GIAO AN TU CHON BAM SAT 12 (chuan)

Preparing date: 10th August, 2008 TiÕt sè: 01

PERIOD 1: REVISION ON TENSES AND WISH - SENTENCES

I. Objectives:

- After finishing the lesson, students should be able to use the tenses.

- Consolidate the usage of the present simple, past simple, future simple

- Develop writing skill.

II. Language content:

A. Vocabulary: unit 1(textbook- English 12)

B. Structures: Wish - sentences

III. Teaching aids and method:

- Teaching aids: textbook, workbook, exercisebooks…

- Method: Communicative approach.

IV. Procedures:

A. Presentation:

Teacher’s and students’ activities Content

- T introduces the tenses and

explains how to use them.

- T asks sts to look at the extra

board.

- T gives some examples.

- Sts listen and repeat.

- Sts copy the notes.

I. Activities 1 :

A –Tenses:

1. Present simple tense: dieãn taû thoùi quen,

chaân lyù, hoat ñoäng thöôøng ngaøy, vaø ñöôïc duøng

keøm: Everyday, usually, after school never,

often, sometimes, always

+ KÑ: Sn, I + V.bare / Si + V-s/ es

+ PÑ: Sn + DO NOT+ V.Bare./ Si + DOES

NOT + V.Bare.

+ NV: DO / DOES + S + nV.Bare?

+ WH: WH + DO / DOES + S + V. Bare?

(Be) Am, is, are/

(Have)  Have, has

a. Mr. Ba likes collecting stamps.

b. Ba has lunch at school.

2. Past simple tense: Haønh ñoäng xaûy ra ôû

QK xaùc ñònh roõ tgian, vaø ñöôïc duøng keøm:

Yesterday, ago, last… hoaëc moät thoùi quen, loaït

haønh ñoäng trong QK

+ KÑ: S + V_ed/ V2 (Baát qui taéc)

+ PÑ: S + DID NOT + V.Bare.

+ NV: DID + S + V.Bare?

+ WH: WH + DID + S + V.Bare?

Ex: VD: He was not there last year.

Ex: Did you buy souvenirs last vacation?

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–Yes, I bought a lot.

3. Future simple tense: Haønh ñoäng xaûy ra ôû

töông lai, vaø ñöôïc duøng keøm: Tomorrow,

tonight, soon, next,

S + WILL + V1

Ex: Where will you go tomorrow?

- I’ll be at home.

B – Wish sentence 2: Dieãn taû moät haønh ñoäng

hay söï vieäc khoâng thaät ôû hieän taïi.

S + WISH (ES) + S + WERE / V2, V–ED /

DIDN’T V1

Ví duï: 1. I wish I were a doctor.

2. I wish they could help us.

3. Nam wishes he did not come late.

B. Practice:

-T gives the task and asks sts to do it.

- T guides how to choose the best

option.

- Sts do the exercises (oral - written).

- Sts practice in groups.

- T gives feedback and keys.

- Some sts read aloud their answers.

- T gives remark and feedback.

II. Activity 2: Pretest

*Answers:

1. write 2. impressed 3. could lend

4. compulsory 5. were

-T gives the task and asks sts to do it.

- Sts do the exercises (oral - written).

-Sts practice in groups.

- T gives feedback and keys.

- Some sts read aloud their answers.

- Sts copy the key.

III. Activity 3: Give the correct tenses of the

verbs in brackets:

1. sets 2. rains 3. won

4. will build 5. could 6. make

7. got 8. circles 9. would write

10. flow 11. will give / see 12. met

13. didn’t talk 14. does...go/ goes 15. came/

opened/ found

-T reviews how to write wish sentences.

- T gives the task and asks sts to do it.

- Sts do the exercises (oral - written).

- Sts practice in groups.

- T asks each student to do each

sentence on the board.

- T gives feedback and keys.

- Some sts read aloud their answers.

VI. Activity 4: Rewrite the sentences, using

“I wish…”

1. I wish I knew many people in the town.

2. I wish I could go to the party.

3. I wish I the weather were better than today.

4. I wish I weren’t so tall.

5. I wish I like to play soccer.

6. I wish I would meet her in June.

C. Consolidation:

- Remind tenses and wish sentences.

- Guide how to review Home revision: Simple past – present perfect

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D. Homework: - Learn your lesson at home.

- Do exercises (handouts).

Preparing date: 15th August, 2008 TiÕt sè: 02

PERIOD 2: REVISION ON TENSES (continued)

I. Objectives: After finishing the lesson, students should be able to:

- Consolidate the usage of the present perfect, present progressive past progressive.

- Develop writing skill.

II. Language content:

A. Vocabulary: unit 2(textbook- English 12)

III. Teaching aids and method:

- Teaching aids: textbook, workbook, exercise books, students’ course…

- Method: Communicative approach.

IV. Procedures:

A. Warm up: The game: “Irregular verbs”

Simple form Past form Past participle form

1 Be Been

2 Saw

4 Sell

5 Find

7 Eat

8 Did

- T asks sts to finish the left forms of the verbs in the table.

- Sts work in groups of five.

- The team, which has verbs that are more right, will win the game.

A. Presentation: Activity 1: Theory

Teacher’s and students’ activities Content

- T introduces the tenses and

explains how to use them.

- T asks sts to look at the extra

board.

- T gives some examples.

- Sts listen and repeat.

- Sts take notes.

I. Revision on tenses:

1. Present perfect tense:

Dieãn taû haønh ñoäng xaûy ra töø QK keùo

daøi ñeán hieän taïi, haønh ñoäng vöøa môùi xaûy

ra/ soá laàn xaûy ra hoaëc haønh ñoäng xaûy ra

khoâng roõ thôøi gian/ chöa xaûy ra:

Since: töø khi / For: trong khoaûng/ So far = up

to now = up to present: (ñeán baây giôø), Just:

vöøa môùi, lately = recently: gaàn ñaây, once/

twice: moät/ hai laàn, Ever: ñaõ töøng, yet: chöa

Before: tröôùc ñaây already: roài

+ KÑ: Sn, I + HAVE + (ADV) + V3.

Si + HAS + (ADV) + V3.

+ PÑ: Sn, I + HAVE NOT/ HAS NOT (ADV) + V3.

+ NV: HAVE/ HAS + S + V3?

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+ WH: WH + HAVE/ HAS + S + V3?

- I have not met her since she moved to

London.

- He has just come back from his farm.

2. Present progressive tense: dieãn taû haønh

ñoäng xaûy ra luùc ñang noùi: Look! Nhìn kìa!

Listen! Haõy laéng nghe: Now = at present = at

the moment: baây giôø; haønh ñoäng ñaõ ñöôïc saép

xeáp cho töông lai (Next/ Tomorrow) , keøm vôùi

go / come / leave/ arrive.

+ KÑ: S + AM/ IS/ ARE + V- ing.

+ PÑ: S + AM/ IS/ ARE + NOT + V- ing.

+ NV: AM/ IS/ ARE + S + V- ing?

+ WH: WH + AM/ IS/ ARE + S + V-ing?

- Boû e: make making / come  coming

- Gaáp ñoâi phuï aâm: stop  stopping/ run

- Khoâng boû y: study studying/

Eg: What are you doing now? I’m reading a book.

- Is she watching TV at the moment?

– Yes, she is.

- I’m going to Dalat next week.

3. Past progressive tense: dieãn taû haønh

ñoäng xaûy ra taïi moät thôøi ñieåm trong QK.

hoaëc hai hay nhieàu haønh ñoäng song song:

Keøm vôùi When/ While

At this time yesterday: vaøo luùc naøy hoâm qua

At that time/ then: luùc ñoù.

+ KÑ: S + WAS/ WERE + V- ing. (I was)

+ PÑ: S + WASN’T/ WEREN’T + V- ing.

+ NV: WAS/ WERE + S + V-ing?

+ WH: WH + WAS/ WERE + S + V- ing?

- What were you doing then? I was sleeping at

10 P.M.

-When I came home, Hoa was watching

TV, my aunt was reading.

B. Practice: Activity 2

-T gives the task and asks sts to do it.

- T guides how to choose the best option.

- Sts do the exercises (oral - written).

- Sts practice in groups.

- T gives feedback and keys.

- Some sts read aloud their answers.

II. Activity 2: Give the correct tenses of the verbs

in brackets:

*Answers:

1. saw 2. was playing/ arrived

3. is running 4. has taught/ graduated

5. went / were having 6. has written/ has finished

7. think/ is knocking 8. were...doing/

9. is crying 10. are preparing

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- T gives remark and feedback. 11. is coming 12. isn’t takking

13. has just washed 14. Have... seen

15. lived 16. Have...ever seen/ have

did.....see/ saw

-T reviews how to write wish sentences.

- T gives the task and asks sts to do it.

- Sts do the exercises (oral - written).

- Sts practice in groups.

- T asks each student to do each sentence

on the board.

- T gives feedback and keys.

- Some sts read aloud their answers.

III. Activity 3: Rewrite the sentences:

1. I wish I they sometimes visited us.

2. I have worked for years.

3. We haven’t met for five years.

4. I wish he invited us to the party.

5. I wish I played football better.

-T gives the task and asks sts to do it.

- T guides how to choose the best option

- Sts do the exercises (oral - written).

- Sts practice in groups.

- T gives feedback and keys.

- Some sts read aloud their answers.

- T gives remark and feedback.

IV. Activity 4: Pretest

*Answers:

1. enjoy

ing

2. have

lived

3. coul

d

4. frien

dly

5. corresp

onded

6. divid

ed

7. natio

nal

8. in

C. Consolidation:

- Remind tenses.

- Guide how to review Home revision: Bare- infinitives – parallel

D. Homework: - Learn your lesson at home.

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Preparing date: 19th August, 2008 TiÕt sè: 03

Period 3: listening

(Unit 1: HOMELIFE )

I. Objectives .

Help Sts to develop intensive listening skills for specific information related to

summer household chores , ordering ideas .

II. Teaching methods : individual , pair work , group work .

III. Materials : Textbook 12 (advanced), pictures , tape , CD .

IV. Procedures :

Time Teacher's activities sts' activities

12'

20'

I. Before you listen.

- T asks Ss work in pairs to match each picture with

the corresponding description . .

- T calls on some Ss to give their answers and write

them on the boards.

- T give the correct answer .

+ A : a walking toddler

+ B : feeding

+ C : Vacuuming

+ D : cleaning

Pre-teaching vocabulary.

- Before eliciting / Pre-teaching the new words, T

helps Ss to pronounce the words given in the book.

T may read aloud first or play the tape and ask Ss to

repeat in chorus and individually.

- T elicits I teaches some of these words or I and

those taken from the listening passage:

+ toddler

+ development process (n)

+ sliding glass door (n)

+ cleanup project (n)

+ wipe (n)

- T may get Ss to make sentences with the words and

gives corrective feedback

II. While you listen.

Task a

Instruction: You are going to listen to a women’s

suggestions of summer domestic chores for kids, number

the ideas in ideas in order . The first one has been done for

you.

- Work in pairs

- Give the answer

- Read aloud

- Take note

-Read through the

statements .

- Listen to the tape .

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14’

1’

- Before Ss listen and do the task, T asks them to

read through the statements. Then T instructs them

to use some strategies to do the task:

- T plays the tape once for Ss to do the task.

- T asks for Ss' answers and writes them on the board.

- T plays the tape the second time for Ss to check

their answers.

- T asks Ss to work in groups of 4 to compare their answers

- T checks Ss' answers by calling on some Ss. T may

play the tape one more time for Ss to catch the

difficult phrases.

T gives the correct answers:

2. Cleaning floors and carpets

3. Sweeping and mopping floors

4. Vacuuming

5. Cleaning spots on carpets

6. Watering lawns and plants

7. Cleaning windows and sliding glass doors

8. Spraying window cleaner

9. Wiping windows

III. After you listen

- T gets Ss to work individually to list all the things

that they do to help their parents .

- Ask sts to use the suggestions in part a,b .

- T can give them some help .

- Ask sts to present in a group of 4 or 5

- T can correct their presentation if necessary .

IV. Homework.

Ask students to prepare for the next lesson

- Take note

- Work individually

Work in group

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Preparing date: 25th August, 2008 TiÕt sè: 04

writing: personal letters:

Letters of invitation

1. Objectives:

By the end of the lesson, sts will be able to write a letter of invitation and other

forms to improve the vocabulary and grammar.

2. Teaching aids:

Textbook and handouts.

3. Procedure:

Time Steps Work arrangement

7’

15’

Warm - up

Brainstorming:

- T. divides the class into groups of 4 to write down each

part of an invitation letter:

+ Group 1: The event

+ Group 2: The place

+ Group 3: The time and date.

+ The invitation itself.

- T. collects their answers and then T. combines their

parts and calls on sts to read and checks.

Presentation

- T. guides and and asks sts to prepare to write each part

of a letter of invitation or a formal letter.

Part 1:

The Heading (the Address):

- T. uses handouts or a poster to explain the contents or

the form/ the rule.

This is in the top right-hand corner of the letter. First, write

the house number, then the street name. After this, write the

town under the street. For a letter to a person in another

country, write your country, too

Eg: (the sender)

113 Nguyen Du Street,

Mong Cai Town,

Quang Ninh Province,

Viet Nam,

Group work

Whole class

Group work

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20’

The date: Under the address

25 th, October 2007

Eg: (The receicer):

This is the top left-hand corner of the letter, under the address

of the sender a line ......

Part 2: The Greeting/Start with “Dear.....,” on the left,

about two lines under the date

Eg: Dear Mr. Brown,

Or Dear Sir,

Part 3: The Body / The first sentence: start a few space

in, like the first sentence of a new paragraph. Always

start with a capital letter.

Eg: I am writing to invite you to .....

Part 4: The Closing / the End

For business letters with “Dear Sir” or Dear Madam”, use

“Yourfaithfully,”. For friends, use “Yours sincerely,”or

“Yours, . Love, ....”and after that we put a comma.

Part 5: The Signature: Our Signature normally goes

under the Closing.

Here is a plan for a letter:

number- street

town (country)

number- street

town (country)

date

Dear........

first name,

sur name,

Sir,











Start .........................................................................................

.......................................................................................................

The Closing

......name......

first name

full name







Practice

- T. asks sts to work individually to write a letter

following the plan/the rule above.

- And then sts exchange their writing with their parters to

correct and check.

- T. collects some writing to correct with the whole class

and gives corrective comments

Homework

Individual work

& pair work and

whole class

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