Giáo án Tiếng Anh 12 Unit 1: Home life

Students: Read the text in advance and check meanings of new words.. - Draw ss’ attention on pronunciation - Ask ss to read the text silently, try to guess the unknown words left and ge

Giáo án Tiếng Anh 12

UNIT 1: HOME LIFE READING COMPREHENSION 1

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up: Compete the sentence : -Tell ss to think of it.

- build the house make it home

- Call on some ss to answer by answering the question : How do you understand this ? Lead to the new lesson :

B New lesson

Teacher’ s activities Students’ activities

Unit 1 Home life – Reading 1

1 Brain storming

- Ask ss to give answers to these

- Ss answer :

+ What is the general word for the

things peo ple do in the pictures?

+ Who often does the hosework in the

family?

+ Do your parents ask you to help with

the housework?

- Tell ss to check the household chores

that are part of their daily routine

- Call on some to give answers

- Give feedback and comments

2 Teaching vocabulary

- Teach some words through

explanation and elicitation

+look closely as if unable to see well :

+ feeling dislike for sth :

+ angry or fierce look :

+ serious disagreement or argument

:

+ battle =

+ shocked, discouraged :

+ confused, puzzled :

+ scold or criticise continuously :

+ very destructive; causing severe

shock :

+ share sth out :

Expected : Men build the house and woman make it home

- Ss’ answers may vary …

Ss’ answers :

+ peer (at sb/sth) + disgusted (adj), (n,v) + glare (n)

+ conflict (with) (n,v) + struggle (with/ against sb,sth)

+ dismayed (adj) + bewildered (adj) + nag (v)

+ devastating (adj) + divvy sth up (v)

- Draw ss’ attention on pronunciation

- Ask ss to read the text silently, try to

guess the unknown words left and get

the main ideas of these paragraphs

- Get them to read the questions on

page16 and write the answers to them

- Remind ss to remember and

underline the phrases, sentences

related to the questions

- Ask some to write their answers on

the board

- Invite others’ opinions, give

evidences,

- Go over the ss’ anwers

- Give final feedback

* Consolidation:

- Revise vocabulary

- Learn new words by heart at home

- Prep for next period

- Students read the reading text silently, guess unknown words, and then get the main ideas of the paragraphs

- Students underline the phrases and sentences related to the questions

- Students answer may vary…

HOME LIFE READING COMPREHENSION 2

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the text in advance and check meanings of new words

III Procedure

A Warm – up:

B.New lesson

Teacher’ s activities Students’ activities

* Answer the following questions

(continued) Task a/ p16

- Ask ss to read through the sentences

and read the text

- Find the answers to the questions

* More exercise : True or False

statements ( handouts)

- Give out handouts and ask ss to read

the text and the statements then say if

- Ss write the answers on the board

- Feedback :

1 Children often neglect their duty on the household chores such as cleaning room, clearing the table after meals, or hanging

- Elicite explanations for their choices

- Invite class’ opinions and give

feedback

(!) These are the statements:

1 Virginia’s daughter was doing

her homework when her mother

shouted to her

2 Virginia used to do a lot of

housework when she was young

3 Most of the parents surveyed

admitted that they constantly nag

their children about cleaning their

room

4 According to Lee Blair, 90%

of American kids contribure 12% of

all household labor

5 Blair has studied family

dynamics for 10 years

* Discussion

- Arrange ss to work in small groups,

tell them to discuss and share ideas on

up wet towels However, some of them are often irritated when they are reminded of their mess

- Ss work in pairs deciding on T

or F

* Feedback :

Expected answers:

1: T 2: T 3: F ( only 25% of them, not most ) 4: F ( 90% of

the questions : How has family life

changed over the last few decades ?

- Tell ss they can use these prompts:

+ the effect of busy modern life

+ the advantages of labor-saving

devices ( washing machine, fridges,

…)

- Call on ss to report their opinions of

their groups to the class

-Invite the class to argue and give

comments

* Vocabulary review

- Ask ss to read the text again and

learn the new words by heart

- Prep for the next period

kids contribute at some level ) 5: T

- Students works in groups for 5 minutes then report to the class.

* Comment and modification :

HOME LIFE LISTENING

I Objectives:

A Aim: By the end of the lesson, ss will be able to listen for specific

information and putting things in order.

B Knowledge: - Ss are more confident to talk about what household chore they often do

- Ss will have a better awareness of their responsibilities in doing household

A Teacher: Student’s book, tape, cassette player, pictures, etc

B Students: Read the tasks in advance and check meanings of new words

III Procedure

A Warm – up: Brainstorming

- Put ss into 2 big groups : ask them to respectively write some housework in the home

- The group with more words will win the game

- Declare the winner

- Lead to the lesson :UNIT 1: HOME LIFE LISTENING

B.New lesson

Teacher’ s activities Students’ activities

1 Matching the pictures with

- To tell ss to look at the pictures and

match them with the phrases of

desciptions

- Ask them to compare answers

- Check with the whole class

2 Teaching vocabulary

- Elicite meanings of some words

through elitcitation , explanation and

miming

+ to clean sth with a machine =

+ to send out in tiny drops =

+ to remove dust with a broom =

+ to clean sth by rubbing its surface

with a cloth = + to clean with a mop

=

3 Listen and odering (task b/17)

- Tell ss they are going to listen to a

woman’s suggestions of domestic

chores for kids

- Ask ss to put the ideas in order as

they listen to the recording

- Play the cassette and have them do

the task

- -Call on ss to read the phrases in

order and check with class

* Post-L :- Put ss in small groups of 4,

2:f 3:b 4:a 5:d 6:c

- Ss try to guess the words needed

+ vacuum cleaner + to spray

+ sweep + to wipe + to mop

- Ss listen carefully and put

a tick into each correct answer

+ 2: cleaning floors and carpets

3: sweeping and mopping floors

4: vaccuuming 5: cleaning spots and carpets

6: watering lawn and

tell the to talk about what domestic

chores they often do, what they enjoy

doing, and what they hate doing

- Call on some to report about their

groups

- Give feedback and comments

*Consolidation: - Summarize main

points

- Write a passage about

what household ss often do

- Prep for next period

plants 7: cleaning windows and sliding glass doors

8: spraying window cleaner

9: Wipping windows

+ Ss answers may vary

 Comment and modification

HOME LIFE SPEAKING

I Objectives:

A Aim: By the end of the lesson, ss will be able to make apologies and

express regrets themselves in English.

B Knowledge:

C Skill: - Speaking : Expressing apologies and regrets

II Preparation

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance and check meanings of new words

III Procedure

A Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ?

- Transition : Yes, when we did something wrong, or hurt so’s feeling we

must say Today, we will talk more about how to make apologies and

regrets Write on the board :

Unit 1 Home life- Speaking

B.New lesson

Teacher’ s activities Students’ activities

1 Matching complaints with

apologies ( task a/p18)

-Ask ss to read the complaints from

1-6 and match them with suitable

apologies a-f

- Tell them compare answers with a

- Ss answer : Expected : Oh, sorry ; Sorry about that ; Excuse me etc

partner by acting out the exchanges

- Call on some pairs to act out the

exchanges and check with class

2 Elitciting and introducing useful

language

- Elitcite useful expressions by

asking ss what they would say to

apologise and express regrets

- Note down ss’ ideas and add more

if necessary

3 Dialogues from situations ( task

b/ p19)

- Put ss into pairs

- - Tell ss to read the situations,

choose one and then , with a

partner, make a short dialogue for

- Ask ss to tell their partners about

a situation in which they had to

- Ss’ answers

+ Feedback : 2:f 3: b 4: a 5:d 6:c

- Expected answers : -Oh, sorry ;

Sorry about ; Sorry about that ;

I’m very/ terribly sorry ;

Sorry, I didn’t mean ;

I must apolodize for ;

Please pardon me for,

- Ss answers may vary …

apologise to someone

- Encourage ss to give comments

and share ideas on their friends’

experience

- Call on ss to report about their

friends’experience

- Give comments and feedback

* Writing: Ask ss to write a few

sentences about what have

happened to their friends to say

why they had to make an apology

* Consolidation: Summarize useful

HOME LIFE WRITING

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A Warm – up: Brainstorming

- Ask ss to list 5 things family often do together - Ask ss to list 5 verbs

expressing feeling - Ask ss to list 5 qualities parents want their children to

have - Ask ss to list 5 words showing family relation

+ Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of

writing T writes on the board:

UNIT 1 HOMELIFE - WRITING

B New lesson

Teacher’ s activities Students’ activities

1 Completing the text ( task a/ p19,20)

- Tell ss to read the text and fill in each - Ss answers may vary

blank with a suitable word in the box

- Ask ss to compare the answers

- Go over the answers with class

2 Guessing the meaning of words from

context

- Tell ss to read the text again if necessary

to find the words that mean the

following :

3 Guildlines of the writing

Guildlines

Who makes/create the rules ?

Who has to follow? Details of

what should od shouldn’t do ?

How helpful the rules are?

4 Discussion

-Ask ss to work in small groups

- Tell ss to share opinions on the list of

rules mentioned in the text, and add more

rules

- Call on some to give their opinions

- Give feedback and comments

5 Write it up

- Get ss to write a short passage telling a

friend about their home rules

- Remind them to refer to the guildlines

and the text as a sample

- Tell ss they can begin the text with this

…

- Expected :

+ E.g : Watching TV, having meals, gardening, playing, going on holiday + E.g: harworking,

obedient, honest, hearted, clever

kind-+ E.g: love, like, hate, obey, respect

+ E.g: father, mother, son, daughter, aunt, uncle, niece

- Ss express their ideas in class

+ regard, politeness, consideration

+ make sth become clear or easier to understand

+ make/show an image of

sentence :

Every home should has its own

home rules

- Move around to give help with vocab

and structure if necessary

6 Peer correction

- Call on 2 ss to write on the board

- Tell class to read together and give

correction if needed

- Others exchange papers to correct, then

collect them to mark

do/understand ( Expected: respect/ clarity/ represent/ yelling/ simplify)

- Ss work in small groups sharing opinions

- Ss write their essay individually

- Two ss write on the board

* Comment and modification :

HOME LIFE LANGUAGE FOCUS 1

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A Warm – up: T may ask ss this question to save time : What is the

difference between ‘house’ and ‘home’?

- Have ss to discuss in pairs and call on some to answer

- Go over the ss’ answers

Transition : Today, we will learn more words derived from these two words, write on the board : I Word study

B New lesson

Teacher’s activities Students’ activities

1 Gap filling ( task a/ p20)

- Arrange ss to read the phrases in the

box

Check with the meanings of these

- Ss answers may vary ….

words and phrases

- Ask ss to complete each of the

sentence with the correct form of a

phrases in the box

-Call on some to read their sentences

and check with class

2 More excercises : Home or

House ? – Find the right place

- Arrange ss to work in two groups A

and B

- Put 2 chairs in the front, one for

Home and one for House

- Ask for 5 representatives from each

group to stand in 2 lines in the front

of the class

- Tell ss to listen to your words or

phrases and run, as quickly as

possible, to the right chair where the

word or phrases matches to make a

right expression

- The first student to sit on the right

chair earns their group point The

group with more points wins the game

- Keeping a running total of points for

each group on the board

- Declare the winner

II Grammar

+ Feedback : 1: hometown 2: household appliances 3: homecoming 4: make yourself at home 5: home economics 6: guesthouse

7: housewarming 8: housekeeper

+ This is the list of words and

phrases used:

1 keeping 2: coming 3: economics

4: warming 5: make yourself at 6: chores

7: is the best 8: guest 9: work 10: hold

1 Present Simple expressing Routines

- Ask ss about the use of this tense

E.g: Our school starts at 7 a.m

Jame work at a shoe store

2 Talking abour Ninas routines ( task

a/p21)

- Put ss into pairs, tell them to make

questions and answers about Nina’s

routines and chores using the

information given

- Call on pairs to act out their

exchanges

3 Reported Speech

- In reported speech , we give the

meaning of what was said rather than

the exact words The verbs often use

in reporting are : tell, say, warn,

promise, suggest, explain, reply,

announce

* Direct

Reported

+ Simple present  Simple past

+ Present continous  Past

economics, make yourself at home, home is the best, work

House : keeping,

warming, chores, guest, work, hold

+ Ss’ answers may vary …

- We use the present simple for thoughts, feelings, statea, facts that are true for a long time We also use it for repearted action

or a routine that we see as permanent

- Students answer and give more examples.