NeoEdu
Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 7. Review 2

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (92 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to use the present perfect to describe past change connected to now, with for/since and the structure 'this is the first time + present perfect'.
  • By the end of the lesson, Ss will be able to form and use double comparatives (busier and busier, more and more crowded, less and less quiet) and correlative comparatives (The more…, the more…).
  • By the end of the lesson, Ss will be able to distinguish simple, compound and complex sentences and choose a suitable connector for the intended relationship.
  • By the end of the lesson, Ss will be able to pronounce weak forms in connected speech (/ðə/, /kən/, /tə/) and use contrastive stress on auxiliary and modal verbs (I CAN help, She HAS completed, You MUST check).

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the grammar and pronunciation rules from memory first, then check them against the notes and correct their own errors.
  • Communication and collaboration: Ss work in pairs and small groups to explain rules, read sentences aloud, give peer feedback and present their paragraphs to the class.
  • Problem-solving and creativity: Ss diagnose why an answer is wrong, explain the changed focus when stress moves, and create their own sentences about changes in their hometown.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, read exercise items aloud, answer questions orally and write a short paragraph describing urban change.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the present perfect, comparatives, connectors and sentence structures accurately, and produce weak forms and contrastive stress intelligibly.

3. Personal qualities

  • Diligence: Ss complete all exercises and record their reading practice at home, reviewing their errors until the answers are correct.
  • Responsibility: Ss take turns in pair work, finish the assigned tasks within the time limit and give accurate feedback to their partners.
  • Honesty: Ss assess their own pronunciation and exercise answers truthfully, and admit when a sentence is still unclear or incorrect.

II. Teaching aids and materials

1. Teacher

  • Student book English 12 Global Success, Review 2 – Language
  • Projector or interactive whiteboard with slides of example sentences and the eight multiple-choice items
  • Audio or teacher's model reading of the connected speech sentences
  • NeoEdu online lesson page with grammar notes and interactive exercises: neoedu.vn/learn/12/english/review-2-language
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and answer key for the practice items

2. Students

  • Student book and notebook
  • Pen or pencil
  • Worksheet 1 and Worksheet 2
  • Smartphone or device to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Recalling the language of the unit

a) Aims

Ss activate prior knowledge of the present perfect, comparatives and sentence types before the review. (Period 1)

b) Content

Ss look at four sentences on the board and answer quick questions:

  • The area has become busier.
  • Housing is getting more and more expensive.
  • Mai and Nam applied.
  • Because the deadline was near, we checked the forms.
    Questions: Which tense is used in sentence 1? Why? Which structure shows progressive change in sentence 2? Which sentence has a subordinate clause?

c) Expected outcomes

Ss give short answers: sentence 1 uses the present perfect because the past change still matters now; sentence 2 uses more and more with a long adjective; sentence 3 has one independent clause with a compound subject; sentence 4 is complex because it contains the subordinate clause 'Because the deadline was near'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentences on the board and says: 'Look at these sentences. Answer the questions quickly without opening your books.'

    Students

    Ss look at the sentences and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute of silent thinking, then asks Ss to raise hands.

    Students

    Ss think individually and prepare short answers in their heads or in notebooks.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to answer. T asks: 'Who can add more?'

    Students

    Expected answers: 'The present perfect shows a change that continues to now.' 'More and more is used with long adjectives.' 'Sentence 3 is simple, even with a compound subject.' 'Sentence 4 is complex because of because.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Today we will review these structures in detail and practise them.' T writes the lesson title on the board.

    Students

    Ss copy the lesson title and the main focus of the period into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Present perfect, comparatives and correlative structures

a) Aims

Ss review and explain the use of the present perfect with for/since and first-time experience, double comparatives and correlative comparatives, and avoid confusing percentage points with percentage change. (Period 1)

b) Content

Ss work in pairs with Worksheet 1, Part A. They read the examples in the Retrieve the language section and answer:

  1. Why do we use the present perfect in 'The area has become busier'?
  2. What is the difference between for and since? Give one example for each.
  3. Why is 'This is the first time I have visited this district' correct?
  4. How do we form double comparatives with short and long adjectives?
  5. What does 'The more people travel, the more capacity is needed' show?
  6. What is the difference between percentage points and percentage change when describing urban shares?

c) Expected outcomes

Ss complete Worksheet 1, Part A with the following key ideas:

  • Present perfect: past change that is still relevant now, e.g. 'The area has become busier.'
  • For + period of time (for ten years); since + starting point (since 2015).
  • First-time experience: 'This is the first time I have visited this district.'
  • Short adjectives: busier and busier; long adjectives: more and more expensive, less and less quiet.
  • Correlative comparatives show association: The more…, the more…
  • Percentage points measure the difference between two percentages; percentage change measures the relative change of a value.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Work in pairs. Read the examples and answer questions 1 to 6 in Part A. You have 6 minutes.'

    Students

    Ss receive Worksheet 1 and read the examples in the student book.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to pairs and gives hints, e.g. 'Think about whether the change is finished or still continuing.'

    Students

    Pairs discuss and write answers. Expected answer for question 2: 'for ten years' (a period) and 'since 2015' (a starting point).

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read their answers aloud and invites other pairs to comment.

    Students

    Ss read answers. Expected answer for question 6: 'The share rose from 40 to 45 percent is 5 percentage points, but a 12.5 percent change.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: present perfect for past change to now, for/since, first-time experience, double comparatives, correlative comparatives, and percentage points vs percentage change. T shows NeoEdu grammar notes for self-study.

    Students

    Ss correct their Worksheet 1 Part A and copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Simple, compound and complex sentences

a) Aims

Ss classify sentences as simple, compound or complex, and choose appropriate connectors for the intended relationship. (Period 1)

b) Content

T writes three sentences on the board and Ss work in groups of four using Worksheet 1, Part B:

  1. Mai and Nam applied.
  2. Mai applied, and Nam prepared the display.
  3. Because the deadline was near, we checked the forms.
    Groups identify the type of each sentence and explain why. Then they complete: 'She was inexperienced, ___ she prepared carefully.' with because of / despite / unless of / but, and explain the choice.

c) Expected outcomes

Ss record the following in Worksheet 1, Part B:

  • Sentence 1: simple (one independent clause; 'and' joins two subjects, not two clauses).
  • Sentence 2: compound (two independent clauses joined by 'and').
  • Sentence 3: complex (contains a subordinate clause with 'because').
  • Gap-fill: D. but, because the two independent clauses contrast.
    Key rule: a sentence with 'and' is not automatically compound if 'and' joins only words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'In groups of four, decide the type of each sentence. Then choose the best connector for the gap-fill. Each group needs one reporter.'

    Students

    Ss form groups, read the sentences and receive Worksheet 1, Part B.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions, e.g. 'How many independent clauses does sentence 1 have?' 'What does because do in sentence 3?'

    Students

    Groups discuss. Expected answer: 'Sentence 1 has one clause; the subjects are joined by and.'

  3. Teacher

    Step 3: Report and discussion

    T calls on one reporter per group to present the answers. T asks: 'Why is but correct and not because of?'

    Students

    Expected answer: 'Because the two clauses are contrasted: she was inexperienced, but she prepared carefully. Despite and because of are followed by nouns, not clauses.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the three definitions on the board: simple sentence = one independent clause; compound sentence = independent clauses joined by coordination; complex sentence = includes a subordinate clause. T stresses that the connector must match the relationship.

    Students

    Ss copy the definitions and correct their own Worksheet 1, Part B.

Activity 2.3: Knowledge formation · 13 minutes

Weak forms and contrastive stress in connected speech

a) Aims

Ss recognise and produce weak forms of unstressed words, and use contrastive stress on auxiliaries and modal verbs to correct or contradict. (Period 2)

b) Content

T models the sentence 'The bus can take us to the centre.' twice: first slowly, then at natural speed. T highlights weak forms: the /ðə/, can /kən/, to /tə/, and explains that content words carry the main beats. Then T models three sentences, first neutrally and then with contrastive stress:

  • I CAN help on Saturday (correcting 'I cannot').
  • She HAS completed the training (contradicting a doubt).
  • You MUST check the safety rules (strong necessity).
    Ss repeat chorally, then in pairs.

c) Expected outcomes

Ss can state the key points:

  • Articles, pronouns, prepositions and an uncontrasted auxiliary are weak in connected speech.
  • Content words carry the main stress.
  • Stressing an auxiliary (CAN, HAS, MUST) changes the focus to correct or contradict, without changing the words.
  • Weak forms depend on focus; the message must stay intelligible.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen carefully. Then repeat after me, first in chorus and then in pairs. Think about which words are weak and which are strong.'

    Students

    Ss listen and prepare to repeat.

  2. Teacher

    Step 2: Task performance

    T plays or models the sentences, pauses, and asks Ss to mark the stressed words in their books. T circulates and corrects pronunciation.

    Students

    Ss repeat in chorus, then practise in pairs. Ss underline strong and weak words in their books.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word is stressed in I CAN help? Why?' and 'What is the speaker correcting?'

    Students

    Expected answers: 'CAN is stressed to correct someone who says I cannot.' 'HAS is stressed to contradict a doubt about the training.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule: normally weak auxiliaries can carry contrastive stress. T reminds Ss to read the sentences first neutrally, then with the correction, and to keep the message clear.

    Students

    Ss note the rule in their notebooks and repeat the three sentences once more.

Activity 3.1: Practice · 18 minutes

Multiple-choice language practice

a) Aims

Ss apply the present perfect, comparatives, sentence types and connectors to choose the correct answers and explain their choices. (Period 2)

b) Content

Ss complete Worksheet 2 individually in 8 minutes, then compare answers in pairs and explain their choices using the rules from the explore stage. Items 1–8 are:

  1. The area ___ busier over the last decade. A. is become; B. has become; C. becomes yesterday; D. have become
  2. It is the first time I ___ this district. A. have visited; B. visit yesterday; C. had visit; D. am visit
  3. The streets are becoming ___. (busy) A. more busier; B. busy and more; C. busier and busier; D. busiest and busiest
  4. Housing is getting ___ expensive. A. much and most; B. most and most; C. more and more; D. more and most
  5. 'Mai and Nam applied.' is ___. A. a fragment; B. simple; C. complex; D. compound
  6. 'Mai applied, and Nam prepared the display.' is ___. A. a fragment; B. simple; C. a phrase; D. compound
  7. 'Because the deadline was near, we checked the forms.' is ___. A. complex; B. an imperative only; C. simple; D. a noun phrase
  8. She was inexperienced, ___ she prepared carefully. A. because of; B. despite; C. unless of; D. but

c) Expected outcomes

Answer key with explanations:

  1. B – a change continuing to now takes the present perfect.
  2. A – a first-time experience takes the present perfect.
  3. C – short adjectives use progressive comparative -er and -er.
  4. C – long adjectives use more and more.
  5. B – 'and' joins subjects, not two independent clauses, so the sentence is simple.
  6. D – two independent clauses are coordinated, so the sentence is compound.
  7. A – the 'because' subordinate clause makes the sentence complex.
  8. D – the two independent clauses contrast, so 'but' is correct.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Choose the best answer for each item. Then explain your choice to your partner. You have 8 minutes.'

    Students

    Ss receive Worksheet 2 and work individually.

  2. Teacher

    Step 2: Task performance

    T monitors. If Ss are stuck, T asks: 'Is the action finished or still continuing?' or 'How many independent clauses are there?'

    Students

    Ss complete the items individually, then exchange answers and explanations with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to items 1–8 and asks other Ss to confirm or correct.

    Students

    Expected answers: 'Item 1 is B because the change is still continuing.' 'Item 8 is D because the clauses contrast.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reveals the answer key and explains the most frequent mistakes, such as 'more busier' and 'because of' followed by a clause. T asks Ss to correct their own worksheets in a different colour pen.

    Students

    Ss check their answers, correct errors and note their mistakes in their notebooks.

Activity 3.2: Practice · 12 minutes

Reading connected speech aloud

a) Aims

Ss read the sentences for exercises 9 and 10 aloud, apply weak forms and contrastive stress, and self-assess their performance. (Period 2)

b) Content

Exercise 9: Read the practice below aloud twice: first slowly, then at a natural pace. Explain the unit's sound and stress focus and demonstrate it. Practice text: 'The bus can take us to the centre. Content words carry the main beats. Read it again stressing can to correct someone who says it cannot. Weak forms depend on focus; keep the message intelligible.'
Exercise 10: Read the practice below aloud twice: first slowly, then at a natural pace. Explain the unit's sound and stress focus and demonstrate it. Practice text: 'I CAN help on Saturday (correcting I cannot). She HAS completed the training (contradicting a doubt). You MUST check the safety rules (strong necessity). An auxiliary that is normally weak can carry contrastive stress. Read each sentence neutrally, then with the correction; explain the changed focus without changing the words.'

c) Expected outcomes

Self- and teacher-assessment on a scale of 10 points, teacher marks the final score:

  • Focus on unstressed words in connected speech (exercise 9) or stressing auxiliary and modal verbs (exercise 10): 4 points (2 points if the focus is inconsistent).
  • Sounds and syllables produced fully and clearly, with the message intelligible: 3 points (1–2 points if some parts are hard to understand).
  • Rhythm and intonation suitable for the sentence: 2 points (1 point if the reading sounds mechanical).
  • Explanation of the sound and stress focus given before reading: 1 point.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the practice texts for exercises 9 and 10 aloud twice: first slowly, then at a natural pace. Then explain the sound and stress focus before you demonstrate it.'

    Students

    Ss read the texts silently and mark the weak and strong words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read in pairs first, then T selects 3–4 Ss to read in front of the class. T listens and notes errors.

    Students

    Ss read aloud in pairs and give each other feedback on clarity and stress.

  3. Teacher

    Step 3: Report and discussion

    T invites volunteers to demonstrate and explain: 'What is the focus in this sentence? Why is CAN stressed here?'

    Students

    Expected answer: 'CAN is stressed because the speaker corrects someone who says I cannot. The meaning stays the same, but the focus changes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback using the scale and points out one strength and one improvement for each volunteer. T says: 'Retrieve the rule first, then use the explanation to diagnose your own error.'

    Students

    Ss note their score and one area to improve in their notebooks.

Activity 4: Application · 20 minutes

Describing urban change in my hometown

a) Aims

Ss use the present perfect, double comparatives, a compound and a complex sentence, and contrastive stress to describe and present changes in their hometown or neighbourhood. (Period 2)

b) Content

Ss write a short paragraph of 6–8 sentences describing how their hometown or neighbourhood has changed. The paragraph must include:

  • at least two present perfect sentences with for or since, and one with 'This is the first time…';
  • at least one double comparative (e.g. busier and busier, more and more crowded);
  • at least one compound sentence and one complex sentence with a suitable connector;
  • one sentence in which you use contrastive stress to correct a common misunderstanding about your hometown.
    Then Ss read the paragraph aloud to a partner, who checks the grammar and pronunciation.

c) Expected outcomes

A written paragraph of 6–8 sentences with correct structures, plus a spoken reading that uses weak forms and at least one contrastive stress. Example sentence: 'The town has become busier since the new bridge opened, and the streets are getting more and more crowded. Because the population has grown, more housing is needed.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write a short paragraph about changes in your hometown. Use the structures we reviewed. Then read it to your partner.' T shows the example sentences on the board.

    Students

    Ss read the requirements and the example, and think about their hometown.

  2. Teacher

    Step 2: Task performance

    T circulates, gives individual support and checks that Ss use at least one structure from each section. Ss write their paragraphs individually, then read aloud in pairs.

    Students

    Ss write their paragraphs (about 8 minutes) and then read aloud to a partner, who checks structures and stress.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to read their paragraphs to the class and asks the class to identify one present perfect sentence, one double comparative and one complex sentence.

    Students

    Ss read aloud. Classmates answer: 'Sentence 2 is complex because of since.' 'The double comparative is more and more crowded.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate and creative examples and gives brief corrections. T reminds Ss that the review is complete and invites them to check the NeoEdu exercises at home.

    Students

    Ss revise their paragraphs based on feedback and keep them in their notebooks.

Worksheets

Worksheet 1: Retrieve the language

Part A: Present perfect, comparatives and percentages
Complete the table with the structure, use and example for each item:

  • Present perfect for past change connected to now
  • for + period of time
  • since + starting point
  • This is the first time + present perfect
  • Double comparatives: short adjectives (busier and busier) and long adjectives (more and more expensive)
  • Correlative comparatives: The more…, the more…
  • Percentage points vs percentage change

Part B: Sentence types

  1. Mai and Nam applied. Type: ___ Reason: ___
  2. Mai applied, and Nam prepared the display. Type: ___ Reason: ___
  3. Because the deadline was near, we checked the forms. Type: ___ Reason: ___
  4. She was inexperienced, ___ she prepared carefully. Choose: A. because of B. despite C. unless of D. but. Your choice: ___ Reason: ___

Worksheet 2: Language practice (Exercises 1–8)

Choose the best answer (A, B, C or D) for each item.

  1. The area ___ busier over the last decade.
    A. is become B. has become C. becomes yesterday D. have become
  2. It is the first time I ___ this district.
    A. have visited B. visit yesterday C. had visit D. am visit
  3. The streets are becoming ___. (busy)
    A. more busier B. busy and more C. busier and busier D. busiest and busiest
  4. Housing is getting ___ expensive.
    A. much and most B. most and most C. more and more D. more and most
  5. 'Mai and Nam applied.' is ___.
    A. a fragment B. simple C. complex D. compound
  6. 'Mai applied, and Nam prepared the display.' is ___.
    A. a fragment B. simple C. a phrase D. compound
  7. 'Because the deadline was near, we checked the forms.' is ___.
    A. complex B. an imperative only C. simple D. a noun phrase
  8. She was inexperienced, ___ she prepared carefully.
    A. because of B. despite C. unless of D. but

Explain your answer for items 5–8 in one sentence each.

Homework

  • Complete the NeoEdu interactive exercises for Review 2 – Language at neoedu.vn/learn/12/english/review-2-language, and note any item you answered incorrectly.
  • Rewrite your hometown paragraph from the Application activity, correcting any mistakes identified in class, and add one more compound or complex sentence.
  • Record yourself reading the sentences from Exercises 9 and 10 twice (slowly, then at natural speed), listen to the recording and identify one weak form and one contrastive stress you produced well. Bring the recording or your notes to the next lesson.
  • Review the present perfect, double comparatives and the three sentence types, and prepare to answer a quick retrieval quiz at the start of the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.