Giáo án tiếng Anh lớp 12 Tuần 32 sách mới

Teacher’s activities

Students’ activities

- Ask Ss to work individually, read each word or phrase and match it with its meaning.

- Provide support by encouraging Ss to use the context and clues in the conversation.

- Get their answer back.

- Remind Ss that they may have to change the form of the words to fit the sentences.

- Ask Ss to study the sentences given and work out the form of the words needed to complete them.

- Encourage Ss to exploit the contextual clues that can help them to figure out the answers.

- Have Ss complete the sentences individually, and then compare their answers in pairs.

- Check answer as a class.

- Play the recording and ask Ss to listen carefully to identify the difference between the stressed words (spoken loudly) and unstressed words (spoken more softly and quickly) in the conversation.

- Play the recording again and ask Ss to underline the words that are not stressed.

- Check answers as a class.

- Ask Ss to study the Do you know…? Box to learn some rules for the intonation.

- Play the recording and ask Ss to read along, imitating the correct intonation.

- Have Ss practice the conversation in pairs.

- Ask some pairs to role play the exchanges in front of the class, noticing intonation.

- Have Ss read through the phrasal verbs in A and the meanings provided in B.

- Ask Ss to match the phrasal verbs with definitions individually, and then compare their answers in pairs.

- Ask Ss to read the information in the Do you know…? Box to get more information about the conditional clauses, then ask Ss to complete the sentences individually.

- Have them compare their answers in groups.

- Check answers as a class.

- Ask Ss to read the information in the do you know… box to learn more information about conditional clauses and how they are used.

- Ensure that Ss understand the rules of adverbial clauses before continuing

- Have Ss go through the sentences, then identify what type of conditional clauses they are.

- Ask Ss to work individually and then compare their answers in pairs.

- check the answers as a class.

- Remind Ss to use the words provided and make any necessary changes

- Ask Ss to work in groups.

- Call some representatives from groups to write down on the board.

- Check answers as a class.

- Tell some SS to recall the use of conditional clauses.

LANGUAGE

1. Vocabulary.

- Individual and then pair work

Ex 1. Match the characteristics of lifelong learning (1-5) with their example actions.

1. c 2. d 3. b 4. e 5. a

Ex 2. Complete the sentences with the words or phrases from 3 in GETTING STARTED.

1. sef-motivation 2. lifelong learner; voluntarily

3. self-directed 4. learning style

2. Pronunciation. Intonation of questions

- Oral work. Listen to Cds

Ex 1. + rising intonation: Yes/ No questions

+ falling intonation: Wh-questions

- Individual work

- Pair work

Ex 2. Now listen to the exchanges in 1 again. Practice it with a partner. Try to note intonation of questions.

- Work individually.

- Read the sentences.

3. Grammar.

CONDITIONAL TYPE 3

- Pair work.

Ex 1. Use the appropriate verbs to write sentences. This activity helps Ss to work out the model and meaning of conditional type 3.

Key: 1. ...I would have had more close friends and supporters.

2. I would have been better at problem solving.

3. I would have gained more practical experience. 4. I would have improved my critical thinking skills

5. I would have become more successful at work.

Ex 2. Ben is now thinking about what he did not do in his previous job and his current situation. Write mixed conditionals, putting the verbs in brackets in the correct form.

- Individual and then pair work.

1. You don’t need to use all the verbs.

Key; 1. drop out of 2. drops in on

3. cut down on 4. get on with

5. go on with 6. keep up with

7. think back on 8. talked back to

Adverbial clauses of condition, comparison, manner, and result.

Ex 3. Underline the adverbial clause in each

- Oral work.

1. had shared, would have 2. had gained, would be

3. had been able, would have

4. had learnt, would not need

5. had been, would be

Ex 4. Put the verbs in brackets in the correct form.

1. had learnt, would be

2. had known, would have had

3. had continued, would have found

4. had continued, would have kept

5. had done, might/ may have slowed

CONSOLIDATION (3 mins)

- For vocabulary, that is words and phrases related to leaving school and choosing a career.

- For pronunciation, recognize unstressed words and pronounce them correctly. Learn some key vocabulary items related to leaving school and choosing a career.

- For grammar, recognize and pronounce the unstressed words correctly and use adverbial clauses of condition, comparison, manner and result in sentences.

HOMEWORK: (1 min)

- Vocabulary related to lifelong learning

- unstressed words correctly and use conditional clauses.

- Use words and phrases about lifelong learning.

- Read Unit 10 - Reading at home

Teacher’s activities

Students’ activities

Lead-in

- Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information.

- Ask Sts to answer the questions given.

- Have Ss work in pairs and encourage Ss to find the main idea of a paragraph.

- Ask Ss to individually skim the text and then choose the appropriate heading for each paragraph.

- Have them compare their answers in pairs.

- Tell students to carefully read the meanings and then go back to the reading text to locate the words that match the given meanings.

- Have Ss work individually to write the correct words next to the definitions given.

- Go around offering to help.

- Check with whole class.

- Ask Ss to look at the questions quickly and underline key words, which can help them to locate the specific information in the text.

- Call on some Ss to read their answers aloud in front of the class.

- Finally, give correct answers and explain all the sentences carefully to make sure Ss understand the meaning of the sentences.

- Summarize the main points.

- Supply them with the new words.

- Ask sts to learn the new words in the text.

- Tell them to prepare for the next period.

Lead-in

- pair work

I. Before you read:

- Pair work

Ex 1. Work with a partner. Guess what the students in the pictures may do after they leave school.

Suggested answers:

Question 1: I think it is a must because it gradually/ step by step enrich their knowledge as well as skills to meet the current demand of their jobs and better their life with the support of our government.

Question 2: She or he can do it by learning in many ways: with their friends, teachers, surrounding people, and with any kind of source they can access.

II. While you read:

- Individual work and then pair work.

Ex 2. Read the text about lifelong learning and choose the appropriate heading for each paragraph.

Key: 1. c 2. a 3. b

- Pair work

Ex 3. Find the words and phrases in the reading text which are closest in meaning to the following. Write them in the space below.

1. pursuit 2. confine 3. e-learning platform

4. bricks and mortar 5. ultimate

Ex 4. Read the text again and answer the questions.

Key: 1. Lifelong learning is not confined to the classroom environment.

2. Vonluntary learning, self-motivation, and a strong desire to learn make people become good lifelong learners.

3. lifelong learning has been facilitated by e-learning platforms with a variety of online courses.

4. lifelong learners should aim at learning for self improvement, rather than as a pathway to qualifications.

III. After you read:

- Group work

Ex 5. Discuss the following question with a partner.

Which is the most useful piece of advice for you in the text? Why do you think it is useful?

- Work with group-mates

- Self study

- Correct each other's errors.

- Develop communication or interacting skills

- Learn from facts/ failure

IV. Consolidation (3 mins)

- Vocabulary related to

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

V. Homework: (1 min)

- Vocabulary related to new ways to leaving school and choosing a career.

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

- Do the task again - Read Unit 9 - Speaking at home

Teacher’s activities

Students’ activities

I. Pre-speaking

- Ask Ss to look at ex 1 and if they understand what to do.

- Ask students to do the ex.

- Ask Ss to read the conversation and the sentences (a-f).

- Ask Ss to complete the conversation with the appropriate sentences.

- Let Ss work individually, and then compare their answers in pairs.

- Check answers as a class.

II. While speaking

- Have Ss fill the gaps with the expressions in the conversation, and then compare their answers in groups.

- Check the answers as a class.

- Member in each group brainstorm ideas and vocabulary and then rank them in the order of popularity and present them to the whole class.

- Get two or three representatives from different groups to go to the board and give their presentations.

- Ask the rest to listen to the representatives and take notes.

- Ask Ss to work in groups of three.

- Set a time limit for the group’s preparation and practice.

- Invite some groups to present their conversations to the class.

- Do not stop Ss to correct their mistakes.

- Encourage them to speak freely and just give comments on things such as Ss’ ambitions and dreams about future jobs.

I. Pre-speaking. How to keep learning throughout life

- Work in pairs

+ Choose something of interest

+ attend professional conferences, seminars, and training courses

+ apply knowledge in everyday life

+ make a plan

+ put thoughts into action

1. Ex 1. Fill in the gaps in the presentation with some ideas in 1, and then complete its outline.

- Pair work.

1. choose something you’ll really enjoy learning about

2. make a plan

3. put your thoughts into action

II. While speaking.

Ex 2. Choose two ideas discussed in 1 or brainstorm your ideas to prepare a presentation about how to keep learning throughout life in 2.

- Group work.

Key

- Pair work - show their (dis)agreement expressions and point out their explanation.

* Vocabulary

III. After speaking

Ex 4. Work in groups of three. Use the expressions in 2 to make a similar conversation to talk about your own ambitions and dreams.

- Group work - Students' choice may vary.

- Oral work.

IV. Consolidation (1 min)

- Vocabulary related to new ways to leaving school and choosing a career

- Speaking skills: making presentations; presenting in front of the class.

V. Homework: (1 min)

- Vocabulary related to leaving school and choosing a career

- Speaking skills: - How to keep learning throughout life

- Do the tasks again.

- Read Unit 10 - Listening at home.