Giáo án Tiếng Anh 7 (T73-103)

: VNese meaning : rau chân vịt Presentation Dialogue T asks Ss to write what Hoa and her aunt bought at the market group work Key : Beef spinach cucumbers oranges + Practice Vocabulary..

Unit 12 : LET ‘S EAT

P.73 Lesson 1 : WHAT SHALL WE EAT ? A1 - P.114 - 115

Aim : Reading a text to understand the details and practicing food vocabulary.

Objective : By the end of the lesson, Ss understand how to use adv: So, too, either, neither with

Pre teach Voc.

Pork (explanation) We can’t eat a cow We eat beef

We can’t eat a pig We eat (pork)

A cucumber (realia)

A papaya : đu đủ

A pine apple (realia) : trái thơm

A durian (drawing) : sầu riêng

Spinach (unc.) : VNese meaning : rau chân vịt

Presentation Dialogue T asks Ss to write what Hoa and her aunt bought at the market

(group work)

Key :

Beef spinach cucumbers oranges

+ Practice Vocabulary.

Aunt : what meat do you do you like, Hoa.?

Hoa : I like beef How about you ?

Aunt : I do, too

Hoa : I don’t like, pork

Aunt : Neither do I

Hoa : We need some vegetables, too aunt Do you like carrots and peas ?

Aunt : I don’t like carrots and I don’t like peas, either

Hoa : I like spinach and cucumbers

Aunt : So do I

Hoa : Oh, these fruits look good Are they ripe ?

Aunt : The papayas are not ripe and neither are the pineapples

Hoa : Let’s buy oranges

S – do/does/ did , too

- Neither - do/does/ did - S

S - do/does/ did (not) +Fruit

Responses using so, too

III Practice : (Word Cue drills)

* T asks Ss to practice the agreement sentences only (first)

T I do, too Ss So do I

I am, too Ss So am I

He is, too Ss So is he

* Ss run through the cues first (then)

Hoa/beef/ her aunt

Hoa / be happy / her aunt

We / not play tennis / they

Hoa / not like durians / her auntCucumbers / be good / carrotsCoffee / be not good / beer

* Ss practice (chorus, individual)

* Closed pairs (free)

* Checking + Delayed mistakes

IV Production : Group A/ B

V Homework :

Read A1 and find out more new words

Translate it into Vietnamese

-Tea

Feb.28 th 2005 Unit 12 : LET ‘S EAT

P.74 Lesson 2 : A1-2 P.114 - 116

Aim : I don’t like , either, I like , to, neither do I, So do I” to express preferences

Objective : By the end of the lesson, Ss will be able to use so / too / either / neither well

Teaching aids : Pictures, drawings

I Revision : Networks

II Presentation :

1 Set the scene : Yesterday, Hoa and her aunt went to market Hoa doesn’t like some food and

her aunt doesn’t either

They also choose something they want

2 Presentation dialogue : A1 - P.114 - 115

T : read the A1 again When Hoa says “I don’t like pork” ; “Neither do I” What does Hoa ‘sAunt say ? → Ss

T : good ! “Neither do I “ or ?

Ss : “I don’t, either”

T in a vegetables stall, Hoa says “I like spinach and cucumbers” How about her aunt ? What deos she say ?

Ss : “So do I / I do, too

T : models

Model Sentences

a) S1 : I like spinach and cucumbers

S2 : So do I / I do, too

b) S1 : I don’t like pork

S2 : Neither do I / I don’t either

III Practice : Chorus, Individual

Picture Drill :

Example Exchange :

a S1 : I like carrots S2 : So do I/ I do, too

b S1 : I don’t like bey S2 : Neither do I / I Fruit

don’t either

IV Further Fractice :

Survey :

Example :

S1 : I like durians Do you like them ?

S2 : Yes, I like them, too / So do I

Nga

Lan

V Homework : Talk and write about the food you like

-Feb 2005 Unit 12 : LET ‘S EAT

P.74 Lesson 2 : A1-2 P.114 - 116

Aim : I don’t like , either, I like , to, neither do I, So do I” to express preferences

Objective : By the end of the lesson, Ss will be able to use to talk about food : likes hand outs

Teaching aids : drawings, handouts

I Revision : Networks

II Presentation :

1 Set the scene : T.asks students if they have ever gone to market, what food they buy or see at

the market, etc In this lesson Hoa and her Uncle went to market yesterday Now guess whatthey bought

- Ss tell their prediction - T writes on the B.B

- Ss look at the picture on the page and then listen to the first part of the text (from yesterday

to OK”)

- T has Ss listen and repeat after the tape

- Ss practice the D in pairs, altermating roles

- T introduces the structures with “too” and either

Model Sentences :

a) S1 : I like spinach and cucumbers

S2 : So do I / I do, too

b) S1 : I don’t like pork

S2 : Neither do I / I don’t either

Concept checking :

- What are the Vietnamese meaning of these sentences ?

- When do we use so / too, either, neither ?

Ss → when we have the same situation and want to talk about preferences

(Diễn tả ý thích hoặc không thích gì với so / too/ either / neither)

Is tell me the structures of so / too and either / neither

Statements (ý nêu)

- Where are there stresses ?

+ Follow the same steeps for the second and third parts of the text

- T introduces the structures with “so” + “either” in the 2nd part ; and “neither” in the 3rd part

- T asks Ss to reread the D to write a list of food Hoa and her uncle bought (in pairs)

- Ss read aloud the list in front of the class

- Corrections

Fruit

Answer : Bey, spinach, cucumbers, organges

III Picture drill : A2

T shows Ss pictures about food, Ss look at and practise speaking in pairs (open - closed pairs)

Example Exchange :

S1 : I don’t like bey S2 : Neither do I / I don’t either

Notice : Ss practice about : The third singular person

S1 : She likes spinach

S2 : So does her mom / Her mom does, too

S1 : Lan doesn’t like pork

S2 : Mai doesn’t either / Neither does Mai

V Homework : Learn by heart the model with so/ too/ either/ neither.

-Feb 2005 Unit 12 : LET ‘S EAT

P.75 Lesson 3 : A3 - 4 P.116 - 118

Aim : Reading a text to understand and how to make a meal

Objective : By the end of the lesson, Ss will understand more details about the menu of a

dinner meal at Hoa’s aunt’s house

Teaching aids : Pictures, posters and coloured chalks

I Revision : Picture drill

T shows Ss pictures about food Ss practise speaking express “like + dislike” using so /too/either/ neither

Example : S1 : I like fish

S2 : So do I / I do, tooS1 : I don’t like meatS2 : I don’t either / neither do I

II Presentation : Pre - reading

T presents : Today we ‘ll learn this lesson about how to cook a meal and in this lesson we ‘llfind out the menu, Hoa ‘s aunt cooks for dinner

1 Pre - teach vocab

- a bowl (picture)

- a dish (T elicits : How many dishes do you have a meal)

- Soy sauce (unc) (T elicits)

- (to) slice (T mimes or elicits)

- (to) stir - fry (T elicits)

- (to) add (T elicits) Repetition drill

2 Ordering : Poster

Ss guess the order of the statements

a) First, she sliced the beef

b) Then, she cooked some rice and boiled some spinach

c) Hoa ‘s aunt cooked dinner

d) next, she sliced some green peppers and onions

e) And then she set the table and her familys at down to eat

f) After that, she stir-fried the bey and vegetables

g) Finally, she sliced the cucumbers and made cucumbers salad

III While - Reading

Ss open books, read the text silently and check their order

A3 - P.116

T helps them to correct

* Answer key : 1c, 2a, 3d, 4b, 5f, 6g, 7e

* Comprehension questions :

- Ss work in groups and write the menu

- Ss go to the board, write their answers

Answer key :

a) Cucumber salad with onions

- boiled spinach

- stir - fried beef with green pepper and onions

- rice

b) Add the missing verbs

* Ss match the instructions to the pictures

1c, 2f, 3a, 4d, 5b, 6e, 7g

IV Post - reading : A4 - P.118

Ss write what did they eat and drink yesterday ?

For breakfeast, I ate , I drank

For lunch, I

For dinner, I

-March 3 rd 2005 Unit 12 : LET ‘S EAT

P.75 Lesson 3 : A3 - 4 P.116 - 118

Aim : Reading a text to understand and how to make a meal

Objective : By the end of the lesson, Ss will be able to know how to prepare the food and how

2 Set the scene :

Hoa ‘s aunt cooked dinner that evening She did something and made a meal Now you guess the order of the statements

a) First, she sliced the beef

b) Then she cooked some rice and boiled some spenach

c) Hoa’s aunt cooked dinner

d) Next, she sliced some green peppers and onions

e) And then she set the table and her family sat down to eat

f) After that, she stir - fried the bef and vegetables

g) Finally, she sliced the cucumbers and made cucumber salad

T There are 7 statements You order in group of 4

II While Reading

Ss read and check their order A3 - P.116

Answer key : 1c, 2a, 3d, 4b, 5f, 6g, 7e

- stir -fried beef with green pepper and onions

- rice (the answer keys were written on the B.B)

b) Add the missing verbs to have the recipe Hoa ‘s aunt used Then match the instructions to thepictures (G.4)

1 Slice ; 2 Slice ; 3 Heat ; 4 Stir-fry ; 5 Add ; 6 Boild (cook) ; 7 Add

The answer keys were written on the B.B

Matching (Group of 4) → Correction

Ss match the instructions to the pictures :

1c, 2f, 3a, 4d, 5b, 6e, 7g

7 Ss answer befor class → T corrects

III Post reading

Do A4 - P.118 individually

Write about what you ate and drank yesterday ?

For breakfast, I ate I drank

-March 5 th 2005 Unit 12 : LET ‘S EAT

‘s the matter with me ?”

II Pre - Listening

T : There are 6 statements 3 are T/ 3 are F

Predict which statements are T and which ones are F

Ss do in group of 4 → write on the BB (3 groups)

III While - Reading

Ss listen and check their predictions

Answer key : 1F, 2T, 3T, 4F, 5T, 6F

- Open their books and read B1 then check again and T asks Ss “What ‘s line number ? why doyou know it ? or what sentence tells you ?

* Comprehension questions : Answer key :

1 What did Ba eat last night ? 1 Fish, rice, soup + spinach

IV Post - Listening:

Ss complete the story B1 - P.119 (group of 4)

6 wash

- Ss retell the story

V Homework : Rewrite the story in your exercise books

-March 2005 Unit 12 : LET ‘S EAT

Aim : Listening for specific information to understand why Ba had to go to the doctor’s

Teaching aids : Posters

I Revision : MIME

Ss in turns, select a piece of paper with a feeling written on it

Suggested feeling : cold, hot, angry, headache, stomachache

Student mimes the feeling in front of the class and ask : “What ‘s the matter with me ?”

II Pre - Listening

1 Pre - teach

Dirt

Dirty (adj) (T.elicits)

T Show Ss Picture P.119 and presents the new lesson :

- Who are there in this picture ?

- Where is Ba ?

- Can you guess what ‘s wrong with him ?

2.Predict : True / False Prediction :

1 Ba had a headache

2 He was at the doctor ‘s

3 He ate spinach, but his parents didn’t

4 His Mum washed the spinach

5 Vegetables often have dirt on them

6 That dirt can’t make him sick

III While - Listening

Ss listen and check their predictions

Answer key : 1F, 2T, 3T, 4F, 5T, 6F

T Why did Ba have a stomachache ? Ss answer

T explains

- (to) make S.O + adj / do + St : Làm cho ai thế nào; bảo ai làm gì

- (to) wash St well / carefully

Ex : Eating green fruit can make you sick

He made the boy wash the car

* Comprehension questions :

1 What did Ba eat last night ? ( Fish, rice, soup + spinach)

2 Who washed the spinach ? ( Ba did)

3 Why did Ba goto the doctor ? (Because he had a stomachache.)

4 What made him sick ? (The dirt on vegetables )

Ss work (WI, groups, pairs)

IV Post - Listening:

T asks Ss to complete the story by filling the missing words

After Ss doing → T and Ss correct again

V Homework : Write a short paragraph to summarize the story what happened to Ba last

night

Do B1 in workbook (P.76 - 77)

-March 2005 Unit 12 : LET ‘S EAT

Aim : Reading Comprehension and F.P.in Indefinite quantifiers : “a little, too much, plenty of,

lots of ”

Objectives : After this lesson, Ss will know the important of food for human life and

understand what a balanced diet means to have a healthy lifestyle

Teaching aids : Posters, picture and color chalk

Procedure

I Pre - teach Vocab :

1 Pre-reading

- an amount of (expl VNese meaning)

- a diet (elicit) - a balanced diet

- moderate (adj) : you eat S.t not much, not less

- (to) affect (the food we eat make us healthy )

- energy (suger gives us energy)

- lifestyle (T.elicits)

- diary products (like honey, butler, cheese )

- body - building (food such as meat, bread, eggs )

- areals (like vegetables, corn, fruit )

- fatly food (VNese)

R O R

* T/F Prediction : T hangs out poster Ss read and guess what does “a balanced diet” means

?

1 Eat a lot of meat

2 Eat a little fruit, vegetables

3 Eat a moderate amount of sugar

4 Eat a little fatly food

5 Eat plenty of the food you like

2 While - reading :

Ss read the text and check their predictions

Ss listen to the tape and look at the book for double check T and Ss correct theirguessing

Answer key : 1F, 2F, 3T, 4T, 5F

Comprehension questions : a - c P.120

T asks - Ss anwser → write out on the B.B

T + Ss correct their answers

Ss practise speaking in pairs (open - close)

T reminds and explains the way to use

- alittle / too much / plenty of / lots of / a lot of

3 Post reading

MatchingFirst Ss do the matching

Then Ss discuss about “a balance diet”.

Ex : to have a balanced diet we should eat a lot of fruit and

MeatFruit

VegetablesEggs

* From the “table” T lets Ss write sentences

V Homework :

Do La Fo (2 P.125) + B3

-Unit 12 : LET ‘S EAT

Aim : Listening for details + F.P in food vocabulary.

Objectives : After this lesson, Ss can answer the food that Lan, Ba, Nga, Hoa had for their

lunch

Teaching aids : Pictures, poster and cassette

I Checkup :

Choose a few, a little, much or many in these sentences

a) There ‘s only _ milk in the fridge Let ‘s buy some more

b) He drank too beer last night

c) There were too people in front of the theater

d) She has a lot of books, but only book are intersesting

e) You made so _ mistakes in your writing

f) He never spends so mistakes in your writing

II Revision (poster) Jumbled words

III Pre - listening :

Ss guess what Lan, Ba, Nga and Hoa had for their lunch

IV While - listening :

Ss listen to the tape 2 or 3 times → go to the board and write out their answer, other Ss comparethe answer with their friends T asks Ss to listen one more time to check again

Answer key :

V Post listening :

Ss play a game : “Lucky numbers” for comprehension

T guides + helps Ss to play

1 What did Lan have for lunch ?

7 Who drank juice ?

8 What did Nga drink ?

9 Did Hoa have fish ?

10 LN

Write - it - up

From key answer → Ss write out sentences

What Lan, Hoa, Nga and Ba had for their lunch

EX : For her lunch, Lan had

VI Homework :

Write out sentences what you had for : breakfast / lunch / dinner ?

2005 Unit 12 : LANGUAGE FOCUS

P.79

Aim : Further Practice in Past Simple, Indefinite quantifiers, too and either, so + neight and

imperatives

Teaching aids : Pictures, poster, color chalk

I Simple Past tense : La Fo 4 (P.123 - 124)

First task and to retell to use, form in Past Simple tense

T shows pictures → Ss tell activities in each picture then Ss map the dial with his / her friends

No, movie theatre

No, read books

No, soccer

EX : S1 : Did you do your homework yesterday ?

S2 : No, I watched T.V

Ss practise speaking in pairs (open, close)

II Indefinite Quantifiers (L.F.4) P.124 - 125

T reminds S again the way using a little / a lot of / too much by (Ss) matching the correctexpressions to the picture

Key answer : a) a little c) a little e) too much

b) a lot of d) a lot ofThen Ss complete the dial, cues from the pictures (P.125)

Ss practise speaking the D in pairs open / close

III so/ too/ either / neither (La For 4) P.126 - 127

First T asks Ss the way to use so/ too / either / neither

Then Ss play game → Noughts and crosses with 9 pictures P.126

T guides + helps Ss the way to play

EX : I like mangoes

- So do I / I do, too

She doesn’t like fish

- He doesn’t either / neither does he

IV Imperatives : La For 4 P.127 - 128

Ss look at the pictures and complete the instructions about making a cucumber salad

T preteach newwods

(to) peel (P)

(to) stir (P)

(to) mise (P)

* Key answers : a) peel b) wash c) slice d) mix

V Homework :

Finish all exercises in U.12 And review from U9 - 12 for one period test

UNIT 13 : ACTIVITIES

Aim : Reading for comprehension and sports vocabulary.

Objective : By the end of the lesson, Ss will be able to tell about the most popular sports all

around the world

Teaching aids : Pictures, handout

I Pre reading :

1 Pre - teach :

skate boarding : (Picture)

Roller - skating : (explanation)

Roller - balding : ( “ )

Football (American Football) : (picture)

Baseball : Picture

Table tennis

(to) take part in

(to) win the prize

a competition

surprising (adj) → Surprisingly

* Labeling the pictures A1 - P.129

2 Pre - Questions : A1

T introduces the Topic and give practice in listening and reading

T asks students which sports they like most and which sports they always play in their freetime

- Ss answer

T calls on some students to identify the sports in the picture (Roller-skating, Americanfootball, tennis, swimming, roller balding)

T has Sts listen to the tape once or twice

Let students read the passage to themselves

- T asks Ss if they play any of the 10 sports that are popular in the USA and asks them whichsports they think are the most popular in VN

- Ss ask + ans In pairs (in front of the class)

Pre - Questions :

- Which sports do you think are the most popular in the USA ?

- What other sports do you think are also favored ?

II While Reading : A1 - P.129

Ss read and answer the questions

Comprehension Questions

- What’ s the most popular sport in USA ?

- Which sport is at 11th position ?

III Pre- Reading

Prediction

1 What kind of sports in the picture A4 - P.132 ?

2 What is WFF ? WTS ?

IV While Reading

Ss read and check their predictions

1 Matching (Guess the words)

Find someone who

IV Homework : Write about the 5 most popular sports in VN

-Mar 3 rd 2005 UNIT 13 : ACTIVITIES

Aim : Practice in using Adjectives + Adverbs to talk about Sports.

Objective : By the end of the lesson, Ss will be able to describe sporting activities and

pastimes, using

Adj + Adv sTeaching aids : Word cards, poster

I Presentation:

1 Pre - teach :

R O R

Presentation - Text : A3 - P.131

T has Ss look at the pictures and read the sentences below them

Ss listen to the sentences once or twice and then T uses the elicited questions to highlight theykey words : adj with n and Adv with V : eg

Good player - plays well

- T asks Ss to practise in pairs, one partner says the word (adj or adv) ; the other uses itproperly in a sentence that describes the activity in the picture - changing roles

- T calls on some pairs to do this in front of the class

Model Sentences

- He ‘s a skillful Volleyball player

- He plays skillfully

II Practice

Word Cue Drill A3 - P.131

Example Exchange

III Further Practice

Language Focus 5 1) P.162

Ss check the correct box and then complete the sentences

A5 - P.133

Change the adjectives in brackets to adverbs then copy the whole passage into their exercisenotebooks

IV Homework : Finish your writing.

-Mar 6 th 2005 UNIT 13 : ACTIVITIES

After, before, meals, adult, swim, thin

Can, should, eat

Presentation

Pre - teach

Ought to

Must

T: what are Ba and Nam doing ?

T asks Ss listen to the dialogue twice and calls Ss’ attention to the modals “can, ought to,should and must”

- Ss practice the D in pairs - change roles

- Some pairs role-play the D in front of the class

- Ss read through the dialogue again to find the answers

- Ss give the answers in front of the class and on the B.B

- Ss copy the answers in their exercise books as homework

Answer keys :

a) Nam must finish his homework before he can play table tennis

b) Nam will be ready in a few minutes

c) Ba will finish a question for math

d) Ba has a pair of paddles

e) Yes, but he didn’t bring it with him He says : “I might not have my table tennis paddles withme”

Presentation Dialogue B1 - P.134

Model Sentences :

- What should Nam do before he plays table tennis ?

- He ought to do his homework

- He must do his homework first

III Practice

Word Cue Drill

Nam/before / table tennis

Brush teeth Eat more

Example Exchange (As model Sentences)

IV Further Practice : B4 - P.137

Ss complete the passage with the modal verbs in the box

1 can ; 2 Must, 3 Must not, 4 Should, 5 Can, 6 Should/ought to, 7 Can/should,

8 Should/ must

V Homework : Make 6 sentences with should (not), can (not), must (not)

S : You should / ought to stay inside

You shouldn’ t go out

II Presentation

Presentation dialogue B2 - P.135

T ask Ss to listen to the model Dialogue twice

- Ss practice the D - in pairs, changing roles

- Ss study the given cues, referring to the D in 3, especially to the underlined words

- T explains the task and use the D in (a) as a model

- One pair of Ss role-play this model D in front of class

- Ss practice the D in pairs, changing roles

III Practice :

Next, prepare cues similar to those cues in a, b or c given in the box

2 pairs to present their cues in front of the class

IV Production :

- Ss make their own dialogues basing on the pictures in pairs changing roles

- T gets Ss to role-play their D in front of the class

- T make necessary corrections

Language Focus 5 : 2a) - b) P.162 - 163

Note : Modal Verbs can be arranged : might → should → ought to → must

V Homework : finish La Fo 5 2a, b in your notebooks

2005 UNIT 13 : ACTIVITIES

Aim : Reading Comprehension and “couldn’t” for Past ability

Objective : By the end of the lesson, Ss will be able to express the past ability with could/

Scuba diving (picture and explanation)

A vessel = (picture) tàu thuyền

(to) explore = (VNese meaning)

(to) invent → an invention (explanation)

Special breathing equipment = Picture

2 True/ Flase Predition

Set the scene

T asks Ss to look at the pictures in text book P.136 and guess what kind of sport it is

T introduces the word souba - diving for the name of the sport in the picture T asksmore questions about the sport, such as Do you know this sport ? Where can you see peopleplay this kind of sport ? What do you need in order to scuba - dive ?

- T asks Ss to do T/F Prediction There are 7 statement 5 are T and the rest are F

4 Before the invention of special breathing equipment,

7 We can learn more about the undersea world thanks

T checks and then Ss + T correct the False sentences

Chorus

II While Reading :

T gives answers given Ss make questions

b) a long time d) the early 19409 f) with special TV cameras

Correction

Answer key :

a) How long could a pearl diver stay underwater ?

b) Now, how long can a diver stay under water ?

c) When did jacques Cousteau die ?

d) When did he invent the deep sea diving vessel ?

e) What could he study ?

f) How can we explore the oceans now ?

III.Post Reading

Grids

Ss talk about inventions

Special breathing

equipment - Explore the oceans- Learn about the sea Before special breathing equipment, wecouldn’t explore the oceans We couldn’t

learn about the sea

- Watch T.V

- Use computers

- Listen to music

Before eletricity, we couldn’t

The motor bike - travel far

- get home quickly

- visit places

Befor the motor bike, we couldn’t

V Homework : write the sentences from the grids in your notebooks

-UNIT 14 : ACTIVITIES

Aim : Listening for specific information about Hoa and Lan.

Objective : By the end of the lesson, Ss will be able to talk about free time activities.

Teaching aids : Word cards for Pelmainism, Hand out

I Revision :

Pelmanism : Have watch talk read play TV

II Pre - Listening : T introduces the topic of T.V and expending preferences

Ss predict what Lan /Hoa usually does in the evening

III While Listening :

Ss listen and check their predictions and look at the dialogue

Ss listen to the recordings again without looking at the text

- Ss practice the D in pairs

- Have some pairs role play it in front of the class

- Make any necessary corrections

T calls Ss’ attention to the use of like/ prefer + to - ing

- So read through the dialogue again and do Multiple Choice individually

Multiple choice A1 P 140 a - e

IV Post Listening :

Find someone who

2005 UNIT 14 : ACTIVITIES

Aims : “What would you like to watch ?” question and answer

“I ‘d like to watch ” to talk about your favorite T.V programs

Objective : By the end of the lesson, Ss will be able to make inquiries about and express

preferences

Teaching aids : Drawing, wordcards, mapped dialogue

I Revision : Slap the board

II Presentation

1 Pre - teach

a cowboy movie = (picture and explanation)

detective = (VNese)

2 Set the scene :

Hoa asks Lan to go to the movie with her and they talk about their freetime It will be onFriday

3 Presentation Dialogue : A2 - P.141

III While Listening :

Ss listen to the dialogue + practice the dialogue in pairs, altermating roles

T calls on some pairs to roleplay their D infront of the class

Model sentences :

What would you like to watch ?

I ‘d like to watch a cowboy movie

T What’s the VNese meaning of these sentences ?

T When do we use them ? Ss “When we make inquiries and express preferences”

Practice : Word - cue Drill

- What would you like to watch ?

- I ‘d like to watch a cowboy movie

Easy life youth theatre

good What would ? O.K Tuesday night ?Football game

adventureconcert

Sorry English Club

How Thursday ?

Fine Let ‘s

O.K

Example Exchange :

H Would you like to go to the theatre ?

L That sounds good What would you like to watch ?

H There’ s An “Easy Life” on at the youth Theatre

L OK Can you make it on Tuesday night ?

H Sorry I have to go to the English Club

How about Thursday ?

L That’s OK

H Fine Let’s go on Thursday

V Homework : Using the advertisements on page 141, make up a similar conversation.