Tải bản đầy đủ

GIAO AN THEO DHPT NANG LUC HS MON TIENG ANH LOP 12 HKI

Preparing date:
Period 1:

INTRODUCTION AND GUIDING

Date of teaching: ……………. class: 12…. total students:…. absence:………………..
Date of teaching: ……………. class: 12…. total students:…. absence:………………..
I.OBJECTIVES:
By the end of the lesson, students will:
- Review all of the knowledge of grade 11
- Know how to study and learn English 12
- How to use student’s book and workbook
II. SKILLS: - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. TEACHING AIDS: textbook, pictures, cassette, tape
III. PROCEDURE:
Teacher’s activities
Warm-up :(7 minutes)

- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc.
Guiding: 35 minutes
1. Guiding student’s book and workbook:
* Introduce to students how to use their book
and workbook
* Introduce to students how to learn reading,
speaking, listening, writing, language focus in
their books and how to do the exercises in
their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15
minute tests, 45 minute tests, etc. and how to
do them
* The tests in grade 11 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
1

Students’ activities
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and
workbook on the table
- listen to the teacher and look
through the books

- Listen to the teacher


3. Guiding other books and tape, disc, etc.

- listen to the teacher and write down
the things which will be prepared at
home

4. Consolidation: 1’


- Retell the main points of this lesson
5. Homework: 2’
- Prepare the section, Unit 1: A - Reading
V. EVALUATION:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Period 2:

Unit 1: HOME LIFE
A. READING 1

Preparing date:
Teaching at:
Class

Period

Teaching date

Absent students

Notes

12
12
12
I. Objectives:
1. Knowledge, skill and attitude:
- Knowledge: By the end of the lesson students will be able:
+ Get the ideas of a happy family by understanding a rage of related
vocabulary such as close – knit, join hands, active, mischievous, obedient,
supportive, …
- Skill: Improve micro reading skills by guessing meaning from context through
multiple choice and answering question exercises.
- Attitude: + To help students get started
+ To provide students some motivation.
2


+ Paying attention in the lesson.
+ Building up interest with English.
2. Competence:
+ Thinking, chatting
+ Communicative competence
+ Cooperative competence
+ Self study competence
+ Using information technology
+ Linguistic competence
+ Solving problem competence
+ Self – management competence
+ Creative competence
3. Method: communicative methods, presentation, question raising, group work
II. Preparation of Teacher and Students:
1. Teacher: textbook, lesson plan, pictures, chalks, pens
2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts
III. Procedure:
A. Class organization: 1 minute
B. New lesson:
Content






• WARM UP 7’
Chatting
How many people/ members are
there in your family?
Do your family lead a very
happy life?
How does your mother show her
care to your family?
Does your father cook meals?

Teacher’s activities

Students’ activities



* Suggestion:
1. My family have
four people.
2. We lead a very
happy life.
3. My mother always
show her cares to all
members
in
my
family.
4. My father has to
work hard, so that he
doesn’t have much
time to cook for us.
He doesn’t come
home until 7 p.m.
- some pairs to
present.
- Some sts gives

Has sts work in
pairs,
ask
and
answer
questions
related to his/ her
own family.
- goes round and
controls the class.
- calls on some pairs to
present.
- Some sts gives
feedback.
- Then T gives
feedback

3


feedback.
- the whole class give
feedback

II. READING
• Before You Read (10’)

answer
- T has Sts to look at •
questions
the picture (P12)
1. Who do you think they are?
- discuss in pairs in 3
2. Where is the family?
minutes.
3. What is each member doing?
- Some pairs answer
4. How do you feel when you see such
and the whole class
a warm and peaceful scence?/the
gives feedbacks.
scence of a family where people love
and support each other?

introduces the
* New words:
text and new words.
+ Caring (a): quan tâm tới người # chu
đáo
+ To be willing to do st: sẵn sàng làm
việc gì
+ Mischievous (a): tinh nghịch, tai quái
+ Obedient (a): biết vâng lời,dễ bảo
+ Close-knit (a) : gắn bó khăng khít
+ Supportive (a) ~ of: khuyến khích,
ủng hộ
- T asks Ss to listen to
+ Frankly (adv) : thẳng thắn, trung
the tape.
thực
- T gets Ss to read the
+ Secure (a) /si’kju/ : an tâm
requirement of task1.
- T helps them if
• While You Read (25’)
necessary.
*Task 1 : Choose the best answer

- T call 2 Ss of 2
groups to write down
the answers.
- T check and give
feedbacks:
4

- Ss read the passage
silently to understand
it
- Then Ss read
through 5 sentences
- T asks Ss to work in
pairs and choose the
answer.
- Ss share the answers
with their groups.
- 2 Ss of 2 groups to
write down the
answers.


- Ss explain some
sentences if necessary
- The whole class
check and give
feedbacks:
* The answers:

1-B;

2-C;

3-A;

4-B ;

5-A;

D. Practising activity: 15 minutes
Read the following passage about Nuclear family and answer the questions that
follows.
NUCLEAR FAMILY
The term nuclear family developed in the western world to distinguish the family group
consisting of parents, most commonly a father and mother, and their children, from
what is known as an extended family. Nuclear families can be any size, as long as the
family can support itself and there are only parents and children (or the family is an
extended family.) According to Merriam-Webster the term dates back to 1947 and is
therefore relatively new, although nuclear family structures themselves date back
thousands of years. The term ‘nuclear’ was used because of its original Latin meaning,
‘kernal’ or ‘nut’. Today roughly one quarter of households in the United States, for
example, are described as consisting of nuclear families, making them the third most
common household arrangement in that nation.
1.A nuclear family consists of ______ and their ______.
A. parents / children
B. grandparents / children
children

C. father /

2.How big can a nuclear family is?
A. It consists of four members.
B. It consists of more than two generations.
C. It have only two generations with as many members as possible.
3.When was the term 'nuclear family' first used?
A. thousands of years ago
B. 1947

C. one thousand years ago

4.How many percent of household in the United States are described as
consisting of nuclear families?
A. a quarter
B. 50%
C. 25%
5


* Answers:
1. A
2. C
3. D
4. C
D. Homework: (1’)
- Practise reading passage
- Do exercise in the workbook.
- Prepare in Task 2 Reading in advance
IV. Evaluation:
……………………………………………………………………………………………
…………………………………………………………………………….........................
.............................................................................................................................................
............................................................................................................................................

Period 3:

Unit 1: HOME LIFE
A. READING 2

Preparing date:
Teaching at:
Class

Period

Teaching date

Absent students

Notes

12
12
12
I. Objectives:
1. Knowledge, skill and attitude:
- Knowledge: By the end of the lesson students will be able:
+ Get the ideas of a happy family by understanding a rage of related
vocabulary such as close – knit, join hands, active, mischievous, obedient,
supportive, …
- Skill: Improve micro reading skills by gessing meaning from context through
multiple choice and answering question exercises.
6


- Attitude: + To help students get started
+ To provide students some motivation.
+ Paying attention in the lesson.
+ Building up interest with English.
2. Competence:
+ Thinking, brainstorming
+ Communicative competence
+ Cooperative competence
+ Self study competence
+ Using information technology
+ Linguistic competence
+ Solving problem competence
+ Self – management competence
+ Creative competence
3. Method: communicative methods, presentation, question raising, group work
II. Preparation of Teacher and Students:
1. Teacher: textbook, lesson plan, pictures, chalks, pens
2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts
III. Procedure:
A. Class organization: 1 minute
B. Check the old lesson: 3 minutes
C. New lesson:
Content
• WARM UP 7’
Bingo
• Night shift
• Rush to the market

Teacher’s activities

Students’ activities

T asks the whole class
give out vocabulary in
the reading passage

The whole class stand
up
• Say Bingo if

7









Special dishes
Eel soup
Active
Mischievious
Obedient
Supportive....

(new words)

they have a word and
sit down if it right.

- T checks if Ss can
answer
the
comprehension
Qs
without reading the
text again. If Ss
cannot, T gets them to
read the Qs carefully
and underline the key
words to do task.
- T calls some Ss to
read theirs answers
and
explain
their
choices.
- T comments and
gives feedback:

- Ss read the passage
silently to understand
it

II. READING
*Task 2 : Answer the questions:
* Report their ideas.
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
3. After You Read
* Handout:
8

- Then Ss read
through 5 sentences
- T asks Ss to work in
pairs and choose the
answer.
- Ss share the answers
with their groups.
- 2 Ss of 2 groups to
write down the
answers.
- Ss explain some
sentences if necessary
- The whole class
check and give
feedbacks:


-What is your mother/father/you
responsibility in your family?
Work

fathe mothe childre
r
r
n

- Washing
dishes
-Cooking,
…..

- Sts fill in the table
-T gives Ss handouts.
the
missing
information from the
reading text.
- Ss to compare the
family described in
- T gives comment and the text with your
corrects Ss’ mistakes.
own family (basing
on the handouts).
- Each group chooses
a secretary to note
down all of others’
ideas.
- The secretaries
report their ideas in
front of the class.

D. Practising activity: 15 minutes
I. Choose the word in each group that has the underlined part pronounced
differently from the rest:
1. a. cooks

b. loves

c. joins

d. spends

2. a. hurry

b. under

c. pressure d. rush

II. Choose the word which is stressed differently from the rest:
3. a. hospital

b. mischievous

c. supportive d. special

4. a. family

b. whenever

c. obedient d. solution

5. a. biologist

b. generally

c. responsible d. security

III. Choose the one word or phrase - a, b, c, or d - that best completes the sentences
or substitutes for the underlined word or phrase:
6. He was looking at his parents _______, waiting for recommendations.
a. obey

b. obedience

c. obedient

d. obediently

7. The interviews with parents showed that the vast majority were _______ of teachers.
a. support

b. supportive

c. supporter

d. supporting

8. Billy has been seriously ill, and he was taken to _____ hospital yesterday
9


a. a

b. an

c. the

d. Ø

9. My husband and I both go out to work so we share the _______.
a. happiness

b. household chores

c.

responsibility d.

employment
10. You should not burn _______. You had better dig a hole and bury it.
a. dishes

b. lab

c. garbage

d. shift

11. He was very respectful at home and _______ to his parents.
a. responsible

b. caring

c. obedient

d. lovely

12. One of Vietnamese traditions is a belief in _______ families and in preserving their
cultures.
a. wealthy

b. secure

c. safe

d. close-knit

13. He was _______ when I had those problems and said whatever I did he would
stand by me.
a. supportive

b. exciting c. busy

d. dull

14. He was determined to give his family a secure and solid _______.
a. base

b. floor

c. basement

d. ground

15. It’s hard work looking _______ three children all day.
a. after

Câu Ghi chú
1. a /s/, còn
lại: /z/
2. c /ə/, còn
lại: /ʌ/
3. c /səˈpɔːtɪv/
4. a /ˈfæməli/
5. b /ˈdʒenrəli/

b. up

Câu
6. d

c. to

d. through

Đáp án
Ghi chú
obediently: một cách
ngoan ngoãn;

Câu
11. c

Ghi chú

7. b

12. d

close-knit: khăng
khít, chặt chẽ;

8. d
9. b
10. c

13. a
14. a
15. a

D. Homework: (1’)
- Practise reading passage
- Do exercise in the workbook.
- Prepare in part B speaking in advance
10


IV. Evaluation:
……………………………………………………………………………………………
…………………………………………………………………………….........................
.............................................................................................................................................
.............................................................................................................................................

Period 4

Unit 1:

HOME LIFE
B. SPEAKING

Preparing date:
Teaching at:
Class

Period

Teaching date

Absent students

Notes

12

I. Objectives:
1. Knowledge, skill and attitude:
- Knowledge: By the end of the lesson students will be able to talk about family life.
+ Review related words about family life including household chores, responsibility,
wash the dishes…
+ exchange information about their family life by carrying out interviews from a given
list of questions and sharing information with a friend.
- Skill: - Speaking
- Attitude: + To help students get started
+ To provide students some motivation.
+ Paying attention in the lesson.
+Building up interest with English.
2. Competence:
+ Thinking, brainstorming
+ Communicative competence
+ Cooperative competence
11


+ Self study competence
+ Using information technology
+ Linguistic competence
+ Solving problem competence
+ Self – management competence
+ Creative competence
3. Method: communicative methods, presentation, question raising, group work
II. Preparation of Teacher and Students:
1. Teacher: textbook, lesson plan, pictures, chalks, pens
2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts
III. Procedure:
A. Class organization: 1 minute
B. Check the old lesson: 3 minutes
- Ask 2 sts rewrite the new word on the board
C. New lesson:
Content
Teacher’s activities
Students’ activities
1. Warm-up: (3’)
- find out as many words as
Expected answers:
possible that related to the
- cleaning the floor
household chores.
- cooking
- doing the washing
up
- washing clothes
- tidying the kitchen
- ironing clothes
- hanging dry clothes
- repairing/ mending
things
- taking care of the
baby
- taking out the
1. Before You Speak (7’)
garbage
*Task 1:
Read the following
statements and tick the ones - T asks Ss to work in
that apply to you and your pairs to tick the ones
family.
that apply to Ss’ family.
* Suggestion:
In my family both my - T walks around and - Sts exchange the
12


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.
2. While You Speak (20 mins)
*Task 2: (15)
Prepare a list of questions to
aks another Ss to find out
whether his/her family life is
like your:

helps them.
- Give feedback

ideas in pairs.
- Some Ss talk about
their families in front
of the class, using the
information in task 1.

- T guides students how
to practise
- T helps the students
with new structures.

* Note: The difference between
two question forms:
+ Khi what/who làm S thì V
chia ở ngôi thứ 3 số it và không
dùng trợ động từ.
+ Khi what/who làm O thì
phải dùng trợ động từ.
* Some special expressions
+Could you tell me who.. ?
+ By the way who in your
family . ?
+What about your . ?

- T walks around and
helps them.
- T calls some pairs of
student to report before - Sts work in paris
the class.
- T corrects their
mistakes.
- Some pairs of
*Expected questions :
student report before
1. Could you tell me who works
the class.
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?
13


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?
*Task 3 : (10’)
Ask about your
partner’s family.
*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. 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.

- T asks Ss to study the
table carefully.
- Ss work in pairs to
+ ask about the
partner family life,
- T calls some pairs to act + note down the
out in front of the class.
answers in the table.
- T and the whole class - Some pairs of Sts act
give comments.
out infront of the class.

14


A: Who do you often share your
secret with?
B:Mother.I think she understand
me well.
- T has Ss to work in
A: So she is the person you oftenpair.
- Some Ss to report in
talk to before making an
front of the class.
important decision?
- T corrects and gives
B: No, in fact both my parents comments.
help a lot when I have problems.
A: You must be very happy in
such a family .Thanks for giving
me time. Bye.
B: - Bye.
3. After You Speak (10mins)
* Task 4:
Report the information
*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
shares 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 the business. 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
understand her well; However,
both parents help her make
important decisions.
D. Practising activity: 15 minutes
Content
Teacher’s activities
Alan and Smith are talking about - T gives instruction
15

Students’ activities


the rules in their families when
they were small. Complete their
conversation and practise reading
it.
[Alan và Smith đang nói về các
quy định trong gia đình khi họ
còn bé. Hoàn thành đoạn đối
thoại của họ và thực hành đọc
nó]
Alan: (1)
?
Smith: No, never. They never let
us go out in the evening, even on
Saturday or Sunday.
Alan: (2)
?
Smith: Yes, but we were always
made to finish all our homework
before we could watch TV.
Alan: (3)
?
Smith: Housework? No, we didn’t
have to do much of that as our
parents thought it was more
important for us to study.
Alan: (4)
?
Smith: Most of the time my
mother did it, and she was very
good at cooking.
When she was away, we Couldn’t
eat the food cooked by our father.
Alan: (5)
?
Smith: No, I had to do all my
homework on my own, my father
never helped.
Alan: (6)
?
Smith: No, they didn’t allow that.
They said the telephone was not
for chatting with friends.
Alan: (7)

- T asks Ss to work in
pairs
- Ask students to work
on their own, complete
the dialogue with the
suitable questions.
- have Ss exchange their
answer.
- ask ss to practise the
dialogue.
- call on some pairs to
read the dialogue.
- feed back.

16

- Listen to T
- Work in pairs
- choose the suitable
questions



exchange
their answer.

practise the
dialogue in pairs

present the
dialogue


?
Smith: Yes, I was very happy with
my family. My parents really
loved me and always took good
care of me.
Answer
1) Did your parents often let you
go out in the evening?
2) Did they allow you to watch
TV?
3) Did you have to do the
housework?
4) Who cooked / did the cooking
in your family?
5) Did your father help you with
your homework?
6) Did your parents allow you to
chat with your friends on the
phone?
7) Were you happy with your
family?
D. Homework: (1’)
- More practice the main topics at home.
- Do exercise in the workbook.
- Prepare in Unit 1 part C Listening in advance
IV. Evaluation:
……………………………………………………………………………………………
…………………………………………………………………………….........................
.............................................................................................................................................
............................................................................................................................................

Period 5

Unit 1: HOME LIFE
C. Listening

Preparing date:
Teaching at:
17


Class

Period

Teaching date

Absent students

Notes

12
I. Objectives:
1. Knowledge, skill and attitude:
- Knowledge: By the end of the lesson students will be able to
+ understand a family life through a conversation between two friends.
+ enrich more vocabulary used to describe a family life.
- Skill: - listening for main ideas and specific information.
- Attitude: + To help students get started
+ To provide students some motivation.
+ Paying attention in the lesson.
+Building up interest with English.
2. Competence:
+ Thinking, brainstorming
+ Communicative competence
+ Cooperative competence
+ Self study competence
+ Using information technology
+ Linguistic competence
+ Solving problem competence
+ Self – management competence
+ Creative competence
3. Method: communicative methods, presentation, question raising, group work
II. Preparation of Teacher and Students:
1. Teacher: textbook, lesson plan, pictures, chalks, pens
2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts
III. Procedure:
A. Class organization: 1 minute
B. Check the old lesson: 3 minutes
- Ask 2 sts rewrite the new word on the board
C. New lesson:
Content
Teacher’s activities Students’
18


activities

•Warm up (5 mins)
*Jumbled word:
• Hangman
- Rearrange the letters to make a
meaningful word:
game
RINENOU
Which word can go with “reunion”?
-> REUNION
->Family reunion
II. LISTENING
1. Before You Listen (10mins)
* Describing the picture.
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?
- T calls some
students to answers
- The whole class
gives feedback
- And T introduces
the topic of the
* Vocabulary: (Listen and repeat)
lesson:
+ leftovers / `left әu vәz/: food that has not Lead- in:
been eaten at the end of a meal (thức ăn
In today’s
thừa)
listening
section,
+ Spread ( v) out /spred/ = to cover a large you’ll hear the
area : trải ra
conversation
+ to reserve: = to book sth in advance: đặt between Paul and
trước
Andrea
talking
+Flight(n) = a journey made by air : about their family.
chuyến bay
Teacher
has
students pay much
2. While You Listen (20mins)
attention to the
*Task 1:
words and how
Listen to the conversation between they’re pronounced
Paul and Andrea and decide whether the and tells students
statements are T or F and then correct the that they’re given
false statements.
cues helping them to
Answer
listen to the text
1. T
well..
2. F ( They not a very close nit family, they
19

2 groups

- Students to
work in pairs:
+ look at
+ and describe
the picture (p16),
+ using the cues:
* The answers: .
+
They
are
having a big
meal.
+ 9 people..
+ Very happy

- Students pay
much attention
to the words and
how
they’re
pronounced
- Students listen
to
the
tape
carefully
&
repeat
individually and
in chorus


rarely get together as a family any more.)
Sts
read
3. F ( It is about 180 kilometers from they
through
the
….)
questions
4. T ( There are 4 children in Paul’s family)
Ss
do
5. T ( There are too many people to cook - T plays the tape individually then
for, they end up going out to dinner a lot.)
two times
compare
the
answer with a
- T plays the tape partner.
again, has students
listen and checks the - Some Ss give
answers
the answers
- T checks and gives - read through
feedback.
the questions and
underline
keywords.
*Task 2:
Note down two things that are - T asks if Sts do the
different about Paul’s and Andrea’s task
without
families.
listening again.
- T plays the tape
twice .
* Note:
Andrea
His
family His family is a close
members are not - knit one.
very close.
The families often The family often
eat the meal the goes out to eat when
mother cooks at they get together.
home.

- Sts do Task 2
individually then
compare
the
answer with a
partner.
- Sts listen and
check
the
answers.

Paul

- T plays the tape
again.
- T calls on some Sts
to read the answers.
- T and the whole
class check and
gives feedback.
- Ss work in
groups, discuss
the importance
of family in a
person's life
3. After You Listen (7mins)
Some
Ss
*Discussion:
present
their
* Suggestion:
discussion
in
Family is very important. It’s a place
front of the class.
where people can share their secrets and
find solutions to problems that arise. Only
20


in family, we can enjoy love and comforts. - T gives feedback.:
We are sure to be welcome back when we
have disappointments or failures in life.
D. Practising activity: 15 minutes
Content
I. Complete the statements
about the generation gap and
the family rules with the words
in 1. Make changes to the word
form, if necessary.
Example:
When people live in a multigenerational family, there is
often a generation gap.

One disadvantage of living
in
a/an________
is
that
grandparents may see things from
different viewpoints.

Children living with both
parents in a stable________ tend
to
be
more
confident
andindependent.

Some parents care a lot
about the appropriate behaviour
when having a meal with other
people. That is why they want to
teach
their
children
good________ from a very early
age.

_______
in
multigenerational
families
are
inevitable.

The biggest advantage of
living in an extended family is
that parents don't have to worry
much about _______ and
housework.
Đáp án:
1. an extended family
2. nuclear family
3. table manners

Teacher’s activities
- T gives instruction
- T asks Ss to work in
pairs
- T calls on some Ss to
write their answers on
the board.
- Ss write down the
answer on the note book
- T corrects

- Ss take note

- asking students to
work on their own,
complete the letter with
the corect form of the
verbs in brackets.
- have Ss exchange their
answer.
- call on some ss to read
21

Students’ activities
- Listen to T
- Work in pairs
- Write the answer
on the board
- Listen and check
- Listen and note
down


4. Conflicts
5. childcare
II. Complete a mother's advice
to her 16-year-old daughter,
using should/shouldn't and
ought/oughtn't.

Your grandparents live far
from us, so you________ talk
to them on the phone
regularly.

You are going to a concert,
so you_______ to wear your
old jeans.

You______ stare at the
computer screen for too long.
It is really bad for your
eyesight.

You_______ to talk to
your grandparents more often
so that you can understand
them better.

You_______ become more
responsible by sharing the
housework with other people
in our family.
Đáp án:
1. should : Ông bà sống xa chúng
ta, vì thế con nên thường xuyên
nói chuyện với họ qua điện thoại
2. oughtn't: Con sắp đi xem hoà
nhạc, vì thế con ko nên mặc quần
jeans cũ
3. shouldn't: Con ko nên nhìn
vào màn hình máy tính quá lâu.
Nó có hại cho mắt
4. ought: Con nên nói chuyện với
ông bà nhiều hơn để có thể hiểu
họ rõ hơn
5. should: Con nên trở nên có
trách nhiệm hơn trong việc chia
sẻ việc nhà với người khác trong
gia đình

the letter aloud in front
of the class,
- comment and give the
correct answer.

D. Homework: (1’)
22


- summarise main points.
- write about family reunion.
- prepare Part D. Writing of unit 1
IV. Evaluation:
……………………………………………………………………………………………
…………………………………………………………………………….........................
.............................................................................................................................................
............................................................................................................................................

Period 6

Unit 1: HOME LIFE
D. WRITING

Preparing date:
Teaching at:
Class

Period

Teaching date

Absent students

12
12
I. Objectives:
1. Knowledge, skill and attitude:
- Knowledge: By the end of the lesson students will be able to
+ Give an account of the family rules.
+ Strengthen micro – writing skills
- Skill: - micro – writing skills (brainstorming, outtline, editing…)
23

Notes


- Attitude: + To help students get started
+ To provide students some motivation.
+ Paying attention in the lesson.
+Building up interest with English.
2. Competence:
+ Thinking, brainstorming
+ Communicative competence
+ Cooperative competence
+ Self study competence
+ Using information technology
+ Linguistic competence
+ Solving problem competence
+ Self – management competence
+ Creative competence
3. Method: communicative methods, presentation, question raising, group work
II. Preparation of Teacher and Students:
1. Teacher: textbook, lesson plan, pictures, chalks, pens
2. Students: Ss’s book, Ss’s workbook, pens, pencils, drafts
III. Procedure:
A. Class organization: 1 minute
B. Check the old lesson: 3 minutes
- Ask 2 sts rewrite the new word on the board
C. New lesson:
Content
* Chatting:
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?

Teacher’s activities

Students’ activities

- Ss work in pairs and
answers
some
- T calls on some pairs questions.
to present their answer
in front of the class
- T and the whole class
give feedback

* Expected answers:
1. My parents don’t let me come
24


home late.
2. My father permits me to use
the family motorbike.
3. I have to do the household
chores.
*Lead in :
In today’s lesson, you’re
going to write a letter about
your family rules
- T has students revise
II. writing
1. Before You Write (7 mins) the vverbs :
*Task 1: What rules do you
have in your family?
+) Let sb + V
+)Allow sb + to V
+) Have to + V (obligation)
+) Permit sb + to V

- Ss work in groups
- T delivers Ss handouts
:

• Handout

Complete
tthe
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………

• Ss work in groups
by using the ideas
they have written
above to write a
letter about their
family rules.

* Suggested answers:
1.... to come home late / watch
TV …
2. ...clean my house / do the
25


Tài liệu bạn tìm kiếm đã sẵn sàng tải về

Tải bản đầy đủ ngay

×