Giáo án Tiếng Anh lớp 12 - Tiết 1 đến tiết 99

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Homework
1 minutes
-T asks Ss to revise their writings at home. 
-T asks Ss to prepare Language Focus.
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Date of planning: Dec. 8th, 2008
Period 43
Unit 7(cont.) ECONOMIC REFORM 
Lesson: 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish b/w the strong and weak forms of auxiliaries. 
use the adverbial clause of concession with though, although or even though
II. Language Focus:
Grammar: the adverbial clause of concession 
New words: revision
III. Teaching Aids: pictures, handouts, chart . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
5 minutes
Finding out the auxiliaries
-T asks Ss to work in groups of four to find out all of the auxiliaries in English they know.
-T sets the time. The group having more words will be the winner.
-T asks some Ss to write the auxiliaries on the boards.
-T invites some Ss to read them and lead into the new lesson. 
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Pro-nunciation
(7 minutes)
-T elicits some simple rules of strong and weak forms of auxiliaries from Ss.
CAN/COULD
Weak forms: /kən/, /ked/
Strong form: /kæn/, /kud/
HAVE/HAS/HAD
Weak form: /həv/, /həz/. /həd/
Strong form: /hæv. /hæz/, /hæd/
SHALL/SHOULD
Weak forms: /∫əl/, /∫əd/
Strong form: /∫æl/, /∫ud/
MUST 
Weak forms: /məs/ (before consonants)
 /məst/ (before vowels)
Strong form: /mʌst/
DO/DOES
Weak forms: /də/, /du/, /dəz/
Strong form: /du:/, /dʌz/
AM/ARE/WAS/WERE
Weak forms: /əm/, /ə, ər/, /wəz/, /wə, wər/
Strong form: /æm/, /a:/, /wɔz/, /wə:/
-T reads the sentences on page 70 and asks Ss to repeat.
-T asks Ss to practise reading aloud the sentences.
-Make correction of necessary.
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Grammar 
8 minutes
Presentation – Adverbial clause of concession 
-T elicits the use of adverbial clause of concession.
* Although, though, even if, even though
although
 + clause
though
even though
even if
* Despite and in spite of 
despite
+ noun phrase
in spite of
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8 minutes
Practice 
Activity 1 – Combine the sentences (Exercise 1, p. 82) 
-T asks Ss to do the exercise 1 and compare the results with their partners. 
-T goes over the answers with the whole class.
-T calls on some Ss to give their right answers.
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8 minutes
Activity 2 – Complete the sentences (Exercise 2, p. 82,83)
-T asks Ss to complete the sentences, using the information the box in the exercise 2. 
-T asks Ss to work in pairs to do the exercise.
-T goes over the answers with the whole class.
-T calls on some Ss to give their right answers.
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8 minutes
Production (Exercise 3, p. 83) 
-T asks Ss to work in groups of four, using their own ideas to complete the sentences in the exercise 3. 
-T goes around the class and helps Ss.
-T invites representative of some groups to go to the board and write their sentences.
-T checks the sentences with the class.
-T gives feedback and makes comments. 
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Homework
1 minutes
-T asks Ss to do the exercises in their textbooks.
- T asks Ss to prepare Unit 8 – READING 
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Date of planning: Dec. 22nd, 2008
Date of teaching: Dec. 23rd, 2008
Period 49
Unit 8	 LIFE IN THE FUTURE 
Lesson: 	 READING
I. Objectives: By the end of this lesson, students will be able to:
read for specific information to understand the passage. 
express their ideas about advantages and disadvantages of robots. 
II. Language Focus:
Grammar: revision
New words: optimistic, pessimistic, labour-saving, depression . . . 
III. Teaching Aids: pictures, cards, extra board . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Game – Describe the pictures
-T divides the class into 6 groups
-T sticks 5 pictures on the board and asks Ss to look at them carefully and say what they are about.
-T sets a limit time for 4 minutes for Ss to write.
-The group with more meaningful descriptions will be the winner. 
Expected descriptions:
1. Cars can run on sea water.
2. A city on the sea.
3. A city on Mars
4. Robots are seen everywhere in schools, factory, homes . . .
5. The anniversary of 111th birthday. 
Lead-in: T asks Ss some questions to lead into the lesson.
-Do you think these things will happen in the future?
-What is your dream life in the future?
-We don’t know for sure what will happen to our future life. Some people have made optimistic predictions but the others the pessimistic ones. And that’s the focus of our lesson today. 
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Pre-reading
9 minutes
Pre-teaching vocabulary
-T elicits/teaches some new words relating to the reading. 
1. pessimistic (a) " pessimist (n)
2. optimistic (a) " optimist (n)
3. terrorism (n) (explanation)
4. labour – saving (a) (context) 
5. wipe sth out (v) (synonym): remove or destroy sth completely
6. space shuttle (n) (picture + explanation)
7. depression (n) (translation) " economic depression 
-T helps Ss to understand the new words more clearly by asking them to do Task 1 (p. 86)
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While-reading
10 minutes
Activity 1: Questions and answers (Task 2, p. 86) 
-T tells Ss to read the passage and answer the questions.
-T gets Ss to share their ideas in pairs.
-T invites some Ss to write their answers on the board.
-T make comments and gives feedback.
Expected answer: 
1. Many large corporations will be wiped and millions of jobs will be lost.
2. The security of the earth will be threatened by terrorism as terrorist groups will become more powerful and more dangerous. 
3. People will be living in much cleaner environment, breathing fresher air and eating healthier foods. They will also be better looked after by a modern medical system. Domestic chores will be no longer a burden thanks to the inventions of labour-saving devices.
4. They are developments in micro technology-computers and telecommunication.
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10 minutes
Activity 2 – Collecting information (Task 3, p. 86)
-T asks Ss to read the text again.
-T asks Ss to work in groups of four, finding the information in the text to complete the notes about how technology will influence our life in the future. 
+ work: ____________________________________________
 __________________________________________________
+ travel :____________________________________________
 __________________________________________________
-T checks the answers with the whole class and gives feedback.
 Expected answers: 
1. Work: factories will be run by robots, offices will go electronic, and many people will work from home.
2. Travel: travelling by space shuttle is very fast, at 15,000 kms per hour; car could run on electricity or methane gas and fitted with computers. 
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Post- reading
10 minutes
Discussion 
-T asks Ss to in groups of four or five.
-T assigns some groups to discuss the advantages of robots and the others the disadvantages of robots. 
-T invites some Ss to give their answers
-T gives feedback and makes comments. 
Suggested ideas:
* Advantages: 
 + save labour, lighten our work
 + do difficulties / hard jobs so that men have more time to enjoy life or do more creative work.
* Disadvantages:
 + replace human beings in many fields so many people will lose their jobs or go jobless.
 + people become more independent on robots; we can’t work properly when the power is off or when robots stop working. 
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Homework
1 minutes
-T asks Ss to learn the new words by heart and prepare for new lesson SPEAKING 
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Date of planning: Dec. 23rd, 2008
Date of teaching: Dec. 24th, 2008
Period 50
Unit 8(cont.) LIFE IN THE FUTURE 
Lesson: 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about the life in the future. 
express theirs ideas and predictions about life in the future. 
II. Language Focus:
Grammar: revision
New words: holiday-maker, resort, Jupiter, Mars, cure, declared . . . 
III. Teaching Aids: charts . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(4 minutes)
Game – Making predictions 
-T divides the class into six groups. 
-T asks Ss in each group to make predictions about life in the next 50 years. 
-T asks Ss to think about the topics below:
 + Leisure and entertainment
 + Health
 + Education 
 + Science and technology
-T invites the groups to report their opinion.
-The group with more predictions will win the game 
Expected ideas: 
+ You will be able to take pills to stop you from getting fat.
+ All housework will be done by robots.
+ There will be no dentists because there will be a vaccine against tooth decay.
+There will be a cure for most diseases.
+ Children won’t go to school – they will be able to study at home using computer.
+ Japan will be a very important world power and Japanese will be an international language.
+ People will do all their shopping by computer. There will be no more crime as technology will make it impossible.
+ People will live at least 130.
+ There will be a hotel on the Moon.
+ People can travel to space or to the Moon on their holiday.
Lead-in: 
Today, we will talk about what will have happened by the end of 21st century and discuss predictions about life in the future. 
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Pre-speaking
6 minutes
Pre-teaching vocabulary 
-T elicits some new words happening in the lesson.
 + holiday-maker (n)
 + resort (n)
 + Jupiter (n)
 + Mars (n) 
 + cure (for sth) (n)
 + declared (a) 
Checking - ROR
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While-speaking
10 minutes
Activity 1 – Word cue cards (Task 1, p. 87) 
-T sticks 6 word cards on the board.
Chinese astronauts on Mars 
New moon city opened
A cure for a common cold found
150th birthday party
Holiday resort on Jupiter
Car on sea water
-T elicits the tense used after “By the end of 21st century . . .” from Ss. (The Future Perfect Tense).
-T has Ss look at the word cards and say what will have happened by the 21st century. 
-T goes around to control and gives help if needed.
-T calls on some Ss to give their answers. 
-T gives feedback and comments. 
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14 minutes
Activity 2: Giving opinions (Task 2, p. 88)
-T asks Ss to work in pairs to give their opinions about the predictions (Task 1) that are likely or unlikely to happen, using the information in the table in Task 2 (see the textbooks).
-T works with a student to model. 
-T moves around the class to control and gives help if necessary.
-T invites some pairs to act out their dialogues to the class. 
-T gives feedback on what Ss have done and then makes comments.
Example: 
T: I think it’s very unlikely that by the end of the 21st century Chinese astronauts will have landed on Mars.
S: Why do you think so?
T: Because it’s too far from the earth. 
S1: In my opinion, it’s likely that by the end of the 21st century people will be living to the age of 150.
S2: Oh, really?
S1: Because there will be cures for fatal diseases. 
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Post- speaking
10 minutes
Discussion 
-T asks Ss to work in small groups to discuss to make some predictions about what life will be like one hundred year from now.
-T asks Ss to exchange their writings.
-T moves around the class to give help when needed.
-T calls on some Ss to read aloud their sentences to the class.
-T gives feedback and comments.
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Homework
1 minutes
- T asks Ss to prepare for the next lesson - LISTENING 
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Date of planning: Dec. 25th, 2008
Date of teaching: Dec. 26th, 2008
Period 51
Unit 8(cont.) LIFE IN THE FUTURE 
Lesson: 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen for general and specific information. 
II. Language Focus:
Grammar: 
New words: incredible, centenarian, fatal, eradicate, life expectancy, eternal, mushroom. 
III. Teaching Aids: CD player, charts . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(4 minutes)
Game – Telling the difference 
-T shows Ss two photos of 2 men. (an old man of 60 and a young man of 35) 
-T elicits the answers from Ss by asking the following questions.
1. Can you guess how old they are?
2. How do they look? 
(Expected: One man looks thin, with pale complexion. The other looks strong, fit and in good health condition.)
3. What factors make the difference b/w them?
Lead – in:
-What do you think about the fact that a young man of 35 years old looks like an old man and an old man of over 60 looks younger for his age and is in good health condition? 
-The factor that makes the difference b/w them is a healthy way of life. In today’s lesson, you will listen to the interview about people’s life expectancy in the future. 
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Pre-listening
(8 minutes)
Pre-teaching vocabulary
-T elicits some new words that Ss will hear in the listening exercise.
-T gets Ss to work in pairs to write down the factors that help people have a long and healthy life. 
having well-balanced diet not dinking much wine and beer
FACTORS
 jogging 
 not smoking playing sports
 doing physical exercises regularly 
+ incredible (a) (synonym): fantastic, unbelievable, surprising
+centenarian (n) (definition)
+ fatal (a) (context)
+ eradicate (v) (synonym): eliminate, get rid of
+ life expectancy (n)
+ eternal (a) (synonym): everlasting, never-ending
+ mushroom (v): (translation): 
Checking – Matching
-T asks Ss to match the words/phrases with their Vietnamese meaning. 
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While-listening
10 minutes
Activity 1 – True or False (Task 1, p. 89) 
-T asks Ss to read through the information in Task 1. 
-T plays the CD player twice and lets Ss listen to the passage.
-T asks Ss to listen to the passage individually to decide whether the statements are true or false. 
-T asks Ss to compare the results with their partners.
-T goes over the answers with Ss.
-T invites some Ss to give their answers.
-T checks the answers with the whole class.
-T can play the CD more time for Ss to check if needed.
Expected answers:
F 2. F 3. F 4. T 5. T 
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10 minutes
Activity 2 – Multiple choice (Task 2, p.89) 
-T delivers handouts with the following sentences.
-T asks Ss in pairs to listen and choose the best answer to each question according to the recordings. 
-T plays the tape many times for Ss to check their answers if necessary. 
-T asks Ss to compare the results in pairs.
-T invites some Ss to write their answers on the board.
-T gives the correct answers.
Expected handouts: 
1. What are factors that help people have longer life expectancy according to Dr. Davis?
a. eating more meat and vegetables
b. eating more healthily, cutting down on things like butter, alcohol, and cigarettes.
c. doing exercise regularly
2. Which factor is the most important one?
a. the development in medical science.
b. the development in technology
c. the development in food production
3. What does Dr. Davis mean when he says the development in medical science is the most important factor of all?
a. nobody dies from old age
b. nobody dies from disease
c. a and b are correct
4. What will we have been able to do about AIDS in ten years’ time?
a. eradicate AIDS
b. cure AIDS patients
c. bring AIDS under control
AIDS: Acquired Immune Deficiency Syndrome
HIV: Human Immunodeficiency Virus
Expected answers:
b 2. a 3. c 4. c
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Post- listening
12 minutes
Discussion 
-T asks Ss to work in groups of four to discuss the advantages and disadvantages of having a very long life.
-T goes around to control.
-T invites some pairs to act out their conversations to the class.
-T gives feedback. 
Suggested ideas:
* Advantages:
+ do many things they want to do/enjoy life more
+ see their children and grandchildren grow up
+ help their children and grandchildren
* Disadvantages:
+ too weak to do things and often get ill
+ feel lonely when their children are busy with work, and their friends are dead. 
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Homework
 1 minutes
- T asks Ss to write few sentences to answer the questions
“How do you keep fit?”
-T asks Ss to prepare for the next lesson - WRITING
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Date of planning: Dec. 28th, 2008
Date of teaching: Dec. 30th, 2008
Period 52
Unit 8 (cont.) LIFE IN THE FUTURE 
Lesson: 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
describe the world in which they would like to live in the future.
write the new lyrics for the melody of the song. 
II. Language Focus:
Grammar: revision
New words: conflict, harmony, materialistic . . . 
III. Teaching Aids: CD player, charts, handouts. 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5minutes)
Game – Gap fill 
-T plays the song “Imagine” by John Lennon.
-T asks Ss to work in pairs to fill in each blank with a word they hear.
-T checks the answers with the whole class.
-T gives good marks to the pair with the most correct answers. 
Imagine there’s no Heaven
It’s easy if you try
No (1) . . . . . . below us
Above us only (2) . . . . . .
Imagine all the people
(3) . . . . . . for today
Imagine there’s no countries
It isn’t (4) . . . . . . to do
Nothing to (5) . . . . . . or (6) . . . . . . for
And no (7) . . . . . . too
Imagine all the people
Living life in (8) . . . . . .
Expected answers:
1. Hell
2. sky
3. Living
4. hard
5. kill
6. die
7. religion
8. peac
Lead – in
-What kind of the world did John Lennon imagine?
 (Expected: A world where everybody live in peace)
In today’s lesson, you’ll learn to write the new lyrics for the melody of the song Imagine by John Lennon. 
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Pre-writing
9 minutes
Pre-teaching vocabulary
-T elicits some new world before listening.
+ conflict (n) (explanation) 
 " a conflict b/w A and B
 " to conflict with sth
+ be under the threat of terrorism (exp.) (translation)
+ harmony (n) (explanation)
+ materialistic (a) (explanation) 
Read and answer the questions (Task 1, p. 89-90)
-T asks Ss to work in pairs to ask and answer the questions in Task 1.
-T invites some pairs to practise asking and answering the questions.
-T gives feedback
Suggested answers:
+ world peace: peaceful world, no war, no conflict, no threat of terrorism, people live in harmony
+ employment: everyone has a job
+ environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected.
+ people: less materialistic, less selfish, less violent, and more loving 
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While-writing
20 minutes
Song writing (Task 2, p. 80)
-T plays the song “Imagine” once or twice.
-T asks Ss to work in groups of four to write the new lyrics for the song.
-T goes around and helps Ss, taking notes of mistakes for later correction. 
-T asks Ss to exchange their writing and check.
-T collects Ss’ writing when they have finished.
-T asks some Ss to read aloud their writings to make correction. 
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Post- writing
10 minutes
Peer correction 
-T chooses one or two pieces of writing and asks Ss to work on the board.
-T corrects mistakes with the whole class if necessary
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Homework
1 minutes
-T asks Ss to revise their writings at home. 
-T asks Ss to prepare Language Focus.
T 1 Ss
Date of planning: Dec. 30th, 2008
Date of teaching: Dec. 31st, 2008
Period 53
Unit 8 (cont.) LIFE IN THE FUTURE 
Lesson: 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish b/w the full form and contracted form of auxiliaries. 
revise the use of prepositions and articles
II. Language Focus:
Grammar: the use of prepositions and articles
New words: revision
III. T