- Stick 10 cards on the board so that the students can only see the numbers, make sure the words are mixed up. - Divide the class into two teams and ask students to choose two numbers[r]
(1)Week 24 Date- preparing: 14/2/2009 Period 68 Date- teaching: 16/2/2009
UNIT11: WHAT DO YOU EAT? LESSON 4: B 1,3,4
A Objectives:
By the end of the lesson, students might practice offers and requests more fluently
I, Knowledge: practice offers and requests for food and drink, using “ a, an and
II, Skills: Listening and speaking B Procedures:
I, Settlement Greeting and check attendance II, Warm up: Kim’s game
- Have students look at the picture of food / drink in B1 on page119 and try to remember as many words as possible Rice noodles beef chicken fish vegetables Oranges bananas orange juice milk soda water
III, New lesson:
Teacher's activities Students' activities
Lead in: Use the Warm up part to introduce the new lesson
1 Presentation
Act 1:Presentation pictures : B3 on page 119
- What would you like for breakfast? - I’d like some milk and a banana - What would you like for lunch?
- I’d like some meat, vegetables and an orange.
- What would you like for + N(meal)? - I’d like some / a /
an……… Practice
Act 1: Picture drill
- Show students the picture - Say the model sentences:
+ What would you like for breakfast? + I’d like some milk.
- Students read the dialogue in A2 on page 116 again
- Make the questions to isolate the model sentence:
-How much beef you want? -How many eggs you want?
- Look at the pictures. - Listen to the teacher.
- Repeat it chorally and then individually.
(2)+ What would you like for lunch?
+ I’d like some rice , fish and a banana - Run through the pictures.- Hold up the first picture and say the model sentences: +What would you like for lunch?
+ I’d like some meat, rice and vegetables. - Do the same for the second picture - Correct their mistakes
- rice - soda - noodles - meat
- bananas - fish
3.Further practice: act 1: Survey
What would you like for….?
Name and food or drink
break-fast lunch dinner
……… …………
- Get students to fill in their real names and what time they the following things.
- Get them to practice in pairs: + What would you like for …? + I ‘d like some / a / an ………. - Feedback.
- Practice in pairs.
- Some pairs practice in front
Example exchange:
+S1: What would you like for lunch? +S2: I’d like some meat, rice and vegetables
- Fill in their real names and what time they the following things
- Practice in pairs.
- Tell the teacher what they have asked their partner, e.g.“Lan would like some milk and bread for her breakfast………
IV Consolidation: Retell the story
- Revise the lesson by asking Ss how to use requests for food and drink, using “ a, an and
V Homework:
- Ask students to learn vocabulary and offers / requests for food and drink.
- Have them prepare Unit 11 - L :(B5,6):Talking about prices of food and drink with “How much…?”
(3)UNIT11: WHAT DO YOU EAT? LESSON 5: B 5,6
A Objectives:
At the end, students might use “ How much ……… “ to talk about prices
I, Knowledge: Talking about prices for food and drink with “ How much ………”
II, Skills: Speaking B Procedures:
I, Settlement Greeting and check attendance II, Revision: Slap on board
III, New lesson:
Teacher's activities Students' activities
Lead in: Use the Warm up part to introduce the new lesson
1 Presentation:
Act 1:Vocabulary:
(a) sandwich: def the canteen : sit a bowl of noodles : pic
- Elicit the words from Ss
- Model, then write down and does concept check
* Checking vocabulary: R.O.R
2 Presentation text
- Ask students to read a menu in A5 on page 120 then answer some questions about prices to isolate the model sentence:
+ How much is a fried rice?
+ How much is a cake? + How much is a sandwich?
- Let students copy the notes in their notebooks and memorize
+ Target language:
How much is / are…? It’s / they’re
Form: - How much + be + S ? - It / they + be + price
- Listen to the teacher - Repeat after the teacher
- Notice the main stress pattern
- Write the new words in their notebooks
- Students read the menu
- Answer the questions about prices to isolate the model sentence:
+ It’s 2,500
+ It’s 500
+ It’s 1,500
- Copy the notes in the notebooks and memorize
100 110 150 1000
550
(4)Use: ………
3 Practice:
Act 1: Board drill
How much is / are…? It’s / they’re - Put a menu on the board - Run through the phrases
-Do the same for the second cue
4.Further practice:
Act 1: Nought and crosses
- Put the grid on the board
- Divide class into teams One is noughts (O) and the other is Crosses (X)
- Two teams choose any words in the boxes and ask questions about prices
- The team which has three noughts or three crosses on a line will win the game
2,500dong 10,000dong 8,500dong
25,000dong 1,800dong 1,100dong
500dong 200dong 15,000dong
Read the shopping list Read the phrases
- a fried rice 2,500
- a bowl of noodles 3,000 - a sandwich 1,500 - a cake500
- an orange juice 1,800 - a lemon juice 1,000 - an ice-cream 2,000
- Look at the board - Work in groups
- One is noughts (O) and the other is Crosses (X)
- Choose any words in the boxes, ask and ask questions about prices :
+How much is it / are they? +It is 500.
+ They are 10,000
IV Consolidation:
- Ask Ss to evoke the way how to talk about the price V Homework:
- Ask students to learn vocabulary and structures (Unit 11)
- Have them exercises in the exercise book from page 43 to 46 and prepare GRAMMAR PRACTICE: like, a/an/some/any, adjectives question words…………
Date- preparing: 18/2/2009 Period 70 Date- teaching: 20/2/2009
GRAMMAR PRACTICE
A Objectives:
- At the end, students will be able to produce language better
(5)adjectives, question words, present Progressive, simple present and quantifiers
II, Skills: Speaking and writing B Procedures:
I, Settlement Greeting and check attendance II, Checking up:
- Give some prices of some things, ask Ss to make questions and answers
A banana / 500dong two pens/ 3000dong III, New lesson:
Teacher's activities Students' activities
Lead in: Introduce the task of new lesson
1.Present simple tense: Like
Act 1: Dialogue build.
- Read the dialogue and write few key words on the board to help students remember what the two speaker in the dialogue say to each other
- Get students to write in the missing words on the board
- Ask students to write the missing words on the board
2 A / an / some / any: Act 1: Nought and crosses
- Put the grid on the board
- Divide class into teams One is noughts (O) and the other is Crosses (X)
- Two teams choose any words in the boxes and ask questions about feelings
- The team which has three noughts or three crosses on a line will win the game
1 any any some some any 6 some any some a
3 Adjectives: Act 1: Pelmanism.
- Stick 10 cards on the board so that the students can only see the numbers, make sure the words are mixed up
- Divide the class into two teams and ask students to choose two numbers
-Answer the teacher’s question
- Look at the board and listen to the teacher carefully
- Reproduce the dialogue from the cues - Build the dialogue until it is memorized - Write in the missing words on the board a) - Do you noodles?
- Yes, I _ noodles. - _ you _ rice? - No, rice. b) - she chicken? - Yes She chicken. - she fish? - No She fish
- Look at the board - Work in groups
- One is noughts (O) and the other is Crosses (X)
- Choose any words in the boxes, ask and ask questions about feelings :
+Do you have any bananas?
+No, I don’t have any bana , but I have some oranges
- Look at the board
- Listen to the teacher’s explanation - Work in teams
- One of student in each team chooses any two numbers
(6)- Go on until the cards are turned over 4.Question words:
Act 1: Lucky numbers
- Write the numbers on the board
- Divide class into teams The teams take turn to choose the numbers
- Tell students that they have to answer the questions
5 Present simple & present progressive tense:
Act 1: Transformation drill
- S + Vs / es ………(every day) - S + is / am / are + Ving…(now)
a) is eating d) is going
b) are drinking e) is getting
c. is riding f) is traveling
- Ask students to remind Present simple and present progressive tense
- Ask students to have to turn into a new sentences using present progressive tense
- Look at the board - Work in teams
- Take turn to choose the numbers - Listen to the teacher carefully - Answer the questions
1 Lucky number - a Who - b What - e Where - d What
Lucky number - c How
Lucky number
- Remind Present simple and present progressive tense
- Have to turn into a new sentence using progressive tense
IV Consolidation:
- Revise the main structures of the lesson V Homework:
- Ask students to review vocabulary and Grammar points (Unit9 – Unit11) and exercises in the exercise book from Unit to Unit 11