Giáo án Tiếng Anh 12 - Unit 1: Home Life

wer then call another comment. - Ask sts to answer some questions about their family. Lead to new lesson Unit 2: Home life- A. Reading 1 - Complete this sentnece: . build the house .make it home. - Exchange answer with their partners. Expected answer: Men build the house and women make it home. Ss listen to T Unit 2: Home life- A. Reading 1 2. Presentation ( T-Ss -10 min) Act 2:Pre-teach vocab. work on (v): shift [∫ift] (n): ca lab [læb] (n): = laboratory [lə'bɔrətəri] è PICTURE join hands [dʒɔin hænd] (v): chung tay responsibility [ri,spɔnsə'biləti] (n) [For]: trách nhiệm run (v): điều khiển, tổ chức give somebody a hand (with something): help lend a hand (with something): mischievous ['mist∫ivəs] (a): tinh nghịch, tinh quái, ranh mãnh, láu lỉnh close-knit ['klousnit] khăng khít come up (v): tới gần, đến gần ,được nêu lên, được đặt ra Help SS pronunciate these words - Ask students to read up in chorus twice. - Ask students to read up in individuals - Checking vocab:Game: Slap the board Ss try to give the meanings. Take notes - Read in chorus twice -Read individually Play game Vocabulary: work on (v): shift [∫ift] (n): ca lab [læb] (n): = laboratory [lə'bɔrətəri] join hands [dʒɔin hænd] (v): chung tay responsibility [ri,spɔnsə'biləti] (n) [For]: trách nhiệm run (v): điều khiển, tổ chức give somebody a hand (with something): help lend a hand (with something): mischievous ['mist∫ivəs] (a): tinh nghịch, tinh quái, ranh mãnh, láu lỉnh close-knit ['klousnit] khăng khít come up (v): tới gần, đến gần ,được nêu lên, được đặt ra 3. Practice(T-Ss-S 17 min) Act 3: Choose the best answer (handout) - Ask Ss to choose the best answer individually - Give feedback. Act 4: Gap-fills (10’) Ask Ss to use the words given to fill in the blanks (work in pairs) Call some Ss to answer and give feedback Ask Ss to tranlate these sentences - Choose the best answer individually EA: * 1.b 2. c 3. c 4. c 5. c 6. a 7. a 8. d 9. b 10. d Work in pairs Listen and comment Take notes EA: * 1. under 2. obediently 3. supportive 4. Ø 5. household chores 6. garbage 7. obedient 8. close-knit 9. supportive 10. base H/O: Choose the best answer You are old enough to take _______ for what you have done. a. responsible b. responsibility c. responsibly d. irresponsible These quick and easy _______ can be effective in the short term, but they have a cost. a. solve b. solvable c. solutions d. solvability John is _______ only child in his family so his parents love him a lot. a. a b. an c. the d. no article According to the boss, John is the most _______ for the position of executive secretary. a. supportive b. caring c. suitable d. comfortable She got up late and rushed to the bus stop. a. came into b. went leisurely c. went quickly d. dropped by Billy, come and give me a hand with cooking. a. help b. prepared c. be busy d. attempt Whenever problems come up, we discuss them frankly and find solutions quickly. a. .happen b. encounter c. arrive d. clean What are the _______ of that country? - I think it is some kinds of cheese and sauces. a. drinks b. beverages c. grains d. special dishes Peter tried his best and passed the driving test at the first _______. a. try b. attempt c. doing d. aim Where is Jimmy? - He is ____ work. He is busy ____ his monthly report. a. on / for b. in / about c. to / through d. at / with * 1.b 2. c 3. c 4. c 5. c 6. a 7. a 8. d 9. b 10. d With greatly increased workloads, everyone is _______ pressure now. He was looking at his parents _______, waiting for recommendations. The interviews with parents showed that the vast majority were _______ of teachers. Billy has been seriously ill, and he was taken to _____ hospital yesterday My husband and I both go out to work so we share the _______. You should not burn _______. You had better dig a hole and bury it. He was very respectful at home and _______ to his parents. One of Vietnamese traditions is a belief in _______ families and in preserving their cultures. He was _______ when I had those problems and said whatever I did he would stand by me. He was determined to give his family a secure and solid _______. 4. Free practice (10 min) T-Ss (5’) 5’ T-Ss- Act 5 (T-Ss ) : Ask SS to work in groups to write 3 sentences using the learnt words Go around and give help if necessary. Call on some students to give their answer Give necessary correction Act 6 (T-Ss- 5’) Talk about your family/ your home life. -Do as directed individually Ea: optional - Ss’right answers 5. Summary (T-Ss1 min) What have we learned today? vocabulary about home life 6. Homework assignment (1 min) T assigns homework: Write 5 sentences about home life, using the learnt words Take notes Homework Write 5 sentences about home life, using the learnt words Reflexions: Date of preparation : Unit 1: HOME LIFE Date of teaching : A. READING 2 (cont’) Period : I. Aims: Help Ss develop reading skills 1. Contents of language - Vocabulary: work on, shift, lab, join hands, responsibility, run, give somebody a hand (with something), lend a hand (with something), mischievous, close-knit, come up 2. Knowledge: By the end of the lesson, SS will be able to - read and understand the passage about home life. 3. Skills: - Main skill: Reading - Sub skills: Speaking, listening, writing 4. Attitude: Being aware of the importance of home life 5. Ability: - Ability to use the learnt vocabulary in the previous lesson to exploit the passage further - Ability to use the learnt vocabulary to communicate in our daily II. Teacher and Students’ preparations 1. Teacher: Projector, pictures, chalks, board, H/O, charts 2. Students: Books, notebooks, pictures III. Techniques: McQ, Asking and answering IV. Procedures STAGES/TIME FOCUS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS 1. Warm up (T-Ss- 7 min) Act 1: Oral test Call on two students on board Ask Ss to write down the learnt words based on given cues. Ask ss to talk about their family Give feedback and give marks Lead to new lesson Unit 1: Home life- A. Reading 2 (cont’) Work individually Do as directed Ss listen to T Ss answer Ss listen to T Unit 1: Home life- A. Reading 2 (cont’) 2. Before reading ( T-Ss -4 min) Act 2:Ask SS to guess about the home life in the passage Answer 3. While reading (T-Ss-S 18 min) Task 1- Matching - Read the reading passage and match each of the paragraphs with its appropriate heading. - Go around and offer help. - Call on some sts to give answers - Give feedback. Task 2: True/ False statements - Stick a poster on the board - Ask sts to read the passage again and decide whether the statements are T or F - Ask sts to exchange the answers with a partner. - Call on some sts to give answer and the reasons. - Check and give feedback. - Read through the text and match. - Give answers. Expected answers : Paragraph 1. C Paragraph 2. D Paragraph 3.A Paragraph 4. B - Read passage and decide True/ False statements.. - Exchange answers with another student. Give answer. Expected answer: a. F b. T c. T d. F e. T Task 1- Matching Paragraph 1. C Paragraph 2. D Paragraph 3.A Paragraph 4. B Task 2: True/ False statements a. F b. T c. T d. F e. T 4. After reading (12 min) Ss-Ss (5’) T-Ss (7’) Activity 5: - Ask sts to work in groups of four to discuss the question. Describe your family life - Walk around the class to help sts when they need. - Call on some sts to report it in front of the class. - Give the corrections -Do as directed Work in groups Ea: optional - Ss’right answers 5. Summary (T-Ss 2min) What have we learned today? Ss answer: home life 6. Homework assignment (2 min) T assigns homework: -Write a short paragraph (50 – 60 words) about your home life. Take notes Homework Write a short paragraph (50 – 60 words) about your home life. Reflexions: Date of preparation : Unit 1: HOME LIFE Date of teaching : B. SPEAKING Period : I. Aims: Help Ss develop speaking skill and ttudents can talk about the differences among cultures 1. Contents of language - Vocabulary: words, phrases and expressions for telling the information Grammar: wh-question (who), simple present 2. Knowledge: By the end of the lesson, SS will be able to :- talk about their family life 3. Skills: - Main skill: Speaking - Sub skills: reading, listening, writing 4. Attitude: Being deeply concious of family life 5. Ability: - Ability to use use sentences, words, phrases and expressions for telling the information - Abilty to present a simple presentation about a topic relating to family life II. Teacher and Students’ preparations 1. Teacher: text books, chart, handouts, cards,sub-board 2. Students: Books, notebooks III. Techniques: McQ, Integrated, mainly communicative IV. Procedures V. Procedures: STAGES/TIME FOCUS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Warm- up 5’ Activity 1 :Name the picture Looking and guessing. - Prepare pictures of some actions and ask sts to answer question: What are the people in the pictures doing? - Ask sts to answer some questions to introduce the lesson. - Who often does these things in your family? - Do you have to do household chores?What are they? - Call on some sts to answer the questions. - Lead to new lesson: talking about household chores. - Work in pairs to look at the pictures and answer teacher’s question. Expected answer: 1. going shopping 2. washing dishes 3. cleaning floor 4. watering plants 5. cooking meals 6. making the bed - Answer questions about their families. Unit 1: Home life- B. Speaking Pre- speaking 7’ Activity 2: Task 1 Ask each student read and tick the ones in task 1 that apply to her/him and his/her family. - Model first. - Ask 1-2 students to stand up to talk about his/her family. - Give comments. - Read the statements and tick. - Give answers. -Talk about their own family’s lives. While- speaking 25’ Activity 3: Task 2 & 3 Who works in your family? Work in pairs to find out whether your partner’s family life is like yours. * Write down some expressions on the blackboard and then elicit the questions from sts. Could you tell ...who.......................? By the way who in your family................? What about your father/mother/brother...? - Ask sts to ask and answer in pairs to compare their answers. - Call on some students to talk about their family then compare with their partner’s family. - Give example: In my family only my father works but both Hong’s parents go to work. - Members of my family share the household chores but Hong’s father doesn’t do anything. Activity 4: Task 4 - Ask sts to make a report about the information have been collected. - Make questions as T requires. Expected answer: 1. Could you tell me who woks? 2. Who in your family does.? What ‘s your reponsibility in the family? (What do you often do to help your parents) What interests do your family members share together? Who do you often share you secrets with? Who do you often talk to before making an important decision? - Practise asking and answering the questions above. - Compare the answer with the partner. - Talk about their family and comapre with the partner’s. - Tell the whole class the information have been collected. I talked to Minh about his family life. He told me that. Task 2 & 3 1. Could you tell me who woks? 2. Who in your family does.? What ‘s your reponsibility in the family? (What do you often do to help your parents) What interests do your family members share together? Who do you often share you secrets with? Who do you often talk to before making an important decision? Task 4 I talked to Minh about his family life. He told me that. Post- speaking 6’ Activity 5: Correction - Write the typical mistakes on the BB and ask for peer’s correction. - Make correction if needed and make comments. - Correct mistakes. Homework 2’ Ask sts: to write about the family of the friend you have just talked about, in less than 60 words Listen and take note Write about the family of the friend you have just talked about, in less than 60 words Reflexions: Date of preparation : Unit 1: HOME LIFE Date of teaching : C. LISTENING Period : I. Aims: help Ss develop their listening skills - completing the sentences - answering the questions 1. Contents of language - Vocabulary: - altar , ancestor (n) , banquet (n), tray (n) , blessing (n) = best wishes, Master of Ceremony (MC) - Grammar: present tenses 2. Knowledge:By the end of this lesson, students will be able to: - listen for the understanding of passage about a wedding in Vietnam - listen for specific details 3. Skills: - Main skill: Listening - Sub skills: Reading, speaking, writing 4. Attitude: Be understood more about our manners and customs and know how to preserve such a precious tradition. 5. Ability: - Ability to listen for the understanding of the passage reltaing to the topic learnt - Ability to listen for specific details about the topic relating to the lesson II. Teacher and Students’ preparations 1. Teacher: Handouts, tape, cassette, textbooks, pictures, realia, video clip 2. Students: Books, notebooks, III. Techniques: filling missing information ,answering the questions, T/F statements IV. Procedures STAGES/TIME FOCUS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Warm- up 5’ Activity 1: Jumbled word - Ask sts to rearrange the letters to make a meaningful noun phrase MAFYIL REINNOU - Lead to the new lesson - Rearrange the letters to make a meaningful noun phrase Expected answer: FAMILY REUNION Unit 1: Home life- C. Listening Pre- listening 10’ Activity 2: - Ask sts to answer some questions to elicit the new words. 1. Do you have sisters or brothers living far away home? 2. On what occasions do people home to have a family reunion? 3. How do they get home? 4. Do you prepare a special meal for the family reunion? 5. Have they eaten up all the food on the table? Vocabulary coach (n) - flight (n) reseved (adj) - leftovers (n) spread- out (vp) - Ask sts to listen and repeat chorally. - Call on some sts to read aloud the words. - Correct mistakes. - Answer teacher’s questions. 1. Yes 2. Tet holiday. 3. By train, by coach, by plane. 4. Yes. 5. No. - Give meanings of new words through answering the questions. - Listen an repeat after the teacher in chorus. - Read aloud the words individually. Vocabulary coach (n) - flight (n) reseved (adj) - leftovers (n) spread- out (vp) While- listening 20’ Activity 3: Task 1 - Give the sutuation and explain: you will hear Paul and Andrea talking about their family life. Listen to the tape and decide if the sentences given are True or False. - Have sts read the sentences in the task to make sure that they understand the task clearly and underline key words in each sentence.. - Play the tape the first time and ask sts to do the task individually . - Play the tape the second time .Ask sts to compare their answers with a partner. Call on some sts to give their answers. - Play the tape the third time and stop in the right answers to check the last time. Activity 4: Task 2 - Ask Ss to listen again and note down two things that are different about Paul’s and Andrea’s family. - Call on some Ss to read their notes and check with the class. - Skim through the sentences in the Task . - Underline key words in ech sentence. - Guess the answer before listening. - Listen to the tape three times and do the task individually and in pairs. - Give answers. Expected answer: 1 2 3 4 5 T F F T T - Listen again and do the task. - Give answers. Expected answer: Paul: - His family are not very close. - The family often eat the meal the mother cooks at home. Andrea: - His is a close-knit family. - The family often go out to eat when they get together Task 1 1 2 3 4 5 T F F T T Task 2 Paul: - His family are not very close. - The family often eat the meal the mother cooks at home. Andrea: - His is a close-knit family. - The family often go out to eat when they get together Post- listening 8’ Activity 5: Discussion - Ask sts to work in groups of four and discuss the question: The importance of family in a person’s life. - Ask sts to answer some questions: Is family very important for you? Why do you think so? - Suggest some idea to sts place to share the secrets and find solutions to problem arise. Enjoy true love and comforts. We are sure to be welcomed back when have disappointments or failures in life. - Calls on some sts to present tin front of the class. - Listens and give comments. - Discuss the question in groups. - Take note some idea - Present in front of the class. Model: For me, family is very important. I think, It’s a place where we can share the secrets and find solutions to problem that arise. Only in families, can we enjoy true love and comforts. We are sure to be welcomed back when we have disappointments or failures in life. For me, family is very important. I think, It’s a place where we can share the secrets and find solutions to problem that arise. Only in families, can we enjoy true love and comforts. We are sure to be welcomed back when we have disappointments or failures in life. Homework 2’ - Ask Ss to : write about your family reunion about 60 words Listen and take note Write about your family reunion about 60 words Reflexions: Date of preparation : Unit 1: HOME LIFE Date of teaching : D. WRITING Period : I. Aims: Help Ss develop their writing skills – writing a about family rules. .1. Contents of language - Vocabulary: Words relating to family rules - Grammar: let + O + Vo, allow + O + Vo 2. Knowledge:By the end of the lesson, Ss will be able to: - express their ideas about family rules. 3. Skills: - Main skill: Writing - Sub skills: Listening, reading, speaking 4. Attitude: love family 5. Ability: - Ability to express their ideas about family rules. II. Teacher and Students’ preparations 1. Teacher: sub-board, chalk, blackboard 2. Students: textooks, notebooks, III. Techniques: Matching IV. Procedures STAGES/TIME FOCUS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Warm- up 5’ Activity 1: - Give sts a handout and ask sts in onre minute make as many sensible sentences as they can by joining the elements in the following pattern table - Ask sts to work in groups to make sentences which group has many true sentences is the winner. Form: My parents don’t let me.. My father permit me. I am allowed. - Note sts the way to use of (let, permit, be allowed, ..) “Let somebody do something”, “allow/ permit someone to do something”, “have to do something” - Lead to new lesson. - Work in groups to make sentences with information in the table. - Work in groups then some present in front of the class. My parents don’t let me come home late. My father permit me use family motorbike. I have to do the houehold chores. My father doesn’t have to do household chores. I am allowed to talk on the phone with my friends. - Listen and comment. Unit 1: Home life- D. Writing My parents don’t let me.. My father permit me. I am allowed. Let somebody do something allow/ permit someone to do something have to do something Pre- writing 10’ Activity 2: What rules do you have in your family? + Have students revise the verbs * let sb + V * allow sb + to V * have to + V (obligation) * permit sb + to V - Deliver handouts - Ask some Ss to go to the BB to write down their sentences. - Correct mistakes. - Ask sts to add more rules to the list in texbook. - Complete the sentences. - Go to the BB and give answet. 1. During the school year, I am not allow to use the family motobike until I have a driving license.. 2. I have to take out the garbage and wash the dishes. 3. My parents allow me to make importance decision of my life. 4. My parents want me not to go out with friends too much. - Think of the rules they have in the family and add to the list. - Give results to the whole class. - Keeping pets / feeding the pets - Irioning/ folding clothes. - watering the plants and flowers. - Emptying the dustbin. - Tidying up the kitchen. - Scrubbing the toilet. * let sb + V * allow sb + to V * have to + V (obligation) * permit sb + to V While- writing 20’ Activity 3: - Ask sts to use the ideas have just discussed above to write a letter to a pen pal abput their family rules. Beginning with: Every family has its own rules. Mine has a few. First. - Ask sts to work individually Walk around the class and provide help if nescessary. - Write the letter following the model. Post- writing 8’ Activity 4: Correction - Choose one writing and read it to the class. - Elecit corrective feedback from the class and give final comments afterwards. - Draw sts attention to the format of the letter and the organisation of ideas and language use. - Compare the writing to anothers. - Take the note of checking - Observe to the corrections of some the others' writing. - Give comments. Homework 2’ - Ask Ss to : rewrite the letter at home Listen and take note Rewrite the letter at home Reflexions: Date of preparation : Unit 1: HOME LIFE Date of teaching : E. LANGUAGE FOCUS Period : I. Aims: Help Ss develop the pronunciation of –s endings and consolidate tenses 1. Contents of language - Vocabulary: Words relating to the topic -Gammar : Tenses 2. Knowledge: By By the end of the lesson, Ss will be able to pronounce the ending sound ‘s ‘and use the tenses correctly. 3. Skills: - Main skill: writing - Sub skills:Speaking, listening, reading 4. Attitude: Study hard to grasp points of grammar 5. Ability: - Ability to use tenses to make simple sentences to communicate in our daily - Ability to use ending sound “ed” exactly II. Teacher and Students’ preparations 1. Teacher: chalks, board, H/O 2. Students: Books, notebooks III. Techniques: Gap-fills, McQ IV. Procedures STAGES/TIME FOCUS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Warm- up 5’ Activity 1: - Show some pictures, ask sts to look at them and guess the words in these pictures - Look at the picture and give answer. Expected answer: 1. Tables 2. Books 3. Chairs 4. Shoes 5. Pens 6. watches Unit 1: Home life- E. Language Focus Pronunciation 10’ Activity 2: - Read aloud the words and ask Ss to repeat. - Distinguish the differences between these ending sounds. - Ask Ss to work in pairs to put the word in the right colunm. /s/ /z/ /iz/ Practice: - Ask sts to read in chorus then individually. - Call on some sts to read the words and correct mistakes. - Ask sts to practise reading the sentences in texbook. - Put the words in right column. Expected answer: /s/ /z/ /iz/ tables books /f/, /k/, /p/, /t/, /θ/ bags chairs shoes /the rest/ waches /∫/, /t∫/, /s/, /dʒ/. - Practise reading the sentences in textbook. /s/ /z/ /iz/ /f/, /k/, /p/, /t/, /θ/ /the rest/ /∫/, /t∫/, /s/, /dʒ/. Grammar 18’ Activity 3: Grammar presenting. - Set a situation and ask Ss to give comments on the use of the simple past, past continuos and past perfect. Situation 1. - Give 2 pictures: one of a dirty pairs of shoes, the other is of the same shoes but they are cleaner. - Ask sts to answer questions: + How did the shoes look a few minutes ago? + Look at them now, they are clean, why is that? - Elicit the tenses used and the differences between Past Simple and Present perfect form from Ss. * Notes: Simple Past: the use.... Present perfect: the use...... Activity 4: Practice 1: - Choosing the right tense. - Ask Ss to do the task individually - Call on some students to give the answer and give feedback. - Look at the pictures and answer questions. Suggestion: They were dirty He has just cleaned them. - Give the main information about each tense. * The Past Simple: is used to denote actions that happened and finished in the past Form: S + Vpast.. * The Present Perfect: is used to denote actions that happened in the past and last to present or have just finished at present. Form: S + have/ has+ PP * The Past Continous: is used to denote actions that happen at a certain time in the past. Form: S + was/ were + Ving.. - Do exercise 1 in textbook- exchange answer with a partner. Expected answer: 1. Have you seen 2. Did you enjoy 3. Was 4. Did you give/ saw 5. didn’t listen 6. Have you two met 7. Did you meet * The Past Simple: is used to denote actions that happened and finished in the past Form: S + Vpast.. * The Present Perfect: is used to denote actions that happened in the past and last to present or have ju