Bài giảng môn Tiếng Anh - The first term of grade 12

ch group to discus a section: Education Health care
Agriculture
- Guide the students how to speak by giving them useful suggestions:
+ They have so ..
+ Due to the 
+ Thanks to the..
+ By applying.
- Walk round from group to group to give help if necessary.
- Encourage students to speak out what they think even a phrase or a singular word.
Post-speaking : (10 minutes)
Task 3
- Ask students to work individually to summarize what they’ve discussed in their own words.
- Move round to check the activities and to make sure that students are working effectively.
- Ask one or two students to report in front of the whole class.
- Check and give remarks.
Homework: (3 minutes)
Name some measures we’ve made to promote our economic system.
Listen and give one’s own ideas or story if being asked.
- Work in pairs to discus the three questions and find the answers.
A: What does each pair of picture tell you?
B: It tells us the contrast between the present
 and past situations.
A: What changes can you see in each pair of?
B: The new school and factory are much bigger
 and more beautiful than the old ones.
A: What do you think ..to achieve these?
B: They must have taken some renovation
 measures.
- Correct the answers oneself.
Group 1: Education
S1: The government of Fantasia has changed the curriculum and textbooks.
S2: They also provided schools with more equipment and facilities.
S3: They build more schools and raised the teachers’ salaries.
S1: It is obvious that they
Group 2: Health care
S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised.
S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.
Group 3: Agriculture
S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.
S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.
S3: They use fertilizers, pesticides and insecticides to protect their crops.
S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities. They build more schools and raised the teachers’ salaries
S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. They’ve also applied new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops.
- Listen to the teacher.
- Write down the homework to do at home.
The 3rd period
Date : 
Grade 12
 Theme: economic reforms
 Unit 7
 Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: 
 -Students know the harm of taking drug.
2. Knowledge: 
 - General knowledge: Listen for specific information.
 - Language: The present simple tense.
 - New words: Words related to to the topic. 
3. Skills: - Listening and deciding on True or False statements.
 - Listening comprehension
II. Method:
 - Intergrated, mainly communicative.
III. Teaching aids: 
 - Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:
 Teacher’s activities
 Students’ activities
 Notes
Warm-up: (5 minutes)
- A story about an addictor.
Before you listen: (7 minutes)
- Ask students to work in pairs to ask and answer the given questions.
- Guide the students to answer if necessary.
- Give further information.
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
While you listen: (20 minutes)
Task 1:
Ask students to read the statement at least once first.
Ask them to guess the answers
Play the tape once then check how many answers can students find.
Play the tape again.
Check and give remarks.
Call some students to say out their answers and the evidences they get to prove their answers.
Task 2:
- Ask them to guess the answers.
Play the tape once then check how many answers can students find.
Play the tape again.
Check and give remarks.
- Call some students to say out their answers and the evidences they get to prove their answers
After you listen: (10 minutes)
- In group, ask students to discus the guided question, find the answer.
- Move around to help if necessary.
- Give remarks or even suggestions.
Homework: (3 minutes)
- Imagine you are an MP of Tango what would you do to solve the problem.
- Listen to the teacher.
- Work in pairs:
S1: Should drug-taking be banned?
S2: Yes, because it brings the users many harm on not only their physical but also mental health.
S1: Drug-taking is totally a social evil.
- Listen and repeat:
Tango discourage
Drug-taker rationally
Ruin solution
Unfortunately measures 
islanders
 - Read the statement once to get the main contents.
Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.
Keys: 1. F, 2.F, 3. T, 4. T, 5. F, 6. F, 7. T, 8. T, 9. F
- Listen to the teacher’s explanation then correct the answers onself.
 - Read the questions once to get the main contents.
Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.
1. They discovered a plant containing a powerful drug.
2. They grew it all over the island.
3. The negative effects: people become lazy – children did not go to school – the shortage of food.
4. Measures: introduced a law to make the drug illegal – put drug-takers into prison – export the drug to other countries.
- Listen to the teacher’s explanation then correct the answers oneself.
- In groups, ask and answer the question.
S1: Do you think that the Government of Tango?
S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.
- Listen to the teacher’s guide to correct oneself.
-Listen to the teacher and write down homework to do at home.
The 4th period
Date: 
Grade 12
 Theme: economic reforms
 Unit 7
 Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: 
 - Writing a report based on given information.
 2. Knowledge: 
 - General knowledge: Writing a report on the economic development. 
 - Language: +The tenses.
	 + Connectors (time expressions)
 - New words: Words related to economic reforms.
3. Skills: 
 - Writing a report.
II. Method: 
 - Intergrated, mainly communicative
III. Teaching aids: 
 - A picture, board, chalks, textbook.
IV. Procedure:
 Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
- Free talk about the changes in one’s home village during the renovation process.
Pre-writing: (10 minutes)
- Explain as clearly as possible the requirements “The table below presents the results the Government..”.
- Give clear task to students.
While-writing: (18 minutes)
Task 1
Ask students to look at Task 1.
In pairs, ask students to ask and answer the questions.
Move around to give help.
Check and give remarks.
Task 2
- Explain the requirements: Writing a report.
+ The economic situation of Tango before 1980.
+ The measures taken by the Government and the people of Tango overcome the problems.
+ The achievement ( as presented in the table) they have made as a result of the reform.
- Ask students to work in groups to write report.
- Walk round to give help if necessary.
Post-writing: (10 minutes)
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
Homework: (2 minutes)
- Ask students to rewrite the task at home and preapare part Language Focus at home.
Do as required.
Exchange the ideas with others.
Listen to the teacher.
Get the task.
Work in pairs to do the task.
S1: What was the economic situation in Tango before 1980?
S2: It was really bad. The country was under-developed.
S1: What can you say about the economic situation in Tango from 1980 to 200?
S2: Many positive changes has made. The economic situation in 2000 is much better than the one in 1980.
S1: What do you think the .?
S: They have taken positive measures.
Listen to the teacher to correct oneself.
Work in groups to do the task.
The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins. . The Government of Tango has taken a lot of measures in order to promote the national economy such as. . Despite all difficulties, the people of Tango .. . After all, they have received greater and greater achievements. 
Compare the result to the other groups.
Listen to the teacher’s explanations.
Exchange the writing to other groups to check and give remarks.
- Represent the task on board if being asked.
Read the writing to get others’ remarks.
The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins. . The Government of Tango has taken a lot of measures in order to promote the national economy such as. . Despite all difficulties, the people of Tango .. . After all, they have received greater and greater achievements. 
Do as the teacher asked.
- Listen to the teacher and write down homework.
The 5th period
Date: 
Grade 12
 Theme: economic reforms
 Unit 7
 Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim:
 - Strong form and weak form 	of auxiliaries. Adverbial clauses. 
2. Knowledge: 
 - General knowledge: Combining the sentences.
 - Language: Know how to use although, even though
 - New words: Words related to the exercises
3. Skills: 
 - Writing sentences with adverbial clauses of concession.
II. Method: 
 - Intergrated, mainly communicative.
III. Teaching aids: 
 - Board, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
 Teacher’s activities
 Students’ activities
Notes
1. warm up: (5 minutes)
- Introduce the lesson to the students.
2. Pronunciation: ( 15 minutes)
- Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (interrogative, unstressed cases)
- Help students to know the pronunciation.
- Practice:
A: Can you speak English?
B: Yes, I can.
A: Must we go now?
B: I think we must.
A: Have you met Quang?
B: Yes, I have
A: Has she gone?
B: Yes, she has.
A: Shall we go now?
B: I think we ought to.
A: Will you come tomorrow?
B: Yes, I will.
A: Do you really have time for it?
B: Yes, I do.
3. Grammar and vocabulary: ( 23 minutes)
- Explain once again the “Clause of concession”.
Though
Although S + V, S + V
Even though
Guide the students how to do the exercises.
Divide the class into groups, ask them to do the exercises.
- Walk round to give help if necessary.
 Correct the students’ work if necessary.
4. Homework: (2 minutes)
 - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8 at home.
- Listen to the teacher.
Get the teacher’s explanation.
Can /kæn/ (str) /kən/ (w)
Could /kud/
Must /mLst/ (str) /məst/ (w)
Have /hæv/
Has /hæs/
Do /du/
Does /dLz/
Is /iz/
Am / æ m/
Will /wil/
Shall /∫æl/
Practice reading in chorus or individually.
Exercise1:
Although it rained a lot, we enjoyed our vacation.
Although we had planned everything carefully, a lot of things went wrong.
Even though/ Although the doctor has advised him to quit, Bob (still).
Although it was cold and rainy, we managed to go to class in time.
Although Luong has studied English only for six months, he can .
I didn’t go to bed early although I was 
Exercise 2:
Although I was very tired
Although I had never seen her before
although it was pretty cold
although we don’t like them very much
Although I didn’t speak the language
Although the heat was on
although I’d met her twice before
although we have known ..
Exercise 2:
we forget many things
they were very happy
he could speak/ read the language
Although he had revised everything
it is pretty cold/ there hasn’t been.
- Listen to the teacher and write down homework to do at home
 UNIT 8: life in the future
The 1st period
Date : 
Grade 12
Theme: life in the future
Unit 8
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: 
 - Students read and guess the meaning of words in contexts.
	 - They read and decide on True or False statements.
	 - They note taking and comprehend the passage.
2. Knowledge:
 - General knowledge: The changes of the life in the future.
 - Language: Common knowledge of the life and the environment.
 - New words: Words related to the life and the economic, environment
3. Skills: 
 - Guessing meaning in context, deciding on true or false and passage comprehension.
II. Method: 
 - Integrated, mainly communicative.
III. Teaching aids: 
 -Picture, board, chalks, textbook, handouts,
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and to raise students' interest.
- Introduce the new lesson to the students.
Before you read : (7 minutes)
- Ask students to look at the picture ask and answer the questions.
While you read : (23 minutes)
- Ask students to look through the passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of new words which appear in the passage
Task 1 : (3 minutes)
- Ask students to read through the text once to find out some new words, guess the main idea.
- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text.
- Ask students to work individually in 3 minutes to do this task.
- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.
- Give students some more words that may be new/ unfamiliar to them.
- Guide the students to read the word in chorus and individually. 
Task 2: (4 minutes)
- Ask students to read the passage again then work in pairs to ask and answer the suggested questions.
- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful suggestions.
- Correct the students’ work.
Task 3: (6 minutes)
- Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Ask the class to do .
- Call some students to give the answers.
- Ask others students to correct.
- Give the true answers
After you read : (8 minutes)
- Ask students to work in group to scan the text again.
- Ask them to work in small groups of three or four to discuss the Advantages and disadvantages of Robots
- Encourage them to use their own words.
- Ask some students to report. 
Home work: (2 minutes)
 - Review the reading and prepare the speaking at home.
- Listen to teacher.
- Look at the picture, listen to the teacher then ask and answer the questions in the book.
 - Work in pairs.
- Listen to the teacher then read the passages 
- Ask some new words if necessary
- Work individually to read the text then choose the the words and phrases in the passage:
- Share the key with other students:
Keys
1. Pessimists
2. optimists
3. economic depression
4. terroism
5. wiped out
6. Space shuttle
- Listen to the teacher then do the task.
- Works in pais:
 Keys: 
1 - Many large corporations will be wiped out and millions of jobs will be lost.
2 - The security of the earth will be threatened by terrosist groups will become more powerful and more dangerous.
3 - People will be living in much cleaner environment, breathing fresher air anf being looked after by .
4 - They are developments in micro technology–coputer and telecommunication.
- Work individually to read the text then choose the the words and phrases in the passage:
- Share the key with other students:
Keys:
- Work: Factories, offices.
- Travel: Cars, space-shuttle, petrol, .
- Listen to the teacher then do the task.
- Some students stand up to report their discussions.
- Work in groups
- Listen to the teacher
- Write down the homework to do at home.
The 2nd Period 
Date:
Grade 12
 Theme: life in the future 
 Unit 8
 Speaking
Time: 45 minutes 
I. Objectives:
1. Educational aim: 
 - Talking about the life in the future.
 - Discussing predictions about life in the future.
2. Knowledge: 
 - General knowledge: The life in the future.
 - Language: + The way to make the life better in the future.
 + The tenses.
 - New words: words related to the life in the future.
3. Skills: 
 - Discussing predictions about life in the future.
 - Talking about changes the life in the future.
II. Method:
 - Integrated, mainly communicative.
III. Teaching aids: 
 - Board, chalks, textbook, handouts.
IV. Procedure:
 Teacher’s activities
 Students’ activities
 Notes
Warm-up: (5 minutes)
Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively.
Pre-speaking : (12 minutes)
Task 1
- Guide students how to practise.
- Ask students to work individual.
- Walk around and help them.
- Call students to say.
- Correct their mistakes.
While-speaking : (15 minutes)
Task 2
- Guide students how to practise.
- Ask students to work in pairs.
- Help the students with new structures.
- Walk around and help them.
- Call some student to stand up and report before the class.
- Correct their mistakes.
Post-speaking : (10 minutes)
Task 3
- Guide students how to practise.
- Ask students to work in gruops 
- Call some pairs of student to stand up and practise.
- Correct their mistakes.
Homework: (3 minutes)
- Ask the students to prepare the listening at home.
Listen and give one’s own ideas or story if being asked.
 - Pair work.
 - Practice answering the toppic:
By the end of the 21st, chinese astronaunts  
By the end of the 21st, a new moon city will have been opened.
- Listen to the teacher then practise.
- Workin pairs.
Ex: 
I think it is likely that by the end of the 21st century 
In my opion, it is unlikely that by the end of the 21st century 
- Free practices
- The students who are called stand up to talk to the class about their ideas.
- Listen to the teacher.
- Write down the homework to do at home.
The 3rd period
Date : 
Grade 12
 Theme: life in the future
 Unit 8
 Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: 
 - Listening, mastering the content of the tape.
	- Doing the tasks fluently (true or false statements and the details).
 2. Knowledge: 
 - General knowledge: By the end of the lesson ,students will be able to understand how to make the life better and longer in the future.
 - Language: The present simple tense and the simple future tense.
 - New words: Words related to to the topic. 
3. Skills: - Listening and deciding on True or False statements.
 - Listening for details.
II. Method:
 - Intergrated, mainly communicative.
III. Teaching aids: 
 - Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:
 Teacher’s activities
 Students’ activities
 Notes
Warm-up: (5 minutes)
- A story about age.
Before-listening: (7 minutes)
Before you listen:
- Ask students to look at the book and answer the question in the book.
- Let them work in pairs.
- Listen and correct for them.
Listen and repeat
- Turn on the tape and ask students to listen
- Let students listen again and repeat.
- Write some words on board and ask students to read them aloud.
- Correct.
While-listening: (20 minutes)
Task 1:
Ask students to read the statement at least once first.
Ask them to guess the answers
Play the tape once then check how many answers can students find.
Play the tape again.
Check and g