giao an 12- unit 1

Unit 1: Home life
Date: / ./……… …………… …………………
The 3
rd
period
Theme: Home life
A: 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 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,
Work in group
Present their answers
Listen to T’s introduce
the mother, and the children
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 the
pictures
- Work in groups to ask and answer the
questions 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 son
and the mother is helping her daughter do
homework.
P3: Yes, it is. Because they look warm and
close –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
new words:
1. Caring(a): paying attention to the
others
2. To run the household.
3. To be willing to do st.
4. Household chores
5. Responsibility(n): [ri,spɔnsə'biləti]
trách nhiệm
 Responsible to sb for st.
6. Mischievous(a) ['mist∫ivəs] tác hại,
có hại
7. Obedient(a) [ə'bi:djənt]
biết nghe lời, biết vâng lời, dễ bảo,
ngoan ngoãn
8. Close-knit(a) quan hệ khăng khít
9. Supportive(a) ~ of : ủng hộ
10. Frankly(adv) ['fræηkli] thẳng thắn,
trung thực
11. Secure(a) [si'kjuə] an toàn, vững
chắc đảm bảo
12. confident(a) ['kɔnfidənt] tin chắc

 confidence(n) ['kɔnfidəns] sự tin
tưởng
13. to be caring
14. to be willing to do something
15. to be close -knit
16. to be mischievous
- Help students to summary the main
ideas of the context.
- Look at the book and listen to the teacher
- Listen
- Note down
- Practice reading new words.
- and make sentences with new words if Ss
have enough time

- Work in groups and try to repeat the main
ideas in each paragraph.
-Practice speaking their ideas freely.
* The first paragraph: the writer says
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:
Listen to the teacher
- Work in groups , read the sentences
carefully
- Listen to the teacher and read up the
sentences 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 the
passage
- Present the answers in front of the class
- Comment
- Note down the reason of the choice
1, B 2, C 3, A 4, B 5, B
+ 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 the
questions using the information from the
passage
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.
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
r
children
- 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 comment.
Listen and take notes
- Do the home work and prepare for the next
lesson.

Date: / ./……… …………… …………………
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 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 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...
IV. Procedure:
Teacher’s activities Students’ activities Not
es
Warm-up: (7 minutes)
- Playing games.
- 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
- Keep books close
- Listen to the teacher
- Work in groups to talk about household
chores.
Expected words:
- Cleaning the floor
- Cooking
- Doing the washing up
- Washing clothes

- Tidying the kitchen
- Ironing clothes
- Hanging dry the clothes
- Repairing/ mending things
- Taking care of the baby
- Taking out the garbage
Work in pairs

Household chores

Household chores
- Feedback and lead the class to the
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
Present in front of the class

-Practice speaking out their ideas about their
family. A: Who works in
your family? B: Both my father and
mother.
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 your
family?
B: I often clean the house and cook the
meals when I finish my studying.
A: How do the family members share the
interest?
B: We often watch television each other in
the evening.
A: Who do you often share your secrets
with?

B: I often share with my mother.
A: Who do you talk to before making an
important 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