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- 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 helpB[r]
(1)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
How many people are there in your family? What is your father’s job?
What is your mother’s job? ?
- Go round the class and control - Call on some Ss to present - Feedback
II PRE- READING (10')
- Short introduction the types of family (show the pictures) Nuclear family:
A Nuclear family consists of 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
- Group work - Discuss
- Present
(2)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 you think they are? Where is the family?
3 What is each member doing?
4 Is the family happy? Why/why not? Are there any pets? What are they? What are they doing?
7 Do you like having pets in your house? What pets 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 Caring (a): paying attention to the others = quan tâm,
chu đáo với người run (V) = manage (v) = điều khiển, quản lý, trông nom to run the household / family
4 household chores (n) = housework (n) mischievous(a) ['mist∫ivәs ]
6 obey (v) , obedient(a) [ә'bi:diәnt]
7 close-knit(a) supportive(a) ~ of
9 frankly ['fræŋkli](adv) = thẳng thắn, trung thực, chân thành 10 secure [si'kjuә](a) = an tâm, khơng 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 giúp đỡ - Read aloud and ask Ss to repeat
- Work in pairs, Answer the questions (In E or V)
* Suggestion answers: - Parents and children - 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
(3)- Explain new words in Vietnamese if necessary III WHILE-READING (20'):
Ask Ss to read the passage silently to understand about it then the tasks
a Task : Choose the best answer:
- Get Ss to read the requirement of task
- 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 Ss of groups to write down the answers - Check and give feedbacks:
b Task : 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'):
- Read the passage silently
- Read the task
- Read through 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
(4)- 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, the tasks again
- Prepare the section B (The Speaking part of Unit one)
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
(5)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 - 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
- Give feedback
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
(6)
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 : 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?
and cleaning the house are what I often 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 you have to do? How you share the household chores?
7 What interests your family members share together?
8 What your family members often together in your free time? Who you often share your secrets with?
10 Who you often talk to before making an important decision?
(7)B: - Both my parents My father is an engineer and my mother is a teacher They work 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 your family members share closely? B: - Watching films We often watch films on TV on Saturday evening when everybody is free
A: Who 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
(8)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)
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.
(9)- 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? How are they feeling? / How 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: đặt trước Coach (n): xe chở khách đường dài
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 : 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
- 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 the task
- Compare the answers with a partner
- Some give answers on the board - Listen again and check
Answers T
(10)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 the task without listening again
- Play the tape once again for Ss to complete the table
- Ask students to Task 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
family, they rarely get together as a family any more.)
3 F (It is about 180 kilometers from they ….)
4 T (There are 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 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
(11)- 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
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:
(12)Teacher’s activities Students’ activities I WARM-UP (5'):
- Ask Ss to work in pairs and answers some questions Do your parents often let you go out in the evening ? Are you allowed to use your family motorbike? Are you allowed to 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 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 – Complete the following sentences)
1 During the school year, I am not allowed ……… I have to………
3 My parents allow me……… 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
- 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 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 / 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
(13)- 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)
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 …………
(14)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 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 Tense revision (10'):
- Hang a poster, Ask Ss to the exercise
Poster: Use the correct tenses: simple past, past continuous or present perfect.
1 When you (buy) that car? - I (buy) it years ago
2 At this time yesterday we (play) football At pm last Sunday we (visit) the zoo
Read the tongue twisters
/ s / / z / sits sees shines
+ Listen and repeat: - Listen and practice + Practice these sentences: - Listen and repeat
- Practice in pairs
Do exercise individually
Keys:
(15)4 When I (have) dinner, my friend (call) I (already/see)Titanic
- Call a student to 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
2, Practice: (15) a, Exercise 1:
- Ask Ss to exercise individually, and then compare the answers with a partner
- Call Ss to give the answers to check - Correct and give feedback
1 Have you seen Have you enjoyed Has been married Did you give ; saw Didn’t listen Have you two met Did you meet
b Exercise 2:
Do the same exercise Keys:
1 B C A A B B B C 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 I saw Maggie at the party She … in several films
A wears B wore C was wearing D has worn After I had had lunch, I… for my bag
A looked B had looked C have looked D look
were visiting
was having ; called have already seen
- Take note - Remarks
- Do exercise individually then compare the answers with a partner - Some give answers on the board - Correct and take notes
- Do exercise individually then compare the answers with a partner - Some give answers on the board - Correct and take notes
1 B D
(16)IV REVISION AND HOMEWORK (2'): - Summarize the main points of the lesson - Ask Ss to the exercises again at home - Prepare Unit (The reading part of Unit 2)
- Revise the main points of the lesson