giao an tieng anh lop 12 tuan 33 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 12 TUẦN 33
NĂM HỌC 2019 - 2020
Date of preparation: ……./…../
PERIOD 97:

Date of teaching: ……./……./
UNIT 10: LIFELONG LEARNING
LESSON 5. LISTENING

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: Sts will be able to:
- For vocabulary: words and phrases related to the characteristics of lifelong learning.
- For pronunciation, get to know intonation of questions.
- For grammar, conditional clauses - type 3, mixed conditionals of type 2 and type 3.
2. Skills:

- To help learners get started with 4 skills in Unit 10

- Listening: Listen for specific information about a successful lifelong learner.
- Develop listening skills and talk about a lifelong learner.
3. Attitudes: - To help Ss get started for Unit 10 with the topic lifelong learning.
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 10 - listening at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)

3. New lesson (40 minutes)
Teacher’s activities

Students’ activities

I. Warm- up

I. Warm- up:

Use the picture in the textbook to - Oral work


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introduce the listening lesson.

Match the word (1-5) with their meaning (a-e)
1. d 2. a 3. e 4. b 5. c

II. Pre- listening

II. Pre- listening:

- Ask Ss to look at the words and - Individual work
the meanings given, and then Guess the answr to questions.
match

the

words

with

the Underline key words in sentences in ex 3.
III. While- listening.

appropriate meanings.
III. While- listening

- Individual and then pair work.

- Have Ss compare their answers Ex2: Choose the best answer.
in pairs.

The aim of this activity is to introduce new vocabulary

- Check answers as a class.

items which will help Ss to understand the listening

- Ask sts to look at the names of exercise.
the three interviewees, and the Key: 1. B 2. D 3. C 4. B 5. A
list of careers, and then make Ex 3. Listen again and decide if the following statements
their own predictions for the are true (T), or false (F).
career each of them does.

This activity helps Ss to practice listening for specific

- Have Ss listen to the recording information.
and match the career with each Key: 1. F

2. F

3. T

4. F

5. T

IV. After- listening.

interviewee
IV. After- listening.

- Group work.

- Have Ss compare their answers Ex 5. Work in groups of three. Ask and answer about
in pairs.

lifelong learner they know.

- Check the answers as a class.

The aim of this follow-up activity is to provide

- Ask Ss to look through all the opportunities for Ss to express their viewpoints in freer
statements and guess the answers communication practice.
based on their first listening.

- Who she is/ - how she learns/ - why she learns

- Have Ss listen to the recording V. Consolidation (3 mins)
again

and

decide

if

the - Vocabulary related to the topic of new ways to learn


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statements are true (T), false (F) - Talk about your gender equality in your local areas
or not given (NG)

- Listening skills

Wrapping – up:

VI. Homework: (1 min)

- Ask Ss what they catch through - Vocabulary related to leaving school and choosing a
the listening text.

career
- listening skills: - the positive and negative points of some
careers.

- Do the tasks again.
- Read Unit 9 - writing at home.

E. Evaluation:
......................................................................................................................................................
Date of preparation: ……./…../
PERIOD 98:

Date of teaching: ……./……./
UNIT 10: LIFELONG LEARNING
LESSON 6. WRITING

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: Sts will be able to:
- For vocabulary; words and phrases related to the characteristics of lifelong learning.
- For pronunciation, get to know intonation of questions.
- For grammar, conditional clauses - type 3, mixed conditionals of type 2 and type 3.
2. Skills: - To help learners get started with 4 skills in Unit 10
- Writing: Write a description of a bar chart about barriers to lifelong learning.
3. Attitudes: - To help Ss get started for Unit 10 with the topic lifelong learning.
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 10 - Writing at home


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III. PROCEDURE

1. Class organization (1 minute)
2. New lesson (40 minutes)
Teacher’s activities

Students’ activities

A. Warm -up

A. Warm –up - Oral work

- Inform the class of the lesson Ex 1. Complete the sentences describing the five
objective: writing a job essay of barriers.
B Pre-writing.

description to describe barriers to
lifelong learning.
B. Pre-writing.

- Oral work.
Ex 2: Read the job advertisement. Make a list of the

- Ask Ss to read the chart.

qualities and experience you may need for the job.

- Fill in the gaps.

The aim of this activity is to provide a job

- Answer any other questions ss may advertisement for Ss to analyse.

ask about the suggestions.

Suggested sentences

- Ask Ss to read the advertisement Lack of time was the second most important barrier.
and make a list of the personal Or Lack of time rank second in the chart of the barriers
qualities and experience they may which inhibit lifelong learning.
need for the job.

1. showed/ picked

- Help them with different types of 3. interviewed/ asked
transformation writing.

2. the second rate
4. accounted for

5. A minority/ A very small number

III. While you write.

C. While you write.
- Pair work.
Ex 3: Write a description in the form of an essay of
around 150-180 words basing on the suggestions.
The bar chart shows the results of a survey of
approximately 500 employees about barriers to
lifelong j[ learning. The survey found that there are
five barriers that prevent people from participating in

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lifelong learning. However, these barriers are not
- Get two Ss to write the essay on equally important.
the paper.
-

Have

Lack of finances is rated by most of the survey
Ss

write

their

drafts participants as the most important factor. More than

individually and then exchange their three quarters (77%) of those who responded to the
writing with a partner for peer survey reported that it was their main problem. The
feedback.

second important factor is the lack of time. This was

- Encourage Ss to make revisions.

identified as a barrier by 66% of the research

- Collect some of the Ss’ final drafts participants (almost two-thirds)

and give written comments.

Two more factors were picked by about one-fifth of the
participants. These were the unawareness of the
importance of lifelong learning (22%) and the
irrelevance of the subjects available (20%). A small

- Write Ss’ typical errors on the minority of participants reported a lack of interest in
board and elicit self - correction and learning (10%).
peer -correction.

In conclusion, the top two factors that prevent
employees from participating in lifelong learning are

D. After you write
- Give them oral feedback after all.

lack of finances and lack of time. It is clear that
priority must be given to them when encouraging

- For short text, ask Sts to revise employees to pursue further education
D. After you write

their writing according to their
peer’s suggestion.

Feedback and correction
- Group work

- Oral work

IV. Consolidation (3 mins)

- Vocabulary related to lifelong learning
- Writing skills: write a description.
V. Homework: (1 min)
- Writing skills: rewrite a description of lifelong


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learning
- Do the tasks again
- Read Unit 10 – communication and culture
IV. Evaluation:
......................................................................................................................................................
Date of preparation: ……./…../
PERIOD 99:

Date of teaching: ……./……./
UNIT 10: LIFELONG LEARNING

LESSON 7. COMMUNICATION AND CULTURE
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus Sts will be able to:
- For vocabulary; words and phrases related to the characteristics of lifelong learning.
- For pronunciation, get to know intonation of questions.
- For grammar, conditional clauses - type 3, mixed conditionals of type 2 and type 3.
2. Skills

- Reading; - Speaking; - Listening; - Writing.

- Develop listening skills and talk about a lifelong learner.
3. Attitudes - To help Ss get started for Unit 10 with the topic lifelong learning.
- To provide Ss some motivation
II. PREPARATION
1. Teacher

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching
2. Students - Read through English Unit 10 – communication and culture at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
Teacher’s activities

Students’ activities

Summer jobs

I. Communication: Oral work


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- Ask Ss to look at the four 1. Listen to Peter, Jane, and Mary talking about their
pictures and brainstorm some summer jobs. What does each person do? Write his/her job
ideas about the lifelong learner

under each picture.

- Play the recording for Ss and This activity will help Ss to practice listening for specific
ask them to fill in the gaps.

information.

- Ask Ss to work with a partner Key: 1. continuous self-motivation 2. Travelling and work
to compare their answers.

3. Writing words, glancing at them 4. reading in libraries

- Based on their first listening, - Oral work
ask Ss to look at the questions Ask and answer the given questions.
and answer them as best they a. How many languages could uncle Ho speak?
can.

b. How did he learn them?

- Play the recording again for c. How long did he learn them?
II. Culture.

Ss to listen and tick and write
notes in the space given.

Life-long learning in Australia and Singapore

- Have Ss compare their - Do the task in pairs.
answers in groups.

Ex 1. Read the text about a year out and answer the

- Check the answers as a class.

questions that follow.

- Ask pairs of students to This activity aims to provide Ss with more knowledge about
answer the questions.

the practice of taking a year out, also known as a gap year as

- Tell the pairs to discuss how practiced by young people in UK.
the answers.

Key

- Ask Ss to do the ex.

1. To increase individual income and employment security;

- Have them read the passage to help businesses and organizations to be more competitive;
first, then ask them if there are to keep up with global development.
any new words they need.

2. To get a good job and meet their employers’ demands.

- Have Ss read the questions 3. To build the future and strengthen social security.
and answer them in pairs.

4. It enables Singaporeans to actively take responsibility for

- Ask Ss to compare their their learning throughout their lives by attending various


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answers.

courses.

- Check the answers as a class.

- Work in pairs and do the task.
Ex 2. Discuss the questions with a partner.
- This follow up activity provides an opportunity for Ss to

- Ask Ss to work in pairs and relate the text content to their situation in Vietnam
discuss the questions.
-

Invite

some

pairs

The Vietnamese government should organize national
or competitions./ disseminate general as well as specified

individuals to present their knowledge among people.

ideas in front of class.

4. Consolidation (3 mins)

- Encourage other Ss to give - Talk about lifelong learning in Vietnam
comments.

5. Homework: (1 min)
- Talk about disadvantages of lifelong learning and Read
Unit 10 - Looking back and Project at home

E. Evaluation:
….………………………………………………………………………………….
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