Giáo án Tiếng Anh lớp 12

 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.
Preparing date:	 	 Teaching date: 
Period 42: Unit 7 : economic refor
period 5: Language Focus
1. Objectives:
a. Educational aim:
 - Strong form and weak form 	of auxiliaries. Adverbial clauses. 
b. Knowledge: 
 - General knowledge: Combining the sentences.
 - Language: Know how to use although, even though
 - New words: Words related to the exercises
c. Skills: 
 - Writing sentences with adverbial clauses of concession.
2. Method: 
 - Integrated, mainly communicative.
3. Teaching aids: 
 - Board, cassette player, chalks, textbook and notebook.
4. Procedure:
 Teacher’s activities
 Students’ activities
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
Preparing date:	 	 Teaching date: 
PERIOD 43: TRẢ BÀI KIỂM TRA
1. Aims
Help students understand more the lessons they have learned and know how to do the test quickly and correctly.
Students find out their mistakes by themselves and find the best way for learning
Use their knowledge in to their real every day situation.
2. Procedure
a. Remark about the questions:
The questions are suitable for students . They can do all the questions of the test.
Students understand the lesson deeply. But some students get bad marks because they are very lazy, they don’t want to learn anything. They rarely prepare the lessons at home.They make some mistakes about tenses and structures they have already learned.
b. Students- mistakes.
Grammar and vocabulary:
The use of simple past and past perfect.
 Eg:
 We went home after we ..................our work.
 Finished	had finished	have finished	finish
 We must fill in the blank : “ had finished”. Because “had finished our work” happened before we went home.
Wh- question: 
Some students don’t know how to make question for each answer.
They don’t know how to use the interrogative words such as what/ when/ how/...used to ask for what?
They don’t know which tense is used for each sentence .
Eg:
I was writing a letter when they came.
=> What were you doing when they came?
But students’s answers are wrong . Some use the wrong tense but some used the wrong question
Eg: were you doing when he came?
 What did you do when they came?
 What was you doing when they came?
 How did you do when he was coming?
Reading:
Their vocabularies are very weak.
They can’t understand the lesson because they don’t know the meaning of words in the passage.
They can’t have the right answers. Their answers are very fun because they do them according 
3. KEYS
1.A	5.A	9.C	13.C	17.A	21.B	25.B	29.A
2.D	6.B	10.D	14.A	18.B	22.D	26.B	30.A
3.D	7.B	11.C	15.A	19.B	23.A	27.D
4.B	8.A	12.B	16.D	20.A	24.C	28.C
Preparing date:	 	 Teaching date: 
period 44: UNIT 8: life in the future
period 1: Reading
1. Objectives:
a. 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.
b. 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
c. Skills: 
 - Guessing meaning in context, deciding on true or false and passage comprehension.
2. Method: 
 - Integrated, mainly communicative.
3. Teaching aids: 
 -Picture, board, chalks, textbook, handouts,
4. Procedure:
Teacher’s activities
Students’ activities
I. Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and to raise students' interest.
- Introduce the new lesson to the students.
II. Before you read : (7 minutes)
- Ask students to look at the picture ask and answer the questions.
III. While you read : (10 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
IV. 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 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 pairs:
 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 terrorist 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–computer and telecommunication.
- Work individually to read the text then choose 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.
Preparing date:	 	 Teaching date: 
Period 45: Unit 8 : life in the future
period 2: Speaking
1. Objectives:
a. Educational aim: 
 - Talking about the life in the future.
 - Discussing predictions about life in the future.
b. 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.
c. Skills: 
 - Discussing predictions about life in the future.
 - Talking about changes the life in the future.
2. Method:
 - Integrated, mainly communicative.
4. Teaching aids: 
 - Board, chalks, textbook, handouts.
5. Procedure:
Teacher’s activities
Students’ activities
I. Warm-up: (5 minutes)
Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively.
II. 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.
III. 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.
IV. Post-speaking : (10 minutes)
Task 3
- Guide students how to practise.
- Ask students to work in groups 
- Call some pairs of student to stand up and practise.
- Correct their mistakes.
V. 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 topic:
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.
- Work in pairs.
Ex: 
I think it is likely that by the end of the 21st century 
In my opinion, 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.
Preparing date:	 	 Teaching date: 
Period 46: Unit 8: life in the future
Period 3: Listening
1. Objectives:
a. Educational aim: 
 - Listening, mastering the content of the tape.
	- Doing the tasks fluently (true or false statements and the details).
 b. 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. 
c. Skills: - Listening and deciding on True or False statements.
 - Listening for details.
2. Method:
 - Intergrated, mainly communicative.
3. Teaching aids: 
 - Tape, cassetteplayer, board, chalks, textbook.
4. Procedure:
 Teacher’s activities
 Students’ activities
I. Warm-up: (5 minutes)
- A story about age.
II. 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.
III. 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 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.
- Let students work in pairs.
- Give correct answers .
IV. After-listening: (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)
- Ask students write things to do to have a healthy and long life, and prepare part writing at home.
- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.
- Ask and answer the question in the book.
- Work in pairs.
- Listen and repeat.
- Practise in pairs
- Read the new words aloud in chorus then 
individual.
 - 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
2
3
4
5
F
F
F
T
T
 - Listen to the teacher’s explanation then correct the answers oneself.
 - 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.
Write in to note-book
1. Eating more healthily food, cutting down on things like butter, alcohol and cigarettes.
2. The development in medical science. Because nobody dies from old age, just from diseases that affect people when they get older.
3. In ten years’ time AIDS will also be brought under control.
- Listen to the teacher’s explanation then correct the answers oneself.
- In groups, discuss the advantages disadvantages of having a very long life.
Example:
Advantages: 
- Do many things they want to do/ enjoy life more.
- See their children and grandchildren grow up.
- Help their children and grandchildren.
- Children and grandchildren are happy with them.
Disadvantages: 
- Too weak to do things and often ill.
- Feel lonely when children have grown up and busy with their lives, and friends are dead.
- Listen to the teacher’s guide to correct oneself.
-Listen to the teacher and write down homework to do at home.
 ..
Preparing date:	 	 Teaching date: 
Period 47: Unit 8: life in the future
period 4: Writing
1. Objectives:
a. Educational aim: 
 - Describing the world you would like to live in in the future .
 b. Knowledge: 
 - General knowledge: + Writing about some one's ideas or imagines. 
 - Language: 	 +The tenses.
	 	 + Connectors (time expressions)
 - New words: 	 +Words related to the life in the future, environment.
c. Skills: 
- To practise students’ speaking and writing skills.
- To help students to able to write about the ideal world they would like to live in the year 2020.
2. Method: 
 - Integrated, mainly communicative
3. Teaching aids: 
 - Board, chalks, textbook and notebook.
4. Procedure:
 Teacher’s activities
Students’ activities
I. Warm-up: (5 minutes)
- Free talk about the life in the future.
II. Pre-writing: (10 minutes)
Task 1
- Ask student to read the request of task one and translate.
- Explain them how to do the task
- give students the structures:
- guide them some new words.
- Walk around and help them.
- Call some to stand up and answer the questions
- Corect.
III. While-writing: (18 minutes)
Task 2
- Ask student to read the request of task two.
- Explain them how to do the task
- guide them to write.
- Walk around and help them.
- Call one to do on board.
- Correct.
IV. 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.
V. Homework: (2 minutes)
- Ask students to rewrite the task at home and prepare part Language Focus at home.
Do as required.
Exchange the ideas with others.
- Listen to teacher.
- Write down
- Do on board.
- Report.
Ex:
+ conflict (n)
+ harmony (n)
+ materialistic (a).
Answer:
+ World: Peaceful, no war, no conflicts, no threat of terrorism, people live is harmony.
+ Employment: everyone has a job.
+ Environment: clean and healthy, less noise, less population, having larger parks, wild life is protected.
+ People: Less materialistic, less selfish, less violent and more loving
- Listen to the teacher.
- discuss and write down.
- work in groups.
- 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.
- Do as the teacher asked.
- Listen to the teacher and write down homework.
Preparing date:	 	 Teaching date: 
Period 48: Unit 8: life in the future
 PERIOD 5: Language Focus
1. Objectives:
a. Educational aim: - Contracted form of auxiliaries (continued).
 - Prepositions and articles.
b. Knowledge: 
 - General knowledge: Combining the sentences.
 - Language: Know how to use in, on, at, of, by, about, among, to, with.
 - New words: Words related to the exercises
c. Skills: 
_ To practise students’ pronunciation and writing skills.
_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles.
2. Method: 
 - Integrated, mainly communicative.
3. Teaching aids: 
 - Board, tape, cassette player, chalks, textbook and notebook.
4. Procedure:
Teacher’s activities
Students’ activities
1. Warm up: 5 minutes)
- Introduce the lesson to the students.
2. Pronunciation: ( 15 minutes)
_ play the tape and asks students to listen to the sounds listed in their books.
_ asks students to listen to the tape then repeat the words in chorus.
_ asks students to repeat the words individually.
_ correct their pronunciation if necessary.
_ asks students to read the sentences suggested individually.
_ can read the sentences first and notice the sounds in words.
_ asks some students to read the sentences aloud.
_ asks others to give comments then correct their pronunciation if necessary.
3. Grammar (23 minutes)
Exercise1:
_ explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to do the exercise suggested.
_ asks students to discuss the answers with their friends.
_ asks some of the students to do the exercise orally.
_ asks others to give comments. 
_ gives the suggested answers