unit 1 home life tiếng anh 12 phạm an nguyên thư viện giáo án điện tử

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (247.09 KB, 16 trang )

(1)<div class='page_container' data-page=1>

A. OBJECTIVES:

By the end of the lesson, students will:
- Understand more about home life.

- Use vocabulary related to the topic of the lesson through exercises.
B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

- Method: mainly communicative approach and learner-centered approach

Teacher’s activities Students’ activities

I. WARM-UP ( 5')

- Ask Ss to work in groups and tell about their families.
- Suggestion questions.

1. How many people are there 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.

II. PRE- READING (10')

- Short introduction the types of family (show the pictures).
Nuclear family:

A Nuclear family consists of 2 generations only.
(the father, the mother, and the children)

Extended family: An extended family consists of three or more 
generations. (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 or the mother.
+ In USA, single parent families are popular.

+ In Viet Nam, there are more and more single families.
Blended families or stepfamilies:

In a blended family, or stepfamily, one or both partners have
been married before. One or both has lost a spouse through divorce or
death, and may have children from the previous marriages. They fall in
love and decide to remarry, and in turn, form a new, blended family that

- Group work.
- Discuss.

- Present.

</div>
(2)<div class='page_container' data-page=2>

includes children from one or both of their first households.

- It consists of stepparents, stepsister, stepbrother,

halfbrother and half sister.

Pair work

- Have Ss to look at the pictures in the textbook and answer
questions

1. Who do you think they are?
2. Where is the family?

3. What is each member doing?

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?

- Call some pairs to answer and give feedbacks.
- Introduce the text.

Explain some new words:

- Introduce and explain the meaning of the new words
1. Caring (a): paying attention to the others = quan tâm,

chu đáo với mọi người
2. run (V) = manage (v) = điều khiển, quản lý, trông nom
to run the household / family.

4. household chores (n) = housework (n)
5. mischievous(a) ['mist∫ivәs ]

6. obey (v) , obedient(a) [ә'bi:diәnt]

7. close-knit(a)
8. supportive(a) ~ of

9. frankly ['fræŋkli](adv) = thẳng thắn, trung thực, chân thành
10. secure [si'kjuә](a) = an tâm, khơng có cảm giác lo âu
11. to take the responsibility for + N/ V-ing.

12. to be under a lot of study pressure

In my attempt to win a place at university, I am under a lot
of pressure.

13. to give sb a hand with (doing) sth = to help Sb (to) do/ with Sth.
14. attempt (n) / (v)

In one's attempt to + V / at V-ing
To make attempt to + V / at +Ving

Eg: He made attempt to break out of the jail.

breaking out of the jail.(v/ ngục)
15. supportive [sә'pэ:tiv] = thơng cảm, khuyến khích,
đem lại sự giúp đỡ
- Read aloud and ask Ss to repeat

- Work in pairs, Answer the
questions (In E or V)

* Suggestion answers:
1 - Parents and children.
2 - At home.

3 - The mother is helping the
daughter with her study, the
father is playing with the son.
4, 5, ... : Depend on Ss.
- Answer.

</div>
(3)<div class='page_container' data-page=3>

- Explain new words in Vietnamese if necessary
III. WHILE-READING (20'):

Ask Ss to read the passage silently to understand about it then do
the tasks.

a. Task 1 : Choose the best answer:

- Get Ss to read the requirement of task 1.

- Ask Ss to read through the sentences and find out new words.
- Explain new vocabulary if necessary.

- Ask Ss to read the text again to find out the answers.
- Ask Ss to work in pairs and choose the right answer.
- Get Ss to share the answers with other pairs.

- Call 2 Ss of 2 groups to write down the answers.
- Check and give feedbacks:

b. Task 2 : Answer the questions:

- Check if Ss can answer the comprehension Qs without reading the
text again. If not, get them to read the Qs carefully and underline
the key words.

- Ask Ss to read the text again and then answer the questions
individually.

- Get Ss to exchange theirs answers with a friend for peer check
- Call some Ss to read their answers and explain their choices.
- Comment and give feedbacks.

Suggestion 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 makes
dinner ready before her husband comes home.

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.

4. She attempts to win a place at university.

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.
IV. POST READING (8'):

- Read the passage silently.

- Read the task.

- Read through 5 sentences
and find out new words.
- Read the text by self..
- Work in pairs.

- Share the answers.
- Listen and check.

1-B; 2-C; 3-A; 4-B ;
5-A;

- Individual work and then
share the answers with a
friend.

</div>
(4)<div class='page_container' data-page=4>

- 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's/father's/your responsibility in your family?

Work father mother children
- Work / Earning money

- Washing dishes
- Cooking

- cleaning the house

...

v v

- Check and give feedback.
- Call some to give answers

- Let Ss compare the family described in the text with your own
family (basing on the handouts).

Work Her family Your family

- Work / Earning money
- Washing dishes

- Cooking

- cleaning the house

...

- 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.
V. REVISION AND HOMEWORK (2'): 
- Revise the main points of the lesson.

- Ask Ss to learn the new words by heart, read and translate the
text, do the tasks again.

- Prepare the section B (The Speaking part of Unit one).

Work in groups: Fill the table.

- Check the answers.
- compare the family

described in the text with your
own family.

- Report their ideas.
- Listen and comment.

</div>
(5)<div class='page_container' data-page=5>

A. OBJECTIVES:

By the end of the lesson, students will:

- Understand more about home life, the relationship and responsibilities of

family's members.

- Develop speaking skills: discuss home life, the relationship and
responsibilities of family's members.

B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects.
C. PROCEDURE:

- Method: mainly communicative and learner-centered approach; T - T,
T-S, S - S

Teacher’s activities Students’ activities

I. Warm up: ( 5')
Network

- Ask Ss to find out as many as possible words related to
household
chores.
- Call some
Ss to write on
the board.
- Give
comments.
II. Pre 
speaking 
(10'):

Task 1: Read the following statements and tick the
ones that apply to you and your family.

- Ask Ss to work individually, then exchange the ideas
with another..

- Walk around and help them.

- Call some Ss to talk about their families in front of the
class, using the information in task 1.

- Give feedback

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/ empty the garbage

- Work individually then share the
ideas with a friend.

- Present in front of the class
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

</div>
(6)<div class='page_container' data-page=6>

III. WHILE-SPEAKING (15'):
Task 2:

- Guide students how to practice.
- Ask students to work in pairs.

- Help the students with new structures.
Give some special expressions

* Could you tell me who / what ….. ?
* 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 in front
of the class.

- Correct their mistakes.

Task 3 : Ask about your partner’s family. 
- Ask Ss to study the table carefully.

- Have Ss to work in pairs, asking about the partner's
family life, noting down the answers in the table.

- Call some pairs to act out in front of the class.
- Give comments.

Sample dialogue :

A: Hi,…Could you tell me a bit about your family life?
B: - Sure, no problem.

A: - Who works in your family?

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.

- Work in pairs.
Expected questions :

1. Could you tell me who works in
your family?

2. By the way who in your family does
the washing up?

3. What about your brother ? Does he
share the household chores?

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
members share together?

8. What do your family members often
do together in your free time?
9. Who do you often share your
secrets with?

10. Who do you often talk to before
making an important decision?

</div>
(7)<div class='page_container' data-page=7>

B: - Both my parents do. My father is an engineer and my
mother is a teacher. They work 8 hours a day.

A: Do you help them with the household chores?

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

A: What about your father?

B: -He cleans the floor and sometimes when my mom is
out of on business he cooks for us.

A: What interests do your family members share closely?
B: - Watching films. We often watch films on TV on
Saturday evening when everybody is free.

A: Who do you often share your secret with?
B: - Mother. I think she understands me well.

A: So she is the person you often talk to before making
an important decision?

B:- No, in fact both my parents help me a lot when I have
problems.

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

B: - Bye.

V. POST- SPEAKING (10): 
Report the information

- Have Ss to work in pairs to tell each other the in
formation collected .

- Call some Ss to report in front of the class.
- Correct and give comments.

Expected answer:

I’ve just talked with B about her
family life.

</div>
(8)<div class='page_container' data-page=8>

V. Revision and homework (3'): 
- Revise the maint point of the lesson.
- More practice the main topics at home.

- Prepare the section C (The Listening part of Unit one).

make important decisions

- Practice the main topic at home.
- Prepare the section C (The Listening
part of Unit one).

A. OBJECTIVES:

By the end of the lesson, students will:
- Understand more about home life

- Develop listening skills: listening for main ideas and specific information.

B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative and learner-centered approach; T - T, T- 
S, S - S

Teacher’s activities Students’ activities

I. WARM-UP (5'): Jumbled word

- Rearrange the letters to make a meaningful word.
RINENOU

- Which word can go with “reunion”?
II. PRE-LISTENING (8'):

* Describing the picture.

</div>
(9)<div class='page_container' data-page=9>

- 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 people are there?/ who are they?
3. How are they feeling? / How do they look?
- Call some students to answers

- Give feedback and introduce the topic of the lesson:



Lead-in: In today’s listening section, you’ll hear the
conversation between Paul and Andrea talking about their
family.

- Introduce some new words to students by using pictures or
by using definitions in English.

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to repeat after the tape twice.
- Explain new words:

1. To reserve: = to book sth in advance: đặt trước
2. Coach (n): xe chở khách đường dài

3. To spread out: to cover a large area

4. Leftovers: food that has not been eaten at the end of a
meal

III. WHILE-LISTENING (20'):

Task 1 : Listen to the conversation between Paul and Andrea
and decide whether the statements are T or F and then
correct the false statements

- Ask students to read through the statements.

- Play the tape two times for Ss to listen and answer the
questions individually.

- Ask Ss to compare the answers with a partner.
- Call Ss to give answers on the board.

- Play the tape again, have students to listen and check the
answers.

- Correct the answers with the whole class.

- Look at the pictures and answer
the teacher's questions.

+ They are having a big…..
+ many people..

+ Very happy

- Students repeat in chorus.

- Students listen to the tape
carefully

- Read through the statements
- Listen to the tape and individually
do the task.

- Compare the answers with a

partner.

- Some give answers on the board.
- Listen again and check.

Answers
1. T

</div>
(10)<div class='page_container' data-page=10>

Task 2: Note down two things that are different about
Paul’s and Andrea’s families.

- Introduce the task: Listen to the conversation again and note
down the different things between Paul and Andrea's families.
- Let Ss do the task without listening again.

- Play the tape once again for Ss to complete the table.

- Ask students to do Task 2 then compare the answer with a
partner.

- Play the tape again, have students listen and check the
answers

- Ask some students to read the answers
- Check and give feedback.

IV. POST- LISTENING(10): Discussing 
- Ask Ss to work in groups, discuss the questions:

The importance of family in a person's life

family, they rarely get together as a
family any more.)

3. F (It is about 180 kilometers
from they ….)

4. T (There are 4 children in Paul’s
family)

5. T (There are too many people to
cook for, they end up going out to
dinner a lot).

- Read through the questions and
try to do the task without listening
to the tape again.

- listening again and fill the table.
- Compare the answers with a peer.
- Listen again and check the

answers

Answers:

Paul Andrea

His family
members are

not very close.

His family is a
close - knit
one.

The families
often eat the

meal the

mother cooks
at home.

The family
often goes out
to eat when

they get

together.

</div>
(11)<div class='page_container' data-page=11>

- Ask some students to present their discussion in front of the
class.

- Listen and give feedback

V. REVISION AND HOMEWORK: (2')
- Summarize the main points of the lesson.
- Write about family reunion.

- Prepare Part D

Answer:

Family is very important. It’s a
place where people can share their
secrets and find solutions to
problems that arise. Only in family,
we can enjoy love and comfort. We
are sure to be welcome back when
we have disappointments or
failures in life.

- Summarize the main points of the
lesson.

- Write about family reunion.
- Prepare Part D

A. OBJECTIVES:

By the end of the lesson, students will:
- Understand more about home life.

- Develop writing skills: Writing for main ideas and specific information.
B. TEACHING AIDS:

- Textbook, pictures, handouts and real objects.
C. PROCEDURE:

</div>
(12)<div class='page_container' data-page=12>

Teacher’s activities Students’ activities
I. WARM-UP (5'):

- Ask Ss to work in pairs and answers some questions
1. Do your parents often let you go out in the evening ?
2. Are you allowed to use your family motorbike?
3. Are you allowed to do the household chores?

...

- Call on some pairs to present their answers in front of the
class

- Feedback

Lead in: In today’s lesson, you’re going to write a letter
about your family rules.

II. PREWRITING (8'): groups work

Task 1: What rules do you have in your family?
+ Give Ss some useful expressions:

* let / make sb + V

* allow sb + to V / Allow + V-ing.
* to have to + V (obligation)

* to permit sb + to V / to permit + V-ing.

- Deliver Ss handouts (Task 1 – Complete the following
sentences).

1. During the school year, I am not allowed ………
2. I have to………..

3. My parents allow me……….
4. My parents want me not………

- Ask some Ss to go to the board to write down their
sentences

- Together with Ss find out the mistakes and correct them

III. WHILE WRITING (20'):

Task 2: Write a letter to a pen pal about your family
rules.

- Pair work: Answer the questions
given..

1. Yes, but my parents don’t let me
come home late.

2. Yes, I am.

3. Yes, I have to do the household
chores.

...

- Take notes.

- Ss work in groups: complete the half
-sentences given:

1. During the school year, I am not
allowed to come home late / watch TV
…

2. I have to clean my house / do the
washing

3. My parents allow me to watch TV /
go out with my friends on Saturday or
Sunday…

4. My parents want me not to stay up
late / chat with my friends on the
phone

</div>
(13)<div class='page_container' data-page=13>

- Ask Ss to work in groups and use the ideas they have
written above to write a letter about their family rules.
- Go around to offer help

- Call representatives of four groups to present their letters
- Together with Ss find out the mistakes and correct them
- Give feedback on Ss’ work

- Point out some common mistakes made by Ss when
doing this writing task.

IV. POST-WRITING (10'):

- Ask Ss to make a conversation about the content of their
letter

- Call some Ss to practice the conversation in the front of
class

- Remark generally Ss’ written work

V. REVISION AND HOMEWORK (2'):

- Revise the main point of the lesson.

- Ask Ss to rewrite at home.

- Prepare the section E (The Language focus part of Unit
one).

Dear Mary,

Today, I have something interesting to
tell you. It’s my family’s rules. Every
family has its own rules. Mine has a
few,too. First, during the school year
I’m allowed to watch TV until I have
finished my homework. Sometimes
my parents let me go out with my

friends on Saturday or Sunday, but I
must come home early. Second, in my
family everybody has to share the
household chores. And mine are doing
the washing and preparing meals.
Third, my parents want me not to chat
on the phone more than ten minutes.
How about your family rules? I am
very happy with my family. My
parents really love me and take good
care of me.

Love,
Daisy

- Work in pairs, ask and answer about
the content of the letter.

A. Do your parents let you go out in
the evening?

B. Sometimes on Saturday or Sunday.
A. Are you allowed to watch TV?
B. ………….

</div>
(14)<div class='page_container' data-page=14>

A. OBJECTIVES:

By the end of the lesson, students will:

- Distinguish and pronounce correctly the ending sounds / s, z /.

- Use correctly the Simple past, past continuous and present perfect.
B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects.
C. PROCEDURE:

Method: mainly communicative and learner-centered approach; T - T, T-
S, S - S

Teacher’s activities Students’ activities

I. WARM-UP (5'): Tongue twisters.

- Hang a poster on the BB, Ask Ss to read the tongue twisters
as quickly as possible. If one read 3 times he wins.

- She sees Susie sitting in a shoe shine shop.

- Where she sits she shines, and where she shines she sits. 
- Ask Ss to pick out the word containing the ending

sounds / s, z / and put in the correct column.
- Write on the BB

II. PRONUNCIATION (8'):
+ Listen and repeat:

- Read and ask students to listen and compare the difference
between / z / and / s /.

- Let students listen again and to repeat.

- Write some words on board and ask students to read them
aloud.

+ Practice these sentences:

- Read one before then read again and ask students to repeat.
- Ask students to practice themselves.

- Walk around and help them.
III. GRAMMAR: Tense revision
1. Tense revision (10'):

- Hang a poster, Ask Ss to do the exercise.

Poster: Use the correct tenses: simple past, past
continuous or present perfect.

1. When you (buy) that car?
- I (buy) it 2 years ago.

2. At this time yesterday we (play) football.
3. At 7 pm last Sunday we (visit) the zoo.

Read the tongue twisters

/ s / / z /
 sits sees
shines

+ Listen and repeat:
- Listen and practice.
+ Practice these sentences:
- Listen and repeat.

- Practice in pairs.

Do exercise individually

Keys:

</div>
(15)<div class='page_container' data-page=15>

4. When I (have) dinner, my friend (call).
5. I (already/see)Titanic

- Call a student to do on the BB while the others practice
individually.

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses, give comment.
Remarks

* Simple past is used to denote an action happening at a
specific time in the past with no relating to the present.

* Past continuous is used to express action that was in
progress at a specific time in the past; it is also used to
express action that was in progress when something else
happened.

2, Practice: (15)
a, Exercise 1:

- Ask Ss to do exercise 1 individually, and then compare the
answers with a partner.

- Call Ss to give the answers to check.
- Correct and give feedback

1. Have you seen 2. Have you enjoyed
3. Has been married 4. Did you give ; saw
5. Didn’t listen 6. Have you two met
7. Did you meet

b. Exercise 2:

Do the same exercise 1.
Keys:

1. B 2. C 3. A 4. A 5. B 6. B 7. B
8. C 9. B 10. C 11. B 12. C 13. C 14. A
15. B

3. Additional exercise (5'): Choose the best answers

1. The man got out the car,…. round to the back and opened
the boot.

A. walking B. walked C. walks D. walk

2. I saw Maggie at the party. She … in several films.

A. wears B. wore C. was wearing D. has worn
3. After I had had lunch, I…. for my bag.

A. looked B. had looked C. have looked D. look

3. were visiting

4. was having ; called
5. have already seen

- Take note
- Remarks

- Do exercise 1 individually then
compare the answers with a partner.
- Some give answers on the board .
- Correct and take notes.

- Do exercise 2 individually then
compare the answers with a partner.
- Some give answers on the board .
- Correct and take notes.

1. B
2. D

</div>
(16)<div class='page_container' data-page=16>

IV. REVISION AND HOMEWORK (2'): 
- Summarize the main points of the lesson.

- Ask Ss to do the exercises again at home.
- Prepare Unit 2 (The reading part of Unit 2).

- Revise the main points of the
lesson.

</div>

unit 1 home life tiếng anh 12 phạm an nguyên thư viện giáo án điện tử

B: - Bye.

- Remark generally Ss’ written work

<b>V. REVISION AND HOMEWORK (2'): </b>

Tài liệu liên quan

Tài liệu bạn tìm kiếm đã sẵn sàng tải về