unit 8 bài 3

Date of preparing : October 1st 2008 Date of teaching : October 2nd 2008 Period 12 UNIT 3: AT HOME Lesson 1: Getting started + Listen and Read A Objectives: By the end of the lesson, students will be able to: - talk about the chores they at home - describe situations and positions of things - give advice B.Language content: Vocabulary: (n) chores, steamer, saucepan, frying pan, rice cooker, stove Grammar: * Reflexive pronouns * Modal verbs: must, have to, ought to * Preposition of position Language skills: Listening, Speaking, Reading and Writing C.Techniques: Brainstorming, Network, Presentation picture, Picture drill, QuestionAnswer, Presentation dialogue, Dialogue drill, Play role, Listing, Mime, What and Where, Pairwork, Groupwork,… D.Teaching aids: Textbook, tape, cassette player, chalk, board, … E.Teaching procedure: Teacher’s activities I Warm-up -get sts to remind the form of writing a telephone message -ask sts to present Lisa’s message for Nancy -give necessary correction II New lesson Presentation Students’activities -remind (Individually) -write the message on the board -tell the chores they at home (look at the pictures in the textbook for help) -ask sts to tell the chores they at home Do the washing up Chores -encourage sts to speak -introduce the dialogue between Nam and his mother, Mrs Vui -ask sts some elicited questions 1/ Why is Mrs Vui going to be home late tonight? 2/ What will Nam have to do? -supply the new words * steamer (n): (Pic) * saucepan (n): (Pic) * frying pan (n): (Pic) * rice cooker (n (Pic) * stove (n): (Pic) + wood stove (n): + coal stove (n + gas stove (n): + electric stove (n): * yourself (pro): (Explanation) * ought to + V (bare infinitive): e.g: You ought to study hard -read the words -correct mistake(s) in their pronunciation if necessary -help sts to play the game “What and Where” -let sts to listen to the tape and get the main idea of the conversation between Nam and his mother Practice a Task -get sts to practice the dialogue with a -listen to the teacher’s introduction -answer the teacher’s questions with their understanding (Prediction) -guess the meaning of the words with the teacher’s explanation -take notes -repeat in chorus -read the words individually -play the game with the teacher’s help to remember the words -listen to the tape and get the main ideas (2 (Whole class) -practice the dialogue partner -go around the class to check sts’work and offer help -correct mistake(s) in their pronunciation if necessary b Task -ask sts questions 1/ Where is the rice? 2/ Where is the steamer? 3/ Where is the rice cooker? -correct mistake(s) if necessary and remind the prepoisitions of position * Key: 1/ The rice is in the cupboard 2/ The steamer is under the sink, between the saucepan and the frying pan 3/ It is beside the stove c Task -ask sts to read the dialogue again and make a list of things Nam has to -go around the class to check sts’work and offer help -give necessary correction * Key: + cook dinner + go to the market to buy some fish and vegetables + call aunt Chi and ask her to meet his mother at Grandma’s house Production -ask sts question about themselves 1/ What you often when your parents are out? 2/ Do you often go to the market? If yes, what you often buy at the market? -encourage sts to speak about themselves and give necessary correction -educate sts to help their parents to the chores at home (Pairwork + Play role) -present the dialogue before the class (3 pairs) -read the dialogue again and answer the questions (Individually) -listen and remember or take notes if necessary -read the dialogue again and make a list of things Nam has to (Groupwork) -write the list of things Nam has to on the board -answer the teacher’s questions (Individually) III Consolidation -summarize the lesson (remind the chores and what sts ought to do) -listen and remember -listen and remember (Whole class) IV Homework: Learn by heart the new words and read the dialogue fluently - Prepare “Speak + Language focus F Self - valuation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… …………………………………………….………………………………………… … Date of preparing : October 2nd 2008 Date of teaching : October 3rd 2008 Period 13 UNIT 3: AT HOME Lesson 2: Speak + Language focus A Objectives: By the end of the lesson, students will be able to: - describe situations and positions of things - arrange the things in a room/tidy up the room - review questions with “Why” and answers with “Because” B.Language content: Vocabulary: (n) items in the house Calendar, dishrack, wall, ceiling, rug, cushion Grammar: * Prepositions of position * Why - Because Language skills: Listening, Speaking, Reading and Writing C.Techniques: Question-Answer, Listing, Presentation picture,Brainstorming,Picture drill, Hide and seek in the picture, Pairwork, Groupwork,… D.Teaching aids: Textbook, picture, chalk, board, … E.Teaching procedure: Teacher’s activities Students’activities I Warm-up -tell the chores they often at home -get sts to tell the chores they often at (Individually) home -give necessary correction II New lesson Speak -listen to the introduction a Presentation (Whole class) -introduce the aim of this part (Speaking -look at the picture on page 28 and identify lesson) the positions of the items in the picture -ask sts to look at the picture on page 28 -remind the prepositions of position and identify the positions of the items in (Individually) the picture -take notes -help sts review the prepositions of position -supply more if necessary -guess the meanings of the words with the * Prepositions of position: in, on, under, teacher’s explanation next to, near, between, above, in front of, -take notes behind, in the middle of, … -supply necessary words for speaking * wall (n): (Realia + Mime) * calendar (n): (Realia) -repeat in chorus * dishrack (n): (Picture) * lighting fixture (n): (Picture) -look at the picture and talk about the * ceiling (n): (Mime + Realia) position of each item * counter (n): (Picture) (Groupwork) -read the words b Practice -present before the class -get sts to look at the picture and talk about the position of each item -go around the class to check sts’work and offer help -give necessary correction (encourage sts to speak) * Suggested answers: + The clock is on the wall, above the calendar + The calendar is on the wall, between the clock and the fridge + The sink is next to the stove + A saucepan and two frying pans are above the stove + The knives are under the cupboard + The rice cooker in on the counter c Production -get sts to look at the picture of Mrs.’s Vui living-room and explain the requirement (Mrs Vui bought new furniture for her living-room, but she cannot decide where to put it) -get sts to remind the meanings of the words in the box * rug (n): (Picture) * cushion (n): (Picture) -read the words in the box -have sts help Mrs Vui arrange the furniture (explain the examples) -go around the class to check sts’work and offer help -correct mistake(s) if necessary (encourage sts to speak) * Suggested answers: 1/ Let’s put the cushions on the couch 2/ I think we should put the coffee table between the couch and the armchair 3/ Let’s hang the clock on the wall, above the picture 4/ I think we should put the telephone and the lamp on the small table next to the shelf 5/ Let’s put the magazines on the shelf above the books -look at the picture and listen to the teacher’s explanation -remind the meanings of the words in the box -take notes -repeat in chorus -arrange the furniture (Groupwork) -present before the class Lang focus4 a Task -get sts to remind the meanings and the usages of “Why” and “Because” (for asking and answering about the reasons) -make the example clearer -get sts to look at the pictures in the textbook to ask and answer about Hoa, Nam, Mrs Vui, Ha and Nga suitably -go around the class to check sts’work and offer help -give necessary correction (encourage sts to speak) * Key: b/ Why did Nam have to cook dinner?  Because his mother was home late c/ Why was Mrs Vui home late?  Because she had to go to visit her mother d/ Why did Ha fail her English exam?  Because she didn’t learn for her exam She played video games too much e/ Why didn’t Nga go to the movies?  Because she had to her chores b Task -ask sts some questions 1/ Why you study English? 2/ Why you sweep the floor every day? -give necessary correction (encourage sts to speak) III Consolidation -summarize the lesson * remind the ways to talk about the positions of the items * remind the ways of asking and answering about the reasons -remind the meanings and the usages of the two words -pay more attention -look at the pictures in the textbook to ask and answer about Hoa, Nam, Mrs Vui, Ha and Nga (Pairwork + Question-Answer) -present before the class -take notes -answer the teacher’s questions (Individually) -listen and remember (Whole class) IV Homework: - Write the position of each item in the picture on page 28 in the exercise notebook - Do exercise on page 25 (Workbook) - Prepare “Listen + Language focus 1” F Self - valuation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… … ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… …………………………………………….………………………………………… … Date of preparing : October 5th 2008 Date of teaching October 7th 2008 Period 14 UNIT 3: AT HOME Lesson 3: Listen + Language focus A Objectives: By the end of the lesson, students will be able to: - know to make special Chinese fried rice - develop their listening comprehension skills - talk about the duty with “must” and “have to” B.Language content: Vocabulary: (n) fried rice, garlic, onion, green pepper Fish tank (v) empty the garbage, tidy, dust Grammar: * must – have to Language skills: Listening, Speaking, Reading and Writing C.Techniques: Question-Answer, Hide and seek in the picture, Brainstorming, Presentation picture, Prediction, Picture drill, Fill gap, Dialogue drill, Play role, Pairwork, Groupwork,… D.Teaching aids: Textbook, picture, tape, cassette player, chalk, board, … E.Teaching procedure: Teacher’s activities I Warm-up -use the picture on page 28 and guide sts to play the game “Hide and seek in the picture” with the questions: Where is the clock?/ the sink?/ the lighting fixture?/ the vase of flowers? -give necessary correction (encourage sts to speak) II New lesson Listen a.Pre-listening -introduce the aim of the listening lesson (how to make special Chinese fried rice) -get sts to look at the pictures on page 30 and identify the items in the pictures a / b / c / rice -listen to the teacher’s introduction -look at the pictures on page 30 and identify the items in the pictures (Whole class) -present before the class noodles a saucepan - garlic - onion Students’activities -look at the picture and answer the teacher’s questions (Individually) a frying pan - garlic green pepper - ham - pea d - chicken / -pea b.While-listen -ask sts “What you need to cook the special Chinese fried rice?” -let sts listen to the tape and choose the right item -let sts listen to the tape again for checking c.Post-listening -correct mistake(s) if necessary by letting sts listen to the tape again and pausing at -give their own ideas/ give their prediction -listen to the tape and choose the right item -compare with their friends -listen to the tape and check their answers -present before the class what is necessary * Key: a/ fried rice b/ pan c/ garlic and green pepper d/ ham and pea 2.Lang.focus1 a.Presentation -ask sts some questions 1/ What we need to cook the “Special Chinese fried rice”? 2/ Do you often cook this food? -encourage sts to speak -answer the teacher’s questions (Individually) -listen to the teacher’s introduction -remind -take notes (Whole class) -introduce the aim of this part -get sts to remind the meaning and the usage of “must/ have to” * We use must and have to to say what is necessary to * S + must/ have to + V (infinitive) -tell sts to give examples -talk about the difference between “must” and “have to” b Practice -ask sts to look at the picture the pictures on page 34 to identify the activities in the pictures -read the verbs in the box -explain the meanings of the words * empty the garbage (v): (Pic.) * tidy (v): (Example + Pic.) * dust (v): (Mime) * fish tank (n): (Pic.) -get sts to complete the dialogue between Nga and Lan with “must/ have to” and the verbs in the box -go around the class to check sts’work and offer help -give necessary correction -give examples -listen and take notes -look at the picture the pictures on page 34 to identify the activities in the pictures -repeat in chorus -guess the meanings of the words with the teacher’s explanation -complete the dialogue between Nga and Lan with “must/ have to” and the verbs in the box (Pairwork) -present before the class * Key: (1) have to/ must tidy (2) have to/ must dust (3) have to/ must sweep (4) have to/ must clean (5) have to/ must empty (6) have to/ must feed -get sts to practice the dialogue -correct mistake(s) in their pronunciation if necessary -practice the dialogue (Pairwork + Play roles) c Production -get sts to make a survey with the question -make a survey “What you have to do?/ What must (Work in group of five sts) you do?” -present before the class -give necessary correction (encourage sts to speak) III Consolidation -summarize the lesson -listen and remember + remind the way how to cook special (Whole class) Chinese fried rice + the meanings and the usages of “have to/ must” IV Homework: - Write five sentences to express things that you have to/ must - Do exercise on page 20 (Workbook) - Prepare “Read” TAPE TRANSCRIPT: Lan: Can I help you cook dinner, Mom? Mrs Tu: Sure You can cook the “Special Chinese Fried Rice” for me Use the big pan, please Lan: Okay How much oil I put in? Mrs Tu: Just a little Wait until it’s hot and then fry the garlic and the green peppers Lan: Do I put the ham and the peas in now? Mrs Tu: Yes And you can put the rice and a teaspoon of salt in Lan: Yummy! It smells delicious F Self - valuation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… … ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… …………………………………………….………………………………………… … Date of preparing : October 8th 2008 Date of teaching : October 10th 2008 Period 15 UNIT 3: AT HOME Lesson 4: Read A Objectives: By the end of the lesson, students will be able to: - know safety precautions in the home - know what they have to and mustn’t - protect themselves and their relatives - ask for and give the reasons - develop their reading comprehension skills B.Language content: Vocabulary: (n) precaution, chemical, drug, match, electrical socket, bead (v) make sure, destroy, injure, cause a fire,cover, kill Keep s.t out of children’s reach Grammar: * must – have to * Why - Because Language skills: Listening, Speaking, Reading and Writing C.Techniques: Brainstorming, Presentation text, Prediction, Mime, Question-Answer, True-False statements, Rub out and remember, Text drill, Pairwork, Groupwork,… D.Teaching aids: Textbook, picture,Realia, chalk, board, … E.Teaching procedure: Teacher’s activities Students’activities I Warm-up -give five things they have to/ must -get sts to talk about five things they have to/ must -give necessary correction (encourage sts to speak) II New lesson Pre-read -ask sts 1/ What can be dangerous to young children in a house? 2/ Which room is the most dangerous place to them in a house? -introduce the situation (Lan’s mother, Mrs Quyen is at her local community center She is reading one of the posters on the wall) -supply the new words * safety (n): safe (a) (Example) * precaution (n): (Trans.) safety precaution * chemical (n): (Realia) * drug (n) = medicine: (Realia) * make sure (v): (Trans.) * match (n): (Realia) * fire (n): (Picture) * destroy (v): (Trans.) * injure (v): (Picture) * cause a fire (v): (Trans.) * cover (v): (Mime) * electrical socket (n): (Realia) * electricity (n): (Explanation) * kill (v): (Trans or Example) * keep s.t out of children’s reach (v): * bead (n): -read the words -correct mistake(s) in their pronunciation if necessary -use the technique “Rub out and Remember” to help sts remember the necessary words (italic words) While-read (Individually) -think and answer the teacher’s questions -listen to the teacher’s introduction (Whole class) -guess the meanings of the words with the teacher’s explanation -take notes -repeat in chorus (2 times) -read the words individually a Task -get sts to read the poster to get the main ideas -read the poster and get the main ideas -change their ideas with their friends -read the poster loudly before the class (2 sts) -ask sts to read the poster loudly before -read the poster again and check True/ False, the class then correct the false sentences -correct mistake(s) in their pronunciation (Groupwork) if necessary -present before the class b Task -ask sts to read the poster again and check True/ False, then correct the false sentences -go around the class to check sts’work and offer help -give necessary correction * Key: b-T c-F (A kitchen is a dangerous place to play.) d-F (Playing with one match can cause a fire.) e-T ; f-T c Task -get sts to practice asking and answering the questions of exercise on page 32 -go around the class to check sts’work and offer help -give necessary correction * Key: b/ Because the kitchen is a dangerous place to play c/ Because playing with one match can cause a fire d/ Because children try to put anything into electrical sockets Electricity can kill -practice asking and answering the questions of exercise on page 32 (Pairwork) -present before the class (Question-Answer + Pairwork) e/ Because the dangerous pbjects can injure or kill children if them play with these things Post-read -get sts to tell the safety precaution they’ve known -give necessary correction (encourage sts to speak) -tell the safety precaution they’ve known (Individually) -listen and remember III Consolidation -summarize the lesson (remind the safety precautions) -educate sts how to protect themselves and their relatives (how to live safely in the home) IV Homework: - Learn by heart the new words and read the poster fluently and carefully - Write exercises (1 +2) on pages 31 +32 in the exercise notebook - Prepare “Write” F Self - valuation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… … ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …… …………………………………………….………………………………………… … Date of preparing : October12th 2008 Date of teaching : October 14th 2008 Period 16 UNIT 3: AT HOME Lesson 5: Write A Objectives: By the end of the lesson, students will be able to: - describe a place - write a description of a room - develop their writing skills B.Language content: Vocabulary: (n) furniture A description of a room Grammar: * Present simple tense * Prepositions of position Language skills: Listening, Speaking, Reading and Writing C.Techniques: Listing, Brainstorming, Presentation picture, Picture drill, Mime, Question-Answer, Build a paragraph, Noughts and Crosses, Pairwork, Groupwork,… D.Teaching aids: Textbook, picture, chalk, board, … E.Teaching procedure: Teacher’s activities Students’activities I Warm-up -list the “safety precautions in the -get sts to list the “safety precautions in the home” home” they’ve known (Chain game if possible) (use the technique “Chain game” if possible) -give necessary correction (encourage sts to speak) II New lesson Pre-write -introduce the objectives of the lesson (write the description of the room) -get sts to look at the picture of Hoa’s room on page 32 to identify the objects in her room and their positions -supply the new words * folder (n): (Realia) * wardrobe (n) (Picture) -read the words -remind the structures * There is -listen to the teacher’s description (Whole class) -look at the picture of Hoa’s room on page 32 to identify the objects in her room and their positions -tell the objects in Hoa’s room before the class (Individually) -guess the meanings of the words with the teacher’s explanation -repeat in chorus -take notes a……………………… on………………………… * There are……………………… beside………………… While-write a Task get sts to read the description of Hoa’s room -ask sts to look at the picture of Hoa’s kitchen and identify the objects in it -get sts to read the words given -explain the meanings of the new words * oven (n): (Explanation + Trans.) * towel rack (n): (Picture) * jar (n): (Picture) * flour (n): (Picture) b Task -ask sts to use the words and phrases given with the picture to write a description of Hoa’s kitchen -go around the class to check sts’work and offer help -get sts to exchange their paper with other groups -collect paper and give necessary correction Post-write -tell sts to write a description of a room in their houses -solve the problems to help sts develop their writing skills -give the common mistake(s) in sts’writing and correct it/ them III Consolidation -summarize the lesson (remind the way of writing a description of a room) -read the description of Hoa’s room in silence -read the paragraph loudly before the class (1 st) -look at the picture of Hoa’s kitchen and identify the objects in it (Individually) -read the words given (Whole class) -guess the meanings of the words with the teacher’s explanation -take notes -write a description of Hoa’s kitchen, using the words and the phrases given with the picture (Groupwork) -exchange with other groups -hand in the paper -write a description of a room in their houses, basing on exercise + (Individually) (do at home) -give their problems for the writing -listen and remember (take notes) -listen and remember (Whole class) IV Homework: Write a description of a room in your house - Prepare “Language focus + 3” The suggested paragraph This is Hoa’s kitchen There is a refrigerator on the right corner of the room Next to the refrigerator is the stove and oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dishrack is on the counter, to/on the right (side) of the window and beneath the shelves On the shelves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there is a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase of flowers F Self - valuation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… … ……………………………………………………………………………………………… ……………………………………………………………………………………………… … ……………………………………………………………………………………………… ……………………………………………………………………………………………… … …………………………………………….………………………………………… … Date of preparing October 15th 2008 Date of teaching : October 16th 2008 Period 17 UNIT 3: AT HOME Lesson 6: Language focus + A Objectives: By the end of the lesson, students will be able to: - express advice - know how to use reflexive pronouns correctly B.Language content: Vocabulary: Review - fix, cry Grammar: * ought to / should * Reflexive pronouns Language skills: Listening, Speaking, Reading and Writing C.Techniques: Hide and seek in the picture, Brainstorming, Presentation picture, Picture drill, Mime, Question-Answer, Fill gap, Noughts and Crosses, Pairwork, Groupwork,… D.Teaching aids: Textbook, picture, chalk, board, … E.Teaching procedure: Teacher’s activities Students’activities I Warm-up -play the game with the teacher’s guide -hang a picture (a living-room) on the board (Whole class) and help sts to play the game “Hide and seek in the picture” -give necessary correction (encourage sts to be self-confident) II New lesson 1.Lang.focus2 a Presentation -introduce the objective of this part (give others advice) -ask sts to remind the way to give other advice they’ve already learned * We use “should/ ought to” to express advice, obligation, probability, responsibility -get sts to give the formation with “should/ ought to” S + should/ ought to + V (infi.) -ask sts to give illustrated examples e.g1: Your English is not good You should/ ought to practice more e.g2: I don’t feel well  You ought to stay home * Negative form of “ought to” is “ought not to” or “oughtn’t to” b Practice -get sts to look at the picture on page 35 and read te situation, then give advice to those people -go around the class to check sts’work and -listen to the teacher’s introduction -remind the way to give other advice they’ve already learned -give the formation -give illustrated examples -take notes -look at the picture on page 35 and read te situation, then give advice to those people (Individually) -compare with their friends offer help -present before the class -give necessary correction (encourage sts to give their own ideas) * Suggested advice b/ You ought to get up earlier c/ You ought to eat more fruit and vegetables./ You ought to have a diet./ you ought not to eat much meat d/ You ought to go to the dentist c Production -divide the class into team (team A gets the situations and team B give the advice) -divided into team and as the 1/ I don’t know how to this exercise teacher’s requirement 2/ My room is very dirty./ Our schoolyard is very dirty 3/ We can’t speak English well 2.Lang.focus3 a Presentation -introduce the reflexive pronouns and their usages Personal pronouns Relexive pronouns (as subjects) I myself You yourself/ yourselves He himself She herself It itself We ourselves They themselves * Usages: Reflexive pronouns are used as objects, for emphasizing * Notes: -listen to the teacher’s introduction (Whole class) -form the reflexive pronouns if possible -take notes e.g: She made herself fall down (object) I wash clothes myself every day (empha.) b Practice -explain the requirement of exercise -listen to the teacher’s explanation -repeat in chorus -complete the dialogues (Pairwork) -read the reflexive pronouns in the box -get sts to complete the dialogue with the reflexive pronouns in the box (make the example clearer) -go around the class to check sts’work and offer help -compare with other pairs -present before the class (Pairwork + Play role) -give necessary correction * Key: b/ …(1) ourselves c/ …(2) myself …(3)yourself… d/ …(4) himself…………(5) herself… …(6) themselves e/ …(7) yourselves… -get sts to practice the completed dialogues -correct mistake(s) in their pronunciation if necessary c Production -ask sts to complete the sentences with the suitable reflexive pronouns 1/ Nam loves looking at ………………in the mirror 2/ I’m making ………………………a cup of tea 3/ Did you paint the house………………………………? 4/ The cat can open the door by…………………….? 5/ We enjoyed…………………very much last night -give necessary correction/ key III Consolidation -practice the dialogues before the class -read the sentences and complete them with the suitable reflexive pronouns (Individually) -compare with their friends -present before the class -summarize the lesson + remind the usages and form of “ought to”/ “should” + remind the usages of reflexive pronouns + get sts to remind the reflexive pronouns from the personal pronouns -listen and remember -remind the reflexive pronouns from the personal pronouns (Whole class) IV Homework: - Learn by heart the refexive pronouns and write sentences with them - Write sentences with “ought to”/ “should” - Do exercises + on pages 20, 21, 22 (Workbook) F Self - valuation: ... …………………………………………….………………………………………… … Date of preparing : October 2nd 20 08 Date of teaching : October 3rd 20 08 Period 13 UNIT 3: AT HOME Lesson 2: Speak + Language focus A Objectives: By the end... …………………………………………….………………………………………… … Date of preparing : October 5th 20 08 Date of teaching October 7th 20 08 Period 14 UNIT 3: AT HOME Lesson 3: Listen + Language focus A Objectives: By the end of the lesson,... …………………………………………….………………………………………… … Date of preparing : October 8th 20 08 Date of teaching : October 10th 20 08 Period 15 UNIT 3: AT HOME Lesson 4: Read A Objectives: By the end of the lesson,