giao an 12- unit 1

- Go round the class and control - Call on some Ss to present - Feedback - Short introduction the types of family show the pictures Nuclear family - Nuclear family consists of the father

Unit 1: Home life

- General knowledge: Students read and guess the meaning of new

words from the context

+ Read the passage and complete the tasks of the lesson

- Language: Students could understand and use new words after reading

- New words: Words related to home life

3 Skills: Guessing meaning in context, scanning for specific information

and passage comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures, Board, tape, cassette

player, chalks, etc

IV Procedure:

Teacher’s activities Students’ activities Not

es

Warm-up: (5 minutes)

- Ask Ss to work in groups and tell

about their family

- Suggestions

1 How many people are they in your

family?

2 What is your father’s job?

3 What is your mother’s job?

- Go round the class and control

- Call on some Ss to present

- Feedback

- Short introduction the types of family

(show the pictures)

Nuclear family

- Nuclear family consists of the father,

the mother, and the children

Work in groupPresent their answers

Listen to T’s introduce

Extended family

- Extended family consists of the

grandparents, aunts, uncles, cousins,

nephews, nieces, and in-laws,

(relatives through marriage)

SINGLE PARENT FAMILY

- A single parent family consists of the

children and one parent either the

father and the mother

+ In USA, single parent families

are popular

+ In Viet Nam , there are more and

more the type of single families

BLENDED FAMILIES OR

STEPFAMILIES

- A family in which both parents have

been divorced, each with their own

children they remarry and bring both

sets chilren into the marriage

+ It consists of stepparents, stepsister,

stepbrother, halfbrother and half sister

- Let students understand more about ,

house hold chores and family life,

today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

Ask students to work groups to ask

and answer about the pictures

- Hang on the blackboard the table of

questions Ask students to work in

pairs looking at the pictures to ask and

answer them

1 Where is the family?

2 What is each member of the family

doing?

3.Is the family happy? Why (not)? 1

- Listen to the teacher and open the book –Unit 1, part A: reading

- Work in groups to discuss about thepictures

- Work in groups to ask and answer thequestions given by the teacher

- Stand up to answer in front of the class P1: The family is at home

P2: The father is playing games with his sonand the mother is helping her daughter dohomework

P3: Yes, it is Because they look warm andclose –knit

4 Is the family happy? Why/why not?

5 Are there any pets? What are they?

6 What are they doing?

7 Do you like having pets in your

house?

8 What pets do you want to have?

- Introduce the situation of the context

- Read the context once to the class

- Show students some

12 confident(a) ['kɔnfidənt] tin chắc

 confidence(n)['kɔnfidəns] sự tin

- Help students to summary the main

ideas of the context

* The first paragraph: the writer says

- Look at the book and listen to the teacher

- Listen

- Note down

- Practice reading new words

- and make sentences with new words if Sshave enough time

- Work in groups and try to repeat the mainideas in each paragraph

-Practice speaking their ideas freely

about the parents’ jobs and the people

in her family

* The second paragraph: The writer

says about the activities of her parents

every day

* The third paragraph: The writer says

about her younger brothers and her

herself

* The writer says about the happiness

in her family

- Ask students to think of their

thoughts about a happy family

- Introduce the situation of the passage

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

+ Task 1: (10’)

- Ask students to work in groups to

read the sentences in the task and then

choose the sentence A, B or C that is

nearest in meaning to the sentence

given

- Read all the sentences which they

have chosen loudly to the class

Teach some new words: close –knit

(a), mischievous (a)

- Ask students to work in groups to do

the task

- Call on some students to read the

sentences

- Common in whole class

- T gives feedback and the correct

answers:

1, B 2, C 3, A 4, B 5, B

Listen to the teacher

- Work in groups , read the sentencescarefully

- Listen to the teacher and read up thesentences aloud

- Note down the new words

- Read up

- Work in groups to do the task

- Read the passage

- Work in groups to find the sum up of thepassage

- Present the answers in front of the class

- Comment

- Note down the reason of the choice

+ Task 2: (15’)

- Check if Ss can answer the

comprehension Qs without reading the

text again If Ss cannot, T gets them to

read the Qs carefully and underline the

key words to do task

- Get Ss to check theirs answers and

explain their choices

- Ask students to read the questions

carefully and discuss the answers

- Help students to find the paragraph

which contain the information for the

answers

1, How busy are the parents in the

passage?

2, How caring is the mother?

3, How do the father and the

daughter share the household chore?

4, What is the daughter attempting to

do after secondary school?

5, Why do the children feel they are

safe and secure in their family?

- Ask students to read the questions

carefully and discuss the answers

- Help students to find the paragraph

which contain the information for the

answers

- Call Ss to answer the questions

- Ask the whole class to commend

- Feedback and give the correct

answers and give point

- Work in groups to ask and answer thequestions using the information from thepassage

1 Very busy They have to work long hours and sometimes they have to work at night ( par 1)

2 She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes She always makes dinner ready before her husband comes home.( par 2)

3 The daughter helps with household chores: she washes dishes and takes out the garbage She also looks after the boys/her younger brothers The father sometimes cooks/does some cooking or mends things around the house at weekends.(par3)

4 She attempts to win a place at university (par 3)

5 Because they are very closed – knit and supportive of one another They often share their feelings and whenever problems come

up, they discuss them frankly and find solutions quickly.(par 4)

- Some students answer the questions in front

of the class

Work in groups

- Check

- Work in groups

- Report their ideas

- Listen and comment

After you read : (8 minutes)

- Ask the whole class to discuss about

a happy family

- Call some students to say about their

thinking of a happy family

OR:

- T give some Ss handouts and asks

them to fill in the table the missing

information from the reading text

(work in groups of 4)

What is your mother/father/you

responsibility in your family?

Work father mothe

rchildren

- Washing

dishes

- Cooking

………

- Check and gives feedbacks

- LET Ss compare the family

described in the text with your own

family (basing on the handouts)

- Tell each group to choose a secretary

to note down all of others’ ideas

- Ask the secretary to report their

ideas

- Comment and corrects Ss’ mistakes

Home work: (2 minutes)

- Write about their family or others

they know

- Prepare Part B : Speaking at home

Listen and take notes

- Do the home work and prepare for the nextlesson

The 4 th Period

Theme: Home Life

B: Speaking

I Objectives:

1 Educational aim: Students can talk about their family and other families

+ Students can ask and answer about household choresand family

+ Students discuss their ideas about the true of a happyfamily

2 Knowledge:

- General knowledge: By the end of the lesson students can practice a

dialogue about a happy family

- Language: asking for and giving information from a passage

- New words: words related to the topic

3 Skills: talking about Home life and their activities in the family

II Method: integrated, mainly communicative

III Teaching aids: pictures, textbook

- Divide the class into pairs and ask

students to work in pairs to talk as

many as possible words related to

household chores in 3 minutes - Call

of the leaders of each groups to talk

about her/his family in front of the

class

- Feedback and lead the class to the

- Keep books close

- Listen to the teacher

- Work in groups to talk about householdchores

- Hanging dry the clothes

- Repairing/ mending things

- Taking care of the baby

- Taking out the garbage Work in pairs

Present in front of the class

Household chores

Household chores

topic of speaking activities

(we are going to discuss about our

family )

Pre-speaking : (12 minutes)

Task 1 Let students read the

following sentences and choose

which apply to them or their family.

- Ask students to work in groups to

speak the sentences

1, In my family, only my father

works

2, Member of my family shares the

household chores

3, My responsibility in the family is to

wash the dishes

4, In my family, the interest we share

closely is watching football

5, I often share my personal secrets

with my father

6, I always talk to my parent before

making an important decision

- Go around and listen to the

students –Give more suggestions if

they need

- Call some Ss to talk about their

families in front of the class, using the

information in task 1

- Give feedback

-Practice speaking out their ideas about theirfamily A: Who works inyour family? B: Both my father andmother

A: Who often does the household chores? B: My mother mainly does it and sometimes

my father helps my mother

A: How is your responsibility to yourfamily?

B: I often clean the house and cook themeals when I finish my studying

A: How do the family members share theinterest?

B: We often watch television each other inthe evening

A: Who do you often share your secretswith?

B: I often share with my mother

A: Who do you talk to before making animportant decision?

B: I often talk to my parents

Feedback:

In my family both my father and mother go to work Almost all members of my family share the household chores Washing the dishes and cleaning the house are what I often do help my parents We all like watching films

on TV when we have free time at weekends The person I often share my secrets with is

my sister I always ask my parents for advice before making an important decision.

While-speaking : (12 minutes)

Task 2 - Work in pairs.

Guide students how to practise

- Ask students to work in pairs

- Help the students with new

structures

Give some special expressions

* Could you tell me who… ?

* By the way who in your family

…… ?

* What about your … ?

- Walk around and help them

- Call some pairs of student to stand up

and report before the class

- Correct their mistakes

-Let students ask and answer the

questions about their family

- Listen and give the ideas to each pair

Task 3: Work with a different partner.

- Ask Ss to study the table carefully

- Have the Ss to work in pairs, asking

about the partner family life, noting

down the answers in the table

- Call some pair to act out in front of

4 What’s your responsibility in the family?

5 What exactly do you have to do?

6 How do you share the household chores?

7 What interests do your family membersshare together?

8 What do your family members often dotogether in your free time?

9 Who do you often share your secrets with?

10 Who do you often talk to before making

A: - Who works in your family?

B: - Both my parents My father is anengineer and my mother is a teacher Theywork 8 hours a day

A: Do you help them with the householdchores?

B:- Of course I help my mother in thekitchen and wash the dishes

A: -What about your father?

B: -He cleans the floor and sometimes when

- Post-speaking : (10 minutes)

Task 4

- Let the students practice speaking

freely about their family

-Go around listening and giving

remarks

- Ask some students to stand up and

my mom is out of on business he cooks forus

A: - What interests do your family membersshare closely?

B: - Watching films We often watch films on

TV on Saturday evening when everybody isfree

A: - Who do you often share your secretwith?

B: - Mother I think she understand me well.A: - So she is the person you often talk tobefore making an important decision?

B:- No, in fact both my parents help a lotwhen I have problems

A: - You must be very happy in such a family.Thanks for giving me time Bye

P2: In Loan’s family, only her father goes

to work and her mother is at home -Work in groups and then speak out theiropinions

P3: I think a happy family shouldhave

P4: Yes it is Because every member in thefamily often shares the feelings with eachother

tell loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

a happy family (80 words)

- Ask students to prepare Part

C-Listening and do homework

meals His father is also willing to help withthe housework He cleans the house andsometimes when B’s mom is out on thebusiness All the members of her family enjoywatching films together on Saturday evening.She shares her secret with her mother becauseshe thinks that her mother understand herwell ;however, both parents help her makeimportant decisions

- Listen to the teacher

- Write down the homework

+ Students can improve their ability of listening to write down the main

ideals of the lesson

2 Knowledge:

- General knowledge: Students learn more about a happy family

- New words: Words related to family

3 Skills: - Listening and comprehension questions

- Listening and deciding on True or False statements or no

information

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures board, tape, cassette player,

chalks

IV Procedure:

Teacher’s activities Students’ activities No

tes

Warm-up: (5 minutes)

- Ask students to close the books

- Give some pictures and answer some

questions

1, Who are they?

2, What are the relationships among

them?

- Check some students and mark

- If you want to know more details

about them we will go to Unit 1- part

Listening

Pre-listening: (7 minutes)

* Describing the picture.

- Ask students to work in pairs, look at

and describe the picture (p16), using

the cues:

1 What is happening in the

picture?

2 How many pictures are there?/

who are they?

3 How are they feeling? / How do

they look?

- Call some students to answers

- Close the books

- Listen to the teacher

- Work in groups and look at the picture andanswer

- Listen to the teacher and open textbooks

- 0ne or two students talk about their family

- Look at the pictures

- Answer the teacher's questions

+ They are having a big…

+ many people

+ Very happy