Unit 1- Home life- English 12 CB- New !!!

Date...................................
Unit 1: H o me li fe
Lesson 1 –Reading
A. Objectives:
1. Educational aim: Students should know about the value of family
2. Knowledge:
- General knowledge: - Students read and guess the meaning of new words from the con text.
- Students Read the passage and complete the tasks of the lesson.
- Language item: - Students could understand and use new words related to home life after
reading
3. Skills: Guessing meaning in context, scanning for specific information, reading comprehension.
B. Teaching aids :
Student’s book and pictures, Board, tape, cassette player, chalks, etc.
C. Procedures:
1. Class organization:
2. Previous lesson check: During the lesson
3. New lesson:
Timin
g
Teacher activities Student’s activities
3’
Warm-up
- T writes this sentence on the
blackboard and raise out question:
 Complete the sentence by filling the gaps with the suitable
words:
……..build the house …………….make it home.
- Ss work individually then exchange with their partners
- T calls on some ss to answer then calls another comment.
Lead-in: House is quite different from home. Everyone wants to live in a happy home but how can we
make a happy home? It is a question and today we may find some suggestions

7’
Before you read
Activity 1: (4…)
Answer these questions
- What does your father often do in
your family?
- And about your mother?
- What do you usually do to help your
parents?
- Who brings money to support your
family, your father or mother?
- What do you think if your father is
only a person to bring money to
support your family?
Activity 2: (3’)
- Asks students to look at the pictures
Individual work
Suggested answers:
Ss 1: My father often helps me with my study.
Ss 2: My father often brings money home to support my family.
Pair work
Suggested answers:
1. The family is at home.
Grades attendants absences
12..........
on the book then answer the questions.
- When they finish T asks ss:

Is there anything similar to your
family?

2. The father is playing games with his son and the mother is
helping her daughter do homework.
3. Yes, it is. Because they look warm and close knit.–
Ss1........................
Ss2........................
Timin
g
Teacher activities Student’s activities
25’
while you read
Activity 1 (3’): Read the passage
silently and quickly to get the main
contents
Activity 2: (2’)Discuss new words
and structures
- Ask students to work in group and
read passage in silence.
- Encourages students to guess the
meaning of difficult words in the
context. If not, T can explain for them.
*
Task 1: (5’)
- Asks students read the text again and
do the task individually at first
- Then lets students exchange the
answers with their partners for peer
correction.
Activity 3: (7’) Read the passage
and complete the table bellow
( to check students; understanding and

prepare for task 2)
Individual work
- Read the text silently
- Get the main contents
Group work
Vocabulary and structures
- Take the responsibility for …
- Under pressure
- It is believed /thought/said/ ... that
- Join Sb in doing something
- To be in attempt to do st
- Mischievous = naughty
- Close-knit
- Supportive of
Individual and pair work
- Choose the sentences A, B or C that is nearest in meaning to the
sentence given
Suggested answers
1. B 2. C 3. A 4. B 5.C
Group work
Ss read the text in silence again and do a handout in groups then
compare answer.
Work Father Mother Children
-washing dishes
-cleaning the house
-cooking
- taking care of younger children
- going shopping
- taking out of the garbage
- running the household

- making breakfast
-mending things around the house
Task 2: (8’) Answer the question:
- Lets students to read the passage
again then answer the question in the
task.
- Ask students to read the questions
carefully and discuss the answers
Individual work group work
& pair work
- Read the reading passage again and answer the questions:
1. Very busy. They have to work long hours and sometimes they
have to work at night.
2. She is always the first..... clothes. She always makes.....home
3. The daughter…. The house at weekends
4. She attempts to win a place at university.
5. Because they are a very close-knit and supportive of one
another. They often share their feelings whenever problems come
up; they discuss them frankly and find solutions quickly.
After you read
7’
Asks students to Work in groups
compare the given family with their
own family
- Look at the handout again and make comparison
- Report the discussion.
E.g.: In my family, my mother usually washes the dishes, look after
my brothers, run the house hold, my father mend the broken things.
4: Consolidation: (2’) Summarize the main points of the lesson.
5: Home work :( 1’) Read the lesson again and learn by heart new words and structures

Date...................................
Uni t 1: Ho m e life
Lesson 2 -speaking
A. 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 value 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
- Lexical item: words related to the topic
3. Skills: Develop speaking skill
B. Teaching aids: pictures, textbook,
C. Procedures:
1. Class organization:
2. Previous lesson check: (5’) Read the reading passage and answer teacher’s questions
3. New lesson:
Timin
g
Teacher activities Student’s activities
5’
Warm-up
- Gives the rule of the game
- One student stands in front of the class
and has to answer all the questions in
the sentences about his/ or her family.
- But they mustn’t say “Yes/or No”. If
they say “yes or no”, they will lose the
game.

- Lead-in the lesson
Play Yes/no game
E.g. A-How many people are there in your family?
B- There are five people in your family.
A- Are there 4 people in my family?
B- There are five people in my family.
A- What is your father name?
B- My father name is John
A- Is your father name Paul?
B-No. His name is John. (Ding)-You lose the game.
Lead-in: Last period, we got to know a family story. Today, we study how to talk about family life of your own and
your friend
Pre-speaking
Task 1
- Lets students read all the sentences in
the task 1 and tick the ones that apply to
them and their family.
- Asks students to work individually at
Individual work and group work
In my family, only my father works.
Members of my family share the household chores.
My responsibility in the family is to wash the dishes.
Grades attendants absences
12..........
5’ first, and then work in groups to speak
about their family.
- Go around and listen to the students –
Give more suggestions if they need
In my family, the interest we share closely is watching
football.

I often share my personal secrets with my father.
I always talk to my parent before making an important
decision.
while-speaking
Task 2
Activity 1: Explain the requirement
and some new words
Whole class work
Make a decision = decide (v)
Timin
g
Teacher activities Student’s activities
22’
Activity 2: (2’)
Prepare a list of questions
- T divides class in to 8 groups. Each
group is given 2 topics to make as many
questions as they can.
E.g. group 1: 1,2 - group 2: 3, 4
-group 3: 5, 6, - group 4: 7, 8,
- group 5: 1, 2 ...
Activity 3: (5’)Report the answer:
- Each group reports the answers.
Others listen, take note and add more if
possible, teacher writes some difficult
questions on the board
Task 3
Activity 1: (5’)
- Conducts an interview using the
questions from task 2 and the table of

task 3 (to make ss more motivated)
Group work
Example:
1. Who works in your family? / Do your parents work?
Does only your father works in your family? /Who brings
money to support your family?
2. Who does the house hold chores? / Who takes responsibility
for running house hold?
3. What is your responsibility in your family? / What do you
often do in your family?
4. Who do you often share your secrets? / Do you often share
your feelings or your secrets with your parents? Who do you
trust the most?
Pair work
- Use the questions you have formed to ask your partner about
his / her family life. Note down the answer in the table
1.Who works in the family Both parents
2.Who does the household .................
3. Your friend’s responsibility in the family ....................
4.The interest the family members share closely ....................
5.The person your friend often shares his / her secrets with ....................
6.The person your friend talks to before making an important decision .....................
Activity 2: (10’) Role play
- Imagine that you are a journalist; your
friend is one of the most famous supper
stars. She/ he has only some minutes
here with us. Ask him or her about
home life please
Pair work
Conduct the interview in front of the class

T and the other students give comment on accuracy and fluency
A: Good morning Hoa. Are you free at the moment?
B: Yes. What can I do for you?
A. I want to know something about your home life. Would you
mind answering?
B: Never mind. Please but be quick because I have to go soon
A: Ok, Who works in your family?
B: of course, I do because I earn a lot of money ...
5’
post-speaking
Task 4: Report
- Asks students to do back their original
pairs. Report the information they have
collected
Individual work and pair work
E.g. I had a talk with Hoa when she was having a rest. She told
me a lot about her family life. She is the person who works most
in her family ...
4. Consolidation: (2’) - Retell the main point of the lesson, some structures to make question about family life
5. Home work: (1’) - Write a passage about a happy family (80 words)
- Prepare Part C- Listening and do homework