Kế hoạch bài dạy Tiếng Anh Lớp 12 - Tuần 1-8 - Năm học 2023-2024 - Trường THPT Đoàn Kết

 TUẦN 1
Period 1
 INTRODUCTION OF ENGLISH 12
 Date of preparation: 1/ 9/ 2023
 Date of teaching: 
I. Objectives: By the end of the lesson, students will be able to:
- recognize the theme, the topic and the units as well as the parts of each unit they are 
learning during their learning progress
- define the way to do the kinds of test such as the oral test, the fifteen - minute tests and the 
forty-minute written tests.
- discuss how to learn the content of the textbook in an effective way
II. Methods: Integrated, mainly communicative approach
III. Teaching aids: : textbook, boards, and colored chalks 
IV. Procedure:
Time/Stages Learning activities Language focus Modes
 * Game: Lucky Number
 - two groups and plays the 
 game.
 - The leader of each group 
 chooses a number for their own 
 group and does the following 
 requirement in each question. If 
 the answer is correct, they will 
 get 10 marks. Group work
 1. Lucky Number
 Making the dialogue
 2. How many girls are there in 
Warm-up your class?
(10 minutes) 3. Do you know what your 
 English teacher’s name is?
 4. Lucky Number
 5. What do you prepare for this 
 semester?
 6. Do you like studying 
 English? Why or Why not?
 7. How do you learn English 
 well?
 8. Do you speak English 
 fluently?
 - T leads Ss in the lesson.
 A. Content: Including 4 The whole 
 themes: class
Presentation 
 1. Our lives: Unit 1→ Unit 3 
1
 (3 topics).
(20 minutes)
 2. Our Future: Unit 4 → Unit 5 
 (2 topics). 3. Our society: Unit 6 → Unit 8 
 (3 topics).
 4. Our environment: Unit 9 → 
 Unit 10 (2 topics).
 B. The design of each unit in 
 the textbook: Including 8 
 parts:
 1. Getting started: Introducing 
 the overall topic of the unit
 2. Language: Learning 
 vocabulary, grammar and 
 pronunciation
 3. Reading: Developing reading 
 skills and providing Ss with 
 language and ideas about the 
 topic
 4. Speaking: Developing 
 speaking skills and encouraging 
 Ss to apply and share their own 
 knowledge
 5. Listening: Developing 
 listening skills
 6.Writing: Developing writing 
 skills and helping Ss cope with 
 ideas and necessary language
 7. Communication and culture: 
 providing Ss with an 
 opportunity for further practice 
 and consolidation of the skills 
 and the language learnt 
 previously in the unit.
 8. Looking back and project: 
 - Revising and consolidating 
 of the language in the unit
 - Providing Ss with an 
 opportunity to apply the 
 language and skills they learnt 
 throughout the unit to perform a 
 task in a realistic situation
 - After 2 units, Ss have one 
 period for test themselves. It 
 helps them test themselves 
 about what they’ve learnt.
 C. Tests: The whole 
 1- Checking frequency class
Presentation 
 knowledge for the previous 
2 (9 minutes)
 lesson.
 2- Fifteen minutes test (2 times 
 for each semester) 3- Forty minutes test (2 times 
 for each semester)
 4- Semester test (Once for each 
 semester)
 D. The new point in learning 
 English 12
 - Communicative method 
 /approach.
 - Task - based method 
 /teaching.
 - The book is designed with 4 
 skills.
 - Complete and various tests.
 - Learner - centered approach.
 E. Some requires of students
 - 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 St has a notebook and 
 book (student book and work 
 book)
 - Ask Ss some questions - T Ss
 relating to the textbook as well 
 as the requirements during their 
 learning progress
 + How many units in the 
Consolidation
 textbook?
 (5 minutes)
 + How many parts in each unit?
 + Which parts in each unit?
 + How many tests? Which 
 ones?
 - Prepare for Unit 1: Life stories The whole 
Homework
 (Lesson1: Getting started) class
(1 minute) UNIT 1: LIFE STORIES
 Date of preparation: 2/ 9/ 2023
I. Aims:
1. Knowledge: By the end of the lesson, Ss will be able to identify information about two 
people’s life stories: Sir Arthur Conan Doyle, the creator of Sherlock Holmes
- Language: 
+ Vocabulary: Words and phrases related to people’s life stories 
+ Pronunciation: identify and pronounce homophones correctly
+ Grammar: use the past simple and the past continuous to talk about past actions or events; 
use articles 
2. Skills: By the end of the lesson, Ss will be able to:
+ read for specific information about two people’s life stories 
+ talk about a historical figure 
+ listen for specific information in a talk show about privacy and lessons learnt from 
people’s life stories 
+ write a life story 
II. Method: Integrated, mainly communicative approach
III. Teaching aids:
- A cassette player and the tape, computer and projector
- Pictures in the textbook and other material (if available)
IV: Anticipated problems:
- Ss can find it difficult listening to the passage to get specific information to answer 
questions 
- Ss may have troubles in practicing their writing
- Ss may have no effective time to do project tasks
V. Procedure: 
Period 2
 LESSON 1: GETTING STARTED
1. Objectives: By the end of the lesson, Ss will be able to define the lexical items related to 
people’s life stories, and distinguish the past simple and the past continuous.
2. Teaching aids:Textbook, chalks, and pictures in textbook, cassette player, and tape.
3. Procedure:
 Stages + time Learning activities Language focus Modes
Warm up (5 - Ask Ss to answer Individual
minutes) the questions:
 1. Who is your favourite 
 singer / footballer / ?
 2. Why do you like him / 
 her?
 Possible answers: 
 1. My favourite singer/ 
 footballer is Sơn Tùng/ David 
 Beckham.
 2. I like Sơn Tùng most 
 because he not only sings 
 beautifully but he is also 
 really handsome.
 - Lead to the new lesson New lesson Activity 1: 
8 minutes - Ask Ss to look at the Vocabulary: The whole 
 picture on page 6 and answer + Waver (v)phân vân class
 questions: + Stimulate (v) kích 
 +Do you know who they are? thích, khuyến khích.
 +What do you know about + Innovation (n) sáng 
 them? kiến
 - Give comment and give + Inspire (v): truyền 
 the suggested answer cảm hứng
 They are talking about three 
 people: Steve Jobs, Michael 
 Jackson, and Christine Ha.
 - Tell Ss that they are going to 
 listen to a conversation 
 between the two students. 
 - Play the recording for Ss to 
 listen and read silently.
7 minutes Activity 2: Read the 
 conversation again. Decide 
 whether the statements are 
 T or F. 
 - Ask Ss to work individually Individual, 
 first, and then in pairs to then pair 
 decide whether the work
 statements are true, false, or 
 not given.
 - Encourage Ss to provide 
 reasons for their answers.
 - Get Ss to refer back to 
 the conversation to get the 
 necessary information.
 Key 1. T 2. NG 
 3. F 4. F 5. T
10 minutes Activity 3: Discussion
 - Have Ss read the question 
 and discuss their answers 
 with a partner.
 - Encourage Ss to give Pair work
 other reasons in addition to 
 those mentioned in the 
 conversation (e.g. Steve Jobs: 
 a pioneer of the 
 microcomputer revolution, a 
 creative entrepreneur; 
 Michael Jackson: a good 
 dancer with complex dance 
 techniques, an influential 
 singer and songwriter). 
 - Elicit some answers and write the best ones on the 
 board
 Possible answers:
 1. If I were Quang, I would 
 choose to talk about Steve 
 Jobs because he is amazingly 
 talented - he was an 
 entrepreneur, marketer, and 
 inventor, who was the co-
 founder, chairman, and CEO 
 of Apple Inc.
 2. If I were Quang, I would 
 choose to talk about Michael 
 Jackson because he was a 
 wonderful singer, a 
 professional dancer, a great 
 song writer, a leading record 
 producer, and a popular 
 actor.
6 minutes Activity 4: Find the words 
 in the conversation that have 
 the same sounds as the 
 following.
 - Explain briefly to Ss that The homophones. The whole 
 many English words (or class
 combinations of words) may 
 have the same pronunciation, 
 but different spellings and 
 different meanings. They are 
 called homophones. 
 - Have Ss say aloud the five 
 given words. 
 - Ask Ss to read the 
 conversation again and find 
 the words that have the same 
 sound as the given ones.
 Key 1. two 2. I 
 3. see 4. won 5. Know
6 minutes Activity 5: Read the 
 conversation again and write 
 the correct tenses of the 
 verbs in brackets.
 - Ask Ss to give the correct The past simple and the Individual
 tenses of the verbs in past continuous
 brackets first, and then has Ss 
 read the conversation to 
 check their answers. 
 Feedback: 1. became, 
 wasn’t 2. felt, was creating
Consolidation - Ask Ss: “What can you 
(2 minutes) learn today?” The whole 
 + The vocabulary related to class
 the topic
 + The homophones.
 +The past simple and the past 
Homework (1 continuous
minute) - Learn all the above 
 knowledge
 - Pepare fofr the next lesson: 
 Language
Period 3
 LESSON 2. LANGUAGE
 Date of preparation: 3/9/ 2023
 Date of teaching: 
I. Objectives: By the end of the lesson, Ss will be able to apply the words and phrases 
related to people’s life stories and pronounce homophones correctly in connected speech
II. Teaching aids: Textbook, chalk, board and projector
III. Procedure:
 Stages + time Learning activities Language focus Modes
Warm up (6 - Ask Ss the questions: The whole 
minutes) + What’s his / her name? class
 + What does he / she do? 
 + What is he / she famous for?
 + Does he / she inspire you to 
 do anything
 + What is it?
New lesson
Vocabulary Activity 1: Write the words The vocabulary:
(12 minutes) given next to their meanings. + Distinguished Individual
 - Help Ss to guess the meaning (adj)
 of five words by writing their + Respectable (adj)
 base forms on the board: + Generosity (n)
 distinguish, achieve, respect, + Achievement (n)
 talent, generous + the adjective-
 - Add suffixes to these base forming suffixes (- The whole 
 forms (e.g. talented) ed, -able) class
 - Draw Ss’ attention to the + the noun-forming 
 adjective-forming suffixes (-ed, suffixes (-ity, -ment)
 -able), the noun-forming 
 suffixes (-ity, -ment
 and the change in word form 
 when a suffix is added to the 
 base (e.g. generosity). 
 - Ask Ss to work in pairs to match the words with their 
 meanings. 
 - Check and give the answers 
 Key 1. talented 2. 
 distinguished 
 3. respectable 4. generosity 
 5. Achievement
6 minutes Activity 2: Complete the 
 sentences with the correct 
 forms of the words in 1.
 - Ask Ss to pay attention to the Pair work
 grammar when using the words 
 in 1. When using a noun, Ss 
 need to consider its suitable 
 form (singular or plural). 
 - Have Ss complete the 
 sentences individually, and 
 then compare their answers in 
 pairs. 
 - Check answers as a class. 
 Key 1. distinguished 
 2. talented 
 3. achievements 
 4. respectable 
 5. generosity
Pronunciation Activity 1: Listen and write
12 minutes Ask Ss to practice saying the The homophones The whole 
 pairs of homophones using the class
 correct pronunciation. 
 - Tell Ss that they are going to 
 listen to the recording and write 
 the words they hear in the 
 blanks. 
 - Ask them to read the two 
 sentences a) and b) carefully, 
 and decide on the part of 
 speech of the missing words. 
 - Play the recording. Pause 
 after the first pair of sentences 
 and focus Ss’ attention on the 
 homophones. 
 - Play the rest of the recording
 - Ask Ss to write down all 
 words with the same 
 pronunciation while listening.
 - Explain that they will have a 
 chance to select the correct one 
 later on. Pause the recording 
 after each pair of sentences, if necessary. 
 - Have Ss work in pairs, 
 discussing the meaning of each 
 word and choosing the correct 
 one for each sentence.
 - Check answers as a class. 
 Key: 
 2. a) allowed b) aloud 
 3. a) write b) right 
 4. a) new b) knew 
 5. a) here b) hear 
 6. a) been b) bean 
6 minutes Activity 2: Listen and repeat
 - Play the recording again. Individual, 
 - Have Ss repeat each sentence then pair 
 chorally. work
 - Ask them to read the 
 sentences in pairs.
 - Give comment
Consolidation - Ask Ss “What can you learn The whole 
(2 minutes) today?” class
 + The vocabulary related the 
 topic
 + The homophones
Homework - Complete all the exercises
 (1 minute) - Prepare for Grammar TUẦN 2
Period 4
 LESSON 2. LANGUAGE (Cont)
 Date of preparation: 3/ 9/ 2023
 Date of teaching: 
I. Objectives: By the end of the lesson, Ss will be able to define and distinguish the past 
simple and the past continuous; definite and indefinite articles
II. Teaching aids: Textbook, chalk, board and projector
III. Procedure:
 Stages + time Learning activities Language focus Modes
Warm up (5 - Let Ss watch a video and Individual, 
minutes) ask them write the verbs used then pair 
 in the past simple or the past work
 continuous as many as 
 possible
Grammar Activity 1: Put the verbs in 1. The simple past tense The whole 
12 minutes brackets in the past simple a. “Tobe” class
 or the past continuous. S + was/were + adj/Noun
 - Have Ss review the use of the Ex: She was an attractive 
 past simple and the past girl. 
 continuous; b. “Verbs”
 - Ask Ss to look at the S + V – ed
 Remember box Ex: I started loving him 
 - Draw their attention to the when I was the first year 
 examples and asks them student. 
 guiding questions: 2. The continuous past 
 + In the first example, which tense
 verb indicates an action in S + was/were + V – ing
 progress? Ex: She was playing 
 +Which verb indicates a piano lonely at night 
 shorter action that interrupts when a thief broke the 
 it? window to get in. 
 + What kind of action does * Use:
 the second example indicate? - The past continuous is 
 + Why is the adverb used to talk about a past 
 “always” used? action in progress, and Individual
 - Ask Ss to read each the past simple to talk 
 sentence carefully and decide about a shorter action that 
 which action is in progress interrupted it
 and which one is a shorter - The past continuous can 
 action that interrupts it. be used with always/ 
 - Draw their attention to constantly to describe 
 sentences 4 and 6, in which repeated or irritating 
 always and constantly are actions or events in the 
 used. past. It is similar to ‘used Pair work
 - Have Ss complete the to’, but usually has 
 sentences in pairs. negative meaning.
 - Check and give the correct