-Asks Ss to read the text describing Hoa’s bedroom & observer the picture to get the position of things in the room & summarize information about it.. -Asks Ss to[r]
(1)*Period: 14 P.date: 6/10/07 T.date: 9/10/07
Unit: 3
Lesson: 1 AT HOME
GETTING STARTED & LISTEN AND READ A OBJECTIVES: Helps Ss to deal with the works they often at home By the end of the
lesson, Ss can describe what they at home to help their parents I/ Knowledge:
* Vocabulary : cupboard (n); steamer (n); sink (n); saucepan (n); stove (n). * Grammar: Have to ; ought to.
II/ Skills: Listening and reading B TEACHING PROCEDURE :
I/ Settlement: (1M)
- Greeting in English.
- Attendance of 8C: 8D: 8E: II/ Warm - up: (4M)
- Asks Ss to write sentences about the works which they will Using TO BE GOING TO + V-inf
- Corrects & comments III/ New lesson: (40M)
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES
GETTING STARTED - Asks Ss to talk about the actions in the pictures
- Asks Ss some questions about what the people in the pictures
?- What is she doing?
?- Is she doing the washing-up? - Asks Ss to work in pairs to ask & answer about the pictures And some thing about their selves
?- What you have to at home? ?- Do you have to cook meals?
?- Do you have to feed the chickens? - Asks Ss to write sentences about what they have to at home
- Corrects S’s mistakes & Summarizes S’s information
1 Guided question:
- Talking about the pictures - Answering the questions:
- She is cooking./ folding the blanket/ - Yes, she is.
- Working in pairs to ask & answer about the pictures
-Answering some activities which they at home
- I have to cook./ fold the blanket/ - Yes, I am.
- No, I’m not.
-Writing sentences about what they have to at home
- Correcting & commenting
PRESENTATION - Introduces the words by explaining the meaning, using the situation
- Reads the words for the modal (3 times )
2 Vocabulary:
cupboard (n); steamer (n);
(2)Then helps SS to repeat ( times )
- Checks S’s reading in individual & corrects the mistakes
- Writes the words on the Bb & checks the meaning & the pronunciation
- Corrects & asks Ss to copy the words - Introduces situation of the dialogue & ask Ss to listen & repeat after the dialogue - Asks Ss to practice the dialogue in pairs - Asks Ss to role play the dialogue in pairs & corrects their pronunciation
- Comments & introduces the grammar * Modal sentence:
Have to/ ought to + V-inf
- Correcting the mistakes
- Giving the meaning & the pronunciation - Copying the words
* Presentation Dialogue:
- Listening & repeating after the dialogue - Checking the prediction
- Practicing the dialogue in pairs
- Role playing the dialogue in pairs & correcting the pronunciation
- Explaining the grammars
PRACTICE - Asks Ss to work in individual to read the dialogue & list the works which Nam has to
- Asks Ss to give the keys - Corrects & comments
- Cook dinner.
Working in individual to read the dialogue & list the works which Nam has to
- Giving the keys - Correcting the keys * Keys:
- Cook dinner.
- Go to the market & buy fish & vegetables.
- Call his aunt. IV CONSOLIDATION:
- Asks Ss to summaries the general idea of the dialogue
- Asks Ss to explain the form used to talk about the work they have to Have to/ ought to + V-inf
V.HOMEWORK: - Study the dialogue & the vocabularies - Prepare some pictures on page: 28/29 C SUPPLEMENT
*Period: 17 P.date: 12/10/07 T.date:15/10 /07
Unit: 3
Lesson: 4
AT HOME. READING
(3)* Vocabulary: Precaution ( n ); chemical ( n ); drug ( n); injure ( v); destroy (v ); cause a firer * Grammar: Why? Because
II/ Skills: Reading for detail advertisement B. TEACHING PROCEDURE :
I/ Settlement: (1M)
- Greeting in English.
- Attendance of 8C: 8D: 8E: II/ Warm - up: (4M)
- Asks Ss to give the way to cook the ‘Special Chinese Fried Rice’ - Corrects & comments
III/ New lesson:
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES PRE-READING
-Asks Ss some questions about the dangerous things for the children in the house & introduce something about them
?-What can be dangerous to small children in the house?
- Introduces the poster & asks Ss to read the text in silence to check their answers & find out some other precautions information
- Introduces the words by explaining the meaning, using the situation
- Reads the words for the modal (3 times) Then helps SS to repeat ( times)
- Checks S’s reading in individual & corrects the mistakes
- Writes the words on the Bb & checks the meaning & the pronunciation
- Corrects & asks Ss to copy the words
1 Lead-in:
- Answering the questions & introducing their friends
-Listening
Ex: matches; electrical sockets; cooker in the kitchen; medicine…
-Reading the text in silence to check the answers & find out some other precautions information
2 Vocabulary:
Precaution ( n ); chemical ( n );
Drug ( n); injure ( v);
Destroy (v ); cause a fire
- Repeating the words in chorus & in individual
- Correcting the mistakes
- Giving the meaning & the pronunciation
(4)WHILE-READING - Introduces the questions & ask Ss to work in pairs to ask & answer about the content of the poster Using ‘ Why? because’
- Asks Ss to give the keys by asking & answering in pairs
- Corrects & comments * Questions:
a Why mustn’t we let the children ply in the kitchen?
b Why mustn’t children play with match?
c Why must we cover electrical sockets ?
d Why we have to put all dangerous objects out of children’s reach?
4 Comprehension questions: -Working in pairs to ask & answer about the content of the poster Using ‘ Why ? because’
- Giving the keys give the keys by asking & answering in pairs
- Correcting & commenting * Answer:
a Because the kitchen is a dangerous place
b Because playing with one match can cause a fire.
c Because the children mustn’t put anything into electrical sockets.
d Because the dangerous objects can injure or kill children.
PRODUCTION - Introduces the statement & ask Ss to work in pairs to discuss the answers
- Asks Ss to give the keys & correct - Corrects & comments
*True / False statement:
a./ It’s 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 cannot start a fire.
e./ Putting a knife into a electrical socket is dangerous. f./ Young children not
understand that many
household objects are
dangerous.
3.True / False statement:
- Working in pairs to discuss the answers
- Giving the keys
- Correcting & commenting * Answer keys:
a F: It’s safe to keep medicine in locked cupboard
b T.
c F: A kitchen is a dangerous place to play.
d F: Play with one match can cause a fire.
e T. f T. IV CONSOLIDATION:
- Ask Ss to talk about the main idea of the text
(5)V.HOMEWORK: - Study the key words and the text
- Prepare something about the family & friends & address - Exercise: 1-2-3-4 U1 Work book
C SUPPLEMENT
-the
end -*Period:19 P.date:17/1 0/07
T.date:20/1 0/07
Unit: 3
Lesson: 6
AT HOME LANGUAGE FOCUS
A.OBJECTIVES: Helps Ss to consolidate the way to use the reflexive pronoun, Modal verbs & ‘Why because ’ By the end of the lesson, Ss can use these grammars correctly
I/ Knowledge:
* Grammar: Reflexive pronoun
Modal verbs: Must; have to. ‘Why because ’.
II/ Skills: writing and speaking B. TEACHING PROCEDURE :
II/ Settlement: (1M)
- Greeting in English.
- Attendance of 8C: 8D: 8E:
(6)III New lesson:
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES PRESENTATION
- Introduces the requirement & Asks Ss to work in pairs to look at the picture & use the given verbs: MUST/HAVE TO to complete the dialogue
- Asks Ss to compare the keys
- Asks Ss to give the keys by practicing in pairs
- Corrects & comments * Keys:
1 must/have to tidy; 2 have to/ must dust 3 must/have to sweep; - Introduces the requirement & Asks Ss to work in pairs to give the advices using the verbs given: OUGHT TO
- Asks Ss to compare the keys
- Asks Ss to give the keys by role play the dialogue
- Corrects & comments
- Introduces the requirement & Asks Ss to work in pairs to look at the picture & use the given modal verbs to complete the dialogue
- Asks Ss to compare the keys
- Asks Ss to give the keys by practicing in pairs
- Corrects & comments * Keys:
1 ourselves; myself
3&7 yourself;
-Introduces the requirement & Asks Ss to work in pairs to look at the picture & read the example & use
1 Complete the dialogue: -Working in pairs to look at the picture & use the given verbs to complete the dialogue
- Comparing the keys & give the keys by practicing in pairs
- Correcting the keys
4 must/have to clean; 5 have to/ must empty must/have to feed; 2 Giving advice:
-Working in pairs to give the advices using the verbs given - Comparing the keys & give the keys
- Correcting the keys & the mistakes
* Keys:
1 sets; goes; 3. moves;
4; is; is 6. is.
3 Complete the dialogue: (Time: 10M)
-Working in pairs to look at the picture & use the given modal verbs to complete the dialogue - Comparing the keys & give the keys by practicing in pairs
- Correcting the keys 4 himself;
5 herself.
6 themselves;
(7)‘Why?because’ to make question & answer about the actions in the pictures
- Asks Ss to compare the keys
- Asks Ss to give the keys by practicing in pairs
- Corrects & comments *Answer keys:
a./ Why did Nam have to cook dinner ?
- Because his mother was home late.
b./ Why was Mrs Vui, Nam’s mother home late ?
- Because she had to come to visit Nam’s grand’s.
- Working in pairs to look at the picture & read the example & use ‘Why?because’ to make question & answer about the actions in the pictures
-Comparing the keys & give the keys by practicing in pairs
- Correcting the keys
c./ Why did Ha failed her EL examination?
- Because she didn’t learn for her exam She played the computer game.
d./ Why didn’t Nga go to the movie?
- Because she had to her chores ( clean the kitchen/ sweeping the living-room) IV CONSOLIDATION:
- Ask Ss to explain the way to way to use the reflexive pronoun,
Modal verbs & ‘Why because ’
- Asks Ss to summarize the general idea of the lesson V.HOMEWORK: - Study the grammar & the modal sentence
- Exercise: 6+7/ P 24-25 Workbook
- Prepare the vocabulary & the pictures on page 18 for Unit
C SUPPLEMENT
(8)
end -*Period: 18 P.date:15/1 0/07
T.date:18/1 0/07
Unit: 3 Lesson: 5
AT HOME. WRITING
A.OBJECTIVES: Helps Ss to practice in writing a short imaginary story. By the end of the lesson, Ss will be able to use simple past tense to write a story
I/ Knowledge: * Vocabulary: Dish rack; counter; flour; tower rack; lighting fixture.
* Grammar: There is/ there are II/ Skills: Writing
B. TEACHING PROCEDURE : I/ Settlement: (1M)
- Greeting in English.
- Attendance of 8C: 8D: 8E:
II/ Warm - up: (4M)
- Asks Ss to talk about the safety precaution in the home - Corrects & comments
III/ New lesson:
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES PRE-WRITING
-Asks Ss to read the text describing Hoa’s bedroom & observer the picture to get the position of things in the room & summarize information about it
-Asks Ss to explain the way to use There is/ there are Corrects & comments
-Reading the text describing Hoa’s bedroom & observer the picture to get the position of things in the room & summarize information about it
-Explaining the way to use There is/ there are
WHILE- WRITING
(9)explaining the meaning, using the picture
- Reads the words for the modal (3 times ) Then helps SS to repeat ( times )
- Checks S’s reading in individual & corrects the mistakes
- Writes the words on the Bb & checks the meaning & the pronunciation
- Corrects & asks Ss to copy the words
- Explains the requirements & asks Ss to work in pairs to write the describing about Hoa’s kitchen base on the model paragraph & using the given vocabularies
- Asks Ss to compare their information in pairs
- Asks Ss to give the written information about Hoa’s kitchen -Corrects & comments
-*Given information:
This is Hoa’s kitchen There’s a refrigerator in the right of the room Next to the refrigerator is the stove & oven On the other side of the oven, there’s a sink & next to it is a tower rack The dish rack is on the counter, on the right of the window & beneath the shelves
Dish rack; counter; flour; tower rack; lighting fixture.
- Repeating the words in chorus & in individual
- Correcting the mistakes
- Giving the meaning & the pronunciation
- Copying the words
- Working in pairs to write the describing about Hoa’s kitchen base on the model paragraph & using the given vocabularies
- Comparing the information in pairs
- Giving the written information about Hoa’s kitchen
-Correcting the information On the shelves & on the
counter beneath the window, there’s a jars of sugar, flour & tea In the middle of the
kitchen, there’s table & chairs The lighting fixture is above the table, & directly beneath the lighting fixture is a vase of flowers.
POST - WRITING - Asks Ss to write a short paragraph about a room in their family base on the paragraphs on part 1&2 - Asks Ss to compare their writing with their friend’s
- Asks Ss to give their writing - Corrects & comments
- Writing a short paragraph about a room in their family base on the paragraphs on part 1&2
- Comparing their writing with their friend’s
- Giving their writing IV CONSOLIDATION:
(10)- Exercise: Write about your kitchen
- Prepare the exercise: 1-2-3-4 for the language focus C SUPPLEMENT
*Period: 15 P.date:9/10/ 07
T.date:12/10 /07
Unit: 3
Lesson: 2
AT HOME
SPEAK.
A OBJECTIVES: by the end of this lesson Ss will be able to talk about the position of furniture in the kitchen and in the living room
I/ Knowledge: prepositions of place: on, in, under, next to, above
II/ Skills: Speaking and listening
B TEACHING PROCEDURE : I/ Settlement: (1M)
- Greeting in English.
- Attendance: 8C: 8D: 8E: II Warm - up : (4M) Network
A cupboard a sauce pan
fridge
A rice cook
A plate
A bowl a sink
III/ New lesson : (40M)
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES
PRE-SPEAKING
- introduce the chicken: describe the kitchen
- ask Ss the positions of the items in the picture
?where is the clock? ?where is the fruit? ?where is the flowers? ?where is the rice cooker? ?where is the cupboard?
- review the prepositions of place - look at the picture and answer the questions
- It’s above the fridge - They’re in the bowl - They’re on the table - Next to the bowl of fruit
- On the wall, above the counter
WHILE- SPEAKING
- get Ss to work in pairs to talk about
the position of each item Example:- The calendar is on the wall, above the fridge
(11)
- check and correct some common mistakes
- the knives are on the wall, under the cupboard
POST-SPEAKING
- set the scene: “Mrs Vui bought new furniture for her living room, but she cannot decide where to put it You should help her to arrange the furniture”.
- ask Ss to look at the pictures and tell about the ideas
Example:
Let’s put the clock on the wall between the shelf and the picture
- as the T asks:
Agree: ok
You’re right.- That’s great!
Disagree:
No, I (don’t) think we ought to I think it should be
Ok I think we ought to and
IV CONSOLIDATION:
- Asks Ss to practice speaking:
* If they agree, they may be: ok.- you’re right * If they disagree: no, I think we’d better/ought to
I think it should be - describe your classroom
V.HOMEWORK:
- Review the prepositions of place
- Write down the positions of each item in the picture in ex2-P29
- Prepare for the next lesson Listen
C SUPPLEMENT
-the
end -*Period: 16 P.date: 11/10/07 T.date:14/10/ 07
Unit: 3
Lesson: 3
AT HOME
LISTEN.
A. OBJECTIVES: by the end of the lesson Ss will be able to order the recipe to make the “special Chinese fried rice”
I/ Knowledge: making a meal
(12)I/ Settlement: (1M)
- Greeting in English.
- Attendance: 8C: 8D: 8E: II/ Warm - up : (4M) hangman
_ _ _ _ _ (rice)
_ _ _ _ _ _ / _ _ _ (frying pan) _ _ _ _ _ _ (garlic)
_ _ _ _ _ _ (pepper) _ _ _ (ham)
III/ New lesson:
TEACHER’S ACTIVITIES STUDENTS' ACTIVITIES
PRE-LISTENING
- ask Ss to look at the picture and guess what items Lan and Mrs Tu use to cook dinner
- set the scene: “now you work in pairs and answer the question: what ingredients you need to cook the “Special Chinese Fried Rice”?
- rice - noodle -saucepan -frying pan - garlic - onions
-green pepper - peas - ham
- Ss work in pairs
WHILE-LISTENING
- We are going to listen to a conversation between Mrs Tu and Lan about the necessary ingredients to cook the: Special Chinese Fried Rice” You listen and decide which are the necessary ingredients and utensils to this food by choosing the correct pictures in the book.
- Ss listen to the tape and check their predictions
- give feedback
* Answer key:
a Fried Rice b pan
c Garlic and green pepper d ham and peas
POST-LISTENING - Ss work group “special Chinese Fried Rice”
- ask Ss make “salad”
- Ss give some the necessary ingredients to make the “salad”
- medium-sized lettuce - carrot
- a few onions - some tomatoes - a cucumber - An apple - salad oil - salt
(13)- Ss give the way of making the salad lettuce, drain it, and put it into a large salad bowl Slice the carrot and add to the lettuce Chop up the onions and put them in cut the cucumber and the tomatoes into thin slices and add them Take the core out of the apple, chop it into small pieces and put them in add some salad oil and a little salt and mix them together Finally put the finished salad into the fridge for half an hour before you serve it IV CONSOLIDATION:
- Asks Ss to retake the way of making the “Special Chinese Fried Rice”
V.HOMEWORK: - Study the new word
- prepare for the next lesson Lesson 4-read
C SUPPLEMENT