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- General knowledge: - Students read and guess the meaning of new words from
the con text.
- Students Read the passage and complete the tasks of the lesson.
- Language item: - Students could understand and use new words related
to home life after reading
3 Skills: Guessing meaning in context, scanning for specific information, reading
- T writes this sentence on the blackboard and raise out
Lead-in: House is quite different from home Everyone wants to live in a happy home
but how can we make a happy home? It is a question and today we may find some suggestions
Before you read
Activity 1: (4’)
Answer these questions- What does your father often do in your family?
- And about your mother?- What do you usually do to help your parents?
- Who brings money to supportyour family, your father or mother?
- What do you think if your
Individual work
Suggested answers:
Ss 1: My father often helps me with my study.
Ss 2: My father often brings money home to support my family.
12
Trang 2father is only a person to bringmoney to support your family?
Activity 2: (3’)
- Asks students to look at the pictures on the book then answer the questions - When they finish T asks ss:
Is there anything similar to your family?
Pair work
Suggested answers:
1 The family is at home.
2 The father is playing games with his son and the mother is helping her daughter do homework.
3 Yes, it is Because they look warm and close –knit.
while you read Activity 1 (3’): Read the
passage silently and quickly to get the main contents
Activity 2: (2’)Discuss new
words and structures
- Ask students to work in group and read passage in silence.
- Encourages students to guess the meaning of difficult words in the context If not, T can explain for them.
* Task 1: (5’)
- Asks students read the text
again and do the task individually at first
- Then lets students exchange the answers with their partners for peer correction.
Activity 3: (7’) Read the
passage and complete the table bellow
( to check students; understanding and prepare for task 2)
Individual work
- Read the text silently - Get the main contents
Group workVocabulary and structures
- Take the responsibility for … - Under pressure
- It is believed /thought/said/ that - Join Sb in doing something
- To be in attempt to do st - Mischievous = naughty
- Close-knit - Supportive of
Individual and pair work
- Choose the sentences A, B or C that is nearest in meaning to the sentence given
Suggested answers
1 B 2 C 3 A 4 B 5.C
Group work
Ss read the text in silence again and do a handout in groups then compare answer.
- taking out of the garbage - running the household - making breakfast
-mending things around the house
Task 2: (8’) Answer the question:
- Lets students to read the passage again then answer the question in the task
- Ask students to read the questions carefully and discuss the answers
Individual work group work& pair work
- Read the reading passage again and answer the questions:
1 Very busy They have to work long hours and sometimes they have to work at night.
2 She is always the first clothes She always makes home
Trang 33 The daughter… The house at weekends4 She attempts to win a place at university.
5 Because they are a very close-knit and supportiveof one another They often share their feelingswhenever problems come up; they discuss themfrankly and find solutions quickly.
After you read
Asks students to Work in groups compare the given family with their own family
- Look at the handout again and make comparison - Report the discussion
E.g.: In my family, my mother usually washes the dishes, look after my brothers, run the house hold, my father mend the broken things.
4: Consolidation: (2’) Summarize the main points of the lesson
5: Home work :( 1’) Read the lesson again and learn by heart new words and structures
Date
Unit 1: Home life
Lesson 2 -speaking
A Objectives:
1 Educational aim: Students can talk about their family and other families
+ Students can ask and answer about household chores and family + Students discuss their ideas about the true value of a happy family
2 Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about a happy family
- Language: asking for and giving information from a passage - Lexical item: words related to the topic
3 Skills: Develop speaking skill
B Teaching aids: pictures, textbook, - Gives the rule of the game
- One student stands in front of the class and has to answer all the questions in the sentences about his/ or her family - But they mustn’t say “Yes/or No” If they say “yes or no”, they will lose the game.
- Lead-in the lesson
Play Yes/no game
E.g A-How many people are there in your family?
B- There are five people in your family A- Are there 4 people in my family? B- There are five people in my family A- What is your father name?
B- My father name is John A- Is your father name Paul?
B-No His name is John (Ding)-You lose the game.
Lead-in: Last period, we got to know a family story Today, we study how to talk about family life of your own and
Trang 4- Lets students read all the sentences in the task 1 and tick the ones that apply to them and their family.
- Asks students to work individually at first, and then work in groups to speak about their family.
- Go around and listen to the students – Give more suggestions if they need
Individual work and group work
In my family, only my father works.
Members of my family share the household
Activity 1: Explain the
requirement and some new words
Whole class work
Make a decision = decide (v)
gTeacher activitiesStudent’s activities
Activity 2: (2’)
Prepare a list of questions
- T divides class in to 8 groups Each group is given 2 topics to make as many questions as they can
E.g group 1: 1,2 - group 2: 3, 4 -group 3: 5, 6, - group 4: 7, 8,
- group 5: 1, 2
Activity 3: (5’)Report the answer: - Each group reports the answers Others listen, take note and add more if possible, teacher writes some difficult questions on the board Task 3Activity 1: (5’) - Conducts an interview using the questions from task 2 and the table of task 3 (to make ss more motivated) Group work Example: 1 Who works in your family? / Do your parents work?
Does only your father works in your family? /Who brings money to support your family? 2 Who does the house hold chores? / Who takes responsibility for running house hold? 3 What is your responsibility in your family? / What do you often do in your family? 4 Who do you often share your secrets? / Do you often share your feelings or your secrets with your parents? Who do you trust the most? Pair work - Use the questions you have formed to ask your partner about his / her family life Note down the answer in the table 1.Who works in the familyBoth parents2.Who does the household
3 Your friend’s responsibility in the family
4.The interest the family members share closely
5.The person your friend often shares his / her secrets with
6.The person your friend talks to before making an important decision
Activity 2: (10’) Role play
- Imagine that you are a journalist; your friend is one of the most famous supper stars She/ he has only some minutes here with us Ask him or her about home life please
Pair work
Conduct the interview in front of the class
T and the other students give comment on accuracy and fluency
A: Good morning Hoa Are you free at the moment? B: Yes What can I do for you?
A I want to know something about your home life Would you
Trang 5mind answering?
B: Never mind Please but be quick because I have to go soon A: Ok, Who works in your family?
B: of course, I do because I earn a lot of money
post-speakingTask 4: Report
- Asks students to do back their original pairs Report the information they have collected
Individual work and pair work
E.g I had a talk with Hoa when she was having a rest She told
me a lot about her family life She is the person who works most in her family
4 Consolidation: (2’) - Retell the main point of the lesson, some structures to make question about family life5 Home work: (1’) - Write a passage about a happy family (80 words)
- Prepare Part C- Listening and do homework