G12 P1 docx Week 1 Date of planning 29/8/2022 Date of teaching 6/9/2022 Class 12A, 12B Period 01 COURSE INTRODUCTION I Objectives By the end of the lesson, students (Ss) will be able to * Knowledge un[.]
Trang 1Week: 1
Date of planning: 29/8/2022
Date of teaching: 6/9/2022
Class: 12A, 12B
Period: 01
COURSE INTRODUCTION
I Objectives:
By the end of the lesson, students (Ss) will be able to:
* Knowledge
- understand the components of English 12 (including textbook and workbook) and the course assessment
- remember key classroom requirements
* Skills
- practise integrated skills: reading, listening, speaking, writing
* Attitude
- adopt positive attitude towards learning English
II Teaching aids: Powerpoint slides, online tools
III Methods: integrated, mainly communicative
IV Anticipated problems:
- In case teacher (T) runs out of time, some parts can be made homework or done briefly
V Procedures
1 Stabilization (2 ms)
2 Formerly assigned assignments check-up (0 m)
3 Classroom activities
A START/ WARM UP (10 ms)
Aims of the
activity
Content, techniques for organising students’ learning activities
Expected outcome and assessment of students’
performance
To provide an
opportunity for
T and Ss to get
to know each
other
- Introduce key information about T via slides
- Call on randomly some Ss to briefly talk about themselves
- Introduce the lesson and inform the class of the lesson objectives
- Ss’ answers may vary but they must be grammatically and lexically correct
B INTRODUCTION OF THE COURSE MATERIALS AND ASSESSMENT: (20 ms)
ACTIVITY 1: Open your textbook (English 12 Volume 1 and 2) Complete the sentences based
on the book map (13 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To understand
components of
English 12
- Clarify the instruction: Ss will work in a group of 4 and complete the task to get an overview of the textbook
- Listen to T's instructions and complete the task
- Suggested answers:
1 There are 10 units, 4 reviews
Trang 2*Task: Open your textbook (English 12 Volume 1 and 2)
Complete the sentences based on the book map
1 In the textbook, there are ……
units, …… reviews
2 There are …… parts in each unit: …………, …………,
…………,…………, …………,
…………, …………, and
…………
3 There is one review lesson after unit … , ……, … , and ……
4 At the end of the book, there is
………
5 You will finish unit ….at the end
of the first term and unit … at the end of the second term
- Divide Ss into different groups
- Let Ss work in groups During the process, T can go around and facilitate Ss
- Announce time’s up and ask some
Ss from each group to give their answers
- Check Ss’ answers
- Give further explanation on the textbook’s components
2 There are 8 parts in each unit: getting started, language focus, reading, speaking, listening, writing, communication & culture and looking back
3 There is one review lesson after unit 3, 5, 8, and 10
4 At the end of the book, there is a glossary
5 You will finish unit 5 at the end
of the first term and unit 10 at the end of the second term
ACTIVITY 2: Listen and read Decide whether the statements are true or false (7 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To understand
different types
of assessment in
the course
- Introduce different types of assessment in the course
- Answer Ss’ questions if any
- Check Ss’ understanding through
a true-false exercise
- Listen to T's instructions and complete the task
- Ss are able to recall key points about the course assessment
C INTRODUCTION OF THE CLASSROOM REQUIREMENTS: (10 ms)
ACTIVITY: Listen and read (10 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
Trang 3To understand
classroom
requirements
- Inform Ss of some important classroom requirements
+ Read the lesson before studying
in class, look up the vocabulary in the dictionary
+ Do all exercises at home + Listen to the teacher attentively and take part in the lesson
actively and creatively + Each S has a notebook and book (student book and workbook)
- Let Ss decide their groups and make a list of groups for
assignments
- Listen to T's instructions and complete the task
- Ss are able to recall key points about the classroom requirements
D HOMEWORK: (3 ms)
- Summarize the lesson content
- Provide homework instructions:
+ Prepare for the next lesson (Getting started)
Week: 1
Date of planning: 29/8/2022
Date of teaching: 7/9/2022
Class: 12A, 12B
Period: 02
UNIT 1: LIFE STORIES LESSON 1: GETTING STARTED
I Objectives:
By the end of the lesson, students (Ss) will be able to:
* Knowledge
- know the overall topic of the unit related to people’s life stories
- broaden their lexical items (vocabulary, collocation and expressions) from the conversation between Hung and Quang about famous people
- revise two grammar points: the past simple vs the past continuous and use of articles
* Skills
- practise integrated skills: reading, listening, speaking
- develop some specific reading skills namely guessing meaning of words in context, scanning for specific information and passage comprehension
* Attitude
- become interested in learning English
- adopt a positive attitude toward the topic
II Teaching aids: Textbook, website: sachmem.vn, powerpoint slides
III Methods: integrated, mainly communicative
IV Anticipated problems:
- In case teacher (T) runs out of time, some parts can be made homework or done briefly.
- Ss may have difficulties in using the words related to the topic, so the T should provide them
V Procedures
1 Stabilization (2 ms)
2 Formerly assigned assignments check-up (0 m)
Trang 43 Classroom activities
A START/ WARM UP (5 ms)
Aims of the
activity
Content, techniques for organising students’ learning activities
Expected outcome and assessment of students’ performance
To arouse Ss’
curiosity and
interest as well
as activate their
prior knowledge
about the topic
of household
chores in family
life
- Ask Ss to play in groups of four/five and guess the name of different
celebrities
- Announce the winners
- Introduce the lesson and inform the
class of the lesson objectives
- Ss are able to recognize some famous people
B KNOWLEDGE FORMATION (10 ms)
ACTIVITY: Listen and read (10 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To further
involve Ss in
the topic of the
unit, vocabulary
and the
grammar point
taught in the
unit
- Ask Ss to look at the picture of the two students and guess who they are talking about
- Play the recording
- Ask students to listen to the recording and read along silently
- Draw Ss’ attention to some key
vocabulary and explain the meanings if necessary via visual aids, explanation and synonyms waver /ˈweɪvə(r)/ lưỡng lự, ngại ngần
stimulate /ˈstɪmjuleɪt/ kích thích, thúc đẩy; khích lệ, khuyến khích innovation /ˌɪnəˈveɪʃn/ sự đổi mới (vật, ý tưởng, cách làm)
influential /ˌɪnfluˈenʃl/ adj có nhiều ảnh hưởng
talented (adj) /ˈtæləntɪd/ có tài năng, có năng khiếu
determined /dɪˈtɜːmɪnd/ (adj) quyết tâm, kiên quyết
- Check Ss understanding of the new words through the matching exercise (Match the English words/phrases with their English definitions)
- Listen to T's instructions and complete the task
- Suggested answers:
- They are talking about three people: Steve Jobs, Michael Jackson, and Christine Ha
- Ss both read and listen to the conversation between Nam and Mr Long
- Ss can understand the vocabulary
Trang 5C PRACTICE (17 ms)
ACTIVITY 1: Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box (7 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment of students’
performance
To focus on
comprehension,
develop
scanning skill
- Model how to do question 1 and elicit the steps from students
- Ask Ss to work individually first, and then in pairs to decide whether the statements are true, false, or not given
- Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary information
- Finalize the answers
- Listen to T's instructions and complete the task
- Suggested answers:
1 T 2 NG 3 F 4 F 5 T
ACTIVITY 2: Find the words in the conversation that have the same sounds as the following.
(5 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment of students’
performance
To help Ss
recognize
homophones in
English
- Explain 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
- Have Ss say aloud the five given words
- Ask Ss to read the conversation again and find the words that have the same sound as the given ones
- Listen to T's instructions and complete the task
- Suggested answers:
1 two 2 I 3 see 4 won 5 know
ACTIVITY 3: Read the conversation again and write the correct tenses of the verbs in
brackets (5 ms)
Trang 6Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment of students’ performance
To revise the
past simple and
the past
continuous
- Ask Ss to give the correct tenses
of the verbs in brackets first, and then have them read the
conversation to check their answers
- Listen to T's instructions and complete the task
- Suggested answers:
felt, was creating
D APPLICATION AND EXTENSION: (9 ms)
ACTIVITY: Make sentences using the collocations in activity 4 (9 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment of students’ performance
To practice
giving opinions - Clarify the instruction- Have Ss read the question and
discuss their answers in groups of four
- Encourage Ss to give other reasons in addition to those mentioned in the conversation (e.g
Steve Jobs: a pioneer of the microcomputer revolution, a creative entrepreneur; Michael Jackson: a good dancer with complex dance techniques, an influential singer and songwriter)
- Let Ss work in groups During the process, T can go around and facilitate Ss
- Announce time’s up and ask some Ss from each group to give their answers
- Give some final feedback
- Listen to T's instructions and complete the task
- Ss’ answers may vary
E HOMEWORK: (2 ms)
- Summarize the lesson content
- Provide homework instructions:
+ Revise learnt vocabularies
+ Listen and read the conversation again
+ Prepare for the next lesson (Language)
Trang 7Week: 1
Date of planning: 29/8/2022
Date of teaching: 8/9/2022
Class: 12A, 12B
Period: 03
UNIT 1: LIFE STORIES LESSON 2: LANGUAGE
I Objectives:
By the end of the lesson, students (Ss) will be able to:
* Knowledge
- recall the form (pronunciation) and meaning (meaning-form relationship) of vocabulary
related to the topic
- pronounce homophones correctly
- review the use of the past simple and past continuous and use them to describe past actions or events
- revise the use of definite and indefinite articles
* Skills
- practise integrated skills: reading, listening, speaking, writing
* Attitude
- become interested in learning English
- adopt a positive attitude toward the topic
II Teaching aids: Textbook, website: sachmem.vn, powerpoint slides, online tools
III Methods: integrated, mainly communicative
IV Anticipated problems:
- Ss may have difficulties in using the words related to the topic, so the T should provide them
- Ss may not have enough time to go over all the knowledge carefully Therefore, some parts may be skipped or done briefly
V Procedures
1 Stabilization (2 ms)
2 Formerly assigned assignments check-up (0 m)
3 Classroom activities
A START/ WARM UP (2 ms)
Aims of the
activity
Content, techniques for organising students’ learning activities
Expected outcome and assessment of students’
performance
To make Ss
ready for the
new lesson
- Welcome Ss to class and ask Ss
“How are you today?”
- Introduce the lesson and inform the
class of the lesson objectives
- Ss’ answers may vary
B VOCABULARY: (15 ms)
PRACTICE: (15 ms)
ACTIVITY 1: Write the words given in the box next to their meanings (7 ms)
Trang 8Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To revise and
consolidate
vocabulary
about people's
life stories
- Help Ss to guess the meaning of five words by writing their base forms on the board: distinguish, achieve, respect, talent, generous
- Add suffixes to these base forms (e.g talented) Draw Ss’ attention
to the adjective-forming suffixes (-ed, -able), the noun-forming suffixes (-ity, -ment), and the change in word form when a suffix
is added to the base (e.g
generosity)
- Ask Ss to match the words with their meanings Check answers as a class
- Listen to T's instructions and complete the task
- Suggested answers:
1 talented
2 distinguished
3 respectable
4 generosity
5 achievement
ACTIVITY 2: Complete the sentences with the correct form of the words in 1 (5 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To recognize
the meaning of
vocabulary in
contexts
- Ask Ss to pay attention to the grammar when using the words in
1 When using a noun, Ss need to consider its suitable form (singular
or plural)
- Have Ss complete the sentences individually, and then compare their answers in pairs Check answers as a class
- Listen to T's instructions and complete the task
- Suggested answers:
1 distinguished
2 talented
3 achievements
4 respectable
5 generosity
C PRONUNCIATION: (10 ms)
KNOWLEDGE FORMATION (5 ms)
ACTIVITY: Listen to pairs of sentences Write the correct words in the gaps The first pair has been done as an example (5 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
Trang 9To identify and
pronounce
homophones
correctly
- Ask Ss to study the Do you know .? box and practise saying the pairs of homophones using the correct pronunciation
- Tell Ss that they are going to listen to the recording and write the words they hear in the blanks Ask them to read the two sentences a) and b) carefully, and decide on the part of speech of the missing words
- Play the recording Pause after the first pair of sentences and focus Ss’
attention on the homophones
- Play the rest of the recording Ask
Ss to write down all words with the same pronunciation while listening
Explain that they will have a chance to select the correct one later on Pause the recording after each pair of sentences, if necessary
- Have Ss work in pairs, discussing the meaning of each word and choosing the correct one for each sentence Check answers as a class
- Listen to T's instructions and complete the task
- Suggested answers:
2 a) allowed b) aloud
3 a) write b) right
4 a) new b) knew
5 a) here b) hear
6 a) been b) bean
PRACTICE (5 ms)
ACTIVITY: Listen and repeat the sentences in 1 (5 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To identify and
pronounce
homophones
correctly
- Play the recording again Have Ss repeat each sentence chorally Then ask them to read the sentences in pairs
- Listen to T's instructions and complete the task
- Ss are able to pronounce homophones correctly
D GRAMMAR: (21 ms)
PRACTICE (21 ms)
THE PAST SIMPLE VS THE PAST CONTINUOUS (7 ms)
PRACTICE (5 ms)
Trang 10ACTIVITY: Put the verbs in brackets in the past simple or the past continuous (5 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment
of students’ performance
To practice
using the past
simple or the
past continuous
- Have Ss review the use of the past simple and the past continuous
- Ask Ss to look at the Remember box Draw their attention to the examples and ask them guiding questions:
In the first example, which verb indicates an action in progress?
Which verb indicates a shorter action that interrupts it?
What kind of action does the second example indicate? Why is the adverb ‘always’ used?
- Ask Ss to read each sentence carefully and decide which action
is in progress and which one is a shorter action that interrupts it
Draw their attention to sentences 4 and 6, in which always and
constantly are used
- Have Ss complete the sentences
in pairs
- Check answers as a class
- Listen to T's instructions and complete the task
- Suggested answers:
1 went, was having
3 was working, was, were
5 called, was doing, did not hear
7 requested, was composing Definite articles and omission of articles
2 met, was travelling
4 shared, was always taking
6 was constantly asking, was
8 joined, was then leading
DEFINITE ARTICLES AND OMISSION OF ARTICLES (7 ms)
ACTIVITY: Complete the gaps with a/an/the where necessary If an article is not necessary, write a cross (X) (9 ms)
Aims of the
activity
Content, techniques for organising students’ learning
activities
Expected outcome and assessment of students’
performance
To help Ss with
special cases
(use of the and
omission of
articles)
- Ask Ss to study the Do you know .? box Draw their attention to the special cases (use of the and
omission of articles)
- Ask Ss to read the sentences carefully and underline the nouns/noun phrases after the gaps
- Tell Ss to pay attention to the forms and kinds of these nouns/noun phrases (singular or plural, countable or uncountable, common or proper) before
- Listen to T's instructions and complete the task
- Ss’ answers may vary but they have to be grammatically correct