E8 W 5 P13-15 UNIT 3 SPEAK LISTEN READ WRITE

Safety precautions in the street To stay safe walking, follow these rules of the road.. -If there is no sidewalk and you must walk on the side of the road, choose the side where you a[r]

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Date of planning:14/9/2018 Period: 13

UNIT 3: AT HOME

LESSON 2: SPEAK + LISTEN A.Objectives:

1 Aims: By the end of the lesson, ss will be able to describe positions of things in the

kitchen and ss will be able to listen to a dialogue about how to cook a meal and check the right items

2 Practice skill:

- Practice listening, speaking

The knowledge needs to get:

+ Standard knowledge:Describe positions of things in the kitchen, Listen to a dialogue

about how to cook a meal and check the right items

+ Advanced knowledge: Describe positions of things in the kitchen and other places

in their house, Write a passage to guide how to cook Chinese Fried Rice

4 Basic language:

+ Vocabulary: bowl(n); plate(n) ; rug(n); cushion(n) fried rice(n); garlic(n) ;

teaspoon(n); until(prep); ham(n)

+ Structures: - The + N + be + prepositions of position + the + N S

- Let’s put …+ prepositions of position + the + N

5 Attitude:

Help ss to have good consciousness in order to describe positions of things in the room, listen to a dialogue about how to cook a meal Learn hard and to be tidy

B Teaching- aids:

Lesson plan, textbooks, pictures, poster

C Methods:

- Model-Talk-Practice, individual work, pair work

- Some techniques can be used: Networks, Asking and Answering, Rub out and Remember, Predictions

D Procedure :

I.Organization: ( minute) - Greeting: Good morning! - Who’s absent today?

Class Date of teaching Absent students

8

Teacher’s and students’ activities Content

II.Warm up (5’)

- T divides the class into teams, shows the picture on page 28

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- T asks them to study the things in the picture for 30 seconds

- T takes away the picture and asks Ss to write down as many things as they can remember Which team having more things wins the games

- T asks Ss the positions of the items in the picture

- Ss work in pairs (ask and answer together)

- Ss ask and answer in pairs (opened pairs, closed pairs)

- Ss write in the notebooks

II New lesson: * Speaking

1.Pre speaking (5’)

- T gives an example

- T gets Ss to work in pairs, talking about the position of each item

- Ss work in pairs while looking at the picture

2.While speaking (8’)

- T sets the scene:” Mrs Vui bought new furniture for her living-room, but she can’t decide where to put them You should help her to arrange the furniture” - T asks Ss to look at the picture and arrange

- Ss work in pairs (arrange the furniture) - T asks Ss to practice speaking

If they agree, they use :  OK

Group B

1 Look at the picture Work with a partner Talk about the position of each item:

- Where is the clock? It’s above the fridge - Where is the fruit?

It’s in the bowl

- Where are the flowers? They’re on the table - Where is the rice cooker?

It’s next to the bowl of fruit - Where is the cupboard?

It’s on the wall, above the counter - Where are the knives?

They’re on the wall, under the cupboard

- Where is the dish rack?

It’s on the counter, next to the bowl of fruit

2 Work with a partner and arrange the furniture

Ex: - Let’s put the clock on the wall, between the shelf and the picture - OK, I think we ought to put the T.V and the stereo on the shelf

- I think the coffee table should be between the couch and the armchair - Let’s put the telephone next to the couch

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 You are right

If they disagree, they use :

 No, I think we’d better / ought to put …

 I think it should be …

3.Post speaking (5’)

Ss tell about the furniture in their kitchen *LISTENING

1 Pre - listening : (5’)

- T asks some questions - Ss answer

- All right today we will learn how to cook the fried rice “The special Chinese fried rice”

- T asks Ss to look at the pictures on page 30 and match these words with the correct pictures

- Ss match

- T asks Ss to read again these words ( chorus, individually)

- T points at each picture, asks Ss to read again

- Ss read again (chorus)  Checking:

- T cleans all words, asks Ss to write again

- Two Ss from groups write again on the board (one faster is the winner) Clap the hands group

 Predictions:

- T asks: Now you look at the pictures and guess things used to cook the Special Chinese Fried Rice (in minutes)

- Ss guess a1 or a2, b1 or b2, etc…

- T asks Ss to stop and compare together (in minute)

shelf

- I think the shelf ought to be a one of the corners, opposite the couch

Pre - listening :

- Do you usually have breakfast before going to school?

- What you often have for breakfast?

- Do you like to eat fried-rice? - Do you know how to make this food?

 Matching:

- Chicken and peas - Fried

- A steamer

- Garlic and onions - A pan

- Noodles - Ham and peas

- Garlic and green peppers

 Rub out and Remember:

 Predictions:

Look at the pictures, check the right item to cook the Special Chinese Fried Rice

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- T asks: Who can write on the board your guessing?

- A student writes on the board

- T says: Thank you, now all of you listen to the tape

2.While - listening : (8’)

- Ss listen and write - T plays the tape again - Ss listen carefully

- T asks Ss to write on the board - Ss write on the board

- T corrects - Ss notice

3 Post - listening :(5’)

- T asks: After you listen, you choose things from pictures used to cook the Special Chinese Fried Rice How we cook it?

- T retells how to cook it - Ss listen

- T asks Ss to work in groups

- groups of Ss retell and write on the posters

- Each group retells

- T asks another groups observe - T remarks, gives marks each group - T calls a student retells how to cook it - A student points at the pictures and retells

- T gives feedback and marks

- A student writes on the board how to cook the Special Chinese Fried Rice - T gives feedback and marks

- T says: beside the Special Chinese Fried Rice, who can cook other food? - Ss answer

- Ss listen

Mark

Post - listening :

 Write-it-up :

How to cook the Special Chinese Fried Rice

- First : use a big pan

- Then : pour some oil in, wait until it’s hot

- Next : fry the garlic and the green peppers

- After that : put the ham and the peas into

- Finally : put some rice and add some salt in

IV Summary(1’)

- T reminds Ss the way to describe furniture in the living-room and make food V.Homework:(2)

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- Prepare : Unit 3: L3 Read (page 31) *Evaluation:

- Contents: ……… - Methods: ……… - Time: ……… ………

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Date of planning: 14/9/2018 Period : 14

UNIT 3: AT HOME

LESSON :3 READ A.Objectives:

1 Aims: By the end of the lesson, ss will be able to read and understand a passage

about the safety precautions in the home

- Practice reading

+ Standard knowledge: Read and tick the boxes, then correct the false ones (exercise

1) and answer the questions (exercise 2)

+ Advanced knowledge: Write a list of the things that children should or shouldn’t

to be safe at home

4 Basic language:

+ Vocabulary: safety (n); precaution (n); chemicals (n) ; lock (v); soft (a); dangerous (a); match (n); destroy (v) ; injure (v); cause a fire(v); cover(v); electrical socket; kill(v); object(n)

+ Structures: Present simple, must, have to

5 Attitude: Educate Ss to have safety precautions at the home

C Methods:

- Some techniques can be used: Matching, Slap the board, Predictions

D Procedure :

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Teacher’s activities Students’ activities II Warm up: (5’)

- Ss remind how to “Salad” Others listen

- T remarks and gives Ss how to “Salad”

- T gives Ss to match (ingredients) to “Salad”

- Ss match

1 Lecture cucumber carrot salad oil onions salt

4 tomatoes apple  Keys

1 - c - f

2 - e - d

- h - a - b - g

III New lesson:

Step 1.Pre reading (10’)

*Aim: -SS can understand and pronounce the new words

T introduces the content of the lesson: The safety precautions at the home *Methods: Slap the board, T/F

* Work arrangement: Pair, group work, Individual

* Time: 10’ * Procedure

1 Vocab

- T reads once - Ss listen

- T reads again - Ss read after and guess the meaning

- T asks Ss to read one more time (in chorus, individually)

- T corrects if necessary  Checking :

- T puts new words all over the board - T calls Ss to the front of the class asks them to stand at an equal distance from the board

- T calls out one of the new words (in

 Matching: (Ingredients) a dầu thực vật

b cà chua c xa lách d táo e củ cà rốt f dưa chuột g muối h củ hành

New words:

- a pre’caution : (translation): đề phòng

- a ‘socket : (realia): ổ cắm điện - a match : (realia): que diêm - an ‘object : (translation): vật, đồ dùng

- ‘safety (a) : (translation): an toàn - (to) ‘destroy : (translation): phá hủy - (to) ‘injure : (picture): làm bị

thương

 Slap the board :

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Vietnamese) in aloud voice

- Ss must run forward and slap the word on the board The one who first slaps the correct word is the winner and gets mark the asks more Ss to come forward, etc …

2.While – reading: (16’)

*Aim: -SS can read, understand the text check T/F and answer the questions *Methods: T/F, Q & A

* Work arrangement : Individual, pair work

- T asks Ss to read the statements and guess which is True, which is False

- Ss read the poster and check their Predictions

- Ss correct if the statements are false - T asks Ss to work in pairs to find out the answers of these questions

- T gives feedback

- T asks Ss to work in opened pairs and then closed pairs

- Ss practice

3 Post - reading : (10’)

*Aim: -SS can discuss about Safety precautions in the street and at school *Methods: Discussion

* Work arrangement: Individual, pair work

* Time: 10’

1 True or False? Check (  ) the boxes Correct the false statements:

Guess Correct a b c d e f F T F F T T

a It is safe to keep medicine in locked cupboard

c A kitchen is a dangerous place to play

d Playing with one match can cause a fire

2 Ask and answer

a Because children often try to eat and drink them

b Because the kitchen is a danger -our place

c Because playing with one match can cause the fire

d Because children often try to put something into electrical sockets and electricity can kill

e Because the dangerous objects can injure or kill children

 Discussion:

a Safety precautions in the street To stay safe walking, follow these rules of the road

-If there is no sidewalk and you must walk on the side of the road, choose the side where you are facing oncoming traffic

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* Procedure

- T asks Ss to work in groups, discussing about the topic

- Ss work in groups

wise to cross only when you have the pedestrian crossing light

- Share the road and path with bikes and runners

b Safety precautions at school IV Summary(1’)

T reminds ss of the question beginning with “BECAUSE” and how to answer it V Homework:(2’)

- Write again the answers page 32 at home - Do exercises 5, page 24, 25

- Learn by heart new words

- Prepare: Unit 3: L Write (page 32, 33) *Evaluation:

- Contents: ……… - Methods: ……… - Time: ………

……

………

11 Walking Safety Rules

How to Stay Safe Walking on the Sidewalk, Path, or Road

By Wendy Bumgardner | Reviewed by Richard N Fogoros, MD

Updated January 13, 2018

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Wendy Bumgardner ©

More in Walking

 Beginners

 Walking for Weight Loss  Treadmill Walking  Long Distance Walking  Walking Fast

 Gear and Clothing

 Pedometers and Fitness Bands  Injuries and Prevention

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1 Walk Facing Traffic When Walking on the Side of the Road

If there is no sidewalk and you must walk on the side of the road, choose the side where you are facing oncoming traffic In North America, this is the left side of the road This gives you the best chance to see traffic approaching closest to you and take evasive action when needed This may be confusing because the opposite rule is true for cyclists, who cycle in the same direction as the traffic flow Cross Safely

Your mother was right—you should look both ways before crossing any street At controlled

intersections, it is wise to cross only when you have the pedestrian crossing light Even then, drivers and bikers may have a green light to turn and won't be expecting you to be in the crosswalk Make eye contact with any drivers who may be turning Give them a wave Make sure they see you In an

interaction between a vehicle and a walker, the walker can only lose It can be tempting to simply jaywalk, but that is not only a safety hazard, it can result in getting a ticket

3 Walk Single File When Not Separated from the Road

Unless you are on a sidewalk separated from the road or you are in a wide bike/pedestrian lane, you should walk in single file This is especially important on a road with lots curves and where traffic has only a split second chance of seeing you before hitting you While it can be enjoyable to walk down the road two to three abreast chatting merrily, drivers don't expect it and you may lose your best walking buddies

4 Stay Aware of Bikes and Runners

Share the road and path with bikes and runners Bike riders should alert you when approaching from behind with a bike bell or a "passing on the left/right." Listen for them, and move to walk single file, allowing them to pass safely Runners should also call out for passing Bike-walker collisions can result in broken bones or head injury for either—and you aren't wearing a helmet

5 Be Visible

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6 Be Predictable

Make a practice of staying on one side of the path while walking rather than weaving randomly from side to side Watch your arm motions, or you may end up giving a black eye to a passing walker, runner, or biker

7 Keep the Volume Down

Don't drown out your environment when listening to music with your earbuds or headphones Keep the volume at a level where you can still hear bike bells and warnings from other walkers and runners Your audiologist will also thank you

8 Hang Up and Eyes Up

Distracted walking due to chatting, texting, or playing games like Pokemon Go on a mobile device while you walk is as dangerous as doing those things while driving You are distracted and not as aware of your environment You are less likely to recognize traffic danger, tripping hazards, or passing joggers and bikers Potential criminals see you as a an easy target Adopt habits that can keep your phone in your pocket, or at least make it a practice to stop in a safe place to complete your phone tasks before moving on

9 Walk Dogs on Short Leashes

It is terrifying and tragic to witness dogs running out in to traffic or getting into a fatal dog fight, whether on leash or off leash But when walking your dog on a long leash there is also a danger that you will trip other walkers or bikers You will keep your dog safer as well as those who pass by you if you use proper leash walking etiquette

10 Know When to Stop Walking

Heat sickness, dehydration, heart attack, or stroke can strike walkers of any age Learn the symptoms of medical emergencies and carry a cell phone to dial 911 Even if you are a seasoned and well-trained walker, you may experience one of these problems and need to cut your walk short Encourage your walking friends to stop when they show any concerning symptoms

11 Be Aware of Stranger Danger

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a store or public building to avoid them Acting alert and aware can convince bad guys you are not an easy target

Use these rules to enjoy safer walking workouts and avoid injuries and accidents

6 Rules for School Safety

Back-to-school does not have to mean back-to-worrying

BY SCHOLASTIC PARENTS STAFF

AGES

5-13

Back-to-school doesn't have to mean back-to-worrying Though safety inside your child's school is ultimately the responsibility of the principal and school staff, parents can take a few basic steps to ensure a safe school experience, too These are recommended by the National Association of Elementary School Principals:

1 Learn the school's emergency procedures Emergency plans and phone

numbers are usually included in school handbooks and posted in classrooms Taking a few extra minutes to familiarize yourself and your child with emergency information can give him the confidence he needs to act quickly in emergency situations

2 Know travel routes to and from the school Make sure you and your child

know both primary and alternate routes In an emergency, roads can be blocked and it's important to have a backup plan

3 Know and follow school security and safety measures These might include

signing in when visiting the school, being escorted when walking through the building, or wearing a visitor pass Following these procedures also sets a great example for your kids

4 Talk with your child about safety Be specific Talk about instinct and paying

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(find a teacher, call 911, etc.) Make sure she knows how to contact you or a trusted neighbor who is likely to be at home

5 Inform school staff about health and emotional concerns Whether your

child has a food allergy, a physical disability, or has been subject to bullying, make sure to keep your child's teachers and principal in the loop

6 Get involved Talk with the principal about what you can to increase school

safety, such as organizing parents to form a neighborhood watch before and after school Sometimes parent groups are highly successful in making improvements in traffic safety during drop off and pick up times

MORE: Shop Back-to-School Stories

Date of planning:14/9/2018 Period: 15 UNIT 3: AT HOME

LESSON :5 WRITE A.Objectives:

1 Aims: By the end of the lesson, ss will be able to write a description of a room using

word cues and the picture

- Practice writing

+ Standard knowledge: Write a description of the kitchen using word cues and the

picture cues

+ Advanced knowledge: Write a description of a room well. 4 Basic language:

+ Vocabulary: corner (n); oven(n); towel rack(n); counter(n); beneath(prep); ; jar(n); flour(n); lighting fixture(n); above(prep); vase(n); wardrobe(n) + Structures: Structure of describing the position

On the other side In the right corner

5 Attitude:

Help ss to have good consciousness in order to write a description of a room using word cues and the picture Help ss to learn hard and be tidy

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- Some techniques can be used: Network, Rub out and Remember, Asking and Answering

D Procedure :

8

Teacher’s and Students’ activities Content

 Revision :

- T calls Ss to remind “Danger in the home for children”

- Ss write on the board  Chatting:

- T asks St about the room / 32 - Ss answer

III New lesson: 1 Pre - writing:(7’)

*Aim: -SS can understand and pronounce the new words about the room

T introduces the content of the lesson: writing a description of a room

*Methods: R & R, Q & A

* Work arrangement: Pair, group work, Individual

II Warm up(5’)

- Which room is this? - What’s this?

- Where is it?

 New-words:

- ‘folder : bìa cứng (làm cặp giấy) - ‘wardrobe: tủ áo

- be’neath (adv/adj): phía - ‘towel rack : giá treo khăn - ‘dish rack : gác đĩa

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 Pre-teach:

- T reads once - Ss listen

- T reads again - Ss read after and guess the meaning

- T asks Ss to read one more time (in chorus, individually)

- T corrects if necessary  Checking :

- T gets Ss to copy the words into their books and then asks them to close the books

- T rubs out the new words one at a time Each you rub out a word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubbed out, to through the Vietnamese list and get Ss to call out the English words

- T asks Ss to read the description of Hoa’s room, then ask some comprehension questions

- Ss read in silence then answer the questions (individually) then in pairs  Answers:

a There is a desk on the left of the room b The bookshelf is above the desk

c There is a window on the right side of the room

d the wardrobe is beside the window and opposite the desk

2 While - writing :(15’)

*Aim: -SS can understand and practice writing a description

*Methods: Writing

* Work arrangement: Individual, pair work

- T asks Ss to describe Hoa’s kitchen using the given cues

- Ss write (individually)

1 Read the description of Hoa’s room (page 32) :

 Question s :

a What is there on the left of the room? b Where is the bookshelf?

c What is there on the right side of the room?

d Where is the wardrobe?

2 Now write a description of this kitchen (page 33)

- This is Hoa’s kitchen

- There is a refrigerator on the right corner of the room

- Next to the refrigerator is the stove and the oven

- On the other side of the oven, there is a sink and next to the sink there is a towel rack

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3.Post writing(8’)

- T asks Ss to share with their partners - T corrects the mistakes

IV Summary (1’)

- Talk to their partners about their room / living room / kitchen

V Homework: (2’)

- Write a description of their bed-room / living bed-room

- Learn by heart new words - Prepare : Unit 3: L5 Language focus page 34, 35

- 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 there are four chairs

- The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers

*Evaluation:

- Contents: ……… - Methods: ……… - Time: ………