Unit 1- 12Cb

- ask Ss to work in pairs to ask and answers the questions on page 14.. - work in pairs to ask and answers the questions on page 14.. Educational aim: - Students can talk about their fam

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Date of teaching:…… …/ /200 …

-oOo -Period N o 1 - Lesson 1: Reading

I Objectives:

1 Educational aim:

- Students should know about International Red Cross

2 Knowledge:

- General knowledge: + Students read and guess the meaning of new words from the con text.

+ 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:

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5’

7’

3’

8’

12’

- ask Ss to work in pairs

to ask and answer

about the picture on

page 12

- lead in the lesson

- read word by word

- ask Ss to repeat in

chorus and individual

and write them on the

blackboard

- say some words in

Vietnamese and ask Ss

to speak them out in

English

- ask Ss to read the

passage and do task 1

- ask Ss to compare

their answers with a

partner

- call on some Ss to

answer in front of the

class

- give feedback and

correct answers

to ask and answers the

questions on page 14

- call on some pairs of

Ss to ask and answer in

front of the class

- comment and give

correct answers

A Warm- up: Ask and answer about the

picture on page 12:

Suggested answers:

1 The family is at home

2 The mother is helping the daughter with her studying and the father is playing with the son

3………

Lead-in: Our reading lesson today is about

home life and the responsibility of each person in the family

B Pre- reading

I Vocabulary

- to take/ assume responsibility for something/ doing something [teik/ ə'sju:m ri,sp ɔnsə'biləti fɔ: 'sʌmθiη/ 'du:iη'sʌmθiη]:

đảm nhận trách nhiệm làm gì/ đối với …

- to give a hand [giv ə hổnd]: giúp một tay

- to win a place at university [win ə pleis

ət ,ju:ni'və:səti]: đỗ vào trờng đại học

- to be under pressure [bi: 'ʌndə 'pre∫ə(r)]:

chịu sức ép

- household chores(n) ['haushould t∫ɔ:z]: việc nhà, việc vặt trong nhà

- supportive(adj) [sə'p ɔ:tiv] thông cảm

- secure(adj) [si'kjuə]: yên tâm, an tâm

II Checking vocabulary:

C While- reading

I Task 1: Choose the sentence A, B or C that

is nearest in meaning to the sentence given

Answers:

1.B: until(pre)[ən'til]: cho tới khi

2 C (Đàn ông xây nhà, đàn bà xây tổ ấm) 3.A: join hands [ dʒ ɔin hổndz]: kết hợp, hợp sức lại

4 B: mischievous(adj) ['mist∫ivəs]: tinh nghịch, tinh quái

5 A: close- knit(adj) ['klousnit]: quan hệ khăng khít

II Task 2: Questions and answers:

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

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

- work in pairs to ask and answer about the picture on page 12

- listen carefully

- repeat after the teacher in chorus and individual and write down

- do the task individually

- read the passage and

do task 1

- compare their answers with a partner

- some Ss answer in front of the class

- work in pairs to ask and answers the questions on page 14

- some pairs of Ss ask and answer in front of the class

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-oOo -Period N o 2 - Lesson 2 : Speaking

I Objectives:

1 Educational aim:

- Students can talk about their family and other families

+ Students can ask and answer about household chores and family + Students discuss their ideas about the true of a happy family

2 Knowledge:

- General knowledge: By the end of the lesson students can practise 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

- pictures, textbook,

IV Procedure:

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3’

5’

8’

15’

- ask Ss in just one

minute to write down

on a piece of paper a

household chores

- ask each student to

read the sentences and

check the ones that

apply to her/ him and

her/ his family

- put Ss to work in pairs

to practice speaking

about their families,

base on the sentences

in Task 1

speak out their ideas

- make comments

to prepare a list of

questions to ask

another student to find

out whether his/ her

family life is like theirs

- call on some pairs to

present their questions

- make comments and

questions

and ask him or her

about his or her family

life

- ask Ss to note down

the answers in the

table

- model with a student

A Warm- up: Write down a list of things

considered as household chores

- to clean the floor

- to cook

- to do the washing up

- to wash clothes

- to tidy the kitchen

- to iron clothes

- to hang dry the clothes

- to repair/ mend things

- to take care of the baby

- to take out the garbage

B Pre- speaking: Task 1

C While- speaking

I Task 2:

Suggested questions:

- Could you tell me who works in your family?

- By the way who in your family does the household chores?

- What is your responsibility in your family?

- What exactly do you have to do?

- How do you share the household chores?

- What about your brother/ sister? Does he/

she share the household chores?

- What interests do your family members share closely?

- Who do you often share your secrets with?

- Who do you often talk to before making important decision?

II Task 3:

Model:

- Hi Lan Could you tell me a bit about your family life?

- Sure, no problem

- Who works in your family?

- Both my parents They work from 7.30 to 16.30 every day

- So they must be very busy Do you help

- in just one minute write down on a piece

of paper a list of things

household chores

- each student reads the sentences and checks the ones that apply to her/ him and her/ his family

- work in pairs to practice speaking about their families, base on the sentences in Task 1

- some Ss speak out their ideas

- work in pairs to prepare a list of questions to ask another student to find out whether his/ her family life is like theirs

- some pairs present their questions

- Ss work in pairs and ask him or her about his or her family life

- note down the answers in the table

- listen carefully

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-oOo -Period N o 3 - Lesson 3 : Listening

I Objectives:

- Students can listen to get information to decide True or False statements

- 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:

- Student’s book, pictures board, tape, cassette player, chalks

IV Procedure:

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5’

20’

- ask Ss some questions

about the picture on

page 16

answers

- make comments and

answers

- read word by word

- ask Ss to repeat them

in chorus and

individual

- explain their

meanings

- say words in English

and ask Ss to speak

them out in Vietnamese

- play the tape several

times

- ask Ss to listen to the

conversation between

Paul and Andrea

talking about their

family life to decide if

the statements given

are true or false

- let Ss read the

statements carefully

- draw Ss’attention to

key words when they

are listening

- have Ss compare their

answers with a friend

explain their answers

- give feedback and

correct answers

- ask Ss to listen again

and note down two

things that are different

about Paul’s and

Andrea’s family

read their notes and

check with the class

A Warm- up: Asking and answering about

the picture on page 16:

Questions:

1 What is happening in the picture?

2 How many people are there?

3 How do they look like?/ How are they feeling?

1 A family is having a big meal

2 There are 9 people

3 They are very happy

B Pre- listening:

I Listen and repeat vocabulary:

- to reserve (v) [ri'zə:v]: đặt trớc

- coach (n) [kout∫]: xe khách đờng dài

- to spread out (v) [spred aut] : trải rộng

- leftover (n) ['left'ouvə] : thức ăn thừa

- flight (n) [flait]: chuyến bay

II Checking vocabulary

C While- listening

I Task 1

Answers:

1.T

2 F (He hasn’t decided yet He is still considering.)

3 F (Paul’s home is 180 kilometers from where they are now.)

4 T 5.T

II Task 2:

Answers:

Paul:

- His family members are very not close

- The family often eat meal the mother cooks at home

Andrea:

- His is a close- knit family

- The family often go out to eat when

- answer the teacher’s questions

- some Ss answer

- listen carefully

- repeat them in chorus and individual

- do the task individually

-listen carefully to the conversation between Paul and Andrea talking about their family life to decide if the statements given are true or false

- read the statements carefully

-attend to key words when they are listening

- compare their answers with a friend

- some Ss explain their answers

- listen again and note down two things that are different about Paul’s and Andrea’s family

- some Ss read their notes

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-oOo -Period N o 4 - Lesson 4 : Writing

I Objectives:

- Students can write a paragraph about family rules depending the given prompts

2 General knowledge:

- Students learn how to write a description, stages of a description

+ Language:

+New words: Words related to the topic

3 Skills:

- Writing a narrative

II Method:

- Student’s book, notebook, some pictures

IV Procedure:

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5’

9’

- arrange Ss to work in

8 groups

- ask Ss to think of one

thing they are allowed/

not allowed/ or have to

do at school and write

it on a slip of paper

- tell Ss that they have

to use the following

phrases

- representatives from

the groups take turn to

act out the meanings

with gesture and

expressions (without

speaking or writing)

The others in the class

guess what they are

trying to communicate

Each correct answer

gets one point The

group guessing the

most phrases or

sentences in the

shortest time is the

winner of the game

-put Ss to work in

groups of four Each

student in group in turn

asks the other three

these questions and put

their answers in the

boxes

- tell Ss to put a tick

for “yes” and a

cross for “No”

- ask Ss to write about

the results when they

have finished

- invite some groups to

report the results of

theirs to the class

- ask advanced Ss to

discuss the following

questions

A Warm- up: Game: Charades: Think of

one thing Ss are allowed/ not allowed/ or have to do at school and write it on a slip of paper

Useful phrases:

- We aren t allowed to’ ………….

-……… isn t allowed/’ ……….is required.

- They won t let us’ ………

- We have to………

- We are not allowed to ride motorcycles to school

- They won’t let us smoke

- We all have to show respect to teachers

- We aren’t allowed to swear/ fight/ cheat in exam

B Pre- writing: Task 1 What Are You

Allowed to Do?

Questions:

- Are you allowed to stay in bed late at weekend?

- Are you allowed to come home late at night?

- Are you allowed to watch TV after 10 pm?

- Are you allowed to have a pet?

- Are you allowed to have girls/ boyfriends?

- Are you allowed to wear whatever you want?

- Are you allowed to do household chores?

- Are you allowed to invite your friends to your house without asking your parents?

- All of us have to……

- Three of us are allowed to………

- One of us is not allowed……

- None of us is allowed to………

Questions:

1 Were your parents strict with you when you were younger?

- work in 8 groups -think of one thing they are allowed/ not allowed/ or have to do

at school and write it

on a slip of paper

- representatives from the groups take turn to act out the meanings with gesture and expressions (without speaking or writing) The others in the class guess what they are trying to communicate Each correct answer gets one point The group guessing the most phrases or sentences in the shortest time is the winner of the game

- work in groups of four Each student in group in turn asks the other three these questions and put their answers in the boxes

- put a tick for “yes” and a cross for “No”

- write about the results when they have finished

- report the results of theirs to the class

- advanced Ss discuss the following questions

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-oOo -Period N o 5 - Lesson 5 : Language focus

I Objectives:

- Students can pronounce the endings /s/, /z/

2 Knowledge:

- General knowledge:

+ Students have to remind of tenses: past simple, past progressive and present perfect

+ Students have to do some exercises of tense

- New words: Words related to topic

3 Skills:

- Intonation and phrasal verbs

II Method:

- Student’s book, pictures, board, tape, cassette player, chalks

IV Procedure:

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5’

10’

- ask Ss to find out the

mistakes in the

following sentences

- ask Ss to work in

groups

- give correct answers

and leads in the new

lesson

- elicit the spelling

rules from Ss

- read the words and

ask Ss to repeat

and practice reading

the sentences on page

18

read the sentences

aloud

- make some correction

if necessary

- ask Ss what tenses are

A Warm- up: Find out the mistakes in the

following sentences:

1 When I was a little girl, I often help my parents with household chores

2 Unlike most men my father enjoyed cooking

3 My brothers never worked long hours like this before

1 When I was a little girl, I often helped my parents with household chores

2 Unlike most men my father enjoys cooking

3 My brothers have never worked long hours like this before

B Pronunciation:

I Presentation 1: How to pronounce the ending “s”:

- We add –s or –es to a noun to make it a plural one It is pronounced [z] [s] or [iz]

Ex: a bird-> birds

a hat-> hats

a bus-> buses

- We add –s/ -es to make the third person singular present It is the same

Ex: to pass-> passes

to go-> goes

to do-> does

to speak-> speaks

(a) We pronounce the –es ending sound

/iz/ when the word ends with the sounds /∫/,/

t∫/, /dʒ/, /s/, /ʒ/ or /z/

(b) We pronounce the –s ending sound /s/

when the word ends with the sounds /f/, /k/, /p/, /t/, /θ/

(c) We pronounce the –s ending sound /z/

when the words end with all the sounds except those in (a) and (b)

II Practice

C Grammar

I Presentation 2: Revision of past simple,

- find out the mistakes

in the following sentences

- work in groups

- do the task

- listen and repeat

- work in pairs and practice reading the sentences on page 18

- some Ss read the sentences aloud

- answer

Tiêu đề	Home Life
Trường học	Vietnam National University
Chuyên ngành	English
Thể loại	Lesson plan
Năm xuất bản	2000
Thành phố	Hanoi

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Số trang	10
Dung lượng	244,5 KB