Tiếng Anh 12 – Giáo án
UNIT 1: HOME LIFE
Lesson 1: A. READING
I.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.
II. TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
III. PROCEDURE:
1.Class organization:
Class Teaching date Attendence Absentee(s)
2.Checking up: Checking during the new lesson.
3.New lesson:
Stages/time Teacher’s activities Students’
activities
WARM UP * Chatting:- Ask Ss to talk about their family:
1. How many people are they in your family?
2. What is your father’s / your mother’s job?
- Go round the class and control
- Call on some Ss to present .Then T gives
feedback
- Short introduction the types of family (show
the pictures)
+ Nuclear family: consists of the father, the
mother, and the children
+Extended family: consists of the grandparents,
aunts, uncles, cousins, nephews, nieces, and in-
laws, (relatives through marriage).
+Single parents families: A single parent
family consists of the children and one parent

*Explain some new words:
+ Caring(a) + To be willing to
do st.
+ Mischievous(a) + Obidient(a)
+ Close-knit(a) + Supportive(a) ~
of
- Work in pairs.
* Suggestion:
1. Parents and
children.
2.At home.
3.The mother is
helping the
daughter with her
study, the father
is playing with
the son.
4.(depend on Ss.)
-
- Copy down
then repeat after
T
+ Frankly(adv) + Secure(a)
- Read aloud these words and ask Ss to repeat
- Explain new words in Vietnamese if necessary
- Ask Ss to listen to the tape.
- Ask Ss to read the passage silently to
understand about it
*Task 1 : Choose the best answer
- Get Ss to read the requirement of task1.

gets them to read the Qs carefully and underline
the key words to do task.
- Get Ss to check theirs answers and explain
their choices.
- Call some Ss to read theirs answers and
explain their choices.
- Comment and gives feedback:
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
- Work in pairs
Work in groups.
- Check.
- Work in groups.
- Report their
ideas.
- Listen and
comment.

tasks again.
- Prepare the section B: Speaking
UNIT 1: HOME LIFE
LESSON 2:B: SPEAKING
I.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.
II. TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
III. PROCEDURE:
1. Class organization:
Class Teaching date Attendence Absentee(s)
2. Checking up: Checking during the new lesson.
3. New lesson:
4.
Stages/time Teacher’s activities Students’
activities
WARM UP
(7 mins)
PRE
SPEAKING
(5 mins)
* 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.

Household chores
WHILE
SPEAKING
(20 mins)
1.
- Give 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 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.
*Task 2:Prepare a list of questions to aks
another Ss to find out whether his/her family
life is like your:
- Guide students how to practise- Help the
students with new structures.
Give some special expressions
+Could you tell me who… ?
+ By the way who in your family ……. ?
+What about your …. ?
* Note: The difference between two question
forms:
- Work in pairs.
- Tick the ones
that apply to Ss’
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
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 : Ask about your partner’s family.
- Ask Ss to study the table carefully.
- Have the Ss to work in pairs, asking about

when everybody is
free.
A: Who do you
often share your
secret with?
B:Mother.I think
she understand me
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; Hsowever, both parents help her make
important decisions
well.
A:So she is the
person you often
talk to before
making an
important
decision?
B: No, in fact both
my parents help a
lot when I have
problems.
A: You must be

(10mins)
- Rearrange the letters to make a meaningful word:
RINENOU
- Which word can go with “reunion”?

* Describing the picture.
- 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 pictures are there?/ who are they?
3. How are they feeling? / How do 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.
 Teacher has students pay much attention to the
words and how they’re pronounced and tells students
that they’re given cues helping them to listen to the
text well
* Vocabulary: (Listen and repeat)
+Leftovers / `left әu vәz/: food that has not been eaten
->
REUNIO
N
->Family
reunion
- Look at
the pictures.
- Answer

Answer
1. T
2. F ( They not a very close nit family, they rarely get
together as a family any more.)
- Students
pay much
attention to
the words
and how
they’re
pronounce
d
- Students
listen to
the tape
carefully &
repeat
individuall
y and in
chorus
- Read
through the
questions
3. F ( It is about 180 kilometers from they ….)
4. T ( There are 4 children in Paul’s family)
5. T ( There are too many people to cook for, they end
up going out to dinner a lot.)
*Task 2: Note down two things that are different
about Paul’s and Andrea’s families.
- Ask students to read through the questions.

(7mins)
meal the mother cooks at
home.
to eat when they get
together.

*Discussion:
- Ask Ss to work in groups, discuss the importance of
family in a person's life
- Ask some Ss to present their discussion in front of
the class.
- Give feedback.:
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 comforts. We are sure to be welcome back when
we have disappointments or failures in life.
- Try to do
the task
without
listening
again.
- Compare
the
answers
- Listen
again and
check the
answers
- Work in

(7 mins)
* Chatting:
- Ask Ss to work in pairs and answers some
questions
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?
- Call on some pairs to present their answer in
front of the class
- Feedback
*Lead in : In today’s lesson, you’re going to
write a letter about your family rules
*Task 1: What rules do you have in your
family?
- Have students revise the verbs :
+) Let sb + V
+)Allow sb + to V
+) Have to + V (obligation)
+) Permit sb + to V
- Deliver Ss handouts :
- Pairs work
1. My parents
don’t let me
come home late.
2. My father
permits me to use
the family

their family rules.
- Goes around to offer help.
- Call four representatives of four groups to go
to the board to write down their letters
- Together with Ss finds out the mistakes and
corrects them
- Give feedback on Ss’ work by pointing out
3. to watch
TV / go out with
my friends on
Saturday or
Sunday…
4. to stay up
late / chat with
my friends on the
phone
- Ss work in
groups and use
the ideas they
have written
above to write a
letter about their
family rules.
POST
WRITING
(5mins)
some common mistakes .
- Remark generally Ss’ written work
* Sample writing:
Dear Mary,

4. Consolidation:(2 mins)
- Retell the main points of this lesson.
5. Homework: (1min)
- Ask Ss to rewrite at home.
- Prepare the section E (The Language focus part of Unit one).