample Writing:

Thai Nguyen August 15, 2008

Dear Nga,

We haven't contacted for a long time, I feel missing you so much. Last time you wanted to know more a bout my family. Today I let you know some of the main features

Every family has its own rules. Mine has a few. First, I have to prepare meals because my mother is busy with her work. Next, I am permitted to watch TV after I have finished my homework. My parents also let me talk on the phone with friends but I am not allowed to use it too long. Sometimes  my parents permit me to go out with my friends but they don’t allow me to come home late at nights .They never  let me use the family motorbike because I don’t have a driving license. Every day, after doing morning exercises, I water the plants and flowers, and then I clean the house, tidy the kitchen and scrub the toilet. I have one sister and one brother, so I help my parent to look after them.

Despite the rules, we all feel comfortable and safe because our parents always want the best things for us.  I hope you feel the same too. See you in the next letter.

Yours

Lan

3

Home Work:

-    Complete your writing after consulting your friends at class

.

  Unit1: Home life

Lesson 5: language focus

Time

Procedure:

5’

1

10

25

10

1. Check up:

• Activity 1: individual work: hand in your writing at home
• Activity 2: whole class work: correct your friend's wrong sentences

2. Presentation:

Teacher: We are coming to the end of lesson 1. We have just studied how to read, speak, listen, and write within the topic friendship. Today we summarize what is the main structure of the lesson in language focus lesson

3.   Practice:

1.     Pronunciation:

    a) listen and repeat:

- Activity 1: whole class work: listen and repeat:

    + Teacher: read the words twice and focus on the pronunciation of the two sounds: one is voice (/z/)and the other is voiceless (/s/)

    + Students listen and repeat after the teacher

- Activity 2: individual work: practice pronouncing the words:

b) Practice reading the sentences:

- Activity 1: whole class work: listen and repeat:

    + Teacher: read the sentences twice and focus on the two sounds in sentences

    + Students listen and repeat after the teacher

- Activity 2: individual work: practice pronouncing the words (focus on accuracy of stress and rhythm )

2.     Grammar:

    a. Exercise  1: Underline most suitable form in each sentences

- Activity 1: Whole class work: recall the verbs tense:

T asks ss to summarize the use of the Past Simple and the Present Perfect

Simple past is used to denote an action happening at a specific time in the past with no relating to the present.

Form:   +  S+ Ved

                   -  S + did not + V Infinitive

                   ?  Did + S+ V infinitive?

Present perfect: is used for past action but present result, or uncompleted past action

Form:     +   S + have/has + past participle

                 -   S + have/has + not + past participle

                ?   Have / Has + S + past participle

   - Activity 2: Individual work: do the task

15

3

  -Activity  3: Pair work: corrects the answers:

Answer:

1.  Have you seen

2. have you enjoyed

3. has been married

4. Did you give ; saw

5. didn’t listen

6. Have you two met

                        7. Did you meet

b. Exercise  2: Decide which answer (A, B, or C) best fits each space

- Activity 1: group work: discuss the ways of doing and explain new word if any

Notes: Past continuous is used to express action that was in progress at  a specific time in the past; it is also used to express action that was in progress when something else happened

- Activity 2: individual work: do the task

- Activity 2: group work: correct mistakes

Answer:

1. B                                         8. C

2. C                                         9.  B

3. A                                        10. C

4. A                                        11. B

5. B                                        12. C

6. B                                        13. C

7. B                                         14. A               15. B

Home Work:

-    Do those exercises again carefully on your notebook

-    Prepare Unit 2 Reading

   Unit2: cultural diversity

  Lesson1: Reading

Time

Procedure:

3’

1.        Warm up:

Activity 1: Whole class work: answer the teacher’s question:

-          What does marriage mean?

1

5

30

10

15

10

-          Do you intend to get married? Why?

-          Is marriage important? Why?

1.        Presentation:

Teacher:

      + Marriage is a one of the most important turning point of a person's life. Today, we study some interesting thing about marriage around the world

2. Practice:

1. Before you read:

-          Activity 1 : group work: discuss the questions

          What can bring about happy love marriage?

Activity : Whole class work: Report

   T calls the representative of each group to report and add on some key value while copy them on the black board                                                                                 family support

                                                                             Money                  Job

                                                      Physical attractiveness                                             love

                                                                       Confiding

                                                                                     Equals                                 good health

                                                                                                        Trust     House

• Activity 2: Whole class work: read out the word and remember the meaning

2. While you read: Read the story and do the task that follow

• Activity 1: individual work: read the passage silently to get the main contents
• Activity 3: Group work: discuss new words and structures

Contractual (adj) connected with the conditions of legal written agreement.

         Ex : We have contractual  obligations  to control prices .

Counterpart (n)  Ex : The ambassador is meeting his German  counterpart .

Maintain /(v) to make st: .Continue at the same level, standard, etc.

          Ex:  The two countries have always maintained close relations.

Sacrifice (v) Ex: She sacrificed her career to bring up the children.

Oblige (v) to force sb to do st, because it is a duty.

          Ex:  Parents are obliged by law to send their children to school.

a. Task 1: explain the meaning of the italicized words/phrases in the following sentences

     Activity 1: Individual work: do the task

     Activity 2: Pair work: corrects the answers:

Answer:

  (1) Precede = happen or exist before.

  (2) To determine = to find out.

  (3) To confide   = to trust.

  (4). To sacrifice = to willingly stop having something you want.

  (5). is obliged = having a duty to do st.

b. Task 2:  Answer the following questions

Activity 1: individual work: read the reading passage try to answer the questions

   Activity 2: pair  work: correct mistakes

1. They are Physical attractiveness; Confiding; Partnership of equals; trust built on love.

2. The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband.

3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.

4. The American wife trusts her husband to do the right thing because he loves her not because he has to do.

5. The main finding of the survey is that young Asians are not as romantic as their American counterparts are. 

3. After you read: work in group: discuss the questions: What are the differences between a traditional Vietnamese and modern Vietnamese family

Activity 1: group work: Complete the table bellow (using handout)

3

Activity 2: group work: make the full sentence with the information from the table

E.g. In Traditional Vietnamese family there are at least 3 generations in a house while in modern ones there are usually two ...

Activity 3: Individual work: try report

Home Work:

-    Read the lesson again and learn by heart new words and structures

-    Write a summary about Americans in the passage

Unit2: cultural diversity

Lesson2: speaking

Time

Procedure:

8’

2

5

15

1.        Check up:

-    Activity 1: individual work: do your homework:  report a summary about Americans in the passage, prepared at home

- Activity 2 : the whole-class work:  correct mistakes and remark: focus on ideas and frequency:

           Suggested Ideas:

         + Americans believe in romantic love. They are quite concerned about physical attractiveness and agree that a wife should maintain he beauty and appearance after marriage. They think that wives and husbands share all thoughts and marriage is a partnership of equals. The American wife trusts her husband to do the right thing because he loves her not because he has to

2.     Presentation:

Teacher; We have just listen to some interesting thing in American opinion on love and marriage. Today we will get to know some more interesting features of American Culture and then we can compare them with Vietnamese one

3.  Practice:

1. Task 1: work in pairs: Express your point of view on the following ideas, using the words or expressions in the box

- Activity 1: group work: understand the idea

       T asks ss to work in group to discuss the meaning of the ideas given on the book

Some new words may be: generation, be based on, be suppose to, in public

- Activity 2: pair work: express your point of view

      T ask ss to pay attention to the box and the example then make their own sentences

Some new word in the example may be nursing home, live a life, independent

- Activity 3: individual work: report your answer:

  2. Task 2: Below are some typical features of American culture. Work in pairs, discuss and find out the corresponding features of Vietnamese culture.

Activity 1: group work: understanding the table

T asks ss to works in groups, read all the features and try to understand the meaning

Some new word may be: polite (a), income(n), greet (n), groceries (n) ...

15

Activity 2: Pair work: discuss and complete the table

Possible answer:

Activity 3: pair work: report your pair's idea: One read about American the other about Vietnamese. one feature by one features

3. Task 3: Work in groups: Talk about the similarities and differences between Vietnamese and American cultures, using the features discussed in Task 2

Activity 1: group work: Do matching exercise (using handouts) to

Exercise: Below are some things both American and Vietnamese people do. Match A with B

   Activity 2: whole class work: correct the exercise

Answer: 1. b   2. e 3. d 4. a  5.c

Activity 3: group work: Talk about the similarities and differences between Vietnamese and American cultures, using the features discussed in Task 2 and the exercise

E.g.     There are similarities Vietnamese and American cultures. Both American and Vietnamese have more than one generation in a family. They all like to use every day questions to start a chat and when they meet each other, they all greet. Besides they all have to buy groceries for ordinary meal and consider New Year a very important event

However, there are some differences. First in America, there are two generations live in the same house, but in Vietnam, two, three or even four generations live under on roof. Second, It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Next, Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam ...

Home Work:

-    Write Task 3 down on your notebook

Unit2: cultural diversity

Lesson 3: Listening