Preparing Day: 19th August 2008 Teaching Plan Grade 12 - school year 2008-2009 Period 1 Bài mở đầu Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 12 nâng cao I/ Mục đích: Thông qua tiết học này học sinh hiểu khái quát về tiếng Anh 12 nâng cao. nắm được phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này. II/ Nội dung : 1. Chương trình tiếng Anh 12 nâng cao: - Sách được biên soạn theo 6 chủ điểm thông qua 16 bài học và 4 bài ôn tập. - Sách được biên soạn theo chương trình lấy chủ điểm làm cơ sở. Các chủ điểm giao tiếp được ngữ cảnh hoá và phát triển một cách tự nhiên và đa dạng để học sinh có thể thực hành tối đa các kỹ năng ngôn ngữ. Các hoạt động thực hành giao tiếp được tổ chức phù hợp với nhu cầu, sở thích và tâm sinh lý lứa tuổi của học sinh. - Mỗi đơn vị bài học gồm 5 phần: + Reading. + Speaking + Listening. + Writing. + Language Focus. - Tổng số tiết cho chương trình Tiếng Anh 12 nâng cao: 140 tiết . - Số bài kiểm tra mỗi học kỳ: + Miệng: 2 + 15’ : 2 + 45’ : 3 + HK : 1 2. Phương pháp học: Định hướng giao tiếpđược sử dụng để luyện tập các kỹ năng nghe, nói đọc viết. Còn việc cung cấp kiến thức và ngông ngữ (từ vựng, ngữ pháp, ngữ âm) và kiến thức chung được xem như phương tiện hỗ trợ cho việc thực hành các kỹ năng giao tiếp. Phương pháp này khuyến khích học sinh chủ động, tích cực sáng tạo trong việc luyện tập, thực hành các kỹ năng. 3. Yêu cầu : Sau khi học xong chương trình tiếng Anh 12 nâng cao học sinh phải đạt được những yêu cầu sau về 4 kỹ năng: - Đối với kỹ năng đọc: Có thể nghe hiểu được nội dung chính hoăc nội dung chi tiết các đoạn văn khoảng từ 140 đến 160 từ theo chủ điểm đã học. - Đối với kỹ năng nói: Có thể hỏi đáp, trình bầy về các nội dung liên quan tới chủ điểm đã được học, thực hiện được 1 số chức năng giao tiếp cơ bản như: hướng dẫn, bầy tỏ ý kiến, thái độ, quan điểm của mình về 1 số vấn đề liên quan tới chủ điểm đã học. - Đối với kỹ năng nghe: Học sinh có thể đọc hiểu nội dung chính và nội dung chi tiết của văn bản khoảng 100 đến 250 từ xung quanh các chủ điểm đã học. - Đối với kỹ năng viết : các em có thể viết được 1 văn bản (theo mẫu hoặc có gợi ý) khoảng 100 đến 120 từ liên quan tới chủ điểm đã học. 4. Ý kiến của học sinh : Những nhận xét, đề nghị của các em sau khi đã được học chương trình Tiếng Anh lớp 6, 7, 8, 9,10,11. ----------------------------------------------- Preparing Day: 21 st August 2008 UNIT 1 Home life Period 2+3: Reading (Time:90 mn) Objectives: - By the end of the lesson, students are able to read for special details - By the end of the lesson, students are able to read for gist or general information. - By the end of the lesson, students get some knowledge about family life and its changes. Skills: - Reading: scanning, skimming; speaking Teaching aids: - handouts, drawings Teacher’s activities: Students’ activities: I. Warm up (5 mn): Game: Puzzles - Arrange SS to work in two groups, A and B. - Tell SS they are going to look at some drawings and try to guess the word / phrase implied in each drawing. (Appendix 1) - Keep a running total of points for each group on the board. - The group with more points wins the game - Declare the winner - ask SS what a family tree is. II. Pre- reading (20 mn): 1. Brainstorming - Ask SS to give answers to these questions 1. What is the general word for the things the people do in the pictures/ (expected: housework) 2. Who often does the housework in your family? 3. Do your parents ask you to help with the housework? - Tell SS to check the household chores that are part of their daily routine - Call on SS to give their answers - Give feedback and comments - Work in two groups, A and B to look at some drawings and try to guess the word / phrase implied in each drawing. -2 pairs speak before class. - Others correct friends’ answers. - Listen to the T. - Work in pairs, individually to answer the T’s questions. - 2 of them answer orally. - Others correct. -2 of them give the reasons. - Listen to the teacher’s reading. 2. Teaching vocabulary - Teach these words through elicitation or explanation. * peer (at st/sb) nhin sat, nhin ky * disgusted (at/by/with st) thay ghe tom * glare (n) cai nhin gian du * conflict (n) mau thuan, xung dot * battle (with, against sb/ st) dau tranh chong lai * dismayed (n) nan long, choang * bewildered (n) boi roi, lung tung * nag (v) chi trich, la mang lien tuc * divvy up chia nhau, san se - Draw SS’ attention to the pronunciation of these words - Have SS repeat the words III. While- reading (40 mn): 1. Task a. Questions and Answer: - Ask SS to read the text and find the answers to the questions - Tell SS to work with a partner - Call on ome pairs to ask and answer and check with the class - Give feedback 2. Task b Matching - Ask SS to match each item in column A with its corresponding meaning in column B - Walk around to help SS if necessary - Call on some SS to speak out - Give feedback IV Post- reading (20 mn): Task c - Tell Ss to work in pairs to prepare with your partner a two-minute oral presentation of what problems you often have with your parents over household chores Suggesting: - Read the passage silently or in pairs to find out the new words and the ideas of the passage. - Two of them write the new words on the blackboard. - All of the Sts. find out the meanings of the words together with the T. - Read and copy the words. - Read the text and find the answers to the questions - Give the answers to the teacher’s questions. Answer: 1. Children often neglect their duty on household chores such as cleaning their room, clearing the table after meals, or hanging up wet towels. Moreover, some of them are often irate when they are reminded of their mess or responsibilities. 2. She complained that she used to do twice as much domestic chores as her daughter did. 3. Most American children contribute to the household chores at some level, particular; 6-8-year-old children contribute 12 percent of household labor. - Work in pairs to match each item in column A with its corresponding meaning in column B -5 of them speak before class. -Others correct. Answer: 1. c 2.e 3.d 4.b 5. f 6.a - Work in pairs to prepare with your partner a two-minute oral presentation of what problems you often have with your parents over household chores I live in a family …….: mom, dad, . and myself Mom/ Dad is the mot influential person in the family. 5. Homework (3 mn):T assigns homework. - Write what problems you often have with your parents over household chores 6. Comments (2 mn): ------------------------------------------------- Preparing Day: 24 th August 2008 Unit 1 Period 4: Listening (P.17) (Time: 45 mn) I/ Objectives: - By the end of the lesson, students are able to listen for specific information. - By the end of the lesson, students are able to listen and put things in order II/ Method: - Integrated, mainly communicative. III/ Teaching aids: 1 textbook, 1 cassette and handouts IV/ Procedure: Teacher’s activities: Students’ activities: I. Warm up (5 mn): Miming - Arrange SS to work in group in two groups, A and B - Ask for a volunteer to the front of the class. Show him some phrases about household chores, one at a time, and tell him to mine. - Tell the groups to look at their friend and guess what he is doing. A correct answer will earn the group one point - The group with more points wins the game. II. Pre- listening(7 mn): Task a: Matching pictures with descriptions - Tell SS to look at the pictures and match them with the phrases of description - Ask SS to compare answers with a partner - Check with the whole class. Teaching vocabulary -Work in group in two groups, A and B to mine some phrases about household chores - 2 pairs mine before class -Correct the friends’. -Listen to the T. -Work in pairs to look at the pictures and match them with the phrases of description -6 sts speak before class. -Others correct. Answer: Picture A: 2 Picture B: 4 Picture C: 3 Picture D: 1 - Elicit meanings of these words through explanation or miming. * vacuuming: hut bui * spray: phun, xit * sweep: quet * mop: lau chui * wip: lau III.While- listening (18 mn): Listening and ordering Task b . Listen to a woman’ suggestions of summer domestic chores for kids. Number the ideas in order. - Help Sts. to read the sentences. - Play the recording twice and check with the class. - Correct sts’. - Give feedback IV. Post- listening (10 mn): Task c. - Ask SS to work in groups to prepare a list of domestic chores you can help your family with - Call some volunteers to speak. - Give comments and feedback -Read and copy the new words. - Listen to the recording. -Work in groups to put the ideas in order as they listen to the recording -5 pairs of sts talk before class. -Others correct. Answer: 1. Feeding ……. 2. Cleaning floors ……… 3. Sweeping…… 4. Vacuuming 5. Cleaning spots …… 6. Watering ……… 7. Cleaning window ………… 8. Spraying ……… 9. Wiping ……… - Work in groups to prepare a list of domestic chores you can help your family with -5 sts speak out. -Others correct. V. Homework (3 mn): - Write what you remember about Mr Ba’s school activities. VI. Comments (2 mn): ----------------------------------------------- Preparing Day: 24 th August 2008 Unit 1 Period 5: Speaking: Apologizing and Expressing regret.(P.18) (Time: 45 mn) I/ Objectives: - By the end of the lesson, students are able to make apologies and express regret - By the end of the lesson, students are able to express themselves in English II/ Method: - Integrated, mainly communicative. III/ Teaching aids: textbook, pictures, handouts IV/ Procedure: Teacher’s activities: Students’ activities: 1. Warm up (5 mn): Puzzle it out – Who’s who? -Arrange SS to work in small groups - Give each group a handout with pictures of the people in Susan’s family and some cues - Tell SS to work within their group and try to find out who’s who in Susan’s family - The first group to finish and get it right wins the game - Declare the winner 2. Pre- speaking (7 mn): Task a – Matching complaints with apologies - Ask SS to read the complaints (1-6) and match them with their suitable apologies (a-f) - Tell SS to compare answers with a partner by acting out the exchanges - Call on some pairs to act out the exchanges and check with the class. Eliciting and introducing useful language - Elicit useful expressions by asking Ss what they would say to apologize or express regrets (page 19) 3. While- speaking (18 mn): Task b . Dialogues from situations - Put SS into pairs - Tell SS to read the situations, choose one and then, with their partner, make a short dialogue for it. - Ask SS to practice, acting out the dialogue - Invite class opinions and give feed back 4. - Work in small groups to find out who’s who in Susan’s family -Others correct. - Do the ex.individual to match the complaints with their suitable apologies - Then compare answers with a partner by acting out the exchanges -Others correct. Answer: 1.e 2.f 3.b 4.a 5 d 6. c - Read the eg. and useful expressions. - Work in pairs to read the situations then make a short dialogue for them. - Suggested answer: You forgot to water the pot plants. Your mom is getting upset with you now. Mom: Lan, why didn’t you water the pot plants? Haven’t you seen their leaves drooping for lack of water? Lan: Oh, I’m awful sorry, Mom. I didn’t want it so. I was so overwhelmed with my 4. 4. Post- speaking (10 mn): Task c. - Ask SS work in groups of 4 or 6 to tell your partners about a situation in which you had to apologize to one of your parents over domestic chores. - Give suggestions if necessary Make an apology to sb/ Apologize sb for st Be irritated because … Scold and nag sb about st Be punished not to - Walk round - Call on some SS to speak out test preparation that I forot to water them. I’ll do it right now, Mom. - Work in groups of 4 or 6 to tell your partners about a situation in which you had to apologize to one of your parents over domestic chores. - Some SS speak out such as: Last week I had to make an apology to my parents because I …… - 5. Homework (3 mn):- Write a situation in which you had to apologize to one of your parents over domestic chores. 6. Comments (2 mn): ------------------------------------------------- Preparing Day: 24 th August 2008 Unit 1 Period 6: Writing: Writing about family rules (P.19) (Time:90 mn) I/ Objectives: - By the end of the lesson, students are able to write a passage telling sb about their home rule - By the end of the lesson, students are able to express themselves in written Engligh II/ Method: - Integrated, mainly communicative. III/ Teaching aids: 1 textbook, handouts. IV/ Procedure: Teacher’s activities: Students’ activities: I- Warm up (5 mn): Stop the Bus - Arrange SS to work in small groups of 5 or 6 - Tell SS to listen to your instructions and write down 5 things about the topic each time. - Work in small groups of 5 or 6 to listen to your instructions and write down 5 things about the topic each time - Tell Ss they must say ‘stop the bus’ when they have got five things in order to be checked and score points. The first group finishes and gets all correct wins 10 points. - The group with more points wins the game. - Declare the winner Eg: 1. Write 5 things often found in the living room Sofa; TV; pictures, lights; a tea set …… II. Pre- writing(20 mn): 1. Brainstorming - Ask SS to discuss the question: What are the family rules? - Note down SS’ ideas - Invite class opinions and comments - Give feedback and comments 2. Task a. Completing the text - Tell SS to read the text and fill in each blank with a suitable word in the box. - Ask SS to compare answers with a partner - Go over the answers with the class. 3. Guidelines of the writing - Elicit and provide guidelines for what SS should write about or include in the piece of writing Guidelines Who makes/ creates the rules Who has follow them Details of what should or shouldn’t be done How helpful therules are 4. Task b Discussion - Ask SS to work in small groups - Tell them to share opinions on the list of rules mentioned in the text, and add more rules - Call on some SS to give their opinions - Give feedback and comments III-While- writing (40 mn): Task c. Write it up - Tell SS to write a short passage telling a friend about their home rules - Tell SS they can refer to the guidelines and the text as a sample -Others correct. -Work in pairs to discuss the question: What are the family rules? -Pay attention to the suggestions and eg. - 1 of them speaks before class. -Others correct. - Read the text and fill in each blank with a suitable word in the box individually. - Then compare answers with a partner Answer: 1. family ruler 2. taped 3. behave 4. truth 5. respect 6. arguing - Copy down - Work in small groups to share opinions on the list of rules mentioned in the text, and add more rules - Write a short passage telling a friend about their home rules individually -Tell SS they can begin the text with the sentence suggested: Every home should have its own home rules. … - Move around to give help with vocabulary and structure if necessary IV. Post- writing (20 mn): Peer correction - When Ss have finished, call on two SS to write their passages on the board. - Tell the class to read together and give correction if necessary - Two SS to write their passages on the board 5.Homework (3 mn): Write their passages on the note books. 6.Comments (2 mn): ----------------------------------------------- Preparing Day: 29 th August 2008 Unit 1 Period 7-8: Language Focus (P.20) (Time: 45 mn) I/ Objectives: - By the end of the lesson, students are able to use some combinations with house and home - By the end of the lesson, students are able to use the present simple to express routines - By the end of the lesson, students are able to report statements and questions II/ Method: - Integrated, mainly communicative. III/ Teaching aids: 1 textbook, drawings, handouts. IV/ Procedure: Teacher’s activities: Students’ activities: 1. Warm up (5 mn): Word Study a. Activity 1 Gap-filling - Ask SS to read the phrases in the box - Check with SS the meanings of these words and phrases -Ask SS to complete each of the sentences with the correct form of a phrase in the box - Call on SS to read their sentences and check with the class. - Give comments and feedback (explain the meaning if necessary) -Read the words/ phrases in the box -Do the ex. in pairs to complete each of the sentences with the correct form of a phrase in the box - Some SS speak before class. -Others correct. Answer: 1. hometown 2. household applicants 3. homecoming 4. make yourself at home 5. home economics 6. guesthouse 2. Home and house? Find the right place - Arrange SS to work in groups A and B - Put to chairs in the front, one for home and one for house - Ask for 5 representatives from each group to stand in to lines in front of the class. - Tell SS to listen to your words or phrases and run, as quickly as possible, to the right chair where the word or phrases matches to make a right expression - Declare the winner This is the list of words and phrases used 1. keeping 2. coming 3. economics 4. warming 5. make your self at …… 3. Grammar: a. Present Simple expressing routines - Ask SS to repeat the usage of the Present Simple Eg: - Our school starts at 7:00 a.m - Jane works at a shoe shop b. Task Talking about Nina’s routines - Put SS into pairs - Tell SS to make questions and answer about Nina’s routines and chores using information given. - Call on pairs to act out their exchanges c. Personalization - Ask SS to work in pairs again - Tell SS to tell their partner about their routines and chores - Model with a student if necessary Eg: T: I do the laundry every morning S: What time do you do it ? T: at 6.00. What about you? - Move around to monitor and give help if 7. housewarming 8. housekeeper - Work in groups A and B Answer: Home: coming, … House: keeping, … -8 of them read their sentences. -Others correct. - Repeat the usage of the Present Simple: We use the Present Simple for thoughts and feelings, states, and facts, and things that are true for a long time. We also use the Present Simple for a repeat action or a routine that we see as permanent - Work in pairs to make questions and answer about Nina’s routines and chores using information given. - 8 of them read their sentences . - Others correct. - Work in pairs again to tell their partner about their routines and chores - some pairs read aloud [...]... case 11 Bread knife 6 book about history 4 Chocolate milk 12 road accident 7 house for guests 5 Tennis ball 13 income tax 8 ( especially in Britain) someone 6 History book 14 vegetable who delivers milk to customers garden each morning 7 Guest house 15 tooth paste 9 bag made of paper 8 Milkman 10 lights in the Street 11 knife used for cutting bread 12 accident that happens on the road 13.tax that you pay... (3 mn): Write a paragraph about what Vietnamese people often give as gifts on certain occasions.(10 sentences) 6.Comments (2 mn): - Preparing Day: 15th September 2008 Unit 2 Period 12: Speaking: Giving complements (P.27) (Time: 45 mn) I/ Objectives: - By the end of the lesson, students are able to express compliments - By the end of the lesson, students are able to respond complements... phrases given and then match them with the pictures -6 pairs of sts talk -Others correct: A4 (truong mau giao) B2, 5 (truong tieu hoc) C3 (truong THCS ) D6 (truong THPT) E7 (truong dai hoc) F1 (truong cao dang) -Give feedback and comments Task b - Tell SS to write the names of schools corresponding to the levels of education - Remind SS there may be different schools for one level - Call on SS to read... - Call on SS to read their completed sentences - Go over the answers with the class and check meaning of each word New words - symbolize: la bieu tuong - impressed: co an tuong - appreciated: danh gia cao - separation: su chia cat, xa cach 3.While- listening (18 mn): Task c Gapped sentences - Work in groups, A and B to describe the word to the groups so that they can out the word - Find out the topic . Anh 12 nâng cao. nắm được phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này. II/ Nội dung : 1. Chương trình tiếng Anh 12 nâng. Teaching Plan Grade 12 - school year 2008-2009 Period 1 Bài mở đầu Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 12 nâng cao I/ Mục đích: Thông