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Giáo án tiếng anh 12 full 3 cột đẹp mắt, phương pháp mới

Thứ tư - 06/01/2021 03:45
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Giáo án tiếng anh 12 full 3 cột đẹp mắt, phương pháp mới
Giáo án tiếng anh 12 full 3 cột đẹp mắt, phương pháp mới
Giáo án tiếng anh 12 full 3 cột đẹp mắt, phương pháp mới, Giáo an tiếng Anh lớp 12 chương trình mới, Giáo An Tiếng Anh 12 có ban TRỌN bộ violet, Giáo an Tiếng Anh lớp 12 Chương trình mới, Giáo an Tiếng Anh tiểu học chương trình mới, Giáo an Tiếng Anh 12 thí điểm Unit 10, PPCT Tiếng Anh 12 thi điểm, Tiếng Anh 12 Thí điểm violet, Giáo an tự chọn Tiếng Anh 12 thi điểm, Giáo an Tiếng Anh tiểu học chương trình mới, Giáo an tiếng Anh thí điểm lớp 12, Giáo An Tiếng Anh 12 có ban TRỌN bộ violet, Sách giáo viên Tiếng Anh 12 thí điểm, Giáo an Tiếng Anh lớp 12 Chương trình mới, Sách tham khảo Tiếng Anh 12 thí điểm, PPCT Tiếng Anh 12 thi điểm, Giáo án Tiếng Anh chương trình mới, Giáo an tiếng Anh lớp 12 chương trình mới, Giáo an Tiếng Anh lớp 12 Chương trình mới, Giáo An Tiếng Anh 12 có ban TRỌN bộ violet, Sách giáo viên Tiếng Anh 12 thí điểm, Giáo An Tiếng Anh lớp 12 có ban violet, Từ VỰNG Tiếng Anh 12 Thí điểm violet, Giáo an tự chọn Tiếng Anh 12 thi điểm, Giáo an Tiếng Anh 12 thí điểm Unit 10

Giáo án tiếng anh 12 full 3 cột đẹp mắt, phương pháp mới

Date of preparation: ….../……./ 2018                                   Date of Teaching: .…../……./ 2018
TIẾT 01:                                           INTRODUCTION OF ENGLISH 12
  1. Aims:
    • Help Ss to know about the English book grade 12 in general.(themes, tests, lessons etc.
)
    • Introduce how to do an oral test, a fifteen - minute tests and a written test.
    • Some requires of student to study well English.
    • To help Ss have the opportunities to develop their oral fluency.
    • To introduce the theme and units.
    • By the end of the lesson, students will be able to: know the topic, the theme and units.
  1. Preparations: - Teacher: Handouts, textbook, boards, colored chalks and lesson plan.
    • Students: Textbook.
  2. Methods:          - The whole lesson: Integrated, mainly communicative.
  3. Procedures:
Activities Interactions
1. Warm-up (8 minutes) Introduces herself to the students.
Asks some students to introduce themselves:
What’s your name?   Do you like English?
Do you find English easy or difficult? Which is the easiest, the most difficult? Reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English?
Are you good or bad at English?

T <--> Ss




Individually
2. Presentation (30 minutes)
1. The text- book English 12
- The 1st term: * Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
  • Review 1, 2        * Test yourself 1
  • Written tests: 6: 15’(3) 45’(2) end- term (1)
- The 2nd term: * Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project.
  • Review 3, 4        * Test yourself 2
  • Written tests: 6: 15’(3) 45’(2) end- term (1)
2. Teacher’s demand:
  • Read the lesson before studying in class.
  • Do all exercises at home.
  • It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the  teacher attentively and take part in the  lesson actively and creatively.
  • Take part in the activities that the teacher required such as pairs work, group work or individual
  • Each S has a notebook and book (student book and work book)
Books * Text - book English 12    * Work - book English 12
At home:
  • Prepare  for  the  new  lessons:  content,  structures,  words  and  phrases, pronunciation
  • Revise the old lessons + do all the homework
At class: * Participate in all activities * Keep the discipline



T <--> Ss
3. Consolidation (5 minutes)  
 
 
Students’ assessment
What do you find your English? Very good/ excellent: Good:……… Average:……… Bad:……….. Very bad:………
- Give feedback.
T <--> Ss
4. Homework (2 minutes)
- Prepare Unit 1: Life stories      Lesson1: Getting started
T <--> Ss
  1. Evaluation:
...........................................................................................................................................................................................................

Date of preparation: ………../……./ 2018                             Date of Teaching: ………../……./ 2018
TIẾT 02:                                              UNIT 1. LIFE STORIES
LESSON 1. GETTING STARTED
  1. Objectives:
    1. Language focus:- To introduce the overall topic of Unit 1:Life Stories”, lexical items related to people’s life stories, homophones, revision of the past simple vs. the past continuous.
      • To check students’ comprehension thorough True / False
      • To provide Ss with a chance to express their opinion about their choice.



















 
Activities Interactions
1. Warm up  (5 minutes) Answer some lead-in questions.
  1. Who is your favourite singer / footballer /…?
  2. Why do you like him / her?
  3. Look at the picture on page 6 and answer questions: Do you know who they are? What do you know about them?
Possible answers: 1. My favourite singer/ footballer is Sơn Tùng/ David Beckham.
  1. I like Sơn Tùng most because he not only sings beautifully but he is also really handsome. I like David Beckham very much because he both plays football excellently and is manly.
  2. I have no idea about the first photo. The second is Michael Jackson, a popular American singer and dancer. The third one is a good cook / chef. And the last one is two students. May be they are talking about the three people just mentioned.


T <--> Ss
2. New lesson Activity 1: Listen and read (15 minutes)
  • Tell Ss that they are going to listen to a conversation.
  • Play the recording

T <--> Ss
 
 





Date of preparation: ………../……./ 2018                             Date of Teaching: ………../……./ 2018
TIẾT 03:                                              UNIT 1. LIFE STORIES
LESSON 2. LANGUAGE
  1. Aims and Objectives:
    1. Language focus: - To provide learners some language items in Unit 1
      • For vocabulary, that is words and phrases related to people’s life stories
      • For pronunciation, that is homophones in connected speech
      • For grammar, the use of the past simple vs. the past continuous and use of articles
    2. Skills:         - To promote Ss to develop the skill of working in pairs and groups
    3. Attitudes: To encourage Ss to work harder, to provide Ss some motivation
  2. Preparations:- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
  1. Methods:         - The whole lesson: Integrated, mainly communicative.
  2. Procedures:
Activities Interactions
1. Homework (3 minutes) Tell about the person you admire.
What’s his / her name? What does he / she do? What is he / she famous for? Does he / she inspire you to do anything? What is it?

T <--> Ss
2. New lesson
A. Vocabulary: (8 minutes)
Activity 1: Write the words given next to their meanings.
  • T asks Ss to match the words with their meanings
  • Ss read the words and their definitions in the box and then do the matching.
  • Ss  give  the  Vietnamese  meanings  of  these  words  and  then  practise pronouncing them.
  • T checks answers as a class.
Feedback: 1. Figure: hình ảnh  2. Talented: có tài
3. distinguished: lỗi lạc, xuất chúng 4. Achievement: thành tích
  1. respectable: đáng kính trọng  6. perseverance: tính kiên trì
  2. generosity: lòng bao dung
Activity 2: Complete the sentences with the correct forms of the words in 1.
  • T asks 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).
  • T  has  Ss  complete  the  sentences  individually,  and  then  compare  their answers in pairs.
  • Ss complete the sentences with the correct  forms of the words in 1. Then compare their answers in pairs.
  • T checks answers as a class.
Feedback: 1. distinguished    2. talented      3. achievements
4. respectable      5. generosity
2. Pronunciation: Homophones (10 minutes)
Activity 1: Listen to pairs of sentences. Write the correct words in the gaps.
- T asks Ss to study the Do you know…? box and practise saying the pairs of homophones using the correct pronunciation; tells Ss that they are going to


Individually















Pair work




T <--> Ss
 
listen to the recording and write the words they hear in the blanks; asks Ss to read the two sentences a and b carefully, and decide on the part of speech of the missing words.
  • T checks answers as a class.
  • Ss study the Do you know…? Box; listen to the recording and write the words they hear in the blanks; Ss work in pairs, discuss the meaning of each word and choose the correct one for each sentence.

Feedback:

Individually/ Pair work
 
  1. a. allowed
  2. a. write
  3. a. new

b. aloud
b. right
b. knew

 
  1. a. here
  2. a. been

b. hear
b. bean
 
Activity 2: Listen and repeat the sentences in 1.
  • T plays the recording again and has Ss repeat each sentence chorally; asks Ss to read the sentences in pairs.
    1. Grammar: The Past Simple vs. the Past Continuous
Activity 1: Underline the correct word (8 minutes)
  • T has Ss review the use of the past simple and the past continuous; asks Ss to look at the Remember box and draws their attention to the examples and asks 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?
  • Ss listen to the tape again and repeat the sentences chorally.
  • Ss read the sentences in pairs.

Feedback:

1. went, was having                        2. met, was traveling
3. was working, was, were             4. shared, was always taking
5. called, was doing, did not hear 6. was constantly asking, was
  1. requested, was composing        8. joined, was then leading

Definite articles and omission of articles

Activity 2: Complete THE gaps with the where necessary. If an article is not necessary, write a cross (O). (6 minutes)
  • T asks Ss to study the Do you know…? box and draw their attention to the special cases (use of the and omission of articles).
  • T asks Ss to complete the gaps with the or a cross (O) if an article is not necessary.
  • T has Ss compare their answers with a partner.
  • Ss look at the Remember box and pay attention to the examples.
  • Ss read each sentence carefully and decide which action is in progress and which one is a shorter action that interrupts it.
  • Ss complete the sentences.

Feedback:

T <--> Ss

Pair work


Individual


Ss <--> Ss
 
    1. the
    2. the, the

3. O, O
4. O

 
  1. the, O, the
  2. the, O, O, the, the

7. O, the, O
  1. the, O
 

Indefinite articles

Activity 3: Complete the gaps with A, AN or a cross (O)  if an article is not necessary.

  • T asks Ss to study Do you know…? box.
  • Ss study the Do you know…? box.  DO YOU KNOW…?
The definite article THE is generally used before a singular or plural noun when we talk about a specific thing or action.
Examples: The dog that bit me ran away.
They like the films directed Steven Spielberg.
  • T asks Ss to complete the gaps with an indefinite article or a cross (O) if an article is not necessary and draw their attention to sentences 7 and 8, in

T <--> Ss


Ss <--> Ss

Individually T <--> Ss
 
 
which the nouns (ice cream, coffee) can be countable or uncountable.
  • Ss read the sentences carefully and underline the nouns / noun phrases after the gaps.
Feedback:
1. a               3. a               5. O, a                7. O, an
2. O, a           4. O, a, O      6. a, O, a            8. a, O
Activity  3:  Read  the  following  story  and  complete  each  gap  with  an article. Write a cross (O) if an article is not necessary.
  • T tells Ss that to do Activity 4, they need to consider whether to use a definite article, an indefinite article, or no article at all for each gap in the story; asks Ss to read the whole story first to understand the context before completing the gaps; has Ss compare their answers with a partner.
  • T checks answers as a class.
Feedback:
    1. a               4. a / the      7. the            10. the 2. O               5. the            8. the            11. a
3. a               6. O               9. a               12. a
Individually T <--> Ss
Individually T <--> Ss
3. Consolidation (2 minutes)
  • Ask Ss: What have you learnt today? What can you do now?
  • Summarize the main points of the lesson.
Expected answers: I can use: Homophones in connected speech The past simple vs. the past continuous and use of articles

T <--> Ss
4. Homework (1 minute)
  • T asks Ss to do exercises again at home.
  • Prepare for the next lesson.
  • Complete Exercises in workbook.

T <--> Ss
  1. Evaluation:
 

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