Unit 1 Family Lie

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (234.52 KB, 10 trang )

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

Period: 3
Period: 3

Date of planning: 06/08/2010
Date of planning: 06/08/2010
Date of teaching: 13/08/2010
Date of teaching: 13/08/2010

Unit 1.

Unit 1. HOME LIFE

HOME LIFE

Lesson 1:

Lesson 1: READINGREADING
-

- Time allotted: 45 minutesTime allotted: 45 minutes

- Knowledge: read a passage talking about home life and daily routines.

- Knowledge: read a passage talking about home life and daily routines.
- Aims: After the lesson student will be able to:

 Understand the passage about home life

 Have practiced the skill of understanding the meaning of words/ phrases/ sentences
in context

 Have practiced the skill of reading for specific information.
- Reference: textbook and teacher’s book.

- Teaching aids: textbook, blackboard,

PROCEDURE



Content Teacher’s Students’

*

Warm up : Communicative activity:
1. How many people are there in your family?
Who are they?

2. What’s your father/ mother’s jobs?
3. Who is the breadwinner?

In the past, usually the man is the breadwinner. Therefore 
we have this saying:

“Men build the house, women make it home”.

- call up a good
student and ask
his/her questions

-Teacher says and
writes on the bb. the
saying, then asks ss
to explain it

- thanks to this saying
I want to introduce
you the title of Unit 1

- think & answer
1. four/ five…
2. farmer/…
3. both my
parents….
- listen, look at
the saying and
explain it
- copy the title

8’

*

Before you read

PW. Ask and answer the questions about the pictures 
 (p.12)

 Key: 1. The family is at home

2. The father is playing with his son .The mother
 is helping her daughter with her study

3. We see a warm and peaceful scene of a happy
 family (where people love support each other )

- Introduce
- Explain some
difficult sent.

- ask ss to answer the
questions in pairs?

- ask he answer
- Feedback

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

)

5’

during the day?
* While you read :

Read the passage & do the tasks that follow
 Task 1 :Choose the best answer:

Key : 1. b (He comes home late at night)

2. c (Men support family :women look after it)
3. a (join hand = work together)

4. b (mischievous(a))

5. a (close-knit = having close relation)
Task 2: Answer the questions:

Key: 1. The parents are very busy at work and with their
children at home. They have to work long hours
and sometimes they have to work at night.

2. She is very caring woman .She takes responsibility for

running the household

3. He helps to clean the house and sometimes cooks, or
mend things at weekends. The daughters does

household chores and looks after the boys.
4. She attempts to win a place at university

5. Because they are a very close- knit family and very
supportive of one another

read the passage…
and do the tasks that
follow

- Ask Ss to read &
find ideas from the
text

- Feed back

- Ask ss to read the
reading again & find
the answer

- Ask Ss to share
their answers
- Go around to
monitor

- Check and comment

Use the textbook :
Silent reading
- Answer

- Silent reading/
read the text &
and try to answer
the questions
- Work in pairs

- PW: ask-answer

* After you read :

Talking about your family
You can use some suggestions:

- take care of one another - share household chores
- obey family’s rules - a peaceful family

- Give instruction
- Ask ss to work in
group to do based on
the suggestions
- Comment

- make groups to
do the task

- Report what
they discuss

* Homework :

- Learn the new words by heart,
- Prepare lesson 2 - Speaking lesson

- assign homework - take note

--The 
end--Period: 4

Period: 4

Date of planning: 06/08/2010
Date of planning: 06/08/2010

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

Unit 1.

Unit 1. HOME LIFE

HOME LIFE

Lesson 2: SPEAKING

- Time allotted: 45 minutes

- Knowledge: Talk about home life/ family life
- Aims: after the lesson, students should be able to

 Understand more about home life, the relationship and responsibilities of family's
members, talk about their family life.

 Develop speaking skills: discuss home life, talk about their family life.
- Reference: teacher’s book.

- teaching aids: lesson plan, blackboard

PROCEDURE



Content Teacher’s Student’s

4’

5’

* Warmer: Brainstorming

Cleaning the house

? ?
Possible answers:

(cooking meals, taking out the garbage, washing the
dishes , looking after the boys, repairing/ mending things,
taking care of the baby)

 Today you will practice asking and answering about

the household chores and family life.

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

Note: “work” means earn money.

Task 2:PW. Prepare a list of questions to ask another
student to find out another student to find out 
whether his / her family life is like your yours.

- Ask Ss to find out as
many answers as
possible

- decide the winner
?: Who does the
household chores in
your family?

?: What is your main
responsibility?

- introduce the new
lesson

- Introduce the Task
- Ask ss to tick the
answer.

- Call up 1-2 ss to talk
about they have chosen

- say: “Can your make
questions for these
statements?”

- Group work
(A&B)

- Write on the bb.
A | B
…. …..
- answer:……

- washing the
dishes,….
- copy down the
title.

- listen
- work

individually to the
task.

- answer: Yes, No

household

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

- Help the students with the structures

Possible questions:

1. Who works in your family?

2. Who in your family does the household chores?
3. What’s your responsibility in the family?
4. What interests do your family members share
together?

5. Who do you often share your secrets with?

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

Task 3: Work with different partner. Use the questions
you have formed to ask your partner about his/ her 
family. Note down the answer in the table.

Task 4: Tell the information you have collected to the 
old partner.

Example:

I talk to Tam. Both his parents work. but only his mother 
does the household chores. Tam has a brother and a 
young sister. Only his young sister helps his mother at 
home. His father, his brother and Tam like football, but 
his mother and his young sister like cooking. All the 
children in the family talk to the mother more often than 
to the father.

* HOMEWORK

Write a short paragraph about what you have just
talked.

- call up the student
saying YES.

- based on Task 1 and
the cues in Task 2, do
the task

- go around to monitor
and help

- then ask them to ask
and answer

- correct some

- introduce the task

- may gi

ve an

example

Questions Answer

1
2

- introduce the task
- Give example

- go around to monitor,
take notes the mistakes
- correct some,

comments.

- assign homework

- speak out

- sit in pairs to do
the task (write the
questions on a 
piece of paper)
- practice in pairs
- take notes

- listen
- observe

- do the task

- return to their
seat and listen
- work with old
partners.

- take notes.

--THE 
END--Period: 5

Period: 5

Date of planning: 
Date of planning: 
Date of teaching: 
Date of teaching:

Unit 1

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

Lesson 3: Listening
Lesson 3: Listening

- Time allottedTime allotted: 45 minutes: 45 minutes

- KnowledgeKnowledge: listen to the conversation between Paul and Andrea about their family life.: listen to the conversation between Paul and Andrea about their family life.
-

- AimAim: After the : After the lesson, the students:

 should be able understand the conversation about family life

 Have practice doing 2 types of listening exercise: T/F statements and note down the
ideas

 Should be able to tell/ talk about their family.

- Reference: teacher book

- Teaching aids: a small poster, pictures.

PROCEDURE



Content Teacher’s Student’s

5 * Warm – up: Jumbled word

Rearrange the letters to make a meaningful word.
RINENOU

- Which word can go with “reunion”?
* Before you listen

* Describing the picture

-Look at and describe the picture (p16), using the cues:
1. What is happening in the picture?

2. How many pictures are there?/ who are they?
3. How are they feeling? / How do they look?
Lead- in: In today’s listening section, you’ll hear the
conversation between Paul and Andrea talking about
their family.

- Listen and repeat

* While you listen

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

Answer key:

1. T 2. F ( They not a very close)

3. F ( It is about 180 kilometers from they ….)
4. T ( There are 4 children in Paul’s family)
5. T (go out to dinner)

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

Answer:

Paul Andrea

- introduce the exercise
Ask a question

- Ask Ss to work in
pairs

+ They are having a
big…..

+ many people..
+ Very happy
- Feedback and

-Introduce the topic of
the lesson

- read the words slowly
Check the stress, work
out the meaning, part of
speech, pronunciation

- Ask Ss to read
through the questions
- read the tape script
twice

- Ask Ss to do indivi.
- call some Ss to give

the answers

- Feedback.
- introduce Task 2
- read the tape script
twice .

REUNION 
Family reunion
- Look at the
pictures.
- Answer the
teacher's questions.

- copy down the
title

- listen carefully
- work with teacher
- Repeat ind. and in
chorus

- Work ind. to do
the task

- Listen to the tape
carefully

- PW: compare
- Listen and check

the answers

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

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.

* After you listen : Discussing

The importance of family in a person's life
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 comforts.
We are sure to be welcome back when we have
disappointments or failures in life.

* Homework:

- Write about family reunion.

- Prepare lesson 4

- ask ss to share the
answer

- Feedback.

- introduce the task

- divide class into
groups to do the
discussion
- Feedback

- assign the homework

down

- Compare the
answers with
partners

- go to write the
answer on the bb

- listen and look at
the instruction
- work in groups
- present their
discussion in front

of the class.

- take notes

Period: 6
Period: 6

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

Unit 1

Unit 1 HOME LIFE

HOME LIFE

Lesson 4: Writing

Lesson 4: Writing
- Time allotted

- Time allotted: 45 minutes: 45 minutes

- Knowledge: Writing about family rules.

- Aims: After the lesson, the student will be able to write letters to their pen pal about their family
rules, develop writing skill.

- Reference: textbook and teacher book.
- Teaching aids: a poster and color chalk.

PROCEDURE



Stages Teacher’s Student’s

4 * WARM-UP: Guessing words

FAMILY RULES

Suggestion: things that family members have to
observe

- divide Ss into 2
teams.

- take part in the
activities

Task 1 (p.17):

a. Adding more topics

 Suggestions

-choosing hairstyle , clothes,….

-giving opinions when parents have important decisions
- ………..

b. Grammar:
- let s.o do s.th

- allow/ permit doing sth,

-allow /permit s.o to do s.th, 
-be allowed/ permitted to do s.th
- have to do sth,…

c. Discussion: What rules do you have in your family?
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

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

shape of the letter

Suggested writing

- get Ss to read the
topics (p. 17) and add
more topics

- have students revise
the verbs

- get Ss to work ind. 
pairs  groups

- get ss to read task 2.
- ask questions about
the forms of a letter
- go around to help Ss
with difficult words.
- some common
mistakes

- work in groups
- do the task

- talk about their
family rules using
the verbs and
expressions above

- write the outline
on the draft

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

1’

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. 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 do their share of 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

HOMEWORK: Prepare Language Focus section

- correct and…
- feedback

- assign homework - take note
THE END

Period: 7
Period: 7

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

Date of teaching: 
Date of teaching:

Unit 1

Unit 1 HOME LIFE

HOME LIFE

Lesson 5: Language focus

- Knowledge: * Pronunciation: the pronunciation of the ending “s”

* Grammar: Tenses revision: simple past, past progressive, present perfect.

- Aim: after the lesson, the student will be able to distinguish and pronounce correctly the ending

sounds / s, z / & can use correctly the simple past, past continuous and present perfect.

- Reference: teacher’s book
- Teaching aids:

PROCEDURE



CONTENT Teacher’s Student’s

4’

8’

32’

*Warm – up : tongue twisters.

- Hang a poster on the B.B, Ask Ss to read thetongue
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. 
I. Pronunciation:

-Listen and repeat:
-Practice these sentences:

II. Grammar : Tense revision
-Tense revision :

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

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

2. At this time yesterday we (play) football.
3. At 7 p.m last Sunday we (visit) the zoo.
4. When I (have ) dinner, my friend (call).
5. I (already/see )Titanic

*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

Exercises 1 (p.18) ; Ex 2( p.19)
Answer key:

1. Have you seen 2. Has written

3. Has asked 4. Did you give
5. Didn’t listen 6. Have you two met?
7. Did you meet?

-read and ask Ss to
listen and compare
the difference
between / z / and /s/
-walk around and
help them

-read aloud
-call up some
-read as a model
-go around

-ask Ss to do the
exercise .

- feedback.

-elicit the rules, usage
from ss

-do the first as an
example.

-ask the answer
-correct and
comment

-pick out the word
containing the
ending sounds / s,
z / and put in the
correct column
-listen and repeat.
-read in front
-listen, practice in
pairs

-work individually
-exchange

-work with teacher.

-do exercises
-do ind., and then
compare the
answers with the
partners

-give the answers

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

1’

Exercise 2:

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. A

Homework:

- Redo the exercises at home.

- Prepare Unit 2 (The reading part of Unit 2)

-introduce the task t
make sure ss

understand the task

-feedback

-assign homework

-do individually
-make group to
share the answer
-answer

-take note

</div>

Unit 1 Family Lie

<b>Unit 1. </b>

<b>Unit 1. HOME LIFE</b>

<b>HOME LIFE</b>



<b>*</b>

<b><sub>* </sub></b>

<b>Unit 1. </b>

<b>Unit 1. HOME LIFE</b>

<b>HOME LIFE</b>



<b> household </b>

<b> </b>

ve an

example

<b> Unit 1 </b>



<b>Unit 1 </b>

<b>Unit 1 HOME LIFE</b>

<b>HOME LIFE</b>

PROCEDURE



<b>Unit 1 </b>

<b>Unit 1 HOME LIFE</b>

<b>HOME LIFE</b>

PROCEDURE



Tài liệu liên quan

Tài liệu bạn tìm kiếm đã sẵn sàng tải về