II.Teaching aids: Lesson plan, textbook, handouts, posters, pictures, colorchalks 1.Teacher’s preparation: lesson plan, poster, CD and cassette player. 2.Ss’ preparation: books , noteboo[r]
(1)Date of preparing: 1.10.2020 Period 13
UNIT AT HOME Lesson 2: speak (p.28- 29) I.The aims:
- Help ss practice speaking about the position of each item
- By the end of the lesson ss will be able to use the preposition of place to talk about the position of furniture in the house
- Develop skills : L , S , R & W 1.Language contents:
*Grammar: Let’s…./Ok / All right
- No, I think we’d better / ought to….- I think it should be …… *Vocabularly: rug,calender,dish rack ,knife- knives, wardrobe,counter 2.Skills: listening
3.Attitude and moral sense : It helps ss to have motivation , happiness to communicate with each other in English Besides, the lesson can helps ss work harder
II.Teaching aids:
English book, pictures, colourchalks,posters 1- Teacher’s preparation: lesson plan, pictures.
2- Ss’ preparation: books, notebooks, workbooks.review the old lesson, preview vocabularies III.Techniques:
Jumbled words, slap the board, listen and draw IV.Procedures:
1.Organization:( (1m)
+ Who’s absent today? + What the date?
+ How are you today? 2.Checking the old lesson: (5’)
T asks SS to go to the board and write the new words, new structures and exercises T corrects the mistakes
Steps
Teacher’s activities Time Ss’ activities
Step1 Warm up: Jumbled words
- Give ss some cards with inorder letters on them
- Asks ss to reorder them into meaningful words 5'
- team work - give answers cushion couch coffe table stereo telephone picture
sihcon
hcuoc
fofece bteal
rotese
(2)Step2: New lesson *Pre- speaking: Pre- teach vocab:
- T elicits the new words from ss
+ rug (n): thảm (picture) + calender (n): lịch (picture) + dish rack (n): gía bát đĩa (picture) + knife- knives (n): dao (picture) + wardrobe (n): tủ quần áo (picture) + counter (n): bàn bếp (picture) Checking vocab: Slap the board
Brain storming:
- T calls ss to go to the board and write prepositions of place
in front of in on above
next to opposite Questions and answers
- Ask Ss the positions of the items in the pictures Where is the clock? It is above the fridge Where is the fruit? It is in the bowl Where is the flowers? They are on the table Where is the rice cooker? It is next to the bwl
of fruit
Where is the cupboard? It is on the wall, above the counter
Where are the knives? They are on the wal , under the cupboard
Where is the dish rack? It is on the counter, next to the bowl of fruit
*While speaking:
- Asks ss to look at the items in the picture and talk about the position of each
Eg: The calender is on the wall, under the clock *Post speaking:
- T sets the scene : Mrs.Vui bought new furniture for her living room, but she cannot decide where to put it.Now work with apartner and arrange the furniture You must reach an agreement
- T makes sure truths understand all the words given Note:
-T asks ss to say their sentences begin with: Let’s …… or I think ……
6'
4'
5'
10’
7’
- Do one by one
- Listen and answer
- Listen the T sets the scene
(3)+ Answers : - Ok / All right
- No, I think we’d better / ought to… - I think it should be ……
Eg : S1: Let’s put the clock on the wall between the shelf and the picture
S2: Ok I think we ought to put the television and the stereo on the shelf
- T listens and checks
- Then T asks ss to draw and talk about how you arrange new furniture
- Pairs work
S1: Let’s put the clock on the wall between the shelf and the picture
S2: Ok I think we ought to put the television and the stereo on the shelf - Draw a picture about arranging new furniture Step Sumarry: (2m)
- Ask ss what they have learnt today Step Homework:
- Remind ss to learn vocabulary by heart - Ask ss to exercise in workbook - Describe your bedroom
- Ask ss to prepare the next lesson V.Evaluation:
……… ………
Date of preparing: 1.10.2020 Period 14
UNIT AT HOME
Lesson 3: listen (p.30) - language focus (p.35) I.Aims:
- Help ss listen to a conversation understanding how to make a meal and get further practice in modal verb “ought to”
- By the end of the lesson ss will be able to identify the right item - Develop skills : L , S , R & W
1.Language contents:
*Grammar: Present simple, ought to
*Vocabulary: + ham, teaspoon of salt , fry 2.Skills: Listening, writing
3.Attitude and moral sense : It helps ss to have motivation , happiness to communicate with each other in English Besides, the lesson can helps ss work harder
II.Teaching aids:
English book, pictures, colourchalks,posters
(4)2- Ss’ preparation: books, notebooks, workbooks. III.Techniques:
Bingo, ordering, noughts and crosses IV.Procedures:
1.Organization:( (1m)
2.Checking the old lesson: (3’)
T asks SS to go to the board and write the new words, newstructures and exercises T corrects the mistakes
Steps
Teacher's activities Time Ss'activities Step1.Warm up:
Bingo
- Asks ss to write down on their notebooks things they can eat
- Prepare a list of food, then call out each word in aloud voice
+Suggested list of food: chicken, beff, cake, candy, garlic, noodles, bread, rice, ham, peas
Step2:New lesson *Pre- listening: Vocabulary: - T elicits new words
+ ham (n) : thịt muối ( explanation ) + teaspoon of salt: một thìa muối (realia)
+ fry (v): rán (example) * Check: Rubout and Remember
Prediction:
- T points to the pictures on p.30 and then asks ss to predict what they are
- T asks ss to copy the table on the bb and fill in the " I guess" column Ss have to write things they use to cook the Special Chinese fried rice
- T gets feedback
I guess I listen
1
a a fried rice b pan
c garlic and green peppers d ham and peas
*While listening: Listen and check:
- T asks ss to listen to the tape and check their predictions
- T gets feedback
5'
5’
4’
6’
- Do individually
- Listen and repeat in chorus, then individual - Guess the meaning - Copy down
- Rewrite words
- Look at the pictures and answer
- Copy the table - Individual work then compare with a partner
(5)Ordering :
- T asks ss to listen to the dialogue again and order the recipe to make the Special Chinese fried rice.
+Answer key:
a Put the little oil in the big pan b Heat the pan
c Fry the garlic and the green pepers d Put the ham and peas in
e Put the rice and a teaspoon of salt in *Post listening:
Presentation:
- Set the scene: Hoa is very sad because she failed her English test What you say to advise her?
- Give model sentences:
You ought to study harder. Ought to =should
+Form: S + ought to + V-inf + Use: Give advise to smb Practice:
- Asks ss to LF (p.35) +Answer key:
a You ought to study harder b You ought to get up earlier
c You ought to eat more fruits and vegetables d You ought to see a dentist
4’
7’
8’
- Pairs work
Step 3.Sumarry: (2m)
- Ask ss what they have learnt today - Can you tell me how to make fried eggs? Step 4.Homework:
- Remind ss to learn vocabulary by heart
- Ask Ss to write the recipe to make "Special Chinese Fried Rice" V.Evaluation:
……… ………
Date of preparing: 1.10.2020 Period 15
UNIT -AT HOME
Lesson 4: READ (P.31- 32) - language focus 4(p.36- 37) I.Aims:
(6)- By the end of the lesson, ss will be able to understand the safety precautions in the house and use "Why - Because"
- Develop skills : L , S , R & W 1.Language contents:
*Grammar: the simple present tense, Why-Because,
*Vocabulary:precaution,socket,match,object,safety, injure,bead 2.Skills: Reading
3.Attitude and moral sense : It helps ss to have motivation , happiness to communicate with each other in English Besides, the lesson can helps ss work harder
II.Teaching aids: Lesson plan, textbook, handouts, posters, pictures, colorchalks 1.Teacher’s preparation: lesson plan, poster, CD and cassette player.
2.Ss’ preparation: books , notebooks, workbooks.
Brainstorming, rubout and remember, T/F statements prediction III.Techniques:
Brain storming, matching, T/F predictions, comprehension questions IV.Procedures:
1.Organization:( (1m)
2.Checking the old lesson: (5’)
T asks SS to go to the board and write the new words, newstructures and exercises T corrects the mistakes
Steps
Teacher’s activities Time Ss'activities
Step1.Warm up Brain storming
- Asks ss to go to the board to write down the danger in the home for children
Boiling water drug
fire electricity gas knife
Step2: New lesson *Pre- reading
Pre- teach vocab -T presents some new words
+ precaution :sự phòng ngừa (translation) + socket:ổ cắm điện (realia) + match: que diêm (realia) + object : vật , đồ vật (realia) +safety (n) :sự an toàn (translation) + injure :làm bị thương (translation) + bead (n) : hạt nhỏ
* Check : Matching
T/F statements prediction:
5’
7’
- Do individually
- Listen and repeat in chorus, then individual
- Guess the meaning - Copy down
(7)- T sets the sence : Lan's mother , Mrs Quyen, is at her local community center She is reading one of the posters on the wall: safety precautions in the house. a It is safe to leave medicine around the house b.Drugs can look like candy
c.A kitchen is a suitable place to play
d.Playing with one match can not start a fife e.Putting a knife into an electrical socket is dangerous
f.Young children not understand that many house hold objects are dangerous
- T asks ss to read the statements on extra board and guess which is true os false Then T gets feedback *While - reading
Read and check:
- T asks ss to read the poster on p.31 and check their predictions
- T gets feedback * Answer :
a.F > It's safe to keep medicine in looked cupboards
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
Comprehension questions: Why- Because
- T asks ss to give the use of the qs and answer with "Why - Because"
- Then T asks ss to work in pairs to exercise on p.32
- T gets feedback * Answer :
b, Because it is a dangerous place c, Because one match can make a fire
d, Because children not try to put anything into them
e, Because the dangerous objects can injure or kill children
*Post reading: - Asks ss to LF
4’
7’
6’
7’
- Match words - Listen to the t
- Read and guess individually
- Work individually 1st then compare with a partner
- Read and check their prediction individually
- Copy and correct
- Listen and answer - Pair work
- Pairs work to ex
3.Consolidation: (1m)
- Ask ss what they have learnt today
_Introduces ss how to write “sơ đồ tư duy” with present simple 4.Homework:
(8)- Do exercises in workbook - Prepare new lesson
V.Evaluation: