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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Date of preparation: ….../……./ 2018 Date of Teaching: .…../……./ 2018
TIẾT 01: INTRODUCTION OF ENGLISH 12
)
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? | T <--> Ss Individually |
2. 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
- 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.
2. Teacher’s demand:
-Listen to the teacher attentively and take part in the lesson actively and creatively.
Books * Text - book English 12 * Work - book English 12 At home:
At class: * Participate in all activities * Keep the discipline | T <--> Ss |
3. Consolidation (5 minutes) |
Students’ assessment What do you find your English? Very good/ excellent: Good:……… Average:……… Bad:……….. Very bad:……… - Give feedback. | T <--> Ss |
4. Homework (2 minutes) - Prepare Unit 1: Life stories Lesson1: Getting started | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 02: UNIT 1. LIFE STORIES
LESSON 1. GETTING STARTED
Activities | Interactions |
1. Warm up (5 minutes) Answer some lead-in questions.
Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.
| T <--> Ss |
2. New lesson Activity 1: Listen and read (15 minutes)
| T <--> Ss |
- 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)
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:
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 | Whole class Individually T <--> Ss Pair work T <--> Ss Individually T <--> Ss Individually and pair work T <--> Ss |
3. Consolidation (2 minutes)
| T <--> Ss |
4. Homework (1 minute) - Ask Ss to learn by heart the words or phrases related to life stories. - Prepare | T <--> Ss |
Trang |
E. Evaluation:
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 03: UNIT 1. LIFE STORIES
LESSON 2. LANGUAGE
- Students: Textbook
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? | T <--> Ss |
2. New lesson A. Vocabulary: (8 minutes) Activity 1: Write the words given next to their meanings.
Feedback: 1. Figure: hình ảnh 2. Talented: có tài 3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích
Activity 2: Complete the sentences with the correct forms of the words in 1.
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 | Individually Pair work T <--> Ss |
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.
Individually/ Pair work
b. aloud
b. right
b. knew
b. hear
b. bean
Activity 2: Listen and repeat the sentences in 1.
Activity 1: Underline the correct word (8 minutes)
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
Activity 2: Complete THE gaps with the where necessary. If an article is not necessary, write a cross (). (6 minutes)
T <--> Ss
Pair work
Individual
Ss <--> Ss
3. ,
4.
7. , the,
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 <--> Ss
Ss <--> Ss
Individually T <--> Ss
which the nouns (ice cream, coffee) can be countable or uncountable.
Feedback: 1. a 3. a 5. , a 7. , an 2. , a 4. , a, 6. a, , a 8. a, Activity 3: Read the following story and complete each gap with an article. Write a cross () if an article is not necessary.
Feedback:
3. a 6. 9. a 12. a | Individually T <--> Ss Individually T <--> Ss |
3. Consolidation (2 minutes)
Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles | T <--> Ss |
4. Homework (1 minute)
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 04: UNIT 1. LIFE STORIES
LESSON 3. READING
- To teach Ss new vocabulary by finding words or expressions with the definitions given.
- Students: Textbook
piece | genes | he’ll | threw | brake |
peace | jeans | hill | through | break |
Activities | Interactions |
1. Check up (8 minutes) Choose the correct words from the box to fill in the blanks.
| T <--> Ss |
gold medal.
Feedback: 1. break 2. he’ll 3.peace 4. threw 5. jeans | |
2. New lesson (12 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
What to do: a. donating money, rice, old clothes
Feedback: The answers vary. Activity 2: Read two people's life stories and complete the table with facts about them. (12 minutes)
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. (10 minutes)
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.
Feedback: 1. Every Christmas, Larry handed out thousands of dollars to needy people in public places.
| Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Individually/ |
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 |
3. Consolidation (2 minutes) - Summarize the main points of the lesson | T <--> Ss |
4. Homework (1 minute)
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 05: UNIT 1. LIFE STORIES
LESSON 4. SPEAKING
- By the end of the lesson, students will be able to:
+ Express their opinion about some famous historical figures.
+ Perform their viewpoints to other people in real life.
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Check up 8 minutes | Look at the picture and say who he is. Possible answer: He is Nguyen Trai, a famous historical figure of Vietnam. | T <--> Ss |
2. New lesson 8 minutes 13 minutes | A historical figure Activity 1: Choose the correct sentences (a-e) to complete the conversation between two friends.
Feedback: 1.d 2.a 3.c 4.e 5.b Activity 2: Practise the conversation with a partner.
Activity 3: Choose one topic. Use the information below or your own ideas to make a similar conversation.
| Individually T <--> Ss Group work |
13 minutes | 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 of encyclopaedic ([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 wit and 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. | T <--> Ss Pair work Ss <--> Ss |
3. 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 |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 06: UNIT 1. LIFE STORIES
- By the end of the lesson, students will be able to:
+ Listen and do the tasks. + Develop the listening skills for specific details.
+ Talk about the topic of life stories
+ Identify specific information through multiple-choice task and question answering
Time/Stages | Activities | Interactions |
1. Check up 7 minutes |
| Individually T <--> Ss |
observe. - Other students observe and give comments. - Feedback | ||
2. New lesson 13 minutes 13 minutes 9 minutes | Learning from people’s lives Task 1: Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.
Feedback: Students’ answers 1. 2. 3. 4. 5. Ø 6. Just for fun. 7. To show that they are well-informed. Task 2: Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist. Choose the best answer to complete each statement.
Feedback: 1.B 2.A 3.C 4.A Task 3: Listen again. Answer the questions.
Feedback: 1. The audience should have life skills to protect themselves and to learn from other people’s lives.
Task 4: Listen to the conversation again and choose the best answer A, B, or C. - Ask Ss to listen again and do the task then compare the answer with their partner. Key: 1. C 2. A 3. B 4. C 5. B Task 5: Do you agree with Andy that everyone’s life story like a book that can teach us something. Discuss with a partner. What can we learn from a person’s life? Can we learn from his / her good or bad experiences or deeds? Think about a famous person (for example Steve Jobs). What can we learn from his / her life? - T asks Ss some guiding questions before they start the discussion. Some Ss present their answers before the class. | Individually T <--> Ss Pair work T <--> Ss Individually T <--> Ss Ss <--> Ss Group work |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework 1 minute | - Prepare for the next lesson. | T <--> Ss |
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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 07: UNIT 1. LIFE STORIES
+ Learn about the life stories./ + Write about a life story.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
Time/Stages | Activities | Interactions |
1. Check up 5 minutes | Answer the questions:
| Individually T <--> Ss |
2. New lesson 12 minutes 8 minutes 13 minutes | Task 1: Read the story of a champion swimmer and complete the blanks. Use the words in the box.
Feedback: 1.adopted 2.obsessed 3.helpless 4. overcome 5. competed 6. misfortune Task 2: Put the following parts of the story in the correct order.
Possible answers: 1.e 2.a 3.d 4.c 5.g 6.b 7.f Task 3: Use the given information to write another story of about 180-250 words.
Suggested answer: Poverty is no shame By Thu Ha Published: 06:00 GMT, 20 September My parents died in a traffic accident when I was ten years old, | Group work T <--> Ss Pair work T <--> Ss Individually |
Trang 11 |
4 minutes | so I grew up with my grandmother who was too old and weak to work. I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting. When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects. After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the school fees and had to reject the offer. The door to a new life was closed before me. I was completely disappointed and saw only gloomy days ahead. Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families. This was really a turning point in my life because I could continue my university studies and hope for a better future. Six years of hard work at the university and of trying to live on a very tight budget came to an end at last. Now I am working as a doctor at a hospital, but I will never forget those difficult days. I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me. I’ve told my own story hoping to encourage other people like me to overcome hard times. Don’t let poverty defeat you and destroy your hopes for a better future. This is my motto. Task 4: Write your own story or the story of a person who has overcome hardship to become successful.
| T <--> Ss Individually |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 08: UNIT 1. LIFE STORIES
- To help Ss develop the skill of working in pairs and groups
- By the end of the lesson, students will be able to:
+ Understand and communicate about communication skills and cultural understanding
+ Talk about life stories.
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | - Inform the class of the lesson objectives: Further skill development | T <--> Ss |
2. New lesson 19 minutes 18 minutes | 1. Communication: Family stories Activity 1: Listen to An’s story. Complete the statements
Feedback: 1. people’s life stories 2. walking/well-known historical figures 3. unreal 4. the countryside 5. respect/ real Activity 2: Discuss the questions in pairs.
Suggested answers: Family stories should be told to children because this is the best way to teach children about the family’s history and traditions. Children will know more about their ancestors and feel strongly attached to their family. Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend time together. 2. Culture: The creator of Sherlock Holmes Activity 1: Read and decide whether the statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.
Possible answers: 1. NG 2. T (par. 2, lines 2…4) 3. F (par. 2, lines 5-6.) 4. T (par. 3, line 1) 5. T (par. 4, lines 5- 6.) 6. NG (A statue of Sherlock Holmes was built in London. => A statue of Doyle was built in Crowborough.) | Group work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 09: UNIT 1. LIFE STORIES
LESSON 8. LOOKING BACK AND PROJECT
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
+ Use the homophones in connected speech correctly.
+ Use some key words of the life stories.
+ Do the exercises on past simple and past continuous tense.
[breik] | [sʌn] | [bai] | [diə] | [pi:s] |
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | Write the words having the given sounds.
Feedback: [breik] brake, break [sʌn] son, sun [bai] buy, by [diə] dear, deer [pi:s] peace, piece | Group work T <--> Ss |
2. New lesson 7 minutes 10 minutes 10 minutes | Pronunciation: Activity 1: Tick the word that does not have the same sound as the other two.
Feedback: 1. brick 2. dare 3. wet 4. soon 5. greet 6. bay Activity 2: Listen and write the correct homophones to complete the sentences.
Feedback: 1. wood, would 2. bored, board 3. weather, whether 4. hole, whole Vocabulary: Activity 1: Complete the sentences with the correct forms of the words or phrase in the box.
Feedback: 1. historical figures 4. (a) reputation 2. respectable 5. dedication 3. achievement 6. (a) distinguished Grammar: Activity 1: Read the following story about Tran Quoc Toan. Put the verbs in brackets in the past simple or the past continuous.
| Individually T <--> Ss Pair work T <--> Ss Individually T <--> Ss |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Feedback: 1. was 2. began 3. gathered 4. was 5. became 6. was shouting 7. came 8. gave 9. ordered 10. were discussing 11. was still waiting 12. got 13. crushed 14. began 15. managed 16. were fighting 17. was always dashing Activity 2: These sentences are incorrect. Correct them, adding articles where necessary.
Feedback: a (great time), the (USA) the (army), a (soldier), the (country) the (English) a (two-week holiday), the (Philippines) the (Louvre), a (boat trip), the (Seine), a (warm hat), a (new coat), a (pair of woolen gloves), the (bank), the (supermarket), the (theatre), the (way), the (rush hour), a (taxi) Project: Activity 1: Your group is going to take part in the Public Speaking Contest organised by your school on the topic: “A famous person you admire”.
Each group member chooses a famous person, creates his / her profile, and gives a presentation about this person. Feedback: Charlie Chaplin
- worked mainly in the US/ - appeared as a humorous character with a small moustache, a bowler hat, a walking stick, walked in a funny way with the backs of his feet together and his toes pointing out to the sides 5. Lessons to learn from his/her life story: During his childhood he lived in poverty and hardship but he tried hard to achieve success. | Pair work T <--> Ss Individually T <--> Ss Group work T <--> Ss | |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
TIẾT 10: UNIT 2. URBANISATION
LESSON 1. GETTING STARTED
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes |
Possible answers: + city, urban, areas, problems, + advantages, disadvantages + solutions, overpopulation, etc.
| T <--> Ss |
2. New lesson 7 minutes 10 minutes 8 minutes | Activity 1: Listen and read
Who are the boy and the girl? What are they talking about? Suggested answers: They are Nam and Lan. I think they are talking about urbanisation. They will probably be talking about how they will organize the information for their presentation about urbanisation.
Activity 2: Answer the questions.
Activity 3: Match the words in box A with the words in box B | T <--> Ss Whole class Individually T <--> Ss |
Trang 1 |
12 minutes | to form the compound adjectives that are used in the conversation.
Feedback: 1. five-minute (Lan 2) 2. well-known (Lan 7) 3. thought-provoking (Nam 4) Activity 4: Complete the sentences, using the correct forms of the verbs in the box. Then find them in the conversation.
Feedback: 1. be 2. focus 3. talk 4. talk 5. include
Notes: It is recommended that I suggest that S + advised that S + Inf It’s important that It’s really necessary that Activity 5: Work in pairs. Ask and answer the following questions.
Possible answers:
| Individually or Pair work T <--> Ss Individually T <--> Ss Pair work T <--> Ss |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute | - Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson. | T <--> Ss |
E. Evaluation:
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 11: UNIT 2. URBANISATION
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Homework | Ss ask and answer the questions. Others listen and give |
3 minutes | comments on their answers.
| T <--> Ss |
2. New lesson 5 minutes 7 minutes 12 minutes | A. Vocabulary: Activity 1: Look at the conversation in Getting Started again. Match the words in the conversation with the appropriate definitions.
Feedback: 1. c (sự đô thị hóa) 2. f (cung cấp quá nhiều) 3. a (sự công nghiệp hóa) 4. e (thuộc nông nghiệp) 5. d (không chú ý nữa) 6. b (nạn thất nghiệp) Activity 2: Complete the sentences with the correct forms of the words in 1.
Feedback: 1. urbanisation 2. overload 3. switched off 4. agricultural 5. industrialisation 6. unemployment Compound adjectives Activity 1: Match a word on the left with a word on the right to make a compound adjective.
Feedback: 1. weather-beaten (dày dạn nắng gió) 2. well-paid (được trả lương cao) 3. long-lasting (lâu dài) 4. year-round (quanh năm) 5. worldwide (khắp thế giới) 6. downmarket (phục vụ giới bình dân) Activity 2: Complete the text below with the compound adjectives given in the box.
Feedback: 1. weather-beaten 2. long-term 3. well-paid 4. fast-growing 5. up-to-date 2. Pronunciation: Diphthongs Activity 1: Listen to the conversation and pay attention to the pronunciation of the underlined parts.
| Pair work T <--> Ss Individually T <--> Ss Individually/ or Pair work T <--> Ss Pair work T <--> Ss Individually |
15 minutes |
Activity 2: Now listen to the conversation in 1 again.
2. Grammar: The subjunctive in that-clauses after certain verbs and expressions Activity 1: Complete the sentences, using the correct form of the verbs in brackets
Feedback: 1. (should) get 2. (should) be cleaned 3. (should) work 4. (should) be allowed 5. (should) attend 6. (should) not look down on Activity 2: Complete the sentences with the verbs in the box. Use the appropriate forms.
Feedback: (should) study/ (should) be told/ (should) obey (should) be returned/ (should) search / (should) be searching | Ss <--> Ss T <--> Ss Ss <--> Ss Individually T <--> Ss Individually T <--> Ss |
3. Consolidation 2 minutes |
Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 12: UNIT 2. URBANISATION
Time/Stages | Activities | Interactions |
1. Check up 8 minutes | Find parts of speech of family words.
Word Part of speech Vietnamese meaning urban adjective thuộc đô thị urbanise ? ? urbanised ? ? | T <--> Ss |
urbanisation ? ? suburb ? ngoại ô suburban ? ? | ||
2. New lesson 12 minutes 17 minutes | Activity 1: You are going to read a text about urbanisation. Predict whether the statements are true (T) or false (F).
Activity 2: Read the text and check your predictions in 1.
Feedback:
Feedback: 1. expanding 2. counter-urbanisation 3. doubled 4. increase 5. migrate Activity 4: Read the text carefully. Answer questions.
Feedback: 1. It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.
Activity 5: Discuss with a partner. | Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Individually/ Pair work T <--> Ss Pair work |
5 minutes | Has your area been affected by urbanisation? How?
| T <--> Ss |
3. Consolidation 2 minutes | - Summarize the main points of the lesson | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Time/Stages | Activities | Interactions |
1. Check up 8 minutes | Put the words/ phrases in correct columns. Advantages or Disadvantages of living in big cities. Advantages Disadvantages air pollution better transport service good education high cost of living higher standard of living jobless job opportunities noisy overcrowded slums | T <--> Ss |
2. New lesson 8 minutes | Life in big cities Activity 1: Read a conversation between two friends about life in big cities. What features do they mention? Are they positive or negative?
Feedback: Positive features Negative features | Individually |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
+ There are more employment opportunities
+ People have chances to get high-paying jobs.
+ People’s standard of living is higher.
+ Big cities are overcrowded and overpopulated.
+ Many people are jobless / unemployed.
+ Some people live in slums.
T <--> Ss
13 minutes
Activity 2: Look at these features of city life. Decide whether they are positive or negative. Can you think of other features?
Positive job opportunities, efficient services
Negative noisy, densely populated, traffic congestion, severe shortage of housing, air pollution
higher rate of crime (–), stressful (–), social and
Pair work
Others
cultural integration (+), sports facilities (+), better schools (+)
13 minutes
3.
Consolidation 2 minutes 4.Homework
Activity 3: Discuss the positive and negative features of city life and decide if you want to live in an urban or rural area. What are your reasons? Present your group’s decision to the whole class, using the ideas in 2 and the example below.
Possible answers: Another example for reference
All members of our group think that rural life is better than urban life. We all agree that the cost of living is much cheaper in rural areas. People are also more friendly and helpful. We can live in an environment with little or no pollution. In addition, the crime rate is fairly low compared to the city. The only problem is that people have little access to modern facilities and technology. It is important that the government invest more in rural areas so that people there can have the same opportunities as people in the cities.
What have you learnt today? What can you do now?
Ss <--> Ss
Group work
Ss <--> Ss
T <--> Ss
1 minute
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 14: UNIT 2. URBANISATION
LESSON 5. LISTENING
+ Listen and do the tasks. + Develop the listening skills for specific details.
+ Identify specific information through multiple-choice task and question answering
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Check up 7 minutes | - T. has Ss discuss the pros and cons of urbanisation => Ss’ answers. (Suggested: + opportunities for better-paid jobs + access to schools, hospitals and other social services + higher standard of living. – more crime in big cities – unemployment may result in robbery, kidnapping, murder and other illegal activities – shortage of housing, decrease in agricultural and food production …) | Individually T <--> Ss |
2. New lesson 10 minutes 13 minutes 12 minutes | Task 1: Look at the following statistics about urbanisation and then answer the questions
Suggested answers: The urbanisation rate has been increasing steadily over the past 30 years. / In 2030, nearly two thirds of the population will live in urban areas. Urban areas become very crowded. A lot of people in the cities are not able to find jobs. Some people have to live in slums with poor sanitation. Task 2: Match the words with their meanings (group work)
Key: 1.d 2.e 3.a 4.c 5.b Task 3: Listen to a talk about urbanisation and choose the title for it.
Key: B Task 4: Listen again and choose the best option to complete the sentences.
Key: 1. A 2. B 3. C 4. C 5. A Task 5: Read the sentences in 4 again. Do you agree or disagree with them? Give examples to support your point of view.
– T. encourages groups to reach an agreement on each question. - T. asks some groups to present their discussions to the rest of the class. | Individually T <--> Ss Group work T <--> Ss Individually T <--> Ss Ss <--> Ss Group work |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework | ||
Trang 2 |
1 minute | - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 15: UNIT 2. URBANISATION
LESSON 6. WRITING
+ Learn about the life stories.
+ Describe a line graph about the rate of urbanisation.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
Time/Stages | Activities | Interactions |
1. Check up 5 minutes | Asks Ss to talk about the advantages and disadvantages of urbanization. | T <--> Ss |
2. New lesson 10 minutes 8 minutes 15 minutes | Task 1: Match the phrases in the box with the graphs (1-6) T. asks Ss to match the phrases given in the box with the appropriate graphs. Key: a. rise/ increase steadily b. fall/ decrease sharply c. stay the same/ remain stable/ level off d. fluctuate e. rise / increase sharply f. fall / decrease steadily Task 2: Rewrite the sentences without changing their meaning
Key: 1. There has been a dramatic rise in the migration of young people to big cities.
Task 3: The line graph below shows the urbanisation rate in South Korea and Indonesia. Write a description (of about 150 words) of the trends in the graph.
In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of 3% in 1969. Then the rate remained stable at around 20% for a ten-year period from 1969 | Pair work T <--> Ss Individually T <--> Ss Individually |
to 1979. In the next fifteen years, there was a steady rise in the rate of urbanisation in this country. From 1995 to 2009, Indonesia’s urbanisation rate increased sharply, reaching over 50%. South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia. The rate went up sharply throughout the next thirty-year period to about 82% in 2005, and then levelled off towards 2009. In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Koreait almost doubled by the end of the period. | T <--> Ss | |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 16: UNIT 2. URBANISATION
LESSON 7. COMMUNICATION AND CULTURE
- To help Ss develop the skill of working in pairs and groups
+ Understand and communicate. + Talk about urbanisation in Bangkok.
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | Inform the class of the lesson objectives: Further skill development | T <--> Ss |
2. New lesson 18 minutes | 1. Communication: The urban world in 2050 Activity 1: Listen to a talk about predictions for life in cities in 2050 and choose the correct option in each of the following sentences.
Activity 2: Discussion
a. Better urban planning b. Efficient infrastructure
3. What do you think the government and local authorities should do to ensure sustainable urbanisation in Viet Nam? | Pair work T <--> Ss Group work |
19 minutes |
2. a, b, e 3. Students’ answers 2. Culture: Urbanised Bangkok Activity 1: Look at the two photos of Bangkok, Thailand. What aspects of city life do they show?
Suggested answers: It is a fast-growing city. The first picture shows modern Bangkok with its improved infrastructure and high-rise buildings. The second one shows the other side of urbanisation, such as the growth of slums and urban poverty. Activity 2: Read the text about urbanisation in Bangkok. Answer the questions:
Key: 1. Bangkok plays an important role in Thailand. It has been a capital city for over 200 years. The growth of Bangkok is the world’s window on the growth of Thailand.
Activity 2: Discussion: If you had the opportunity, would you migrate to a city like Bangkok? Why/ Why not?
| T <--> Ss Pair work T <--> Ss Individually T <--> Ss Pair work or Group work T <--> Ss |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 17: UNIT 2. URBANISATION
LESSON 8. LOOKING BACK AND PROJECT
+ Use the diphthongs in connected speech correctly.
+ Use some key words of urbanisation.
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
+ Do the exercises on compound adjectives and the subjunctive.
Time/Stages | Activities | Interactions |
1. Homework 5 minutes | Find the words which have the following phonetic transcription. 1. / ɡrəʊθ /: …………… 2. / reɪt /: …………… 3. / səˈraʊndɪŋ /: ………… 4. / kəmˈpeə(r) /: ……… 5. / prəˈvaɪd /: …………. 6. / sɪˈvɪəli /: …………
4. compare 5. provide 6. severely | Individually T <--> Ss |
2. New lesson 7 minutes 10 minutes 7 minutes | Pronunciation: Activity 1: Listen to the words containing diphthongs and put them in the correct box.
Key: /eɪ/: age, nation /aɪ/: style, mine /ɔɪ/: destroy, noise /əʊ/: grow, hope /aʊ/: crowd, proud /ɪə/: here, near /eə/: there, wear /ʊə/: poor, sure Activity 2: Listen and mark the diphthongs. Then practise saying the sentences with a partner
Key: 1/ played, eight, years (/eɪ/ /eɪ/ /ɪə/) 2/ nine, hours, without, break, tired /aɪ/ /aʊ/ /aʊ/ /eɪ/ /aɪ/ 3/ Despite, environmental, air, (/aɪ/ /aɪ/ /eə/) 4. noise, remains, dangerous(/ɔɪ/ /eɪ/ /eɪ/) Vocabulary: Activity 1: Underline the correct word in each sentence.
Feedback: 1. urbanisation 2. industrial 3. urban 4. risen 5. off Activity 2: Complete the sentences, using the compound adjectives in the box.
Feedback: 1/ off-peak 2/ upmarket 3/ thought-provoking 4/ never-ending 5/ day-to-day Grammar: Activity 1: Complete the following sentences, using the correct forms of the verbs in brackets. Ss work individually, and then compare their answers in | Individually T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss |
Trang 2 |
3 minutes | pairs or groups. T. gives feedback and further explanations if necessary. Feedback: (should) organize/ (should) be divided/ (should) call/ (should) be given/ (should) support Project: Activity 1: Choose a city or a country, and find out how it has undergone urbanisation. Think about how to organise your information. Ss work in groups of 4 to discuss the guiding questions and brainstorm their ideas T. encourages groups to prepare an outline for their presentation. Ss practise their presentation in groups | Individually T <--> Ss Group work T <--> Ss |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
………………………………………………………………………………………………………………………………………………..
Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 18: WRITTEN TEST 1
LISTENING (2 points)
Message for: (5)_ Name of caller: (6)_
Telephone number: (7)
Best time to call: between (8)_ and 6:00
B. PHONETICS, GRAMMAR & VOCABULARY (4 points)
A. in B. on C. from D. at
A. with B. of C. at D. about
£1,000 to my daughter's account.
A. transfer B. transform C. transmit D. transact
A. danger B. endanger C. dangerous D. endangered
A. where B. it where C. where is D. which is where
A. spend B. use C. need D. limit
A. consuming B. consumer C. consumation D. consumption
A. why B. where C. which D. when
A. has been living B. was living C. is living D. had been living
A. played B. performed C. accompanied D. helped
A. spaceships B. space stations C. spacemen D. space shots
A. exactly B. clearly C. carefully D. vividly
READING (2 points)
journey groundless space flown affected harmless
Before man had appeared in space it was thought that his physical and mental capabilities might be (25)_ by long periods of weightlessness, and that he might be endangered by high levels of radiation. Yuri Gagarin's first (26)_ flight in April 1961 showed that man could live in space and, although this (27)_ only lasted for 108 minutes, it gave encouragement to those interested in the future of manned space flight. In fact most of the early fears about man's health in space have proved (28)_ , and although several odd medical effects have been observed, none has seriously affected man's ability for useful work.
The Asian Games, also called the Asiad, is a multi-sport event held every four years among athletes from all over Asia. The games are regulated by the Olympic Council of Asia (OCA) under the supervision of the International Olympic Committee (IOC). Medals are awarded in each event, with gold for first place, silver for second and bronze for third, a tradition which started in 1951. The Asian Games are dominated by the People's Republic of China.
Competitors are entered by a National Olympic Committee (NOC) to represent their country of citizenship. National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used. In general only recognized nations are represented, but a few non-sovereign countries are allowed to take part. The special case of Taiwan was handled by having it compete as Chinese Taipei, due to the political status of Taiwan.
C. is not allowed to take part in the Games D. refuse to enter the Games
25. affected | 26. space | 27. journey | 28. harmless |
29. D | 30. A | 31. B | 32. D |
D. All are correct.
WRITING (2 points)
IX. Rewrite each of the following sentences without changing its original meaning. (1 point)
Though_ .
Because of_ .
They didn’t intend .
Some of my books _.
X. In about 80-100 words, write a letter to a friend to tell about a film you saw recently. (1 point)
Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 19: WRITTEN TEST 1 - CORRECTION
1. A | 2. B | 3. B | 4. C |
5. Bill | 6. Mary | 7. 654 9389 | 8. 5:00 |
A. LISTENING (2 points)
B. PHONETICS, GRAMMAR & VOCABULARY (2 points)
13. D 15. A 17. A 19. D 21. D 14. B 16. D 18. B 20. A 22. C
READING (2 points)
D. WRITING (2 points)
| ||||
Phần | Mô tả tiêu chí đánh giá | Điểm tối đa | ||
Bố cục (0.4 point) |
|
0.1 point | ||
Nội dung (0.4 point) |
| 0.1 points
| ||
Sử dụng ngôn ngữ (0.2 point) | o Sử dụng ngôn từ phù hợp nội dung, văn phong/ thể loại o Sử dụng ngôn từ phong phú, ngữ pháp, dấu câu, chính tả | 0.1 point 0.1 point |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 20: UNIT 3: THE GREEN MOVEMENT
LESSON 1. GETTING STARTED
- To provide Ss some motivation
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | To elicit some of their ideas of what a green lifestyle is. To look at the picture and guess what the students in the picture are talking about. | T <--> Ss |
2. New lesson 7 minutes 10 minutes 8 minutes 12 minutes | Activity 1: Listen and read
Activity 2: True-False- Not given Statements
Sts do as required, they may refer back to conversation to get the necessary information. Key: 1. T 2. NG 3. F 4. NG 5. T 6. F Activity 3: Combine each pair of sentences using the word in bracket.
Activity 4: Identifying information
Key: 1. Dangerous climate change. 2. renewable resources 3. eco-friendly products 4. hazardous chemicals 5. green technology | T <--> Ss Whole class Individually T <--> Ss Individually or Pair work T <--> Ss Individually T <--> Ss |
3. | - Ask Ss: What have you learnt today? What can you do now? |
Consolidation 2 minutes | - Summarize the main points of the lesson. | T <--> Ss |
4. Homework 1 minute | - Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 21: UNIT 3: THE GREEN MOVEMENT
LESSON 2. LANGUAGE
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Homework 3 minutes |
clutter - mould and mildew - preservation – depleted – pathway - dispose of - asthma - conservation
| T <--> Ss |
2. New lesson 5 minutes 7 minutes 12 minutes | A. Vocabulary: Activity 1: Read the conversation in GETTING STARTED again and match each word and phrases with its meaning.
Key: 1c 2d 3g 4e 5b 6h 7f 8a. Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.
Key: 1. pathway 2. mould and mildew 3. preservation 4. dispose of 5. deplete B. Pronunciation: Assimilation Activity 1. Listen and repeat, paying attention to the ending and beginning sounds in red. :
| Individually T <--> Ss Individually T <--> Ss Individually/ |
15 minutes | intentionally change the ending sounds as described.)
Activity 2: Listen and repeat the following sentences, paying attention to the assimilation indicated in bold.
2. Grammar: Simple, compound, and complex sentences Activity 1: Identifying types of sentences Work in pairs and decide whether the following are simple, compound or complex sentences and tick the right box.
Key: 1. Simple 2. Compound 3. Complex 4. Simple 5. Complex 6. Complex Activity 2: Combine the following simple sentences, using words from the box.
Key: 1. If we all adopt a green lifestyle, we will help conserve our natural resources.
Relative clauses with which Read the Do you know…? And explain the difference between which defining something in the main clause and which defining the whole idea of the main clause. Main clause, which + relative clause Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause. Activity 3: Combine the following sentences using which
Key: The water in this river is being seriously polluted, which places some species of native fish in danger of extinction. Burning coal is the main source of carbon dioxide emissions, which can cause global warming. | or Pair work T <--> Ss Pair work T <--> Ss Individually Ss <--> Ss T <--> Ss Ss <--> Ss Individually |
The air in most classrooms in this school contains a lot of harmful gases, which is very worrying as many young children are studying here. We should all go green by practicing the 3Rs: reduce, reuse and recycle, which is always encouraged by environmentalists. Illegal dumping is strictly prohibited in the town, which has helped to keep our environment clean and green. Young people are starting to practice simple green living, which will help to save our planet for future generations. | T <--> Ss | |
3. Consolidation 2 minutes |
Expected answers: I can use: Assimilation in connected speech Compound, complex sentences / Which as a connector | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 22: UNIT 3: THE GREEN MOVEMENT
LESSON 3. READING
Time/Stages | Activities | Interactions |
1. Check up 8 minutes |
| T <--> Ss |
2. New lesson 17 minutes 12 minutes | Black carbon pollution Activity 1: Match the pictures with the appropriate phrases
Key: 1. Diesel vehicle 2. Melting of the Arctic 3. Soot Activity 2: Choose the appropriate heading for each paragraph
Key: 1. C 2. A 3. B 4. D Activity 3: Complete the sentences with no more than 5 words.
| Pair work T <--> Ss Pair work T <--> Ss |
5 minutes |
Key: 1. ….know little about soot/ don’t know much about soot.
Activity 4: Discussion. Question: Are soot emissions a problem in your community in Vietnam in general?
| Pair work T <--> Ss Individually/ Pair work T <--> Ss |
3. Consolidation 2 minutes | - Summarize the main points of the lesson | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 23: UNIT 3: THE GREEN MOVEMENT
LESSON 4. LANGUAGE
+ Express their opinion about lifestyle choices
+ Perform their viewpoints to other people in real life.
Time/Stages | Activities | Interactions |
1. Warm up 8 minutes |
T elicits answers from students about how green they are. | T <--> Ss |
2. New lesson 8 minutes | How green are you? Activity 1: Put the following lifestyles in the right column
Key: Green activities:
5. Take short showers instead of long baths.
| Individually T <--> Ss |
13 minutes 13 minutes | 9. Clean surfaces with natural products like lemon juice and olive oil. Environmentally unfriendly activities: 1. Set your printer’s default to one-sided printing. 4. Ask your parents to buy you a car or motorcycle for convenient travelling. 6. Ask your parents to get you a new mobile phone immediately after the latest model comes out. 10. Take part in deforestation and hunting activities. Activity 2: Complete the conversation using the lifestyle choices in 1 and the reason in the box.
Key: Mai: take short showers instead of long baths. Mai: to save electricity, water and other non-renewable energy resources. Kevin: buy us motorcycles for convenient traveling ……help reduce traffic congestion and air pollution, which causes global warming and health problems. Activity 3: Think of more green activities and discuss how they will benefit the environment - T asks Ss to discuss and practice in pairs. Then one or two pairs to present their ideas in front of the class. - T listens and gives feedback. | Pair work Ss <--> Ss Group work |
3. 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 |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 24: UNIT 3: THE GREEN MOVEMENT
LESSON 5. LISTENING
+ Listen and do the tasks. + Develop the listening skills for specific details.
+ Identify specific information through multiple-choice task and question answering
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Check up 7 minutes | - T asks Ss some questions: What are some Go Green activities that you like taking part in? What benefits do they bring to the environment? 1 or 2 students are called to the board to do as required. | Individually T <--> Ss |
2. New lesson 10 minutes 13 minutes 12 minutes | Task 1: Discuss and prepare an action plan for the Go Green Week.
Task 2: Listen to a talk show and answer the following questions.
Answers:
Task 3: Listening - True/ False/Not Given (6’)
-T checks the answers as a class. Answers: 1. NG 2. F 3. F 4. T 5. T Task 4: Listen again and complete the table, using no more than 5 words for each blank.
Key: Days of week Green Activities Monday 1. Recycling old /broken electronics Tuesday 2. Growing organic vegetables Wednesday 3. Learning about going green Thursday 4. Checking for mould growth Friday 5. Testing and widening environmental knowledge. | Pair work T <--> Ss Group work T <--> Ss Individually T <--> Ss Group work T <--> Ss |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute | - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
TIẾT 25: UNIT 3: THE GREEN MOVEMENT
LESSON 6. WRITING
+ Learn about the advantages and disadvantages of a green lifestyle.
+ Write an essay about the advantages and disadvantages of a green lifestyle.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
- Students: Textbook
Time/Stages | Activities | Interactions | ||
1. Check up 5 minutes | Name some Go Green activities and their benefits to the environment. | T <--> Ss | ||
2. New lesson 13 minutes 20 minutes | The advantages and disadvantages of a green lifestyle Task 1: Read the incomplete essay about the advantages and disadvantages of green energy. The aim of this activity is to help sts plan and write an essay about the advantages and disadvantages of green lifestyle.
Task 2: Use the ideas in 1 to write an essay of about 180-250 words about the advs and disadvs of consuming organic food. Complete the outline before you write an essay. INTRODUCTION BODY Advantages: *............................................................... *............................................................... Disadvantages: *............................................................... *............................................................... CONCLUSION USEFUL LANGUAGE A pro/ a con... A positive aspect.../A positive point ... A negative aspect.../Negative consequences.../As a consequence of... A further (dis)advantage.../One more (dis)advantage ... The advantages outweigh the disadvantages .... However,.../ Nevertheless .../On the other hand,..../In contrast, .../ On the contrary,.../ Despite all of this .. | Pair work T <--> Ss Individually T <--> Ss | ||
3. Consolidation 2 minutes |
| T <--> Ss | ||
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
TIẾT 26: UNIT 3: THE GREEN MOVEMENT
LESSON 7. COMMUNICATION AND CULTURE
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | - Inform the class of the lesson objectives: Further skill development | T <--> Ss |
2. New lesson 18 minutes 19 minutes | 1. Communication: The Green Movement in Vietnam Activity 1: Listen to an overview of the green movement in Vietnam. Decide whether the statements are True, False
Key: 1. T 2. F 3. T 4. T 5. F Activity 2: Discussion
2. Culture: The Greenest Countries and cities in the world Activity 1: Read the text and answer the questions
Key: 1. 5 countries: Sweden, Norway, Costa Rica, Germany and Denmark. 10 cities: Copenhagen, Amsterdam, Stockholm, Vancouver, London, New York, Singapore, Beijing, New York, Helsinki and Oslo.
Activity 2: Discuss the question
| Pair work T <--> Ss Group work T <--> Ss Individually Pair work T <--> Ss Individually T <--> Ss |
3. Consolidation |
| T <--> Ss |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
2 minutes | What can you do now? | |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 27: UNIT 3: THE GREEN MOVEMENT
LESSON 8. LOOKING BACK AND PROJECT
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm-up 5 minutes | -T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. - T reviews what assimilation is and when the process happens. | T <--> Ss |
2. New lesson 10 minutes 7 minutes | Pronunciation: Activity 1: Listen and underline the sounds that are assimilated.
Key: 1. This is the best book on environmental issue.
Activity 2: Listen and complete the sentences -T has Ss to refer back to the Do you know...? -T. plays the recording Sts listen and write down what they hear. -Ss compare their answers in pairs -T. checks answers. Key: 1. green been 2. town planning 3. food poisoning 4. Green Britain 5. light bulbs Vocabulary: Activity 1: Complete the sentences with the correct words / phrases in the box. T asks Ss to underline the key words in each sentence, then fill in the gaps with the words given, making changes if necessary
Key: 1. disposal of 2. depleted 3. cluster 4. organic 5. combustion 6. soot particles 7. pathway Grammar: | Individually T <--> Ss Pair work T <--> Ss |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
12 minutes 8 minutes | Activity 1: Combine the simple sentences into compound sentences, using appropriate conjunctions.
Key: 1. We read food labels carefully, for we want to buy only organic products.
Activity 2: Combine the simple sentences into complex sentences using the words in brackets.
Key: 1. If we change our consumption habits, we can reduce our carbon footprint.
Activity 3: Match the simple sentences, then write complex sentences with which.
Key: 1. d. The indoor air quality at school is better now, which has helped students to improve their concentration and test results.
Project: Doing a survey: Ss work in groups of 8, using the questionnaire to interview group members. T tells Ss to use 1 a questionaire for all groups member to better figure out the situation. T. encourages groups to prepare an outline for their presentation. | Pair work T <--> Ss Pair work T <--> Ss Individually T <--> Ss Pair work T <--> Ss Group work T <--> Ss |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework | - T asks Ss to learn the structures and vocabulary. | |
Trang 41 |
1 minute | - Prepare for the next lesson. | T <--> Ss |
E. Evaluation:
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 28: REVIEW 1 (UNIT 1,2,3)
- To give them a chance to practice
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Language - Vocabulary 1. Use the correct form of the word in the box Ask Ss to do the task then exchange the result with their partner | Language - Vocabulary Do as appointed 1. preservation 2. distinguished 3. respectable/respected 4. urbanization 5. disposal 6. industrialization |
2. Match the word on the left with the word on the right to form compound adjectives. Ask Ss to do the task then exchange the result with their partner | * Do as appointed 1. thought-provoking 2. off-speak 3. well-planned 4. long-term 5. worldwide |
Pronunciation 3. Listen and write the correct words in the blanks. Then practice reading the sentences Ask Ss to do the task then exchange the result with their partner | Pronunciation * Do as appointed 1. their, they’re 2. counsil, counsel 3. Where, wear 4. made, maid 5. red, read |
Grammar 4. Complete the sentences, using the correct form of the verbs in the box Ask Ss to do the task then exchange the result with their partner | Grammar Do as appointed 1. join 2. complete 3. come 4. offer 5. be provided |
5. Put the verbs in brackets in the past simple or past continuous Ask Ss to do the task then exchange the result with their partner | Do as appointed 1. was walking 2. saw 3. was standing 4. came 5. realized 6. stopped 7. helped 8. led 9. met 10. was waiting 11. said 12. was worrying 13. wondered |
6. Make compound or complex sentences, using the words in brackets and the prompts Ask Ss to do the task then exchange | Do as appointed
|
the result with their partner people still use them for heating and cooking
E. Evaluation:
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 29: REVIEW 1 (UNIT 1,2,3) (continued)
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
SKILLS – Reading: Counter urbanization 2. Read the text again decide whether the following statements are T, F or NG and tick the correct box Ask Ss to do the task then exchange the result with their partner | SKILLS – Reading: Counter urbanization Do as appointed Do as appointed Read the text about the causes and effects of counter-urbanization 1. T 2. F 3. NG 4. F 5. T |
Speaking: Historical figures 3. Work with a partner. Use the information below or your own ideas to make a conversation about one historical figure Ask Ss work in pairs to do the task | Speaking: Historical figures Do as appointed A: Who are you going to talk about in your presentation tomorrow? B: I’m going to talk about our national hero – Emperor Quang Trung. He was a very talented political and military leader. He led the Vietnamese people against the Qing invaders between 1788 and 1789 A: You should also mention the year of his birth and death. The emperor was born in 1753 and died in 1792 B: I agree. Though he died young, he was able to introduce some very important economic and educational reforms in Vietnam. |
Listening: Wave energy 4. Listen to the recording about wave energy. Choose the best option to complete the sentence | Listening: Wave energy Do as appointed 1. C 2. B 3. C 4. A 5. B Do the task then compare the result with that of their partner |
Writing: Solar energy 5. Write meaningful sentences about the pros and cons of solar energy. Use the words given
6. Use the ideas in 5 (and your own ideas) to write an essay of about 180 – 250 words about the pros and cons of solar energy | Writing: Solar energy Do as appointed 1. Solar energy comes directly from the sun and this renewable energy source is sustainable
4. Solar panels are expensive as they use rare and special materials, and the technology used to store solar energy is costly. Do as appointed Nowadays, it has become necessary to use green technology with green renewable sources. Among all green energy sources, solar energy is the most important renewable energy source. First of all, … |
- Read Review 1 at home
E. Evaluation:
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
TIẾT 30: UNIT 4: THE MASS MEDIA
LESSON 1. GETTING STARTED
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes |
lifestyle is.
| T <--> Ss |
2. New lesson | Activity 1: Nam and Lan are talking about the use of mobile |
7 minutes 10 minutes 10 minutes 10 minutes | devices and the Internet. Listen and read
Activity 2: Answer the following questions
Keys: 1. They are chatting, sending messages or searching for news and information on different websites.
Activity 3: Complete the table with the appropriate words and phrases in the box
Key: 1. Digital devices: smartphones, tablet PCs, computers
Activity 4: Read the text again. Pick out 5 verbs followed by a prep. Discuss the meaning with a partner.
Key: Cut down (on), subscribe to, take sth. with, listen to, connect with Activity 5: Read the following sentence. Underline the verbs. What tenses are they in?
Key: He had (already) started using the computers in the local library to access Internet resources Past perfect (This action happened first) When Minh’s dad bought him a tablet PC four months ago. Past simple | T <--> Ss Whole class Individually T <--> Ss Individually or Pair work T <--> Ss Individually T <--> Ss Individually T <--> Ss |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute | - Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 31: UNIT 4: THE MASS MEDIA
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
LESSON 2. LANGUAGE
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Homework 3 minutes |
Media website communication smart phone Email television newspaper magazine | T <--> Ss |
2. New lesson 5 minutes 7 minutes 12 minutes 15 minutes | A. Vocabulary: Activity 1: Match the words and phrases with the definitions.
Key: a. 3 b.1 c.5 d.2 e.6 f.4 Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.
Key: 1. Mass media 2. Addicted 3. social networking 4. Efficient 5. instant messaging 6. Cyberbullying 2. Pronunciation: The pronunciation of the verb ending -ed Activity 1. Listen and repeat, paying attention to the ending -ed of the verbs
Activity 2: Listen and repeat the following sentences, paying attention to the verbs ending -ed
2. Grammar: Prepositions after certain verbs Activity 1: Match each verb with a preposition The aim of this matching activity is to focus Ss’ attention on collocations consisting of verbs and prepositions that normally appear together.
Key: 1. d 2. e 3. b 4. a/c 5.c Activity 2: Make sentences with the verbs in 1 | Individually T <--> Ss Individually T <--> Ss Individually/ or Pair work T <--> Ss Pair work T <--> Ss |
Trang 46 |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
The past perfect vs. the past simple
Main clause, which + relative clause Note: In relative clauses, the relative pronoun which can be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause. Activity 1: Put the verbs in brackets in the correct tenses.
Key: 1. had invented, completed 2. appeared, helped 3. had risen, started 4. understood, had read
Activity 2: Complete the following sentences using either the past simple or past perfect and your own ideas.
Suggested answers:
| Individually Ss <--> Ss T <--> Ss Individually Ss <--> Ss Individually T <--> Ss | |
3. Consolidation 2 minutes |
Expected answers: I can use: ed-ending in connected speech Prepositions after certain verbs The past perfect and past simple | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 32: UNIT 4: THE MASS MEDIA
Trang 47
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
LESSON 3. READING
Time/Stages | Activities | Interactions |
1. Lead-in 8 minutes | Objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the history and forms of mass media. | T <--> Ss |
2. New lesson 17 minutes 12 minutes 5 minutes | Mass media forms Activity 1: Put the words and phrases related to the mass media in three groups - T checks answers as a class. Key: Print: books, magazines, leaflets, newspapers Television: news programmes, dramas, reality shows, documentaries The Internet: email, websites, instant messaging, data sharing Activity 2: Quickly read instructions and choose the best heading for the text.
Key: Forms of mass media Activity 3: Match each of the following words with its meaning. This matching activity is to improve and expand Ss’ vocabulary by learning words in context.
Key: a. 3 b. 4 c. 6 d. 2 e. 7 f. 1 g. 5 Activity 4: True, False or Not given:
Key 1. F 2. T 3. F 4. F 5. T 6. NG 7. F Activity 5: Discussion Discuss the forms of mass media that you use daily. Explain how you benefit from using them.
| Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Individually/ Pair work T <--> Ss Group work T <--> Ss |
3. | ||
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CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Consolidation 2 minutes | - Summarize the main points of the lesson | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 33: UNIT 4: THE MASS MEDIA
LESSON 4. SPEAKING
+ Express their opinion about social networking
+ Perform their viewpoints to other people in real life.
Time/Stages | Activities | Interactions |
1. Warm up 8 minutes |
| T <--> Ss |
2. New lesson 10 minutes 11 minutes 13 minutes | Talking about social networking Activity 1: Complete conversation with sentences in the box
Key: 1. E 2. C 3. D 4. B 5. F 6. A Activity 2: Put the following opinions about using social networks in the appropriate box
Key: Positive opinions: 2, 4, 5 Negative opinions: 1, 3, 6 Activity 3: Make a similar conversation
| Individually T <--> Ss Pair work T <--> Ss Pair work Ss <--> Ss |
3. 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 |
4.Homework 1 minute |
| T <--> Ss |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
E. Evaluation:
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 34: UNIT 4: THE MASS MEDIA
LESSON 5. LISTENING
- To help Ss understand general ideas and specific details to answer comprehension questions. - By the end of the lesson, students will be able to:
+ Listen and do the tasks. + Develop the listening skills for specific details.
+ Identify specific information through multiple-choice task and question answering
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Lead-in 7 minutes | Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning. | T <--> Ss |
2. New lesson 10 minutes 13 minutes 12 minutes | Social media: language-learning apps Task 1: Read about how three students use social media. Complete the sentences with the words from the box.
Key: 1. app 2. record 3. GPS 4. interactive 5. connect 6. audio 7. updates Task 2: Listen to a conversation between two students talking about language learning applications. Which of the following did they not talk about?
Key : 2 & 3 Task 3: Listen again. Give short answers to the following questions.
Key: 1. He showed her a few social networking sites that help people to improve their English.
| Pair work T <--> Ss Group work T <--> Ss Individually T <--> Ss |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework |
1 minute | - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 35: UNIT 4: THE MASS MEDIA
LESSON 6. WRITING
+ Learn about a pie chart showing the use of online resources.
+ Describe a pie chart showing the use of online resources.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
Time/Stages | Activities | Interactions |
1. Check up 5 minutes | The lesson objective: describing a pie chart showing Ss’ use of online resources at a secondary school. | T <--> Ss |
2. New lesson 15 minutes 8 minutes | Describing a pie chart showing the use of online resources Task 1: In pairs, discuss what a pie chart is and how you can describe it.
+ A pie chart - a circular chart divided into triangular areas (slices/ segments) proportional to the percentages of the whole. + To describe a pie chart: the information (content) and proportion of each segment, which can be measured in percentages (%) or fraction (e.g. one-third, a quarter). Task 2: The pie chart below illustrates the forms of communication used by students in Intel school. Complete the description with the words in the box.
Key: 1. preferences 2. recorded 3. majority 4. tied in 5. dominant 6. the least Task 3: Study the pie chart and write a paragraph of about 130-160 words to describe the sections.
Suggested answer: The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014. A brief description of the students’ preferences follows. We can see that a majority of students used interactive games, which rank the first at 30%. Fiction e-books line in the second at 20%, and are given 10% less than interactive games. Online magazines rank the third at 18% while non-fiction e-books account for 15%. Online dictionaries are the fifth library | Pair work T <--> Ss Individually T <--> Ss |
resource at 11%. Only a minority of students, or 6% used science journals, which is the least popular of all resources, and used five old less than the most preferred resource, interactive games. To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games. Of all the resources – fiction e-books, online magazines, non- fiction e-books, online dictionaries – students used science journals the least. | ||
3. Consolidation 2 minutes |
| T <--> Ss |
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 36: UNIT 4: THE MASS MEDIA
LESSON 7. COMMUNICATION AND CULTURE
- To help Ss develop the skill of working in pairs and groups
- Understand and communicate about communication skills and cultural understanding
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | - Inform the class of the lesson objectives: Further skill development | T <--> Ss |
2. New lesson 18 minutes 19 minutes | 1. Communication: Learning English with video Activity 1: Listen to a conversation between Nam and Mai about learning English with video. Decide whether the statements are T or F.
Key: 1. F 2. T 3. T 4. F 5. T Activity 2: Discussion
Suggested ideas: 1. The videos clips are powerful audio-visual resources for learning a language.
2. Culture: Social media apps Activity 1: Read the following text and give short answers to the questions.
| Pair work T <--> Ss Group work T <--> Ss |
Key: 1. They are for communication, entertainment and security on the Internet.
Activity 2: Work in groups. Tell your group about your favorite social networking app and its functions.
| Pair work T <--> Ss Group work T <--> Ss | |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 37: UNIT 4: THE MASS MEDIA
LESSON 8. LOOKING BACK AND PROJECT
+ Use some key words of the social media apps.
+ Do the exercises on simple past tense and past perfect tense
Time/Stages | Activities | Interactions |
1. Warm-up 5 minutes | T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews from and use of simple past tense and past perfect tense. | T <--> Ss |
2. New lesson 10 minutes | Pronunciation: Activity 1: Put the words in the correct box.
| Individually |
7 minutes 12 minutes 8 minutes | answers in pairs or groups Key: /t/: watched, surfed, talked, checked /d/: installed, enabled, shared, enjoyed, offered /id/: updated, reported, provided, protected, downloaded Activity 2 Listen and write down the verbs in the appropriate columns. - Ss are asked to read the verbs aloud. Key: /t/: 1. decreased 2. developed 4. influenced 7. produced /d/: 6. emerged 9. compared /id/: 3. downloaded 5. invented 8. provided Vocabulary: Activity 1: Complete the sentences with the correct words / phrases in the box.
Key:1. disposal of 2. depleted 3. cluster 4. organic 5. combustion 6. soot particles 7. pathway Activity 2: Complete gapped sentences with words in the box.
Key: 1. social media 2. Social networking 3. Mass media 4. app 5. Advent 6. Microblogging Grammar: Activity 1: Complete the gapped sentences with the appropriate prepositions.
Key: 1. on 2. Out 3. to 4. for 5. of/ about 6. with Activity 2: Match the two halves of the sentences.
Key: 1.b 2.d 3.a 4.e 5.f 6.c Activity 3: Put the words in brackets in past simple or past perfect tense.
Key: 1 had had 2. attended 3. deleted, had received 4. got, stopped 5. had wasted 6. had edited, uploaded Project: Interview three classmates to find out their opinions about social networking sites and apps. Then report to the class. Ask Ss to work in groups of four. Ask Ss to read and discuss the guiding questions. T. encourages groups to prepare an outline for their presentation. | T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Individually T <--> Ss Group work |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
TIẾT 38: WRITTEN TEST 2
LISTENING
B. PHONETICS, GRAMMAR & VOCABULARY
_.and 6:00.
in recent years.
in the lake without an adult present.
him
us.
me that if he were me, he would do that work.
A. told B. said to me C. said D. says
Nga:
. It’s an opportunity to test my general knowledge.
The United Nations released new population projections for all countries in July 2014. Gerland analyzed the data (23)_ described the probabilistic population projections for the entire world as (24)_ as individual regions and countries. World population is (25)_ to continue growing for the rest of the century, with at (26)_ a 3.5-fold increase in the population of Africa. Furthermore, the ratio of working-age people to older people is almost certain to decline substantially in all countries, (27)_ just currently developed ones.
One of the most serious problems threatening human life is the dirtying and poisoning of air and water. It is the pollution of our environment. Air pollution occurs when wastes are poured into the atmosphere and the air becomes contaminated and unpleasant to breathe. We depend for life on the air we breathe. As the air becomes more and more polluted, hazards to health increase. Today we have industrial air pollutants from factories and mills and engine- exhaust fumes. That’s why some large cities have to ban cars from the city center to wipe out smoke and limit the emission of poisonous gases and dangerous chemicals from industrial smoke stacks in order to clean the air in our living environment as much as possible.
C. environmental pollution D. environmental conservation
C. forbidding cars from the city center D. building more factories
→ He is.....................,..............................................................................
→ She threatened.....................,.........................................................
→ My father neither.....................,.....................................................
→ I have.....................,.............................................................................
→ The man is believed .....................,...............................................
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
TIẾT 39: WRITTEN TEST 2 - CORRECTION
LISTENING
I. (0.25pt/item): 1. A 2. B 3. B 4. C
II. (0.25pt/item): 5. Bill 6. Mary 7. 654-9389 8. 5:00
III. (0.25pt/item): 9. C 10. D
IV. (0.25pt/item): 11. C 12. A
V. (0.3pt/item): 13. C 15. B 17. A 19. A 21. B
14. B 16. B 18. A 20. B 22. B READING
VI. (0.25pt/item): 23. and 24. well 25. likely 26. least 27. not
VII. (0.25pt/item): 28. D 29. C 30. D
→ He is too young to do the volunteer work.
→ She threatened to call the police if I didn’t leave immediately.
→ My father neither smokes nor drinks.
→ I have not seen Rose for three years.
→ The man is believed to have escaped in a stolen car.
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 40: UNIT 5: CULTURAL IDENTITY
LESSON 1. GETTING STARTED
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | Look at the picture and guess who they are and what they are talking about. They are three students and their teacher. They are probably talking about Japanese culture. | T <--> Ss |
2. New lesson 7 minutes 10 minutes 10 minutes | Activity 1: Listen and read
Activity 2: Complete the diagram:
Key: 1. Language 2. Food 3. Clothing 4. Beliefs 5. Cultural practices Activity 3: Answer the following questions
Keys: 1. Because it’s essential to understand their family history and traditions.
| T <--> Ss Whole class Individually T <--> Ss Individually or Pair work |
10 minutes | up. 4. (Suggested answer): Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship; cultural practices: Hung Kings’ Festival, Quan ho singing. Activity 4: Find the verb or adjective that goes with each of the following nouns or noun phrases. If necessary, use a dictionary to check the meaning.
Key: 1. express/ protect 2. traditional 3. cultural 4. understand 5. maintain Activity 5: Read the conversation again and write the correct tenses of the verbs in brackets.
Key: 1.have been living/ have lived 2. ’ve been | T <--> Ss Individually T <--> Ss |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute | - Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 41: UNIT 5: CULTURAL IDENTITY
LESSON 2. LANGUAGE
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Homework 3 minutes |
| T <--> Ss |
2. New lesson 7 minutes | A. Vocabulary: Activity 1: Write the words or phrases given in the box next to their meanings.
Key: 1. national costumes 2. assimilate 3. custom 4. maintain 5. cultural practices 6. multicultural | Individually T <--> Ss |
7 minutes 10 minutes 15 minutes | Activity 2: Complete the sentences with the correct forms of the words in 1.
Key: 1. cultural practices 2. custom 3. national costumes
B. Pronunciation: Assimilation Activity 1. The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the underlined sounds
Activity 2: Listen and repeat the following sentences spoken in fast, connected speech
C. Grammar: The present perfect and present perfect continuous. Activity 1: Put the verbs in brackets in the present perfect or present perfect continuous. -T asks students to read each sentence carefully and decide whether the focus is on the action/ event or the result of the action/ event. Draw their attention to the time expression used in sentences 2,4,8 (for many years, all morning, for hours) Key: 1. have cleaned 2. have been trying 3. has stood
6. haven’t finished Activity 2: Complete the following sentences with the correct forms of the words in brackets, using repeated comparatives. - T asks students to complete the sentences. Key: 1. better and better 2. higher and higher 4. More and more 5. More and more difficult 6. faster and faster 7. fewer and fewer 8. more and more Activity 3: Put the verbs in brackets in the correct tenses.
Key: 1. is becoming colder and colder
| Individually T <--> Ss Individually/ or Pair work T <--> Ss Pair work T <--> Ss Individually Ss <--> Ss T <--> Ss Individually Ss <--> Ss |
3. Consolidation 2 minutes |
Expected answers: I can use: Assimilation in connected speech The present perfect and present perfect continuous | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 42: UNIT 5: CULTURAL IDENTITY
LESSON 3. READING
Time/Stages | Activities | Interactions |
1. Lead-in 8 minutes | T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the cultural identity | T <--> Ss |
2. New lesson 17 minutes 12 minutes 5 minutes | Cultural identity in modern society Activity 1: Use a dictionary to find the meaning of the words or phrases in the box. Then complete the sentences with their correct forms. -Use a dictionary to find the meanings of the words in the box. Key: 1. for granted 2. cultural identifiers 3. identity 4. integrated 5. aspects Activity 2: Read the newspaper column about cultural identity. Four sentences have been removed from the column. Choose a sentence (a-d) to complete each gap (1-4) Key: 1.b 2.d 3.c 4.a Activity 3: Read the newspaper column again and answer the questions. -T has students work in pairs and practice asking and answering the questions. Key: 1. They define themselves by (cultural identifiers such as) nationality ethnicity, location, history, language, gender, beliefs, customs, clothing and food.
Activity 4: What should young people do to develop their cultural identity in today’s modern society? Discuss with a partner. | Pair work T <--> Ss Pair work T <--> Ss Individually/ Pair work T <--> Ss Group work T <--> Ss |
Trang 60 |
- T has some pairs/ groups summarize their discussion and present the main points/ ideas to the rest of the class. | ||
3. Consolidation 2 minutes | - Summarize the main points of the lesson | T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 43: UNIT 5: CULTURAL IDENTITY
LESSON 4. SPEAKING
+ Express their opinion about some activities on cultural identity.
+ Perform their viewpoints to other people in real life.
Time/Stages | Activities | Interactions |
1. Homework 8 minutes | - Check students’ work books | T <--> Ss |
2. New lesson 10 minutes 11 minutes 13 minutes | Maintaining cultural identity Activity 1: Work with a partner .Discuss and decide if these activities can help to maintain cultural identity. Can you add any more activities? -T asks students to work in pairs. T has them discuss and decide if the activities can help maintain cultural identity especially in situations when people are away from their home countries. -T encourages students to add more activities. Suggested answers: 6. Singing/ Listening to folk songs 7. Reading heritage folklore 8. Conserving heritage sites Activity 2: Work in pairs. Talk about why each of the activities in 1 is important. -T encourages them to talk about why the activities in 1 (or their suggested activities) are important maintaining cultural identity Example: I think it’s important to preserve our native language. It’s a vital part of culture and it is critical to a person’s cultural identity. Our first language helps us to develop intellectual abilities and shape our cultural identity. It enables us to communicate, establish links with family and community members, and acquire and value native culture. Activity 3: Work in groups of three. Choose an activity in 1. Discuss how it will help to maintain cultural identity in the age of globalization. Use the reasons discussed in 2 and any information you may want to add. -T encourages them to use the reasons they have discussed in 2 and any additional information they may want to add. | Individually T <--> Ss Pair work T <--> Ss Group work Ss <--> Ss |
3. Consolidation | - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now? | T <--> Ss |
2 minutes | ||
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 44: UNIT 5: CULTURAL IDENTITY
LESSON 5. LISTENING
+ Listen and do the tasks. + Develop the listening skills for specific details.
+ Identify specific information through multiple-choice task and question answering
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Lead-in 7 minutes | Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning. | T <--> Ss |
2. New lesson 10 minutes 13 minutes 12 minutes | Cultural diversity in Singapore Task 1: You are going to listen to a talk about cultural diversity in Singapore. What do you know about this city- state? Look at the information below and describe Singapore Key: 1. Eurasians and other 2. Indians 3. Malays 4. Chinese Task 2: Work in pairs. Discuss and match the national costumes with their names. -T focuses Ss’ attention on the pictures and has them do the matching first individually, and then check with a partner. Key: 1.d 2.a 3.c 4.b Task 3: Listen to a talk. What is the speaker talking about? Tick the correct boxes. - T plays the recording non-stop so students can get the gist of the talk. T has students compare answers in pairs, and then check answers as a class. Key: 1.v 4.v 6.v Task 4: Listen again and answer the following questions
-T tells students that the activity focuses on listening for specific information. - T has students work in pairs first, and then checks their answers as a class. Key: 1. Singapore gained its independence on 9 August 1965. 2. Singapore does not have a national costume, as people from the different ethnic groups tend to wear their traditional | Pair work T <--> Ss Pair work T <--> Ss Individually T <--> Ss |
clothing.
| ||
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4. Homework 1 minute | - Prepare for the next lesson. | T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 45: UNIT 5: CULTURAL IDENTITY
LESSON 6. WRITING
+ Learn about an essay about the most important cultural identity.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
Time/Stages | Activities | Interactions |
1. Check up 5 minutes | The lesson objective: Writing an argumentative essay about the most important feature that defines someone’s cultural identity. | T <--> Ss |
2. New lesson 7 minutes 10 minutes 15 minutes | What makes me Vietnamese Task 1: Work in pairs. Discuss the reasons why language is often considered the most important cultural identifier.
Example: Language is the most important cultural identifier because it allows me to communicate with my family and community. Task 2: Read the following argumentative essay on language as defining a person’s cultural identity. Complete the essay, using the correct forms of the words in the box
-T asks students to use a dictionary to check the meaning of difficult words and phrases.
Key 1. Expressing 2. Demonstrate 3. Features 4. Unite 5. Share 6. Invaded 7. Unifying 8. Unique Task 3: Which is the most important cultural identifier or the feature that defines your cultural identity? | Pair work T <--> Ss Individually or Pair work |
Definition of cultural identity…………… Thesis statement………… Body First argument…………………………… Second argument……………………… Conclusion Summary of the arguments | T <--> Ss Individually T <--> Ss | |
3. Consolidation 2 minutes |
| T <--> Ss |
4. Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 46: UNIT 5: CULTURAL IDENTITY
LESSON 7. COMMUNICATION AND CULTURE
+ About communication skills and cultural understanding.
+ About the migration and cultural identity.
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm up 5 minutes | Inform the class of the lesson objectives: Further skill development | T <--> Ss |
2. New lesson 17 minutes 20 minutes | 1. Communication: Migration and cultural identity Activity 1: Listen to a talk by Mr Ben Wilson, a sociologist and psychologist, about preserving migrants’ cultural identity. Answer the questions.
Activity 2: Discuss the questions with a partner.
2. Culture: Festivals Activity 1: Read the text about celebrations of some ethnic | Pair work T <--> Ss |
groups in Viet Nam. Write the names of the festivals under the pictures.
Key: a. Elephant Racing Festival b. Forest Worshipping Festival Activity 2: Read the text again and complete the table.
Key: Elephant Racing Festival; Location: Dak Lak Province Time: annually, in March; Ethnic groups: M’Nong and Ede Purpose: to promote the martial spirit of the M’Nong and Ede people; Activities: - watching elephant race Eating traditional food and drinking rice wine; Dancing Watching elephants play soccer Activity 3: Discuss the questions with a partner
| Group work T <--> Ss Pair work T <--> Ss T <--> Ss | |
3. Consolidation 2 minutes |
| T <--> Ss |
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ………../……./ 2018 Date of Teaching: ………../……./ 2018
TIẾT 47: UNIT 5: CULTURAL IDENTITY
LESSON 8. LOOKING BACK AND PROJECT
+ Use some key words of the cultural identity.
+ Do the exercises on present perfect tense and present perfect continuous tense.
- Students: Textbook
Time/Stages | Activities | Interactions |
1. Warm-up 5 minutes | -T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. - T reviews from and use of simple past tense and past perfect tense. | T <--> Ss |
2. New lesson | Pronunciation: |
12 minutes 8 minutes | Activity 1: Underline the sounds that can be affected by assimilation.
Activity 2: Listen and repeat the sentences in 1 -T plays the recording and has students listen and repeat. -T asks some students to say these sentences aloud. Vocabulary: Activity 1: Complete the sentences with the correct forms of the words or phrases in the box -T has students read the instructions and do the activity. -T checks answers as a class. Key: 1. preserve 2. cultural identity 3. cultural practices 4. national pride 5. Solidarity 5. national costume Grammar: Activity 1: Read the exchanges. Put the verbs in brackets in the present perfect or present perfect continuous. Use the passive voice if necessary. -T has students do the activity individually first, and then compare their answers in pains. -T checks answers as a class. Key: 1. has become, have continued, has been working Have never seen, have worn, has even become Activity 2: Read the situation and complete Andy’s statements about himself, using repeated comparatives. -T tells students that they are going to write sentences about someone called Andy. -T allows students to do the activity individually first, and then compare their sentences in pains. - T checks answers as a class. Key: 2.lower and lower 3. more and more difficult 4. more and more complicated 5. More and more 6. less and less Project: Work in groups of four or five. Choose one ethnic group in Viet Nam. Look for information about the features that define the group’s cultural identity. -T has students work in groups of four or five -T allows students one week to collect the information about an ethnic group, prepare a poster, and organize their presentation about the ethnic group. | Individually T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Pair work T <--> Ss Group work |
3. Consolidation 2 minutes |
What can you do now? | T <--> Ss |
4.Homework 1 minute |
| T <--> Ss |
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 48: REVIEW 2 (UNIT 4,5)
- To give them a chance to practice
- Teaching method: Communicative language teaching
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Language - Vocabulary 1. Use the correct form of the words or phrases in the box to complete the sentences Ask Ss to do the task then compare the result with their partner | Language - Vocabulary Do as appointed 1.blog 2. social networking 3. digital devices 4. mass media 5. instant messaging 6. advent |
2. Complete the sentences, using the correct form of the words in brackets. Ask Ss to do the task then compare the result with their partner | Do as appointed 1. assimilate 2. identity 3. National 4. ethnicity 5. integrate |
Pronunciation 3. Listen to the sentences and pay attention to the regular verbs in the past tense. Tick the correct box Ask Ss to do the task then compare the result with their partner | Pronunciation Do as appointed /t/: 4, 6, 8, 11 /d/: 1, 2, 10, 12 /id/: 3, 5, 7, 9 |
- Read Review 2 at home
E. Evaluation:
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 49: REVIEW 2 (UNIT 4,5) (continued)
TEACHER'S ACTIVITIES | STUDENTS' ACTIVITIES |
Grammar 4. Fill each gap with an appropriate preposition Ask Ss to do the task then compare the result with their partner | Grammar Do as appointed 1. to 2. of 3. in 4. for 5. from |
5. Put the words in brackets in the correct tenses Ask Ss to do the task then compare the result with their partner | Do as appointed 1.have … cleaned 2. haven’t swept 3. have washed 4. have tried 5. has been studying |
Ask Ss to do the task then compare the result with their partner
Do as appointed
1. f 2. e 3. g 4. a 5. d 6. b
- Read Review 2 at home
E. Evaluation:
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Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 50: REVIEW FOR THE 1ST TERM TEST
Find the word whose underlined part is pronounced differently from the others of the same group.
1. | A. geology | B. psychology | C. classify | D. photography |
2. | A. idiom | B. ideal | C. item | D. identical |
3. | A. children | B. child | C. mild | D. wild |
4. | A. both | B. myth | C. with | D. sixth |
5. | A. helped | B. booked | C. hoped | D. waited |
6. | A. name | B. natural | C. native | D. nation |
7. | A. blood | B. food | C. moon | D. pool |
8. | A. comb | B. plumb | C. climb | D. disturb |
9. | A. thick | B. though | C. thank | D. think |
10. | A. flour | B. hour | C. pour | D. sour |
Find the word whose stress pattern is different from the others of the same group.
1. | A. uncle | B. machine | C. rubber | D. butter |
2. | A. every | B. evening | C. potato | D. factory |
3. | A. produce | B. money | C. improve | D. because |
4. | A. vegetable | B. university | C. Wednesday | D. television |
5. | A. coffee | B. farmer | C. paper | D. deliver |
6. | A. eleven | B. elephant | C. energy | D. envelope |
7. | A. preparation | B. decoration | C. television | D. exhibition |
8. | A. leather | B. paper | C. iron | D. ceramics |
9. | A. mirror | B. invent | C. wallet | D. engine |
10. | A. discovery | B. calculator | C. aero-plane | D. difficulty |
Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence.
up in that house with my brothers and sisters.
the pool to 1.8 meter.
you can swim so well and I can’t.
Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 51: REVIEW FOR THE 1ST TERM TEST
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Elsie, please?”
to the South Pole was marked by disappointment and tragedy.
buildings in the centre of the city.
C. Not at all. Don’t mention it D. That’s very kind. Thank you.
0 – 0 with Real Madrid in the first leg of the semi-final in Athens.
when the lights .
C. was singing/ were going out D. sang/ went out
in my essay.
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Fill in each gap with a suitable relative pronoun: which, that, whose, whom, who, where, when, why, or which.
Huong gave me yesterday.
Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 52: REVIEW FOR THE 1ST TERM TEST
Choose the sentence that is similar in meaning to the one given.
C. I haven't seen him since 1998. D. It has been 1998 since I saw him.
C. Cleaning is needed for my shoes. D. I need to have my shoes cleaned.
C. You should have made up your mind. D. It is possible to make up your mind.
C. It is no use to ask John for help. D. It is no good asking John to help.
C. It is difficult to understand his behavior. D. It is understood that he behaves.
CHƯƠNG TRÌNH & SGK TIẾNG ANH - HỆ ĐỔI MỚI - GIÁO ÁN GIẢNG DẠY KHỐI 12 - HKI
Date of preparation: ……./…../2018 Date of teaching: ……./……./2018
PERIOD 53: THE 1ST TERM TEST
- To get feedback from the students
- Teaching method: Communicative language teaching
MÃ ĐỀ 257
A. LEXICO-GRAMMAR & READING.
All men should study: we have to study to broaden our knowledge and develop our
intelligence. An (01)
man can only utilize his body strength to work and live. An educated
man, besides his strength, still has the faculty of his intelligent brain and good reflection. This intelligence and thought enable him to help his physical strength to act more quickly and cleverly. In a same profession or work, the educated man differs (02) the uneducated man considerably. Therefore, intellectual workers have to study, this is a matter, of course, but manual workers must also gain an education. In civilized countries, compulsory education has also
(03)
applied. Everyone must spend seven or eight years to study. From ploughmen to
laborers in these nations, no one is (04) to read a book or a paper fluently. Question 01. A. educate B. educated C. educating D. uneducated Question 02. A. with B. in C. from D. about Question 03. A. to be B. been C. is D. being Question 04. A. disable B. unable C. enable D. able
A. Japanese old black B. old black Japanese C. old Japanese black D. black old Japanese Question 07. The man gave me the book is my uncle.
A. who B. when C. where D. which
Question 08: - Linda: “I’ve passed my driving test.” – Peter: “ .”
A. Do you? B. That’s a good idea C. It’s nice of you D. Congratulation Question 09: Many of pictures from outer space are presently on display in the public library.
A. despite B. because C. because of D. although Question 12: They are nice people that everyone likes them.
A. a so B. so a C. such a D. such
Question 13: I hadn’t heard from him for ten years, then
, I got a fax from him.
A. once in a blue moon B. blue in the face C. out of the blue D. having green fingers Question 14. Last summer, we visited Canada and United States.
A. an B. a C. the D.
Question 15. If he were better qualified, he get the job.
A. will B. could C. may D. can Question 16. The mobile phone is an effective means of_ in the world nowadays.
A. communicated B. communicative C. communicate D. communication
Question 18. A. benefit B. aspiration C. understand D. engineer
The Nobel prizes, awarded annually for distinguished work in chemistry, physic, physiology or medicine, literature, and international peace, were made available by a fund bequeathed for that purpose by Swedish philanthropist, Alfred Bernard Nobel. The prizes, awarded since 1901, are administered by the Nobel Foundation in Stockholm. In 1969, a prize for economics endowed by the Central Bank of Sweden was added. Candidates for the prizes must be nominated in writing by a qualified authority in the field of competition. Candidates are judged by Swedish and Norwegian academies and institutes on the basis of their contribution to mankind. The awards are usually presented in Stockholm ion December 10, with the King of Sweden officiating, an appropriate tribute to Alfred Nobel on the anniversary of his death. Each prize includes a gold medal, a diploma, and a cash award of about one million dollars.
Question 19. What does this passage mainly discussed?
C. Swedish philanthropy. D. Alfred Bernard Nobel. Question 20. How often are the Nobel prizes awarded?
A. Five times a year B. Twice a year C. Once a year D. Once every two year Question 21. A Nobel prize would NOT be given to_ .
A. a doctor who discovered a vaccine B. an author who wrote a novel
C. a composer who wrote a symphony D. a diplomat who negotiated a peace settlement Question 22. Why are the awards presented on December 10?
C. Because it is a tribute to the King. D. Because Alfred Nobel died on that day.
Question 23: A. hesitate B. basic C. physics D. reserve Question 24: A. decided B. practiced C. laughed D. cooked
Question 25. When is the football match?
A. at home B. in a Chinese restaurant C. in an Italian restaurant Question 27. What are they going to do on Sunday morning?
A. go to the cinema B. get up late C. go for a drive Question 28. Where are they going to have lunch on Sunday?
A. in a pub B. in a café C. at home
Phone To: MARTIN From: (29) Party at: (30)_ C. WRITING: VIII. Rewrite each of the following sentences provided.
IX. WRITING A LETTER. (1 point) Imagine that you want to join “Lien Son High S Write a letter of about 100 words to the Club Man You may follow the outline below: Introduction Request | Message Time: (31) Please bring: a friend Her phone number: (32) in such a way that the original meaning of the → The skirt . Jane said.→ Jane . → I haven’t _. ing. → Getting . chool English Speaking Club” (LS ESC) for students. ager (Mr. Bright) to ask for permission. Further information Conclusion | ||
|
THE END | Polite ending |
- Reading - Writing
……………………………………………………………………………………………………………………………………………….
Date of planning: …....../…....../2018 Date of teaching: …....../....…../2018
PERIOD 54 THE FIRST TERM TEST CORRECTION
- To get feedback from students
- Teaching method: Written test – multiple choice questions
III. PROCEDURE
TRƯỜNG THPT FIRST TERM TEST
Đbp bn chính thức:
Câu | Đbp bn cbc mã đề | |||
168 | 257 | 346 | 479 | |
01. | C | D | D | A |
02. | B | C | D | B |
03. | D | B | B | C |
04. | A | B | C | B |
05. | C | A | C | B |
06. | C | B | A | A |
07. | C | A | A | C |
08. | D | D | C | D |
09. | B | B | C | A |
10. | C | A | D | D |
Câu | Đbp bn cbc mã đề | |||
168 | 257 | 346 | 479 | |
15. | C | B | A | B |
16. | D | D | B | C |
17. | B | A | D | D |
18. | C | A | C | B |
19. | B | A | B | B |
20. | B | C | B | D |
21. | D | C | B | A |
22. | C | D | A | A |
23. | A | B | C | D |
24. | D | A | C | B |
11. | A | C | C | B |
12. | A | D | D | B |
13. | D | C | D | A |
14. | A | C | B | A |
25. | C | A | B | C |
26. | C | B | C | C |
27. | B | C | A | A |
28. | C | A | B | A |
29. | ELAINE |
30. | THE GRAND HOTEL |
31. | 8.30 P.M. (p.m.) |
32. | 7245936 |
33. | The skirt is not (isn’t) as expensive as the dress. |
34. | Jane told (asked) Tim to turn off the lights when he went out. |
35. | I haven’t seen him since 2005. |
36. | Getting into work this morning was (a bit) difficult. |
- Bai viết:
Đú ng mã u thư trang trọ ng, đủ cá c phà n, đủ só từ | 0,4 điẻ m |
Bó cụ c cha ̣ t chẽ , lie n ké t ý, lie n ké t đoạ n tó t | 0,3 điẻ m |
Dù ng từ mạ ch lạ c, vó n từ phong phú | 0,3 điẻ m |
Tổng | 1 điểm |
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