Giáo án Tiếng Anh 12 Unit 1: Home life

Giáo án Tiếng Anh 12
UNIT 1: HOME LIFE
READING COMPREHENSION 1
I. Objectives:
A. Aim: By the end of the lesson, ss will be able to improve reading skill for
specific details, for gist or general information
B. Knowledge: Ss are more confident to get more knowledge about family
life and its changes
Ss will have a better ideas of the Vietnamese family in
tradititonal and modern life
C. Skill:

- Reading : scanning, skimming, speaking

II. Preparation
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
Unit 1 Home life – Reading 1
1. Brain storming
- Ask ss to give answers to these

Students’ activities

- Ss answer :


questions
+ What is the general word for the

Expected : Men build the

things peo ple do in the pictures?
+ Who often does the hosework in the

house and woman make it home

family?
+ Do your parents ask you to help with
the housework?

- Tell ss to check the household chores

-

Ss’ answers may vary …

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 :

Ss’ answers :

+ feeling dislike for sth :
+ angry or fierce look

:

+ serious disagreement or
argument

+ peer (at sb/sth)

:

+ disgusted (adj), (n,v)

+ battle =

+ glare (n)

+ shocked, discouraged :

+ conflict (with) (n,v)

+ confused, puzzled :
+ scold or criticise continuously
+ very destructive; causing severe
shock :

:

+ struggle (with/ against
sb,sth)
+ dismayed (adj)
+ bewildered (adj)


+ share sth out :

+ nag (v)

- Draw ss’ attention on pronunciation of

+ devastating (adj)

these words

+ divvy sth up (v)

- Get ss listen and repeat 3 times, check
ss’ pronunciation
- Ask ss to give examples using these
words
3. Reading text
- 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

-

text silently, guess

page16 and write the answers to them

unknown words, and then

- Remind ss to remember and underline

get the main ideas of the

the phrases, sentences related to the
questions
- Ask some to write their answers on the

Students read the reading

paragraphs

-

Students underline the

board

phrases and sentences

- Invite others’ opinions, give evidences,

related to the questions

- Go over the ss’ anwers
- Give final feedback
* Consolidation:
- Revise vocabulary
- Learn new words by heart at home
- Prep for next period

-

Students answer may
vary…



HOME LIFE
READING COMPREHENSION 2
I. Objectives:
A. Aim: By the end of the lesson, ss will be able to improve reading skill for
specific details, for gist or general information
B. Knowledge: Ss are more confident to get more knowledge about family
life and its changes
Ss will have a better ideas of the Vietnamese family in
tradititonal and modern life
C. Skill:

- Reading : scanning, skimming, speaking

II. Preparation

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
* Answer the following questions

Students’ activities

(continued) Task a/ p16

- Ss write the answers on the

- Ask ss to read through the sentences

board

and read the text

- Feedback :

- Find the answers to the questions
* More exercise : True or False

1. Children often neglect their

statements ( handouts)

duty on the household chores

- Give out handouts and ask ss to read

such as cleaning room, clearing

the text and the statements then say if

the table after meals, or hanging


they are T of F

up wet towels. However, some of

-Ask ss to work with a partner and

them are often irritated when

compare answers

they are reminded of their mess

-Call on some to read out their answers or responsibilities
- Elicite explanations for their choices

2. She complained that she

- Invite class’ opinions and give

used to do twice as much

feedback

domestic chores as her daughter

(!) These are the statements:

did

1. Virginia’s daughter was doing

3. Most American children

her homework when her mother

contribute to the household

shouted to her

chores at some level, particularly,

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

6-8 –year old chidren contribute
12 % of household labor
- Ss work in pairs deciding on T

or F

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

* Feedback :

dynamics for 10 years
Expected answers:
* Discussion
- Arrange ss to work in small groups,
tell them to discuss and share ideas on
the questions : How has family life

1: T

2: T

3: F ( only 25% of them, not most
)

4: F ( 90% of kids

contribute at some level )
5: T

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

- Students works in groups for 5

comments

minutes then report to the class.

* Vocabulary review
- Ask ss to read the text again and
learn the new words by heart
- Prep for the next period

* 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
chores
Ss will have a better ideas of the Vietnamese family in
tradititonal and modern life
C. Skill: Listening: scanning, ordering
II. Preparation
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
1. Matching the pictures with
desciptions

Students’ activities


- To tell ss to look at the pictures and

* Feedback:

match them with the phrases of

2:f

desciptions

6:c

3:b

4:a

5:d

- 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

- Ss try to guess the words
needed
+ vacuum cleaner
+ to spray
+ sweep
+ to wipe
+ to mop

woman’s suggestions of domestic chores
for kids

- Ss listen carefully and put a

- Ask ss to put the ideas in order as they

tick into each correct answer

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

+

2: cleaning floors and

carpets

3: sweeping and
mopping floors
4: vaccuuming

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

5: cleaning spots and


tell the to talk about what domestic

carpets

chores they often do, what they enjoy
doing, and what they hate doing

6: watering lawn and
plants

- Call on some to report about their
groups

7: cleaning windows
and sliding glass doors

- Give feedback and comments
*Consolidation: - Summarize main
points

8: spraying window

cleaner
9: Wipping windows

- Write a passage about
what household ss often do
- Prep for next period

• Comment and modification

+ Ss answers may vary


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
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

Students’ activities

- 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

- Ss’ answers

- Elitcite useful expressions by
asking ss what they would say to

apologise and express regrets

+ Feedback :
2:f

- Note down ss’ ideas and add more
if necessary

5:d

3: b

4: a

6:c

3. Dialogues from situations ( task
b/ p19)
- Put ss into pairs
- - Tell ss to read the situations,
choose one and then , with a

- Expected answers : -Oh, sorry...;

partner, make a short dialogue for it

Sorry about..; Sorry about that...;

- Ask ss to practice

I’m very/ terribly sorry..;

- Call on some pairs to act out their

Sorry, I didn’t mean..;

dialogues

I must apolodize for....;

- Invite class’ opinion and give

Please pardon me for,.......

feedback
4. Personalization
- Arrange ss to work in small
groups
- Ask ss to tell their partners about a
situation in which they had to
apologise to someone

- Ss answers may vary …


- Encourage ss to give comments
and share ideas on their friends’
experience
- Call on ss to report about their
friends’experience

- Students talk to each other and

- Give comments and feedback

then express their point of view

* Writing: Ask ss to write a few

in class.

sentences about what have
happened to their friends to say why
they had to make an apology
* Consolidation: Summarize useful
expressions
* Comment and modification :


HOME LIFE
WRITING
I. Objectives:
A. Aim: By the end of the lesson, ss will be able to write a passage telling sb
about their home rules, expressing themselves in written English.
B. Knowledge: Through this lesson, students’ awareness of the family rules
will be improved.
C. Skill: - Writing : showing their family regulations
II. Preparation
A. Teacher: Student’s book, pictures, etc.
B. Students: Read the tasks in advance, check meanings of new words and

structures.
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
1. Completing the text ( task a/ p19,20)
- Tell ss to read the text and fill in each

Students’ activities


blank with a suitable word in the box
- Ask ss to compare the answers
- Go over the answers with class

-

Ss answers may vary …

-

Expected :

2. Guessing the meaning of words from
context
- Tell ss to read the text again if necessary

+ E.g : Watching TV, having

to find the words that mean the following :

meals, gardening, playing,

3. Guildlines of the writing

going on holiday...

Guildlines

+ E.g: harworking,

Who makes/create the rules ?

obedient, honest, kind-

Who has to follow? Details of

hearted, clever..

what should od shouldn’t do ?
How helpful the rules are?

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

4. Discussion

+ E.g: father, mother, son,

-Ask ss to work in small groups

daughter, aunt, uncle, niece..

- 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

- Ss express their ideas in

5. Write it up

class

- 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
sentence :

+ regard, politeness,
consideration
+ make sth
become clear or easier to


Every home should has its own home

understand

rules..........
- Move around to give help with vocab and

+ make/show an
image of ...

structure if necessary
6. Peer correction

+ crying/
shouting loudly and sharply

- Call on 2 ss to write on the board

+ make simple;

- Tell class to read together and give

make sth easy to

correction if needed

do/understand

- Others exchange papers to correct, then

( Expected: respect/

collect them to mark

clarity/ represent/ yelling/

* Consolidation:

simplify)

- Write the passage again and hand in next
period
- Summarise the guildlines to write
- Prep for L.F1

-

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
I. Objectives:
A. Aim: By the end of the lesson, ss will be able to use some combinations
with house and home, use the present simple to express routines, report
statements and questions
B. Knowledge: .
C. Skill: - Writing : showing their family regulations
II. Preparation
A. Teacher: Student’s book, pictures, etc.
B. Students: Read the tasks in advance, check meanings of new words and
structures.
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
1. Gap filling ( task a/ p20)

Students’ activities

- 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

+ Feedback :

- Arrange ss to work in two groups A

1: hometown

and B

2: household appliances

- Put 2 chairs in the front, one for

3: homecoming

Home and one for House

4: make yourself at home

- Ask for 5 representatives from each

5: home economics

group to stand in 2 lines in the front of

6: guesthouse

the class

7: housewarming

- Tell ss to listen to your words or

8: housekeeper

phrases and run, as quickly as possible, + This is the list of words and
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

phrases used:

1. keeping
2: coming
3: economics
4: warming
5: make yourself at....
6: chores
7: is the best
8: guest


1. Present Simple expressing Routines

9: work

- Ask ss about the use of this tense

10: hold

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

Expected answers :

Jame work at a shoe store

Home: coming,

2. Talking abour Ninas routines ( task

economics, make yourself at

a/p21)

home, home is the best, work

- Put ss into pairs, tell them to make

House : keeping,

questions and answers about Nina’s

warming, chores, guest, work,

routines and chores using the

hold

information given

+ Ss’ answers may vary …

- Call on pairs to act out their

- We use the present simple

exchanges

for thoughts, feelings,

3. Reported Speech

statea, facts that are true

- In reported speech , we give the

for a long time. We also use

meaning of what was said rather than

it for repearted action or a

the exact words. The verbs often use in

routine that we see as

reporting are : tell, say, warn, promise,

permanent

suggest, explain, reply, announce...
* Direct
Reported
+ Simple present
+ Present continous

 Simple past
 Past

continous
+ Simple past, present perfect 
Past perfect
+ Past continuous, Present perf.
Continuous

- Students answer and give
more examples.


 Past perfect continuous
+Will –inf

 Would-inf

+ Is/are going to ..

 was/ were

going to..
+ Must /have to-inf

 Had to -inf

3. Consolidation
- Summarize word study, simple
present, tenses in reported speech
- Prep for L.F 2

* Comment and modification :


HOME LIFE
LANGUAGE FOCUS 2
I. Objectives:
A. Aim: By the end of the lesson, ss will be able to use some combinations
with house and home, use the present simple to express routines, report
statements and questions
B. Knowledge: .
C. Skill: Speaking : talking abour routines
II. Preparation
A. Teacher: Student’s book,workbook, pictures, handouts, etc.
B. Students: Read the tasks in advance, check meanings of new words and
structures.
III. Procedure
A. Warm – up:
Transition : Today, we will revise indirect speech, write on the board :
II. Grammar
Teacher’s activities

* Continued :

Adverbs ( place

and time )
+ Now

Students’ activities

• Ss’ answers
On that day

+ Today

The day before/ the previous

+ Yesterday
+ Tomorrow

day
The next day/ the following

+ Next month
+ Last year
+ An hour ago

day

+ Here
+ This
+ these
- If report is about sth which is true, it
is unecessary to change tenses
E.g: ‘He said,” The world is
round”

The previous year
An hour before
There
that
those

- There is no change for: Must, might,
should, could,would. Must can also be - He said the world is round
changed to had to. May is often
changed to might
4. Reporting Statements:
-Statements are reported with a
past tense verb followed by a noun
clause with an optional that
E.g: “I’m very tired” she said .
5. Reporting questions : Questions
can be reported with verbs like : ask,
wonder, want to know. The word
order in a reported question is like
that of a normal statement
E.g: “Where are you going ?”
6. WH-questions : We use verbs like:

ask, wonder, want to know followed
by the question words and the clause

- She said (that ) she was tired


7. Yes/No questions : We use If or
Whether
E.g: “ Have you seen this film?’
* REPORT THE INTERVIEW

- He asked me where I was going

( task a/p21-22)
- Tell ss to read the interview with
Mrs Green and then report what the
interviewer asked Mrs Green and the
answers ahe gave in the interview

- He asked me if I had seen that
film

- Tell ss to follow the examplesand
continue with the task

Ss’ answer :

- Remind ss of the structures of

*Answerkey:

reported statements and questions

interviewer wanted to know

- Tell ss to compare answers in pairs

how many children Mrs green

- Call on ss to write their sentences on

had. She said that she had two,

the board and check with the class

a daughter and a son. Then the

First the

interviewer asked about the
* Report what Virginia talked about
her daughter ( task b/22)
- Ask ss to read what Virginia talked
about her 15-year old daughter and
report it
- Prep for the new lesson

conflicts between her and her
children. She said it was a long
history. Her children were

always neglecting their domestic
responsibilities and arguing
when being reminded. Next, the
interviewer wanted the
examples. She let him know that
she often battled with her
daughter against the latter’s


messy room or her
irresponsibility for collecting
and disposing of the garbage
can
Finally, the interviewer
wanted to know about the conflict
wuth her son. She complained
thather son was worse than his
sister. He never helped her with
the household chores. He was
always taking out things and never
returning them to their places
* Comment and modification :