UNIT 1: HOME LIFE (from period 1 to 5)

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We should appreciate it more than things. Lexical items: Words / phrases related to home life. Teaching aids: pictures in textbook.

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Nội dung Text: UNIT 1: HOME LIFE (from period 1 to 5)

UNIT 1: HOME LIFE (from period 1 to 5) A – READING  OBJECTIVES Aims: Family is a base from which we can go into the world with confidence. We should appreciate it more than things. Lexical items: Words / phrases related to home life. Teaching aids: pictures in textbook. Skills: Reading for gist and for specific information  METHOD: Integrated, mainly communicative.  PROCEDURE Teacher’s Activities Students’ Activities WARM-UP  T shows picture on page 12 and asks questions 1. Who do you think they are? 2. Where are they? Students’ answers may vary 3. What are they doing? 4. How do you feel when you see such a warm and peaceful scene? BEFORE YOU READ  T can explain some new words Work on (v): to spend time and effort doing something Whole class Shift (n): one of the periods during each day and night when workers in a factory, hospital etc do their work Lab (n): informal a laboratory Project (n): a piece of work that is carefully planned and done over a period of time as soon/quickly/much etc as possible : as … as you can join hands (v): if two people join hands, they hold each other's hands responsibility (n) [For]: if something is your responsibility, it is your job or duty to do it household (n): all the people who live together in one house Many households have at least one computer. Run (v): control, organize, or operate a business, organization, activity etc make sure (that): to check that something is true or that something has been done  Can you make sure the door's locked? Rush (v) [to]: to move or go somewhere quickly [= hurry] By the time (adv): when give somebody a hand (with something): to help someone, especially by carrying or lifting things lend a hand (with something): to help someone, especially when there are not enough people to do something dish (n): food cooked or prepared in a particular way a wonderful pasta dish eel (n): [countable] a long thin fish that looks like a snake attempt (n) [countable] : when you try to do something eldest (a): especially British English the eldest child in a family is the oldest one chore (n) [countable] a job that you have to do, especially a boring one somebody is to do something: formal - used to say what must happen: You are not to go out / used to say what will happen  They are to be married in June. look after somebody/something (phrasal verb): to take care of someone or something mischievous (a): a mischievous child behaves badly, but in a way that is not serious obedient (a): someone who is obedient does what a person, law, or rule tells them to do [≠ disobedient] close-knit (a) also closely-knit: a close-knit family or -1-
group of people know each other well and help each other a lot come up (v): if a problem comes up, it suddenly happens base (n): the main place where someone works or stays, or from which work is done  The firm has its main base in London. WHILE YOU READ  T asks Ss to read the text silently and guess the Ss read the text and give answers to task 1 unknown words while reading.  T asks Ss to do task 1 in the textbook  T has Ss compare their answers with their partners’ Answers  T conducts the correction of task 1 1 2 3 4 5 B C A B A  T h as Ss read the text again and answer the questions in task 2. Ss read the text again and give answers to  T walks round the class, offers ideas and comments task 2 when Ss need help. Answers 1. How busy are the parents in the passage? 1. Very busy. They have to work long 2. How caring is the mother? hours and sometimes they have to work at 3. How do the father and the daughter share the household night. chores? 2. She is always the first one to get up in 4. What does the daughter of the family attempt to do the morning to make sure that her children after secondary school? leave home for school with breakfast and 5. Why do the children feel they are safe and secure in in suitable clothes. She always makes their family? dinner ready before her husband comes home.  T has Ss compare their answers with their partners’ 3. The daughter helps with the household chores: She washes the dishes and takes  T conducts the correction of task 2 out the garbage. She also looks after the boys/her younger brothers. The father sometimes cooks/does some cooking or mending things around the house at weekends. 4. She attempts to win a place at university. 5. Because they are very close knit and supportive of one another. They often share their feelings and whenever problems come up, they discuss them frankly and find AFTER YOU READ solutions quickly  T has Ss sit in groups of four or five, tell their partners about his/her family life about their family. Ss work in groups.  T has a representative of each group report their group’s ideas in front of the class.  T explains the some phrases (to take care of one another, share household chores, obey family’s rules)  T assigns homework. Homework: learn new words Comments B – SPEAKING  OBJECTIVES Aims: By the end of the lesson, Ss will be able to use the notes to talk about family life. Lexical items: Words / phrases related to family life. Teaching aids: handouts Skills: Ss can talk about one’s family life.  METHOD: Integrated, mainly communicative.  PROCEDURE Teacher’s Activities Students’ Activities WARM-UP  T asks Ss some questions Ss’s answers may vary 1. Who does household chores in your family? 2. Do you often help your mum/dad with the housework? BEFORE YOU SPEAK  T has Ss read the sentences in task 1 and tick () the Ss work in pairs ones that apply to you and your family.  T explains some new words Whole class -2-
work (v): to do a job in order to earn money share household chores : do housework with other people share an interest: to have the same interests, opinion etc as someone else share personal secrets: to tell someone else about personal secret  T has some Ss talk about their family. WHILE YOU SPEAK  T explains the differences between two types of Whole class questions.  T has Ss work in pairs and make questions from the Ss work in pairs to make questions. words given in task 2.  T checks whether Ss can make correct question T: Work S: Who works in your family? T: Household chores S: Who does the household chores in your family? T: Responsibility S: What is your responsibility in the family? S: What interest do your family members T: Interest share closely? T: Secrets S: Who do you share your secret with? T: Important decision S: Who do you talk to before making an important decision?  T h as Ss use the questions they have formed to ask Ss do task 3 their partner about his/her family life and ask them to note down the answers in the table.  T walks round the class, offers ideas and comments when Ss need help. AFTER YOU SPEAK  T h as Ss get back to their original pairs and tell each Example: I talked to Tam. Both his parents other the information they have collected. work. But only his mother does the household chores. …  T assigns homework. Homework: learn new words Comments C – LISTENING  OBJECTIVES Aims: By the end of the lesson, Ss will be able to listen to two people talking about their family life Lexical items: Words / phrases related to family life Teaching aids: pictures, a tape/CD, and handouts  METHOD: Integrated, mainly communicative.  PROCEDURE Teacher’s Activities Students’ Activities WARM-UP  T asks some questions Ss answer the questions 1. What’s happening in the picture? 2. How many people are there? Who are they? 3. How are they feeling?/How do they look? BEFORE YOU LISTEN  T explain some new words Whole class flight (n): a journey in a plane, or the plane making a particular journey book (v): to arrange to have or do something at a particular time in the future  She booked a flight. reserve (v): book after all: used when saying something that shows why you are right/used to say that what you expected did not happen coach (n): a bus with comfortable seats used for long journeys [= bus American English] spread out (v): i f a group of people spread out, they move apart from each other so that they cover a larger area: end up (v): to finally be in a particular place, situation, or state without intending to -3-
leftovers (n): food that has not been eaten during a meal crowded (a): very full of people or things rarely (adv): not often  T has Ss listen and repeat the words on page 16 WHILE YOU LISTEN  T: Listen to Paul and Andrea talking about their family life and decide whether the statements are true (T) or false (F). Ss read the sentences quickly and make a  T h as Ss skim through the sentences and try to guess guess before listening. whether they are true or false. Ss listen to the conversation twice and  T asks Ss look at the statements on page 16. Then T decide whether they are true or false. has Ss listen to the conversation and decide whether they are true or false. Ss check their corrections.  T h as Ss sit in groups and compare their answers with Answers: their partners’ 1 2 3 4 5  T asks some Ss write the answers on the board and F F F T T ask “why do you choose it is true/false?  T conducts the corrections. Ss listen to the conversation three times.  T has Ss listen to the conversation again and note down two things that are different about their families. Answers:  T has Ss sit in pairs and compare their answers with Paul Andrea their partners’  T conducts the corrections. His family He is a close knit members are not family. very close The family often The family often eat the meal the go out to eat when mother cooks at they get together. home AFTER YOU LISTEN  T has Ss talk about their families. 1. How many people are there in your family? Who are they? 2. Do all members of your family live together? 3. Do they often get together on special occasions? 4. Do you have a big meal together? ………….  T assigns homework. Homework: learn new words Comments D – WRITING  OBJECTIVES Aims: By the end of the lesson, Ss will be able to write a letter to a pen pal about their family rules. Lexical items: Words / phrases related to family rules such as let, allow, be allowed to, have to, permit, ect. Teaching aids: handouts  METHOD: Integrated, mainly communicative.  PROCEDURE Teacher’s Activities Students’ Activities WARM-UP  T asks some questions Ss work in groups 1. What are you allowed to do at home? 2. What are you allowed to do at school? BEFORE YOU WRITE  T asks Ss to discuss and add other family rules Whole class  T expains verbs and expressions in task 1 Allow is used in both formal and informal English Ex: You're not allowed to wear earrings to school. Let is informal and is used a lot in spoken English Ex: Will your Mum let you come to the party? Permit is formal and is mainly used in written English Ex: Smoking is not permitted in this building. Have got to is more informal than have to and is used -4-
especially in spoken English, often to emphasize how important something is Ex: You've got to believe me! Answer:  T raises some questions like these: 1. Where and how do you write the address and the date? 3/4/2001 2. How many parts are there in the letter? Four parts 3. What transitions can we use? first, second, next, moreover, in addition, last, in short 4. How do we end the letter? love … WHILE YOU WRITE  T ask Ss to use the ideas they have discussed above to write a letter to a pen pal about their family rules. Begin as follows. Ss write the letter, then listen to the teacher  T walks around the class, helping Ss if they have any pointing out the most common mistakes problems with their writing and note down the most and look at their own writing. If they are common mistakes Ss make in order to correct in front their own mistakes, try to correct them. of the class. AFTER YOU WRITE  T checks how Ss have corrected their mistakes, then give marks to some of them. Homework: Rewrite the letter and send it  T assigns homework. to his / her friend. Comments E – LANGUAGE FOCUS  OBJECTIVES Aims: By the end of the lesson, Ss will be able to pronounce the ending “S” and use three tenses (past simple, past progressive and present perfect) Lexical items: Time expressions ( yesterday, ago, since, for, ect.) Teaching aids: a tape/CD, and handouts  METHOD: Integrated, mainly communicative.  PROCEDURE Teacher’s Activities Students’ Activities PRONUNCIATION The pronunciation of the ending ‘s’  After a vowel sound or voiced consonant we pronounce the final –s /z/  After a voiceless consonant (/t/, /p/, /k/), we pronounce the final –s /s/  When the word ends in –ges, -ches, -sses, -ses, or shes, we pronounce –es /iz/ Ss listen and pay attention to the ending ‘s’  Play the tape Ss listen and repeat  Play the tape again GRAMMAR  T explains grammar points Exercise 1: 1. Past simple 1. Have you seen Spelling 2. did you enjoy 1.1 The normal rule is to add –ed (worked / started) 3. was If the verb ends in –e, add –d (lived / loved) 1.2 If the verb has only one syllable + one vowel + one 4. Did you give 5. didn’t listen consonant, double the consonant. (stopped / planned) 1.3 If the verb ends in a consonant + -y, change the –y to 6. Have you two met 7. Did you met –ied (studied / carried) Form Exercise 2: V-ed / V2 didn’t + V Did + S + V? wasn’t/weren’t Was / Were + S …….? 1. B was / were 2. C Use 1.1 The past simple expresses a past action that is now 3. A 4. A finished. 1.2 Notice the time expressions that are used with the past 5. B 6. B simple (last year / ago / yesterday / in 1995, ect.) 7. B 2. Past progressive 8. C Form 9. B Was/were + V-ing 10. C Use -5-
2.1 The past progressive expresses a past activity that has 11. B duration. 12. C I met her while I was living in Paris. 12. C You were making a lot of noise last night. 14. A What were you doing 15. B 2.2 The activity began before the action expressed by the MORE EXRCISE past simple. MY AUNT NANCY She was making coffee when we arrived My aunt Nancy (1. be) born in England, When I phoned Simon he was having dinner. but now she (2. live) in Perth, Australia. 2.3 The past progressive expresses an activity in progress She (3. go) to Australia in 1985 when her before, and probably after, a time in the past. husband, my uncle Jack, (4.die) When I woke up this morning, the sun was shining. .She (5. be) 80 years old now, but she still What were you doing at 8.00 last night. (6. work). she is an artist. She (7. paint) pictures of cats for birthday cards. She (8. PAST SIMPLE VS PAST PROGRESSIVE  The past simple expresses past actions as simple facts love) cats – she(9. have) I did my homework last night. twenty-five cats. “What did you do yesterday evening?” She (10. start) painting in 1986. At first she “I watched TV.” (11. paint) just for a hobby, but then in  The past progressive gives past activities time and 1989 she (12. begin) making and selling duration. The activity can be interrupted. birthday cards. A lot of people (13. like) “what were you doing at 8.00?” “I was watching TV them and (14. buy) them.  In stories, the past progressive can describe the scene. She usually (15. start) work at 7.00 in the The past simple tells the action. morning and (16. finish) at 5.00 in the It was a beautiful day. The sun was shining and the evening. Then she(17.go) swimming. birds were singing, so we decided to go for a picnic. Last year I (18.visit) Australia and I (19. We put everything in the car … stay) with her for two weeks. I (20. have)  The questions below refer to different time periods. a very good holiday The past continuous asks about activities before, and the MONIKA KOVAK - Tennis player past simple asks about what happened after. Monika Kovak is a tennis player. She is 3. Present perfect. only 14 years old, but she (1. already / win) 3.1 The present perfect refers to an action that happened many tournaments in her life. She (2. start) some time before now. playing tennis with her father when she She’s travelled to most parts of the world. was three years old. Two years ago she (3. Have you ever been in a car accident? go) to America to a famous tennis school in 3.2 If we want to say when these actions happened, we California. must use the past simple. Monika and her father (4.travel) She went to Russian two years ago. to many countries. Last month they (5. go) I was in a crash when I was 10. to a tournament in Australia. Monika (6. play) well, but she (7. not win) ever / never We use ever in questions and never in negative sentences . She (8. not play) at Wimbledon yet, but she hopes to play yet / just we use just in possitive sentences. We use yet in negative there next year. sentences and questions been / gone She’s gone to Japan. (and she’s there now) She’s been to Japan. (somtime in her life, but now she has returned)  T assigns homework. Comments -6-