Giáo án Tiếng Anh 12 UNIT 1: HOME LIFE READING COMPREHENSION I Objectives: A Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C Skill: - Reading : scanning, skimming, speaking II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the text in advance and check meanings of new words III Procedure A Warm – up: Compete the sentence : -Tell ss to think of it - .build the house make it home - Call on some ss to answer by answering the question : How you understand this ? Lead to the new lesson : B New lesson Teacher’ s activities Unit Home life – Reading 1 Brain storming - Ask ss to give answers to these Students’ activities - Ss answer : questions + What is the general word for the Expected : Men build the things peo ple in the pictures? + Who often does the hosework in the house and woman make it home family? + Do your parents ask you to help with the housework? - Tell ss to check the household chores - Ss’ answers may vary … that are part of their daily routine - Call on some to give answers - Give feedback and comments Teaching vocabulary - Teach some words through explanation and elicitation +look closely as if unable to see well : Ss’ answers : + feeling dislike for sth : + angry or fierce look : + serious disagreement or argument + peer (at sb/sth) : + disgusted (adj), (n,v) + battle = + glare (n) + shocked, discouraged : + conflict (with) (n,v) + confused, puzzled : + scold or criticise continuously + very destructive; causing severe shock : : + struggle (with/ against sb,sth) + dismayed (adj) + bewildered (adj) + share sth out : + nag (v) - Draw ss’ attention on pronunciation of + devastating (adj) these words + divvy sth up (v) - Get ss listen and repeat times, check ss’ pronunciation - Ask ss to give examples using these words Reading text - Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Get them to read the questions on - text silently, guess page16 and write the answers to them unknown words, and then - Remind ss to remember and underline get the main ideas of the the phrases, sentences related to the questions - Ask some to write their answers on the Students read the reading paragraphs - Students underline the board phrases and sentences - Invite others’ opinions, give evidences, related to the questions - Go over the ss’ anwers - Give final feedback * Consolidation: - Revise vocabulary - Learn new words by heart at home - Prep for next period - Students answer may vary… HOME LIFE READING COMPREHENSION I Objectives: A Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C Skill: - Reading : scanning, skimming, speaking II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the text in advance and check meanings of new words III Procedure A Warm – up: B.New lesson Teacher’ s activities * Answer the following questions Students’ activities (continued) Task a/ p16 - Ss write the answers on the - Ask ss to read through the sentences board and read the text - Feedback : - Find the answers to the questions * More exercise : True or False Children often neglect their statements ( handouts) duty on the household chores - Give out handouts and ask ss to read such as cleaning room, clearing the text and the statements then say if the table after meals, or hanging they are T of F up wet towels However, some of -Ask ss to work with a partner and them are often irritated when compare answers they are reminded of their mess -Call on some to read out their answers or responsibilities - Elicite explanations for their choices She complained that she - Invite class’ opinions and give used to twice as much feedback domestic chores as her daughter (!) These are the statements: did Virginia’s daughter was doing Most American children her homework when her mother contribute to the household shouted to her chores at some level, particularly, Virginia used to a lot of housework when she was young Most of the parents surveyed admitted that they constantly nag their 6-8 –year old chidren contribute 12 % of household labor - Ss work in pairs deciding on T or F children about cleaning their room According to Lee Blair, 90% of American kids contribure 12% of all household labor Blair has studied family * Feedback : dynamics for 10 years Expected answers: * Discussion - Arrange ss to work in small groups, tell them to discuss and share ideas on the questions : How has family life 1: T 2: T 3: F ( only 25% of them, not most ) 4: F ( 90% of kids contribute at some level ) 5: T changed over the last few decades ? - Tell ss they can use these prompts: + the effect of busy modern life + the advantages of labor-saving devices ( washing machine, fridges, …) - Call on ss to report their opinions of their groups to the class -Invite the class to argue and give - Students works in groups for comments minutes then report to the class * Vocabulary review - Ask ss to read the text again and learn the new words by heart - Prep for the next period * Comment and modification : HOME LIFE LISTENING I Objectives: A Aim: By the end of the lesson, ss will be able to listen for specific information and putting things in order B Knowledge: - Ss are more confident to talk about what household chore they often - Ss will have a better awareness of their responsibilities in doing household chores Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C Skill: Listening: scanning, ordering II Preparation A Teacher: Student’s book, tape, cassette player, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure A Warm – up: Brainstorming - Put ss into big groups : ask them to respectively write some housework in the home - The group with more words will win the game - Declare the winner - Lead to the lesson :UNIT 1: HOME LIFE LISTENING B.New lesson Teacher’ s activities Matching the pictures with desciptions Students’ activities - To tell ss to look at the pictures and * Feedback: match them with the phrases of 2:f desciptions 6:c 3:b 4:a 5:d - Ask them to compare answers - Check with the whole class Teaching vocabulary - Elicite meanings of some words through elitcitation , explanation and miming + to clean sth with a machine = + to send out in tiny drops = + to remove dust with a broom = + to clean sth by rubbing its surface with a cloth = + to clean with a mop = Listen and odering (task b/17) - Tell ss they are going to listen to a - Ss try to guess the words needed + vacuum cleaner + to spray + sweep + to wipe + to mop woman’s suggestions of domestic chores for kids - Ss listen carefully and put a - Ask ss to put the ideas in order as they tick into each correct answer listen to the recording - Play the cassette and have them the task - -Call on ss to read the phrases in order and check with class + 2: cleaning floors and carpets 3: sweeping and mopping floors 4: vaccuuming * Post-L :- Put ss in small groups of 4, 5: cleaning spots and tell the to talk about what domestic carpets chores they often do, what they enjoy doing, and what they hate doing 6: watering lawn and plants - Call on some to report about their groups 7: cleaning windows and sliding glass doors - Give feedback and comments *Consolidation: - Summarize main points 8: spraying window cleaner 9: Wipping windows - Write a passage about what household ss often - Prep for next period • Comment and modification + Ss answers may vary HOME LIFE SPEAKING I Objectives: A Aim: By the end of the lesson, ss will be able to make apologies and express regrets themselves in English B Knowledge: C Skill: - Speaking : Expressing apologies and regrets II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance and check meanings of new words III Procedure A Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ? - Transition : Yes, when we did something wrong, or hurt so’s feeling we must say Today, we will talk more about how to make apologies and regrets Write on the board : Unit Home life- Speaking B.New lesson Teacher’ s activities Matching complaints with apologies ( task a/p18) -Ask ss to read the complaints from 1-6 and match them with suitable apologies a-f - Tell them compare answers with a Students’ activities - Ss answer : Expected : Oh, sorry ; Sorry about that ; Excuse me etc partner by acting out the exchanges - Call on some pairs to act out the exchanges and check with class Elitciting and introducing useful language - Ss’ answers - Elitcite useful expressions by asking ss what they would say to apologise and express regrets + Feedback : 2:f - Note down ss’ ideas and add more if necessary 5:d 3: b 4: a 6:c Dialogues from situations ( task b/ p19) - Put ss into pairs - - Tell ss to read the situations, choose one and then , with a - Expected answers : -Oh, sorry ; partner, make a short dialogue for it Sorry about ; Sorry about that ; - Ask ss to practice I’m very/ terribly sorry ; - Call on some pairs to act out their Sorry, I didn’t mean ; dialogues I must apolodize for ; - Invite class’ opinion and give Please pardon me for, feedback Personalization - Arrange ss to work in small groups - Ask ss to tell their partners about a situation in which they had to apologise to someone - Ss answers may vary … - Encourage ss to give comments and share ideas on their friends’ experience - Call on ss to report about their friends’experience - Students talk to each other and - Give comments and feedback then express their point of view * Writing: Ask ss to write a few in class sentences about what have happened to their friends to say why they had to make an apology * Consolidation: Summarize useful expressions * Comment and modification : HOME LIFE WRITING I Objectives: A Aim: By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English B Knowledge: Through this lesson, students’ awareness of the family rules will be improved C Skill: - Writing : showing their family regulations II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Brainstorming - Ask ss to list things family often together - Ask ss to list verbs expressing feeling - Ask ss to list qualities parents want their children to have - Ask ss to list words showing family relation + Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of writing T writes on the board: UNIT HOMELIFE - WRITING B New lesson Teacher’ s activities Completing the text ( task a/ p19,20) - Tell ss to read the text and fill in each Students’ activities blank with a suitable word in the box - Ask ss to compare the answers - Go over the answers with class - Ss answers may vary … - Expected : Guessing the meaning of words from context - Tell ss to read the text again if necessary + E.g : Watching TV, having to find the words that mean the following : meals, gardening, playing, Guildlines of the writing going on holiday Guildlines + E.g: harworking, Who makes/create the rules ? obedient, honest, kind- Who has to follow? Details of hearted, clever what should od shouldn’t ? How helpful the rules are? + E.g: love, like, hate, obey, respect Discussion + E.g: father, mother, son, -Ask ss to work in small groups daughter, aunt, uncle, niece - Tell ss to share opinions on the list of rules mentioned in the text, and add more rules - Call on some to give their opinions - Give feedback and comments - Ss express their ideas in Write it up class - Get ss to write a short passage telling a friend about their home rules - Remind them to refer to the guildlines and the text as a sample - Tell ss they can begin the text with this sentence : + regard, politeness, consideration + make sth become clear or easier to Every home should has its own home understand rules - Move around to give help with vocab and + make/show an image of structure if necessary Peer correction + crying/ shouting loudly and sharply - Call on ss to write on the board + make simple; - Tell class to read together and give make sth easy to correction if needed do/understand - Others exchange papers to correct, then ( Expected: respect/ collect them to mark clarity/ represent/ yelling/ * Consolidation: simplify) - Write the passage again and hand in next period - Summarise the guildlines to write - Prep for L.F1 - Ss work in small groups sharing opinions - Ss write their essay individually - Two ss write on the board * Comment and modification : HOME LIFE LANGUAGE FOCUS I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: - Writing : showing their family regulations II Preparation A Teacher: Student’s book, pictures, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: T may ask ss this question to save time : What is the difference between ‘house’ and ‘home’? - Have ss to discuss in pairs and call on some to answer - Go over the ss’ answers Transition : Today, we will learn more words derived from these two words, write on the board : I Word study B New lesson Teacher’s activities Gap filling ( task a/ p20) Students’ activities - Arrange ss to read the phrases in the box Check with the meanings of these - Ss answers may vary … words and phrases - Ask ss to complete each of the sentence with the correct form of a phrases in the box -Call on some to read their sentences and check with class More excercises : Home or House ? – Find the right place + Feedback : - Arrange ss to work in two groups A 1: hometown and B 2: household appliances - Put chairs in the front, one for 3: homecoming Home and one for House 4: make yourself at home - Ask for representatives from each 5: home economics group to stand in lines in the front of 6: guesthouse the class 7: housewarming - Tell ss to listen to your words or 8: housekeeper phrases and run, as quickly as possible, + This is the list of words and to the right chair where the word or phrases matches to make a right expression - The first student to sit on the right chair earns their group point The group with more points wins the game - Keeping a running total of points for each group on the board - Declare the winner II Grammar phrases used: keeping 2: coming 3: economics 4: warming 5: make yourself at 6: chores 7: is the best 8: guest Present Simple expressing Routines 9: work - Ask ss about the use of this tense 10: hold E.g: Our school starts at a.m Expected answers : Jame work at a shoe store Home: coming, Talking abour Ninas routines ( task economics, make yourself at a/p21) home, home is the best, work - Put ss into pairs, tell them to make House : keeping, questions and answers about Nina’s warming, chores, guest, work, routines and chores using the hold information given + Ss’ answers may vary … - Call on pairs to act out their - We use the present simple exchanges for thoughts, feelings, Reported Speech statea, facts that are true - In reported speech , we give the for a long time We also use meaning of what was said rather than it for repearted action or a the exact words The verbs often use in routine that we see as reporting are : tell, say, warn, promise, permanent suggest, explain, reply, announce * Direct Reported + Simple present + Present continous  Simple past  Past continous + Simple past, present perfect  Past perfect + Past continuous, Present perf Continuous - Students answer and give more examples  Past perfect continuous +Will –inf  Would-inf + Is/are going to  was/ were going to + Must /have to-inf  Had to -inf Consolidation - Summarize word study, simple present, tenses in reported speech - Prep for L.F * Comment and modification : HOME LIFE LANGUAGE FOCUS I Objectives: A Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B Knowledge: C Skill: Speaking : talking abour routines II Preparation A Teacher: Student’s book,workbook, pictures, handouts, etc B Students: Read the tasks in advance, check meanings of new words and structures III Procedure A Warm – up: Transition : Today, we will revise indirect speech, write on the board : II Grammar Teacher’s activities * Continued : Adverbs ( place and time ) + Now Students’ activities • Ss’ answers On that day + Today The day before/ the previous + Yesterday + Tomorrow day The next day/ the following + Next month + Last year + An hour ago day + Here + This + these - If report is about sth which is true, it is unecessary to change tenses E.g: ‘He said,” The world is round” The previous year An hour before There that those - There is no change for: Must, might, should, could,would Must can also be - He said the world is round changed to had to May is often changed to might Reporting Statements: -Statements are reported with a past tense verb followed by a noun clause with an optional that E.g: “I’m very tired” she said Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know The word order in a reported question is like that of a normal statement E.g: “Where are you going ?” WH-questions : We use verbs like: ask, wonder, want to know followed by the question words and the clause - She said (that ) she was tired Yes/No questions : We use If or Whether E.g: “ Have you seen this film?’ * REPORT THE INTERVIEW - He asked me where I was going ( task a/p21-22) - Tell ss to read the interview with Mrs Green and then report what the interviewer asked Mrs Green and the answers ahe gave in the interview - He asked me if I had seen that film - Tell ss to follow the examplesand continue with the task Ss’ answer : - Remind ss of the structures of *Answerkey: reported statements and questions interviewer wanted to know - Tell ss to compare answers in pairs how many children Mrs green - Call on ss to write their sentences on had She said that she had two, the board and check with the class a daughter and a son Then the First the interviewer asked about the * Report what Virginia talked about her daughter ( task b/22) - Ask ss to read what Virginia talked about her 15-year old daughter and report it - Prep for the new lesson conflicts between her and her children She said it was a long history Her children were always neglecting their domestic responsibilities and arguing when being reminded Next, the interviewer wanted the examples She let him know that she often battled with her daughter against the latter’s messy room or her irresponsibility for collecting and disposing of the garbage can Finally, the interviewer wanted to know about the conflict wuth her son She complained thather son was worse than his sister He never helped her with the household chores He was always taking out things and never returning them to their places * Comment and modification :