Giáo án Tiếng Anh 12 - Unit 1: Home Life

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, không 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] = thông cảm, khuyến khích, 
 đem lại sự giúp đỡ 
- Read aloud and ask Ss to repeat
- 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'):
- 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).
- Group work.
- Discuss.
- Present.
- Listen and take notes.
- 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.
- Listen and take notes
- 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. 
- Take notes.
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. 
- Learn the new words by heart, read and translate the text, do the tasks again.
- Write down the homework requirements.
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.
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
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?
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.
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).
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 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?
Pair work
Expected answer:
I’ve just talked with B about her family life.
She told me that both her parents go to work, so they are very busy. So she has to share the household chores .She often helps her mother in the kitchen and washes the dishes after meals. His father is also willing to help with the housework. He cleans the house and sometimes when B’s mom is out on business, he goes to the market to buy food, too. All the members of her family enjoy watching films together on Saturday evening. She shares her secret with her mother because she thinks that her mother understands her well. However, both parents help her 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.
- 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:
ùLead-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: 
To reserve: = to book sth in advance: ñaët tröôùc
Coach (n): xe chôû khaùch ñöôøng daøi
To spread out: to cover a large area
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.
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
- 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
-> REUNION 
-> Family reunion
- 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
2. F (They not a very close nit 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.
- In groups, discuss the questions. 
- Report their discussion
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:
Method: mainly communicative and learner-centered approach; T - T, T- S, S - S
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. 
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).
- 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
- Ss work in groups
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. .
- Rewrite the letter at home.
- Prepare the section E
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. 
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 th