- 1 - 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? 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 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 Students’ answers may vary Whole class - 2 - 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 unknown words while reading.  T asks Ss to do task 1 in the textbook  T has Ss compare their answers with their partners’  T conducts the correction of task 1  T has Ss read the text again and answer the questions in task 2.  T walks round the class, offers ideas and comments when Ss need help. 1. How busy are the parents in the passage? 2. How caring is the mother? 3. How do the father and the daughter share the household chores? 4. What does the daughter of the family attempt to do after secondary school? 5. Why do the children feel they are safe and secure in their family?  T has Ss compare their answers with their partners’  T conducts the correction of task 2 AFTER YOU READ  T has Ss sit in groups of four or five, tell their partners about his/her family life about their family.  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. Ss read the text and give answers to task 1 Answers 1 2 3 4 5 B C A B A Ss read the text again and give answers to task 2 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 with breakfast and in suitable clothes. She always makes dinner ready before her husband comes home. 3. The daughter helps with the household chores: She washes the dishes and takes 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 solutions quickly Ss work in groups. 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 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 ones that apply to you and your family.  T explains some new words Ss’s answers may vary Ss work in pairs Whole class - 3 - 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 questions.  T has Ss work in pairs and make questions from the words given in task 2.  T checks whether Ss can make correct question T: Work T: Household chores T: Responsibility T: Interest T: Secrets T: Important decision  T has Ss use the questions they have formed to ask 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 has Ss get back to their original pairs and tell each other the information they have collected.  T assigns homework. Whole class Ss work in pairs to make questions. S: Who works in your family? S: Who does the household chores in your family? S: What is your responsibility in the family? S: What interest do your family members share closely? S: Who do you share your secret with? S: Who do you talk to before making an important decision? Ss do task 3 Example: I talked to Tam. Both his parents work. But only his mother does the household chores. … 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 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 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): if 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 Ss answer the questions Whole class - 4 - 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).  T has Ss skim through the sentences and try to guess whether they are true or false.  T asks Ss look at the statements on page 16. Then T has Ss listen to the conversation and decide whether they are true or false.  T has Ss sit in groups and compare their answers with their partners’  T asks some Ss write the answers on the board and ask “why do you choose it is true/false?  T conducts the corrections.  T has Ss listen to the conversation again and note down two things that are different about their families.  T has Ss sit in pairs and compare their answers with their partners’  T conducts the corrections. 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. Ss read the sentences quickly and make a guess before listening. Ss listen to the conversation twice and decide whether they are true or false. Ss check their corrections. Answers: 1 2 3 4 5 F F F T T Ss listen to the conversation three times. Answers: Paul Andrea His family members are not very close He is a close knit family. The family often eat the meal the mother cooks at home The family often go out to eat when they get together. 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 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  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 Ss work in groups Whole class - 5 - especially in spoken English, often to emphasize how important something is Ex: You've got to believe me!  T raises some questions like these: 1. Where and how do you write the address and the date? 2. How many parts are there in the letter? 3. What transitions can we use? 4. How do we end the letter? 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.  T walks around the class, helping Ss if they have any problems with their writing and note down the most common mistakes Ss make in order to correct in front of the class. AFTER YOU WRITE  T checks how Ss have corrected their mistakes, then give marks to some of them.  T assigns homework. Answer: 3/4/2001 Four parts first, second, next, moreover, in addition, last, in short love … Ss write the letter, then listen to the teacher pointing out the most common mistakes and look at their own writing. If they are their own mistakes, try to correct them. Homework: Rewrite the letter and send it 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/  Play the tape  Play the tape again GRAMMAR  T explains grammar points 1. Past simple Spelling 1.1 The normal rule is to add –ed (worked / started) If the verb ends in –e, add –d (lived / loved) 1.2 If the verb has only one syllable + one vowel + one consonant, double the consonant. (stopped / planned) 1.3 If the verb ends in a consonant + -y, change the –y to –ied (studied / carried) Form V-ed / V2 didn’t + V Did + S + V? was / were wasn’t/weren’t Was / Were + S …….? Use 1.1 The past simple expresses a past action that is now finished. 1.2 Notice the time expressions that are used with the past simple (last year / ago / yesterday / in 1995, ect.) 2. Past progressive Form Was/were + V-ing Use Ss listen and pay attention to the ending ‘s’ Ss listen and repeat Exercise 1: 1. Have you seen 2. did you enjoy 3. was 4. Did you give 5. didn’t listen 6. Have you two met 7. Did you met Exercise 2: 1. B 2. C 3. A 4. A 5. B 6. B 7. B 8. C 9. B 10. C - 6 - 2.1 The past progressive expresses a past activity that has duration. I met her while I was living in Paris. You were making a lot of noise last night. What were you doing 2.2 The activity began before the action expressed by the past simple. She was making coffee when we arrived When I phoned Simon he was having dinner. 2.3 The past progressive expresses an activity in progress before, and probably after, a time in the past. When I woke up this morning, the sun was shining. What were you doing at 8.00 last night. PAST SIMPLE VS PAST PROGRESSIVE  The past simple expresses past actions as simple facts I did my homework last night. “What did you do yesterday evening?” “I watched TV.”  The past progressive gives past activities time and duration. The activity can be interrupted. “what were you doing at 8.00?” “I was watching TV  In stories, the past progressive can describe the scene. The past simple tells the action. It was a beautiful day. The sun was shining and the birds were singing, so we decided to go for a picnic. We put everything in the car …  The questions below refer to different time periods. The past continuous asks about activities before, and the past simple asks about what happened after. 3. Present perfect. 3.1 The present perfect refers to an action that happened some time before now. She’s travelled to most parts of the world. Have you ever been in a car accident? 3.2 If we want to say when these actions happened, we must use the past simple. She went to Russian two years ago. I was in a crash when I was 10. ever / never We use ever in questions and never in negative sentences yet / just we use just in possitive sentences. We use yet in negative 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. 11. B 12. C 12. C 14. A 15. B MORE EXRCISE MY AUNT NANCY My aunt Nancy (1. be) born in England, but now she (2. live) in Perth, Australia. She (3. go) to Australia in 1985 when her husband, my uncle Jack, (4.die) .She (5. be) 80 years old now, but she still (6. work). she is an artist. She (7. paint) pictures of cats for birthday cards. She (8. love) cats – she(9. have) twenty-five cats. She (10. start) painting in 1986. At first she (11. paint) just for a hobby, but then in 1989 she (12. begin) making and selling birthday cards. A lot of people (13. like) them and (14. buy) them. She usually (15. start) work at 7.00 in the morning and (16. finish) at 5.00 in the evening. Then she(17.go) swimming. Last year I (18.visit) Australia and I (19. stay) with her for two weeks. I (20. have) a very good holiday MONIKA KOVAK - Tennis player Monika Kovak is a tennis player. She is only 14 years old, but she (1. already / win) many tournaments in her life. She (2. start) playing tennis with her father when she was three years old. Two years ago she (3. go) to America to a famous tennis school in California. Monika and her father (4.travel) to many countries. Last month they (5. go) to a tournament in Australia. Monika (6. play) well, but she (7. not win) . She (8. not play) at Wimbledon yet, but she hopes to play there next year. Comments . - 1 - 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. / 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. 11 . B 12 . C 12 . C 14 . A 15 . B MORE EXRCISE. She (10 . start) painting in 19 86. At first she (11 . paint) just for a hobby, but then in 19 89 she (12 . begin) making and selling birthday cards. A lot of people (13 . like) them and (14 . buy)