Teacher’s activities - Review preposition of position - Asks them to read in pairs , to under line all prep of positions III.WHILEWRITING: - Asks sts to look at the cue words and picture[r]
(1)Date of preparation: September 10th , 2015 Period: 12 UNIT: LESSON: AT HOME GETTING STARTED & LISTEN AND READ I Aims: Knowledge: Introduce students some new words relating to things in the house and use reflexive pronoun, modal: have to 2.Skill : Intergrated skills Attitude: students know to every things at home Objectives: a Vocabulary : steamer, chore, cupboard, sink, sauce pan b Structure: Reflexive pronoun, Modal: have to II Ways of working: T – WC, pair- work, individual - work III Materials: text book , picture , CD, radio IV Anticipated problem:There is no difficult in this lesson V Procedure: Organization: - Greeting - Checking attendence: Who’s absent today? Warm -up: * Questions: Asks the Students to write three sentences about your house, using adverbs of place * Keys to the questions: My room is upstairs My house is downstairs… -Corrects the mistakes,gives remark and marks New lesson: Teacher’s activities I- LEAD- IN: * Getting started: - Introduces the tittle of new lesson - Asks the Students to look at six pictures and asks: “ what is she doing” Students’activities - Listen to teacher - Look at the pictures and answer The content of the lesson Ability UNIT: AT HOME Listen Lesson: Answer Getting started & Listen and read * Getting started (2) Teacher’s activities Eg: S1: What is she doing? S2: Is she doing the washing up? - Asks them : - what you have to at home? - Do you have to cook meals? - Do you have to feed the chicken? - Asks the Students to write activities in the pictures II- PRE- PRACTICE: - Plays the tape one time - Introduces some new words + Steamer (n) (picture) + Cupboard (n) (picture) + Sauce pan (n) (picture) + Chore (n) (picture) + Sink (n) (picture) - Asks the Students to read the new words - Checks understanding of the new words by using “ what and where” - Sets the sence of the dialogue between Nam and his mother, Mrs Vui III WHILEPRACTICE Students’activities - Listen to the tape - Focus on the Teacher’s explanation and write down - Read the new words The content of Ability the lesson a- she is washing dishes Write b- she is making the bed c- she is sweeping the floor d- she is cooking e- she is tidying up f- she is feeding the chickens I- New words: + steamer (n):noi Listen hap Read + cupboard (n):tu chan, tu ly + sauce pan (n): cai chao + chore (n):viec vat, viec nha + sink (n)bon rua bat dia - Play the game with the Teacher’s guiding - Listen to teacher II- Answers: (3) Teacher’s activities - Gets the Students to listen to the tape and repeat - Asks the Students to practice in pairs - Calls on some pairs to practice in front of the class - Asks the Students to complete the list of the things Nam has to do: - cook dinner - go to the market - to buy fish and vegetables - Nam has to: - Calls on some Students to give the list of the things nam to and corrects - Explains the meaning and use of modal verb: + have to/ has to+ infinitive + ought to+ infinitive IV POST- PRACTICE - Asks the Students to complete the following sentences with have to/ has to or ought to: 1- I…… Sweep the floor at home 2- He…… go to school early 3- You…… brush your teeth after meals Students’activities - Listen to the tape and repeat - Practice in pairs - Practice in front of the class - Complete the list of the things nam to The content of the lesson - cook dinner - go to the market - to buy fish and vegetables Ability Listen Answer *Nam has to: - call his aunt Mrs Chi and ask her to meet his Mother at grandma’s house - Gives anwers and take notes - Complete the following sentences Practise (4) Teacher’s activities Students’activities The content of the lesson Ability 4- She… her homework everyday 5- We… ask our parents for permission befor we go out * Answers: 1- have to 2- ought to 3- ought to 4- has to 5- ought to Consolidation - Asks some Students to read the dialogue again - Asks the Students to answer: What does Nam have to do? Guide studying: - Asks the Students to learn the new words well and read the dialogue again - Asks the Students to prepare the next period: unit -Speak Date of preparation: September 10th, 2015 Period: 13 UNIT: LESSON: AT HOME SPEAK (5) I Aims: Knowledge: - After the lesson students will be able to talk about the position of items at home (kitchen) - To help them to have some words relating to the position of items in order Skills: Integrated skills : Speaking Attitude: - The students take care of the house and they have the sense of putting the mess in order Ojectives:: a Vocabulary : lighting fixture , counter , dish rack , rug , cupboard b Structures : Modal verbs : ought to / should must / have to Let’s infinitive ( Let’s put …) II Ways of working: pairwork, groupwork, games III Materials: text book , picture IV Anticipated problem: There are to many new words in this lesson , part may be difficult for Ss to practice V Procedure: Organization - Greeting - Checking attendence: Who’s absent today? 2.Warm- up * Questions: one st lists the things Nam has to * Keys to questions: cook dinner / go to the market / call Aunt Chi New lesson : Teacher’s activities Student’s activities The content of the Ability lesson I.LEAD- IN: - Shows some real - Look at the objects UNIT : AT HOME Listen objects in the class that the teacher shows Lesson : SPEAK Answer room and asks ands answer “where’s the picture of - It’s on the wall Uncle Ho? ’ - It’s on the wall Good , today you’ll above the board learn how to show the positions of items at home II PRE-SPEAKING I Speak - Asks them to observe - Look at the picture 1/ New words the picture page 28 page 28 Answer - lighting Fixture That the answers - answer questions Write (n) (6) Teacher’s activities ‘which room is it’? +What are there in the kitchen ? +Where is the clock/fruit/flowers/the rice cooker….? - Revises all preposition of positions: - in/on under/ above/ next to / beside / between and / opposite - Teaches some new words + lighting Fixture (n) + counter + dish rack/ towel rack + rug + Asks sts o repeat + Checks understanding : points the things in the picture and asks sts to say III WHILESPEAKING - Asks sts to work in pairs to practise asking and answering the things (position) in the picture - Circles to help - Calls some pairs to demonstrate - Asks the other pairs to correct their friends , IV.POST-SPEAKING -Sets the sence: “ Mrs Vui bought new furniture for her Student’s activities -“It’s the kitchen ” - There is … - Say or revise the prepositions of position The content of the Ability lesson - Counter (n) - Dish rack (n) - Towel rack (n) 2/ Structures: -Let’s put the armchair opposite the cough - We ought to put the rug between the armchair and the cough : - Focus on the Teacher’s explanation 3/ Exercise1 and write down The calendar in on Speak the wall, above the stove - Repeat the words The knives are on the - Say out the words wall, under the cupboard The sink is next to the stove The cupboard is on the wall, above the - work in pairs to counter practise asking and The bowl of fruit is answering the between the rice position of things in cooker and the dish the pictures rack The clock is on the wall, above the refrigerator - Correct their The flowers are on mistakes the table - Listen to her (7) Teacher’s activities living room, but she can’t decide where to put it You should help her to arrange the furniture” - Aks the Ss to look at the picture and talk about their ideas - Corrects the mistakes Student’s activities The content of the lesson Ability Speak - Look at the picture and talk about - Take notes Consolidation: - Reviews all prepositions of position of the things in their bedroom - Asks the Ss to listen again the tape Guide studying: - Review the prepositions of position - Write the items in your own room or any room in your house - Do exercise page 26 , workbook - Prepare next period Date of preparation: September 10th, 2015 Period: 14 UNIT: LESSON: AT HOME LISTEN I.Aims: Knowledge:Listening to a conversation to understand how to make a meal Skills: Integrated skills : Listening Attitude: Confident, careful… Objectives: (8) By the end of the lesson, Ss will be able to listen and know how to cook the “Special Chinese Fried Rice” II Ways of teaching:T-WC, pair- work, invidual-work III Materials: Textbook, chalk, board, radio,Cd, text book , picture IV Anticipated problem:There are too many new words in the lesson and the part may be difficult for Ss to practice V Procedure: Organization.: - Greeting - Checking absence: Who’s absent today? Warm – up Test 15’( period 14) I Put the verb in correct form: 1) Yesterday, I (be) ……… busy, so I ( not / have)……….to phone you 2) What you ( do) ……… next summer vacation? I ( visit) ……… my parents 3) She likes ( read) ……… book II Make completed sentences: 1) We/ enjoy/ tell/ jokes 2) He/ be / not/ sociable/ make friend 3) What/ your teacher/ like? 4) She / be /old / enough / see that film 5) My sister/ be/ young / too/ play the game Answer key I/ 1.was/ didn’t have 2.will/ –will visit 3.reading II/ 1)We enjoy telling jokes 2)He isn’t sociable to make friend 3)What is your teacher like? 4)She is old enough to see that film 5)My sister is too young to play the game Teacher’s activities * Listen: Student’s activities The content of the lesson UNIT : AT HOME Ability (9) Teacher’s activities I PRELISTENING: -Asks the Ss: + What you usually have for dinner? + Have you ever tried fied rice? + Do you know how to cook it? - Presents the pictures and asks the Ss to look at - Has the Ss guess which one needed to cook the food - Gives feedback and corrects II- WHILELISTENING - Asks the Ss to listen and check the right items - Has the Ss listen for the third times and give correction + Can you follow the steps of cooking the dish? - Gives steps in disorder - Has the Ss listen and put them in correct order III POSTLISTENING: - Asks one good student retell the steps - Has the Ss talk about the way to boil rice and how to Student’s activities The content of the lesson Ability Lesson : LISTEN - Answer: + I usually have chicken, vegetables + Yes, I have + Yes, I - Listen to her and look at the pictures Listen Answer Suggested list of food : Chickens , beef , cake , candy , garlic , noodles , bread , rice , ham , peas - Work in groups - Take notes - Listen and check and give feedback - Listen to - Give answer - Listen and the task in groups - Look at their books and guess things , they use to cook the “ Special Chinese Fried Rice “ - Read their predictions - Listen to the tape carefully to check their predictions Listen Answer key: a Fried Rice b Pan c Garlic and green peppers d Ham and peas - Copy the answers - Listen and check once more - Practice in pairs to make a dialogue Lan : Can I help , Mom ? Mrs Tu : Sure you can - Retell the steps cook - Work in groups Retell (10) Teacher’s activities boil vegetables - Asks representatives of each group - Gives comment Student’s activities The content of the lesson Ability Use the big pan - Do the presentation - Listen to her - Listen again please Lan : ? Mrs Tu : Just a little Wait until it is hot and then fry the garlic and the green peppers Lan : ? Mrs Tu : Yes And you can put the rice and s teaspoon of salt in Lan : YUmmy ! It smells - Practice in front of class Consolidation: - Retell the main of the lesson Guide studying: Write the way to cook fried - rice Prepare for the new words in Read Date of preparation: September 19th, 2015 Period: 15 UNIT: LESSON: AT HOME READ I Aims: Knowledge: By the end of the lesson , students will be able to read the warnings of house hold equipments dangerous to children : Skills: Integrated skills : Finding true information , reading Attitude: The students learn to protect themselves and the others (relatives) from danger at home Objectives: (11) a Vocabulary : Safe (a) -> safety (n) / Chemicals / drugs / electrical socket b Structures : - let children play (let someone something) - Electricity can kill - Must / have to / mustn’t - why / because II Ways of teaching:T-WC, pair- work, invidual-work III Materials: Textbook, radio,Cd, text book IV Anticipated problem:There are too many new words in the lesson and the part may be difficult for Ss to practice V Procedure: Organization.: - Greeting - Checking absence: Who’s absent today? Warm – up: * Questions: Describe the items in your kitchen * Keys to questions: Student’s description of their kitchen New lesson: Teacher’s activities I LEAD-IN - Shows students some real things and asks if they are dangerous (scissor a knife , a board , a cake , boiling water, fire, electricity, gas ) - “What are the things dangerous to children in the Home ? “Today you’ll know about this ’ II PRE-READING - Brainstorms the dangerous things to children in the kitchen drug / * Danger in the home for children / Student’s activities The content of the lesson UNIT : AT HOME - Look at the things Lesson 4: READ teacher shows and SAFETY answer PRECAUTION IN THE HOME - Listen and write the title - Think and speak out the things dangerous in the house and take notes I/ New words - Safe (adj) safety (n) - precaution (n) - Chemicals )n) - Drugs (n) - Let children play - Cause to fire - Electrical socket Ability (12) Teacher’s activities fire - Plays the tape one time - Teaches some new words + Chemicals (n) (explanation) + drugs (n) ( realia) + Electrical socket (n) ( realia) + beads (n) + precaution (n) ( explanation) + match (n) (realia) + injure (v) ( picture) - Asks the Ss to repeat the new words - Checks understanding of the new words by using the technique ‘Slap the board’ III WHILEREADING - Plays the tape two times - Asks students to read for gist - Asks one to read over - Gives explanation for the task 1.(true or false) - Asks them to work with a partner - Circles to check - Asks one student to read and the other says ‘true’ or ‘false’ - Gives the correction - Asks them to work in pairs by asking and answering with why / Student’s activities - Listen to the tape The content of the lesson - Injure (v) - Focus on the teacher’s explanation and write down - Repeat the new words - Play the game with the teacher’s guiding II/ Read Answer : a F It is safe to keep - Read for gist medicine in locked cupboards - Read over b T - Listen to her c F A kitchen is a dangerous place to - work in pairs play d F Playing with one - Asks for help match can start a fire - One asks the other e T says ‘true’ or ‘ f T false’ Ask and answer : b Because the kitchen - Listen to the is a dangerous place correction c Because playing - Asks them to with matches can work in pairs by cause a fire asking and d Because the answering wish - Listen to the tape Ability (13) Teacher’s activities Because - Asks class for correction IV POST-READING - Asks students to take turns to translate the passage in to Vietnamese - Asks the others to listen and help their friends - Gives remarks vocabulary related Student’s activities why / Because - Give opinions or correction - Translate in to Vietnamese The content of the lesson children mustn’t put anything into them e Because the dangerous objects can injure and kill children if they play with these things - The other listen and give comments - Listen - Listen and remember Consolidation: - Confirms the safely precaution in the home Guide studying: - Learn lesson , vocabulary - Do exercise page 24 ( why / Because ) workbook - Observe and read the passage of write , page 32 Ability (14) Date of preparation: September 19th, 2015 Period: 16 UNIT: LESSON: AT HOME WRITE I Aims : Knowledge: -By the end of the lesson , the pupils will be able to develop writing skill of description of a room in their house -To help them to write by using prompts and reading a passage of Hoa’s bedroom before hand Skills: Integrated skills : writing based on prompts Attitude: Work hard, carefully Objecfives: a Vocabulary : Beneath , dish rack (n) (guess) , counter (picture) , lighting Fixture , towel rack ( picture) b Structures : There is …./There are Prepositions of position II Ways of teaching:T-WC, pair- work, invidual-work III Materials: Textbook, radio,Cd, text book IV Anticipated problem:There are too many new words in the lesson and the part may be difficult for Ss to practice V Procedure: (15) Organization.: - Greeting - Checking absence: Who’s absent today? Warm – up: * Questions: Why must we cover the sockets out of children’s reach ? * Keys to questions: Because can skill or children don’t try to putting thing into them New lesson: Teacher’s activities I LEAD-IN: -Asks the Ss to look at the picture on page 32 and asks: + Which room is this? + What’s this ? where is it? - Say s“Today You’ll have another chance to write a description of the room in the house II PRE-WRITING: -Says “ This is Hoa’s room what objects you see in her room ? What you think about their position ? - Teaches some new words : +wardrobe (n)(picture) +counter (n)(picture) +beneath (pre) + folder (n)(realia) + towel rack(n) (picture) + dish rack (n) (picture) + lighting fixture(n) (picture) -Asks the Ss to read the new words - Checks understanding of the new words by using the technique: “slap the board” Student’s activities - Look at the picture and answer: The content of the lesson UNIT : AT HOME Lesson : WRITE - Listen - Listen , look at the picture , answer bed , desk , chair , bookshelf , clock , widow , door I- New words: - Write down + wardrobe (n) + counter (n) +beneath (pre) + towel rack (n) + dish rack (n) +lighting fixture (n) + folder (n) - Read the new Ability (16) Teacher’s activities - Review preposition of position - Asks them to read in pairs , to under line all prep of positions III.WHILEWRITING: - Asks sts to look at the cue words and picture page 23 - Says “Based on the sample paragraph about Hoa’s room and pictures you now write a paragraph to describe the kitchen by using the prompts to make complete sentences - Asks sts to write alone individually then to compare their writing with their partners( peer correction ) - Calls some students having good or bad writings to read aloud so that the others will listen and correct the mistakes - Gives the correction IV.POST-WRITING: - Asks them to write a description of a room in your house - Circles to help - Collects their writing to check at home Student’s activities words - Play the game with the Teacher’s guiding The content of the lesson - Remember - Read in pairs and under line all <1> Read the prep of position description of Hoa’s room - on the lef + of … - Look at the cue - on the right (side) words and the of picture & page - beside 33 - opposite - above / beneath - Listen and be - on (the desk) ready to - near exercise <2> Now write a description of this kitchen This is Hoa’s kitchen There is a refrigerator in the right corner of the - Write room Next to the individually refrigerator is the - Then they stove and over compare with On the other side of their partners the over , there is a sink B the towel rack the disk rack is / - Some students stands on the counter will read aloud so , to/ on the right that the others (side) of the window will listen and and beneath the correct the shelves mistakes On the shelves and on the counter - Take notes beneath the window Ability (17) Teacher’s activities Student’s activities The content of the lesson there are Jars of - Write a sugar , Flower and description of a tea In the middle of room in their the kitchen there is a house table and four chairs The lighting - Asks for help Fixture is above the table , and directly -Hard in their beneath the lighting writing Fixture is above the table , and directly - Listen and write beneath the lighting down Fixture is a vase with flowers Ability Consolidation: - Remind the outline of writing a description of a room , some relating words Guide studying : - Write a description of a room in your house - Organize a game “Error hunter” (gives one two papers for each group to find errors ) Who finds more errors in a suitable time will be winner (18) Date of preparation: September 19th , 2015 Period: 17 UNIT: AT HOME LESSON : LANGUAGE FOCUS (1,2) I Aims and ojectives: * Language content: - To revise some grammatical points - To help them Focus on the most important points * Language function: - To enable students to use English more correctly * Educational aim: - To express the obligation and personal feelings Language: a Vocabulary : - To empty / garbage / to fail b Structures - Modals ( must / have to / ought to ) Skills: Integrated skills : writing ( completing , prompts) Education factor: Knowing the tidiness and the safety precautions in the house II Teacher and Students’preparation: Method: Communicative Approach : Techniques: Repetition, explanation, pairwork, game Materials needed: Text book chalks , board Students’ preparation: review , preposition of places ( in/on/at under/next book / beside) Previous exercises: II Procedure in class: Stabilization: (3ms) a Warm – up : Greeting b Checking absence: Who’s absent today? Checking up previous knowledges: Time needed : (5ms) (19) * Questions: Asks the Ss to write some new words and describe Hoa’s kitchen * Keys to questions: According to each Ss’ideas Presentation of the new materials : Teacher’s activities I LEAD-IN: - Asks the Ss to look at the pictures and introduces the situation in the picture1 “ Nga is going to see the movie withLan, but Lan has to her chore” - The situation in the picture2 “ Hoa is very sad because she failed her English test What you say to advise her? “ You should study harder? - Says “Today You’ll have a chance to review all important Grammatical points such as, modals ( must have to , ought to) II PRE-PRACTICE: - Instructs all the exercises - Teaches some new words ( after doing EX.1) + to empty (v) + Garbage + to Fail - Confirms key points * Form: S+ must/have to/has to/ought to+Vinfiitive(without to) Ex:+ I must make the bed +She ought to get up earlier Student’s activities The content of the lesson UNIT : AT HOME - Look at the pictures (cont) and listen to her Lesson : Language Focus (1, 2) - Listen - write down after doing exercise - Listen and remember - Focus on the Teacher’s explanation - Listen and write down * New words: + to empty (v) + garbage (n) + fair (v) * Modals : must / have to / ought to * Form: S+ must/have to/ has to/ ought to + Vinfinitive ( without to ) Ex: I must make the bed + She ought to get up earlier * Must : expresses strong (20) Teacher’s activities * Must : expresses strong obligation It is personal We use must when we express our presents feelings and say what we think is necessary or important *Have to is impersonal It expresses a general obligation based on what another person tell us to or based on a law and a rule III.WHILEPRACTICE <1> Asks sts to practise in pairs to complete the conversation - Calls some sts to read aloud , others to correct -key gives <2> Asks sts to look at pictures and gives advice for people in the picture - Compare with a partner - Gives keys - Explains the reflexive pronoun *I myself You yourself He himself She herself Student’s activities The content of the lesson obligation It is personal We use must when we express our presents feelings and say what we think is necessary or important *Have to is impersonal It expresses a general obligation based on what another person tell us to or based on a law and a rule *(1) Look at the pictures <1> Pairs – work complete the dialogue Use must or have to and the verbs in the box - Some sts read aloud 1/ must / have to tidy others correct 2/ have to / must dust - Write down 3/ must / have to sweep (2) Look at pictures , (he) give advice using 4/ must / have to clean ought to 5/ have to / must empty Must / have to feed - Compare with a *(2) Look at the pictures partner The ought to give advice to these people - Take notes b) You ought to get up early c) You ought to eat more fruit and vegetable d) You ought to go to the dentist’s I Grammar: - Play the game with * Sets the sence “you the teacher’s guiding your homwork and no one help you What you say? I my homework myself (21) Teacher’s activities Student’s activities We ourselves They themselves It itself * Emphasis pronoun: used to emphasize a personor a thing * Why- because: + Form: why + auxiliary verb+ S + verb? Because + s + V + V-ing Ex: why are you - Listen to her nervous? Because I’ll have a test next period * Exercise 3: - Now you work in pair - Listen to her and and complete the write down conversation by putting the reflexive pronoun in the right blank - Calls some pairs to speak aloud - Gives keys * Exercise 4: - Aks the Ss to look at example and asks them to use why- because - Calls some Ss to read aloud and others correct IV POSTPRACTICE: - Asks the Ss to exercise: Use reflexive The content of the lesson - Explains the reflexive pronoun *I myself You yourself He himself She herself We ourselves They themselves It itself * Emphasis pronoun: used to emphasize a personor a thing * Why- because: + Form: why + auxiliary verb+ S + verb? Because + s + V + V-ing Ex: why are you nervous? Because I’ll have a test next period II Exercises : * (3) Complete the dialogues use the reflexive Pronouns in the box Ourselves myself yourself himself herself themselves yourselves * (4) Work with a partner Use Why – Because a) Why did Nam have to cook dinner ? Because his mother was home late b) Why was Mrs Thoa , Nam’s mother home late ? because she had to come to see his grandmother , she was sick / tired (22) Teacher’s activities pronouns for emphasis 1- you/ do/ homework 2- he/fix/washing machine 3- Mary/ cook / dinner 4- These students/ paint/ the / pictures Student’s activities - Work in pairs, complete the blank by putting reflexive pronoun - Some pairs speak aloud - Take notes - Look at example and answer: - Read aloud and take notes - Do the exercise - Listen to her and practice V CONSOLIDATION The content of the lesson c) Why did Ha fail her English exam ? Because she didn’t learn for her exam She played the computer games d) Why didn’t Nga go to the movie ? Because she had to her chores She had to clean the kitchen and sweep the living room (23) Reminds all what they learnt Home work (1m): Do exercise in the exercise-book and learn the grammar notes above Preparation for the next lesson (2ms) Prepare for next period “ unit language 3, 4” Date of preparation: Monday, October 2nd, 2005 Date of teaching: Tuesday, October 3rd, 2005 WEEK: Period: 17 UNIT: AT HOME LESSON : LANGUAGE FOCUS (3, 4) I Aims and ojectives: * Language content: - To revise some grammatical points - To help them Focus on the most important points * Language function: - To enable students to use English more correctly about “ Reflexive pronouns and why- because” * Educational aim: Knowing to practicein reflexive pronouns and whybecause” Language: a Vocabulary : Reviewing the vocabulary b Structures : reflexive pronouns and why-because Skills: Integrated skills : writing ( completing , prompts) Education factor: Knowing the tidiness and the safety precautions in the house II Teacher and Students’preparation: Method: Communicative Approach : Techniques: Repetition, explanation, pairwork, game Materials needed: Text book chalks , board Students’ preparation: Pictures, new lesson Previous exercises: The teacher’s keys to the last exercises II Procedure in class: (24) Stabilization: (3ms) a Warm – up : Greeting b Checking absence: Who’s absent today? Checking up previous knowledges: Time needed : (5ms) * Questions: Asks the Ss to write some advice when your friend feels sick * Keys to questions: According to each Ss’ideas Presentation of the new materials : Teacher’s activities I LEAD-IN: - * Brain storming: (tidy up, our homework, cook ) Students’activities The content of the lesson - Play the game with the teacher’s guiding * Things you can / ( water flowers, clean the floor) ( repair the machine) / * Things you can’t / ( fix the TV set, paint the house) - Introduces the new lesson: - Listen to her II PRE-PRACTICE: * Sets the sence “you - Listen to her and your homwork and no one write down help you What you say? I my homework myself - Explains the reflexive pronoun *I myself You yourself He himself She herself We ourselves They themselves I Grammar: * Sets the sence “you your homwork and no one help you What you say? I my homework myself - Explains the reflexive pronoun *I myself You yourself He himself She herself We ourselves (25) Teacher’s activities Students’activities It itself * Emphasis pronoun: used to emphasize a personor a thing * Why- because: + Form: why + auxiliary verb+ S + verb? Because + s + V + V-ing Ex: why are you nervous? Because I’ll have a test next period III WHILE-PRACTICE: * Exercise 3: - Now you work in pair and complete the conversation by putting the reflexive pronoun in the right blank - Calls some pairs to speak aloud - Gives keys * Exercise 4: - Aks the Ss to look at example and asks them to use why- because - Calls some Ss to read aloud and others correct IV POST- PRACTICE: - Asks the Ss to exercise: Use reflexive pronouns for emphasis 1- you/ do/ homework 2- he/fix/washing machine 3- Mary/ cook / dinner 4- These students/ paint/ the / pictures - Workin pairs, complete the blank by putting reflexive pronoun - Some pairs speak aloud - Take notes - Look at example and answer: - Read aloud and take notes - Do the exercise The content of the lesson They themselves It itself * Emphasis pronoun: used to emphasize a personor a thing * Why- because: + Form: why + auxiliary verb+ S + verb? Because + s + V + Ving Ex: why are you nervous? Because I’ll have a test next period II Exercises : * (3) Complete the dialogues use the reflexive Pronouns in the box Ourselves myself yourself himself herself themselves yourselves * (4) Work with a partner Use Why – Because a) Why did Nam have to cook dinner ? Because his mother was home late b) Why was Mrs Thoa , Nam’s mother home late ? because she had to come to see his grandmother , she was sick / tired (26) Teacher’s activities Students’activities The content of the lesson c) Why did Ha fail her V CONSOLIDATION: English exam ? Because - Explains again the - Listen to her and she didn’t learn for her structures and asks the Ss practice exam She played the to practice again the computer games exercises d) Why didn’t Nga go to the movie ? Because she had to her chores She had to clean the kitchen and sweep the living room 4- Homework (1m): Asks the Ss to learn the grammar notes above and exercises in the exercise book 5- Preparation for the next lesson (2ms): prepare for next period: Review 6- Self- evaluation: (27) Date of preparation: Thursday, October 6th, 2005 Date of teaching: Friday, October 7th, 2005 WEEK: Period: 18 UNIT: REVIEW I Aims and ojectives: * Language content: To help the Ssto review the vocabulary and structures from unit to unit and prepare for the test * Language function: To guide the Ss to make a revision of tenses, adverbs of place, reflexive pronouns, why-because, neither… nor, enough * Educational aim: To enable the Ss to have a good preparation for the test Language: a Vocabulary : Reviewing the vocabulary b Structures : simple tense, future with “be going to”, why-because, must/have to/ought to + V-infinitive, (not) adj+ enough+ to infinitive Skills: Integrated skills Education factor: Knowing to review from unit to unit II Teacher and Students’preparation: Method: Communicative Approach : Techniques: Repetition, explanation, pairwork, game Materials needed: Text book chalks , board Students’ preparation: Pictures, new lesson Previous exercises: The teacher’s keys to the last exercises III Procedure in class: Stabilization: (3ms) a Warm – up : Greeting b Checking absence: Who’s absent today? Checking up previous knowledges: Time needed : (5ms) * Questions: Asks the Ss to write two sentences with reflexive pronouns * Keys to the questions: According to each Ss’ ideas Presentation of the new materials: Time Teacher’s activities I LEAD-IN: - Brainstorming: in front of, under Students’ activities The content of the lesson - Play the game with the UNIT: REVIEW teacher’s guiding (28) Time Teacher’s activities / / 5ms * Preposition of place / / / behind, above, beneath - Introduces the new lesson: “ Today we are going to review the materials which we have learnt from unit to unit 3” II PRE-PRACTICE: * Presents the form of tenses: + Present simple tense: S+ V(s/es) 15ms Ex: We live in a small house in the city + Be going to: S+ tobe+ going to+ V Ex: I’m going to get a new car + Past simple: S+ V-ed/ V-2 Ex: I bought a new bicycle yesterday * Enough: S+ be+ (not)+ adj+ enough+ to infinitive Ex: She is old enough to what she want * Modal verbs: S+ must+ V Ex: You must take more exercise S+ have to+ V Students’ activities The content of the lesson - Listen to her I Grammar: - Listen and write down * Presents the form of tenses: + Present simple tense: S+ V(s/es) Ex: We live in a small house in the city + Be going to: S+ tobe+ going to+ V Ex: I’m going to get a new car + Past simple: S+ V-ed/ V-2 Ex: I bought a new bicycle yesterday * Enough: S+ be+ (not)+ adj+ enough+ to infinitive Ex: She is old enough to what she want * Modal verbs: S+ must+ V Ex: You must take more exercise S+ have to+ V (29) Time Teacher’s activities Ex: I have to stop smoking S+ ought to + V Ex: You ought to drive more carefully * Why-because: + Why+ auxiliary verb+ S+ verb? + Because+ S + V III WHILEPRACTICE: *Execise 1: Use correct form of the verbs: 12ms She ( return) from the countryside yesterday I don’t think he must (go) out now She usually (go) to work by bus We (play) table tennis every Thursday I can’t go any further I (sit) on that bench for a while The service here is very slow I (complain) to the manager if we are not served soon * Exercise 2: Choose must, have to, ought to, fillin the blanks You have been travelling all day You be tired I can’t meet you now I - work Students’ activities The content of the lesson Ex: I have to stop smoking S+ ought to + V Ex: You ought to drive more carefully * Why-because: + Why+ auxiliary verb+ S+ verb? + Because + S + V II Exercises: * Exercise 1: returned returned go goes go goes play play am going to sit am going to sit am going to complain am going to complain * Exercise 2: must must have to have to (30) Time Teacher’s activities you make that awful noise? This soup is too salty! You send it back I visit my parents more often * Exercise 3: - Asks the Ss to read the situation and then make up questions and answer them a The shops were closed so Mrs Brown didn’t any milk b It rained all day and night so they didn’t go to the beach c Bob didn’t have a city map so he got lost d My mother was home late so I have to cook lunch - Asks the Ss ask and answer in pairs - Gives answers a A: Why didn’t Mrs Brown get any milk? B: Because the shops were closed b A: Why didn’t they go to the beach? B: Because it rained all day and night * Exercise 4: - Combine each of the following pairs of sentences into one Students’ activities The content of the lesson must must should/ought to ought to should/ought to ought to * Exercise 3: - Make up questions and answer them a A: Why didn’t Mrs Brown get any milk? B: Because the shops were closed b A: Why didn’t they go to the beach? B: Because it rained all day and night……… - Ask and answer - Take notes - Combine: * Exercise 4: a The weather wasn’t (31) Time Teacher’s activities sentence, using (not) adj+ enough a The weather wasn’t very warm We couldn’t go swimming b The tea isn’t strong It won’t keep us awake - Asks the Ss to exercise on the board - Corrects their mistakes 5ms Students’ activities a The weather wasn’t warm enough for us to go swimming b The tea isn’t strong enough to keep us aware - Do exercise on the board - Take notes The content of the lesson warm enough for us to go swimming b The tea isn’t strong enough to keep us aware IV CONSOLIDATION: - Makes sure the Ss what - Answer the questions they have consolidated above by asking several questions Homework: ( 1m) - Asks the Ss to learn the grammar notes well and exercises in the Ex-book Preparation for the next lesson: (2ms) - Asks the Ss to review materials for preparing the test 45ms Self-evaluation: (32) WEEK: Period: 19 Date of preparation: Monday, October 10th, 2005 Date of teaching: Tuesday, October 11th, 2005 UNIT: 45 minutes I Aims and ojectives: * Language content:- To help the students to review all the knowledge from unit to * Language function: - To enable students to use English Fluently * Educational aim: - To make the students aware of the importance of hard studying Language: a Vocabulary : From unit to unit b Structures : - Simple past tense + Simple Present tense - Enough - Modal verbs ought to / have to / must - Question words Skills: Integrated skills : writing Education factor: - To know to learn English more effectively II Teacher and Students’preparation: Method: Communicative Approach : Techniques: gap-filling, answer the questions Materials needed: copies of test 45 ms Students’ preparation: review , units Previous exercises: III Procedure in class: Stabilization: (1m) a Warm – up : Greeting b Checking absence: Who’s absent today? Checking up previous knowledges: ( can omit) Presentation of the new materials : Gioûi Khaù Trung bình Só Lớp soá SL % SL % SL % 8A1 8A2 Yeáu SL % Keùm SL % (33) (34)