- By the end of the lesson, sts will be able to listen for specific information about the way to make “The special Chinese fried rice”and talk about other dishes they like.. II.[r]
(1)Date of planning: 15/09/2009 Date of teaching: /09/2009 Period: 12
Unit 3: at home Lesson 1: Getting started Listen and read
I Objectives
- By the end of the lesson, sts will be able to talk about the chores, using modal verbs: have to or ought to
II Teaching aids
CD-Player, textbooks
III Teacheching procedure
Teacher’s and students’ activities The content
1 Warm-up
* T ask Ss to look at the pictures at
“Getting started” on P.27, and answer some questions
- T can use Yes/No questions for the words Ss don’t know
(Eg: Is she making the bed? – Yes, she is / No, she isn’t.)
2 Presentation
T elicits the meaning of some new words
* Checking technique: Rub out and remember
T gives the model sentence and structures
- T sets the scene: Mrs Vui, Nam’s mother is goinf to be home late She calls and asks Nam to sth for dinner
3 Practice
Activity 1:
- Ss listen to the tape twice while looking at the dialogue in the book - Ss practice in pairs
Activity 2:
- T asks Ss to read the dialogue again and complete the list of the things Nam has to
- T calls some Ss to give their answers and corrects
4 Production
- (L.F , P.34)
- Ss look at the pictures and use the verbs in the box and “must/have to” - T calls some Ss to and asks others to correct
- T gives the answer key
5 Homework
T: What is she doing in each picture? S1: In picture a, she’s washing the dishes S2: In picture b, she’s making the bed S3: In picture c, she’s sweeping the floor S4: In picture d, she’s cooking
S5: In picture e, she’s tidying up
S6: In picture f, she’s feeding the chickens
I/ Vocabulary:
- a cupboard (n): tđ ch¹n, tđ ly - a steamer (n): nåi hÊp, nåi h¬i - a rice cooker (n):nồi cơm điện - a saucepan (n):chảo, nồi - frying pan (n): chảo rán - have to (v): phải
- ought to (v): nên (= should)
* Structures :
“I have to go and visit Grandma afterwork” “ You ought to go to the market yourself” * Structure:
Eg: He has to his math homework Nga ought to make the bed
II/ Practice:
1 Listen and then practice with a partner: 2.Complete the things Nam has to do: - cook dinner
- go to the market and buy fish and vegetables - call his aunt Chi and ask her to meet his mother at Grandma’s house
IV/ Further Practice: L.F1
- fish tank (n): bĨ c¸ - garbage (n): r¸c - dust (n): bôi
* Answer key:
1 must / have to tidy must / have to clean must / have to dust must / have to empty must / have to sweep must / have to feed
Do the exercises 1, in the workbook Date of planning: 15/09/2009
Date of teaching: / /2009 Period: 13
Unit 3: at home Lesson 2: speak
I Objectives
(2)By the end of the lesson, students will be able to talk on the phone and make arrangement, listen for specific information to complete a message
II Teaching aids
Pictures, CD, textbooks
III Teacheching procedure
Teacher’s and students’ activities The content
1 Warm-up
- T ask Ss to write down the things in the kitchen and the things in the living room Ss work in two groups
2 Pre-speaking
- T elicits the meaning of some new words * Checking technique: Slap the board - T gives model sentences
- Ss listen and repeat in chorus then individually
- Ss asks Ss to list the adverbs of place that they‘ve learnt
3 While- speaking
* Activity 1:
- T asks Ss to look at the picture on P.28 and talk about the position of each item as
examples * Activity 2:
- T reads the requirements and then gives modal sentences
- Ss work in pairs and arrange the furniture in the picture (Ss must reach an agreement) Use the words in the box and the structures - T calls some pairs to speak aloud and correct if necessary
4 Post speaking and listening
- T gives a picture of a room and asks Ss to arrange the furniture
5 Homework
Brainstorming:
rice cooker T.V
I/ Vocabulary:
- rug (n): thảm - cushion (n): đệm (ghế) - dish rack (n): giá để bát đĩa - counter (n): tủ quầy
- calendar (n): lÞch
- knife (n): dao (pl: knives) - above (adv): ë phÝa trªn
II/ Grammar:
1 Revision: adverbs of place
The fruit is in the bowl The plate is on the table
* Adverbs of place: under, between, behind, beside, near, next to, above, opposite, in front of
2 Modals: should = ought to: nªn Speak (P.28)
- The calendar is on the wall, under the clock, and above the refrigerator
- The sink is next to the store
- The cupboard is on the wall, above the counter - The knives are on the wall, under the cupboard - The bowl of fruit is between the rice cooker and the disk rack
- The clock is on the wall, above the refrigerator Speak (P 29)
* Modal sentences:
S1: Let’s put the armchair opposite the couch S2: OK And I think we ought to put the rug between the armchair and the couch
- Let’s + V-infinitive; - Should + V-infinitive Ought to + V-infinitive
- Let’s put the magazines on the shelf above the books
- I think we should put the TV and the sterreo on the shelf too
- Let’s put the coffee table between the couch and the armchair
- OK I think we ought to put the telephone and the lamp on the small table next to the couch
Let students the exercises in the workbook
Date of planning: 15/09/2009 Date of teaching: / /2009 Period: 14
Unit 3: at home Lesson : listen
I Objectives
- By the end of the lesson, sts will be able to listen for specific information about the way to make “The special Chinese fried rice”and talk about other dishes they like
II Teaching aids
Picture, textbooks
III Teacheching procedure
Teacher’s and students’ activities The content
1 Warm-up Rice saucepan
things in
the kitchen the livingthings in room
(3)Brainstorming
2 Pre-listening * Preteach vocabulary
* T sets the scene, using the picture on P.30: We are going to listen to the instructions to make “The special Chinese fried rice”
- T asks Ss to name the food or cookers then guess what items Lan and Mrs Tu use to cook the special Chinese fried rice
3 While- listening
- Ss listen and check their prediction
- T calls some Ss to give their answers and some correct
- T gives the answer key
- T gives a small board which has disorder steps to make the Special Chinese Fried rice
- Ss listen to the tape again and put the steps into the correct order
- Ordering
4 Post-listening
- T asks Ss to work in groups and write the steps of a dish they like
5 Homework
frying pan
Salt rice cooker spoon
Meat chopsticks bowl
noodles
garlic onion peas, ham, green pepper oil, fish
I/ Name the food / cookers:
a, rice / noodles b, a saucepan / a pan
c, garlic and onions / garlic and green pepper d, chicken and peas / ham and peas
1 Listen and check your predictions: a, fried rice
b, a pan
c, garlic and green pepper d, ham and peas
2 Ordering: Answer key: Use the big pan Put a little oil in it Heat the pan
4 Fry the garlic and the green pepper Put the ham and peas in
6 Put the rice and a teaspoon of salt in
Let students the exercises in the workbook
Date of planning: 15/9/2009 Date of teaching: / /2009 Period: 15
Unit 3: at home Lesson 4: read
I Objectives
- By the end of the lesson, sts will be able to talk about safety precautions in the home and practice asking “Why ” and answering “Because ”
II Teaching aids
Textbooks
III Teacheching procedure
Teacher’s and students’ activities The content
1
Warm up
- Brainstorming
2 Pre- wri
- T elicits the meaning of some new words
Checking technique: “What and where”
- Grammar notes
Brainstorming:
Electric things hot water Fire knives
I/ Vocabulary:
- destroy (v): tàn phá, phá huỷ - injure (v): làm bị thơng
- precaution (n): đề phòng, phòng ngừa - match (n): diêm
- socket (n): ổ cắm điện, đui đèn - scissors (n):cái kéo
Dangerous things in the
(4)3 While - writing
Activity 1:
- Ss read the text and check their prediction
- Ss match the words/ phrases with their suitable meanings
Acticity 2:
- T asks Ss to read the text again and the exercise /P.32 in pairs
- T calls some pairs to ask and answer before class, then corrects
4 Post – writing
Ss work in groups to name the most dangerous household objects for children and the reasons why they are dangerous
5 Homework
- bead (n): hạt tròn
II/ Grammar notes:
You must not let children play in the kitchen. You have to keep all dangerous objects out of children s reach.’
Must (not)
Have to + V-infinitive: ph¶i *Revision: Why – Because
Why must we put all chemicals and drugs in locked cupboard?
- Because children often try to eat and drink them
III/ Read:
1 T/F statements
a F It is safe to keep medicine in locked cupboard b T
c F A kitchen is a dangerous place to play d F Playing with one match can start a fire e T f, T
* Matching:
kill tầm với trẻ em childrens reach giết, g©y chÕt ngêi dangerous object vËt nguy hiĨm electricity ®iƯn
2 Comprehension questions:
a, Because children often try to eat and drink them b, Because the kitchen is a dangerous place
c, Because playing with matches can cause a fire d, Because children mustn’t put anything into electrical sockets Electricity can kill
e, Because the dangerous objects can injure or kill children
Example: The most dangerous household objects for children are: electricity, chemical, drugs, knives, scissors, matches,
Electricity is dangerous because it can kill * Homework:- Learn the lesson at home
Date of planning: 15/9/2009 Date of teaching: / / 2009 Period: 16
Unit 3: at home
Lesson : write I Objectives
- By the end of the lesson, sts will be able to write a simple description of a room II Teaching aids
Textbooks
III Teacheching procedure
(5)1 Warm-up
* prepositions of place
Pre- writing:
- T elicits the meaning of some new words
Checking technique: “Rub out and remember” - T asks Ss to read the text and then calls some Ss to amswer the questions
- Ss read then answer some questions
- T calls ne Ss to read the text and then calls some ss to answer the questions
3 While - writing:
- T asks Ss to look at the pictures and read the cues on P.33
- Ss write a description of Hoa’s kitchen in groups - T asks Ss to show their writing on the board and asks others to correct
- T corrects if necessary
4 Post - writing:
T asks Ss to write a description of a room in their houses Refer to the above paragraph
5 Homework:
- T guides Ss how to:
opposite, under, to, next from, on, in,
behind, near, in up, to
to, next to
I/ Vocabulary:
- folder (n): giấy tờ, tập tài liệu - wardrobe (n): tủ quần áo - towel rack (n): giá để khăn lau - lighting fixture (n):đèn trùm - beneath (prep):ở dới (>< above) - in the middle (prep):
II/ Reading comprehension:
a What is on the left of the room? (a desk) b What are on the desk? (many flowers)
c Is there a bookshelf near the desk? (No, it’s above the desk)
d What is near the desk? (a bed)
e What is beside the window? ( a wardrobe) f Is the wardrobe next to the desk? (No, it’s opposite.)
III/ Write (P.33):
1 Possible answer: This is Hoa’s kitchen
There is a refrigerator in 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 disk rack is on the counter, to the right of a the window, there are jars of sugar, flour and tea In the middle of the kitchen is a table and four chairs
The lighting fixture is above the table, and beneath the lighting fixture ia a vase with flowers
IV/ Write /P.33:
* Homework:
- Learn the lesson at home
Date of planning: 15/ 9/2009 Date of teaching: / / 2009 Period: 17
Unit 3: at home
Lesson : Language focus I Objectives
- By the end of the lesson, sts will be able to practice in reflexive pronouns and “Wh – questions” with “Why” with “Because” answers
II Teaching aids
Textbooks
III Teacheching procedure
(6)1 Warm up
- T asks Ss to talk about the chores they often at home using “have to / must” - T calls some Ss to speak aloud
2 Presentation + Practice:
- T asks Ss to give the form and use of the models
- Ss give examples
- T asks Ss to exercise / P.35 - T explains and gives example
- Ss look at the pictures and the cues to give advice to the people using ought to Ss work in pairs
- T calls some pairs to speak aloud - T corrects if necessary
- T gives the reflexive pronouns
- T asks Ss to the exercise in pairs - T calls some Ss to speak in pairs and corrects
- T explains the requirement and give examples
- Ss look at the pictures and ask and answer in pairs
- T calls some pairs to speak aloud, then corrects if necessary
4 Consolidation:
T asks Ss to sum up the main knowledge of Unit
5 Homework:
*Revision:
Eg: I have to / must sweep the floor…
I/ Modals:
Must / have to, ought to
Must / have to + V-infinitive: phải
Ought to + V-infinitive: nên (= should) Eg: I have to my homework
You ought to get up early * Language focus / P.32:
b, S1: I’m late S2: You ought to get up early
c, S1: I’m fat S2: You ought to eat more fruit and vegetables (You ought to eat less)
d, S1: My tooth aches S2: You ought to go to the dentist
II/ Reflexive pronouns:
Personal pronoun Reflexive pronoun I Myself He Himself She Herself You Yourself / yourselves It Itself
We Ourselves They themselves
Use: Đại từ phản thân diễn tả hành động trở lại với ngời thực
Eg: He did it himself / Be careful ! You’ll cut yourself * Language focus / P.35, 36:
a, (0) himself b, (1) ourselves c, (2) myself d, (4) himself (3) yourself (5) herself - (6) themselves e, yourselves
III/ Why - Because: * Language focus ?P 36, 37:
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 and see Nam’s grandmother d, Why did Ha fail her English test?
Because she didn’t learn for her exam She played computer games
e, Why didn’t Nga go to the movies?
Because she had to her chores She had to clean the kitchen and sweep the living-room
Revise all the unit
Pre date: / /2009 T.date: / /2009
Period: 18 revision
I./ Objectives
- By the end of the lesson, sts will be able to review the main knowledge from unit to unit
IV/ Teaching aids:
- Students’ and teacher’s book
V/ Procedure
Sts and T’s activities Contents
1 Warm up (8’)
- T asks Ss to play a game Ss use the modal verbs to
*Revision: Noughts and crosses
(7)make meaningful sentences Ss work in two teams
2 Presentation (15 ’)
- T asks Ss to give the form and use of the present simple tense
- Ss give examples
- T asks Ss to give the form and use of the past simple tense
- Ss give examples
- T asks Ss to give the form and use of the structure “be going to”
- Ss give examples
- T asks Ss to give the form and the meaning of the structure
- Ss give examples
3 Practice : (15’)
- T asks Ss to the exercise in pairs
- T asks Ss to correct
I/ Grammar:
1/ The present simple tense:
* Use: to express an action which usually happens, a habit and to talk about the truth
Eg: We go to school by bike She goes to school by bike He doesn’t play soccer
2/ The past simple tense:
* Use: to express an action which happened and finished in the past
Eg: I went to work by bus yesterday He didn’t go to school yesterday Did she visit her grandma last week?
3/ Be going to:
* Use:
To express an action or event/ plan in the near future Eg: We are going to play soccer this afternoon
He’s going to have a birthday party tonight
4/ (not) adj + enough to + V:
Eg: She wasn’t old enough to be in my class He work hard enough to pass the exam
II/ Practice:
1 Exercise 1(L.Focus 1,2): Put the verb in brackets in
the correct form:
a, Hoa (0) lived (live) in Hue last year, but now she (1)
(live) in Hanoi Yesterday, Hoa’s friend Nien (2) (send)
Hoa a letter Nien (3) (be) Hoa’s neighbor when Hoa lived in Hue She (4) (be) younger than Hoa b, Lan (0) is (be) Hoa’s best friend The two girls (1) (be)
in the same class at Quang Trung school Last year, Hoa (2)
(come) to the school for the first time Lan (3) (show) her around and (4) (introduce) her to many new friends
c, S1: What you know about the sun?
S2: The sun (rise) in the east and (set) in the west
S1: Can you tell me anything about the other planets? S2: I know something about the earth It (go) around the sun
S1: Yes, and the moon (move) around the earth * Answer key:
a, lives / sent / was / is
b, are / came / showed / introduced c, rises / sets / goes / moves
2 Exercise 2: Write sentenses about what these people
are going to be Use the structure be going to + V and the words in brackets:
Eg: Hai is learning to drive (driver)
S + am/is/are + going to + V-bare inf
(8)- T gives the key
- T asks Ss to the exercise in pairs
- T asks Ss to correct
- T gives the key
- T asks Ss to the exercise individually
- T asks Ss to correct - T gives the key
4 Consolidation: (3’)
T asks Ss to sum up the main knowledge they’ve reviewed - T consolidates again
5 Homework: (3’)
- T guides Ss how to:
- He is going to be a driver.
a, Lan is learning to dance (dancer) b, Hoa loves children (teacher)
c, Tom and John are learning to fly ( pilot) d, Nam is studying law ( lawyer
e, Loan’s good at languages (interpreter) * Answer key:
a, She is going to be a dancer b, She is going to be a teacher c, They are going to be pilots d, He is going to be a lawyer e, She is going to be an interpreter
3 Exercise 3: Combine each of the following pairs of
sentences into one sentence, using (not) adj + enough to + V:
Eg: He is strong He can carry the box - He is strong enough to carry the box
a, The weather wasn’t very warm We couldn’t go swimming
b, The ice is quite thick They can walk on it c, She is sociable She can make friends easily d, He is very kind He will help us
* Answer key:
a, The weather wasn’t warm enough (for us) to go swimming
b, The ice is thick enough (for them) to walk on it c, She is sociable enough to make friends easily d, He is kind enough to help us
*Consolidation:
* Homework: