Tài liệu Giáo án tiếng anh lớp 12 unit 1 home life

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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. - Group work. - Discuss. - Present. II. PRE- READING (10') - Listen and take notes. - 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 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∫ivəs ] 6. obey (v) , obedient(a) [ə'bi:diənt] 7. close-knit(a) 8. supportive(a) ~ of 9. frankly ['fræŋkli](adv) = thẳng thắn, trung thực, chân thành 10. secure [si'kjuə](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. - 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 breaking out of the jail.(v/ ngục) 15. supportive [sə'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 - Read the passage silently. 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. - Read the task. - Explain new vocabulary if necessary. - Read through 5 sentences - Ask Ss to read the text again to find out the answers. and find out new words. - Ask Ss to work in pairs and choose the right answer. - Read the text by self.. - Get Ss to share the answers with other pairs. - Work in pairs. - Call 2 Ss of 2 groups to write down the answers. - Share the answers. - Check and give feedbacks: - Listen and check. 1-B; 2-C; 3-A; 4-B ; 5-A; 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 - Individual work and then the key words. share the answers with a - Ask Ss to read the text again and then answer the questions friend. 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: - Take notes. 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). Work in groups: Fill the table. What is your mother's/father's/your responsibility in your family? Work father mother children - Work / Earning money v v - Washing dishes - Cooking - cleaning the house ....................................................... - 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 - Work / Earning money - Washing dishes - Cooking - cleaning the house ....................................................... Her family Your family - 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'): - Check the answers. - compare the family described in the text with your own family. - Report their ideas. - Listen and comment. - 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. - Learn the new words by - Prepare the section B (The Speaking part of Unit one). 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, TS, S - S Teacher’s activities Students’ activities I. Warm up: ( 5') Network - Ask Ss to find out as many as possible words related to Expected words: household chores. - Cleaning the floor - Cooking - Doing the washing up - Washing clothes - Tidying the kitchen - Ironing clothes Household chores - Hanging dry the clothes - Repairing/ mending things - Taking care of the baby - Taking out/ empty the garbage - 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 - Work individually then share the ideas with a friend. with another.. - Walk around and help them. - Call some Ss to talk about their families in front of the - Present in front of the class class, using the information in task 1. - Give feedback 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. 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 …. ? ................................................................................. - 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 - Walk around and help them. family? - Call some pairs of student to stand up and report in front 5. What exactly do you have to do? of the class. 6. How do you share the household - Correct their mistakes. 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? Task 3 : Ask about your partner’s family. Pair work - 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. 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 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). - 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, TS, S - S Teacher’s activities I. WARM-UP (5'): Jumbled word - Rearrange the letters to make a meaningful word. RINENOU - Which word can go with “reunion”? Students’ activities -> REUNION -> Family reunion II. PRE-LISTENING (8'): * Describing the picture. - Ask students to work in pairs, look at and describe the - Look at the pictures and answer the teacher's questions. picture (p16), using the cues: + They are having a big….. 1. What is happening in the picture? + many people.. 2. How many people are there?/ who are they? + Very happy 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: ñaët tröôùc - Students repeat in chorus. - Students listen to the tape carefully 2. Coach (n): xe chôû khaùch ñöôøng daøi 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 - Read through the statements - Listen to the tape and and decide whether the statements are T or F and then individually do the task. correct the false statements - Compare the answers with a - Ask students to read through the statements. partner. - Play the tape two times for Ss to listen and answer the - Some give answers on the board. questions individually. - Listen again and check. - Ask Ss to compare the answers with a partner. - Call Ss to give answers on the board. Answers - Play the tape again, have students to listen and check the 1. T answers. 2. F (They not a very close nit - Correct the answers with the whole class. 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). Task 2: Note down two things that are different about - Read through the questions and Paul’s and Andrea’s families. - Introduce the task: Listen to the conversation again and note try to do the task without listening down the different things between Paul and Andrea's families. to the tape again. - listening again and fill the table. - 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. - Compare the answers with a peer. - Listen again and check the answers Answers: Paul His family members are not very close. The families often eat the Andrea His family is a close - knit one. The family often goes out meal the to eat when mother cooks they get at home. together. - In groups, discuss the questions. IV. POST- LISTENING(10): Discussing - Ask Ss to work in groups, discuss the questions: - Report their discussion The importance of family in a person's life Answer: - Ask some students to present their discussion in front of the Family is very important. It’s a class. place where people can share their - Listen and give feedback 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. V. REVISION AND HOMEWORK: (2') - Summarize the main points of the lesson. - Write about family reunion. - Prepare Part D - 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, TS, S - S Teacher’s 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 ? Students’ activities - Pair work: Answer the questions given.. 1. Yes, but my parents don’t let me 2. Are you allowed to use your family motorbike? come home late. 3. Are you allowed to do the household chores? 2. Yes, I am. .................................................. 3. Yes, I have to do the household - Call on some pairs to present their answers in front of the chores. 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. - Take notes. - Deliver Ss handouts (Task 1 – Complete the following - Ss work in groups: complete the half 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. -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 IV. POST-WRITING (10'): - Ask Ss to make a conversation about the content of their - Work in pairs, ask and answer about the content of the letter. letter - Call some Ss to practice the conversation in the front of class - Remark generally Ss’ written work 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. …………. 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). - 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, TS, S - S Teacher’s activities Students’ activities I. WARM-UP (5'): Tongue twisters. Read the 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. /s/ / z/ - She sees Susie sitting in a shoe shine shop. sits sees - Where she sits she shines, and where she shines she sits. shines - Ask Ss to pick out the word containing the / s, z / and put in the correct column. - Write on the BB ending sounds 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 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. + Listen and repeat: - Listen and practice. + Practice these sentences: - Listen and repeat. - Practice in pairs. Do exercise individually Keys: 1. did….buy ; bought 2. were playing 3. were visiting 4. was having ; called 5. have already seen - Take note - Remarks 2, Practice: (15) a, Exercise 1: - Do exercise 1 individually then - Ask Ss to do exercise 1 individually, and then compare the compare the answers with a partner. answers with a partner. - Some give answers on the board . - Call Ss to give the answers to check. - Correct and take notes. - Correct and give feedback 1. Have you seen 3. Has been married 5. Didn’t listen 7. Did you meet 2. Have you enjoyed 4. Did you give ; saw 6. Have you two met 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 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). - 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 3.A - Revise the main points of the lesson. - Do the exercises again at home. - Prepare Unit 2
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