Giáo án tiếng Anh lớp 12 Tuần 3 sách mới

Time/Stages

Activities

Interactions

1. Check up

5 minutes

Answer the questions:

1. Why shouldn’t we let other people take advantage of our stories? 2. How can we learn from other people’s lives?

Key: 1. Because they may use our private lives for blackmail or slander … in order to harm our reputation or just for fun.

2. By reading reasons for a person’s failure or success may help us avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.

Individually

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2. New lesson

12 minutes

8 minutes

13 minutes

4 minutes

Task 1: Read the story of a champion swimmer and complete the blanks. Use the words in the box.

- This activity aims to provide Ss with a sample story.

- T asks Ss to read the story and complete it.

- Ss read the story and complete the blanks.

Feedback: 1.adopted 2.obsessed 3.helpless

4. overcome 5. competed 6. misfortune

Task 2: Put the following parts of the story in the correct order.

- T asks Ss to read through the list (a-g).

- Ss read through the list (a-g).

Possible answers: 1.e 2.a 3.d 4.c 5.g 6.b 7.f

Task 3: Use the given information to write another story of about 180-250 words.

- T asks Ss to work in pairs and discuss the suggested ideas about Thu Ha.

- T collects some of Ss’ final drafts and gives comments.

- Ss discuss the suggested ideas about Thu Ha; write drafts individually, and exchange their writing.

- Ss make revisions, if necessary.

Suggested answer: Poverty is no shame

By Thu Ha Published: 06:00 GMT, 20 September

My parents died in a traffic accident when I was ten years old, so I grew up with my grandmother who was too old and weak to work. I had to leave school and did odd jobs to earn a living: selling lottery tickets, washing dishes and doing babysitting. When I was 15, my grandma encouraged me to attend evening classes, so I could improve my literacy and job prospects.

After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students. However, I could not pay the school fees and had to reject the offer. The door to a new life was closed before me. I was completely disappointed and saw only gloomy days ahead. Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families. This was really a turning point in my life because I could continue my university studies and hope for a better future.

Six years of hard work at the university and of trying to live on a very tight budget came to an end at last. Now I am working as a doctor at a hospital, but I will never forget those difficult days. I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me.

I’ve told my own story hoping to encourage other people like me to overcome hard times. Don’t let poverty defeat you and destroy your hopes for a better future. This is my motto.

Task 4: Write your own story or the story of a person who has overcome hardship to become successful.

- This activity is optional.

- T has Ss do it in class if there is enough time, or lets them do it at home.

- T collects Ss’ drafts in the next lesson for further comments and grading.

Group work

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Pair work

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Individually

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Individually

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today? What can you do now?

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4. Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Inform the class of the lesson objectives: Further skill development

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2. New lesson

19 minutes

18 minutes

1. Communication: Family stories

Activity 1: Listen to An’s story. Complete the statements

- T tells Ss that they are going to listen to An’s story.

- T asks Ss to read the statements and underline the key words.

- T plays the recording once or twice for Ss to take notes.

- T has Ss work with a partner to compare their answers.

- T checks as a class.

- Ss listen, answer the questions and take notes.

Feedback:

1. people’s life stories 2. walking/well-known historical figures

3. unreal 4. the countryside 5. respect/ real

Activity 2: Discuss the questions in pairs.

- T has Ss read question 1 and asks them if they know what family stories mean

- T asks Ss to work in pairs and discuss the questions.

- Ss discuss the questions in pairs.

Suggested answers: Family stories should be told to children because this is the best way to teach children about the family’s history and traditions. Children will know more about their ancestors and feel strongly attached to their family. Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend time together.

2. Culture: The creator of Sherlock Holmes

Activity 1: Read and decide whether the statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.

- T has Ss read the text about Arthur Conan Doyle.

- T encourages Ss to compare their answers in pairs.

- T checks as a class.

- Ss read the text about Arthur Conan Doyle, and decide if the statements are true, false, or not given.

- Ss compare the answers in pairs.

Possible answers: 1. NG 2. T (par. 2, lines 2…4)

3. F (par. 2, lines 5-6.) 4. T (par. 3, line 1) 5. T (par. 4, lines 5-6.)

6. NG (A statue of Sherlock Holmes was built in London. => A statue of Doyle was built in Crowborough.)

Group work

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Pair work

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Pair work

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

5 minutes

Write the words having the given sounds.

- T has Ss work in groups to write (on posters) the words having the given sounds.

- Ss write (on posters) the words having the given sounds.

- T gives the feedback and leads to the new lesson.

Feedback: [breik] brake, break [sʌn] son, sun [bai] buy, by [diə] dear, deer [pi:s] peace, piece

Group work

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2. New lesson

7 minutes

10 minutes

10 minutes

Pronunciation:

Activity 1: Tick the word that does not have the same sound as the other two.

- T helps Ss review homophones (words or combinations of words that have different spellings and meanings, but the same pronunciation).

- T asks Ss to work with a partner to compare the answers.

- Ss say aloud the words in each group.

- Ss use a dictionary if they are unsure about the pronunciation.

- Ss read the sentences aloud.

Feedback: 1. brick 2. dare 3. wet 4. soon 5. greet 6. bay

Activity 2: Listen and write the correct homophones to complete the sentences.

- T plays the recording and has Ss listen and complete.

- T asks Ss to repeat and has Ss spell the homophones.

- T has Ss practise saying aloud these sentences in pairs.

- Ss practise saying aloud these sentences in pairs.

Feedback: 1. wood, would 2. bored, board

3. weather, whether 4. hole, whole

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words or phrase in the box.

- T asks Ss to read the instructions, do the activity individually.

- T checks answers as a class.

- Ss read the instructions, do the activity individually, and then compare their answers in pairs.

Feedback: 1. historical figures 4. (a) reputation 2. respectable 5. dedication 3. achievement 6. (a) distinguished

Grammar:

Activity 1: Read the following story about Tran Quoc Toan. Put the verbs in brackets in the past simple or the past continuous.

- T has Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.

- T has Ss do the activity individually first, and then compare their answers in pairs.

- T checks answers as a class.

- Ss read through the whole story about Tran Quoc Toan before deciding on the correct tense of each verb.

- Ss do the activity individually first, and then compare their answers in pairs.

Feedback: 1. was 2. began 3. gathered 4. was 5. became 6. was shouting 7. came 8. gave 9. ordered 10. were discussing 11. was still waiting 12. got 13. crushed 14. began 15. managed 16. were fighting 17. was always dashing

Activity 2: These sentences are incorrect. Correct them,

adding articles where necessary.

- T asks Ss to underline the nouns or noun phrases.

- T has Ss do the activity individually first, and then compare.

- T checks answers as a class.

- Ss underline the nouns or noun phrases and decide if these words need an article or not.

Feedback: a (great time), the (USA) the (army), a (soldier), the (country) the (English) a (two-week holiday), the (Philippines) the (Louvre), a (boat trip), the (Seine), a (warm hat), a (new coat), a (pair of woolen gloves), the (bank), the (supermarket), the (theatre), the (way), the (rush hour), a (taxi)

Project:

Activity 1: Your group is going to take part in the Public Speaking Contest organised by your school on the topic:

“A famous person you admire”.

- Ss work in groups of four.

- T allows Ss one week to collect information about a famous person, write his / her profile, and organize their presentations.

Each group member chooses a famous person, creates his / her profile, and gives a presentation about this person.

Feedback: Charlie Chaplin

1. Where and when was he/she born? 16 April 1889 in London

2. Where did he grow up? In London

3. What is he famous for? an English comic actor and film-maker

4. Something interesting facts about him:

- worked mainly in the US/ - appeared as a humorous character with a small moustache, a bowler hat, a walking stick, walked in a funny way with the backs of his feet together and his toes pointing out to the sides

5. Lessons to learn from his/her life story:

During his childhood he lived in poverty and hardship but he tried hard to achieve success.

Individually

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Pair work

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Individually

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Pair work

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Individually

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Group work

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss