Unit 3:
At home
Period No 12: Getting started & listen and read.
Date:30/8/08
I. Objectives:
By the end of the lesson, Ss will be able to:
- Say where the things are.
- Use the modal verbs to advise.
II. Language content:
* Structure: - Reflexive pronouns
- Review modal verbs: "Have to" and "ought to"
* Vocab: steamer, sink,cupboard, sauce pan, frying pan, stove
III. Teaching aids: Teacher's book, picture .....
IV. Procedure:
Stages
Content
Activities
Pictrue drill:
warm up
- Ask Ss some Qs about their house work.
whole class
- Ask Ss to look at the pictures and descibe.
Set the scene: Mr Vui is busy. She will return
Pre- reading
hoen late. She asks Nam to help her with whole class
housework
groupwork
- Ask Ss to think the chores Mrs Vui asks him( 5
While- reading activities)
_ Get Ss to listen to the tape and check their
prediction
- cook dinner
Nam has to - go to the market to buy fish and
vegetable
individual
- call Aunt Chi and ask her to meet his
mother at grandma's house
Form: Have/has to +V = must + V
ought to = should
* S1 + be + prep + S2/ Prep + S2 + be + S1
* Reflexive pronouns: himself, myself…
Word cue drill:
individual
pen/next to/ book - the pen is next to the book
fridge/near/ stove
do the washing up S1: What do you have to
do?
make bed
S2: I must do the washing
up
sweep the floor
S1: What should I do?
pairwork
S2: You ought to tidy your
bed
Comprehension questions:
Why is Vui going to be home late?
Post- reading
When will she be home?
What does Nam have to do?
groupwork
Who must He call and what ask she to do?
- Ask Ss to write 4 sentences using "ought to",
"have to".
- Play chain game with "ought to" and "have to"
Homework
ex: S1: I have to do my home work
S2: I have to do my homework and cook
dinner
S3:…………….
- Write what you "have to" and "ought to" do to
be a good student.
- Learn by heart the new words.
- Prepare speaking.
Adjustment:
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Unit 3:
Period No 13:
At home
Speak.
Date:2/9/08
I. Objectives:
By the end of the lesson, Ss will be able to:
- Say where the furniture is put
- Review the prepositions of place.
II.Language content:
* structure: S1 + be + prep + S2/ Prep + S2 + be + S1
III. Teaching aids: Big pictures
IV. Procedure
Stages
Warm up
Content
Activities
Network:
- Divide the class into 2 parts and play networks
with items.
T- whole
clock
class
Things in the kitchen
Presentation
Practice
- Hang the 1st picture and ask Ss to call some
pairwork
name of the things in it.
- Let Ss work in pairs with model sentenses.
A: Where + be + N ?
B: It's/ They're + prepositions + place.
(While review the preposition of place)
- Teacher correct Ss' mistakes.
- Review the structure with:
+ Let's .....
+ Yes, let's ..../ Ok
+ No. I think you should/ ought to / had better
- Hang the second picture and say its
requirement.
- Divide the class into 4 groups and ask each groupwork
group to arrange the things in the picture in their
opinion (encourage them to draw)
- Call the leader of each group to say their
arrangement.
- Teacher asks others to remark and correct
Production
Homework
mistakes.
- Ask Ss to describle things in class
individual
- Ask some students to talk about the place of the
things in their kitchen/ living-room/ classroom.
prepare new part
Adjustment:
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Unit 3:
Period No 14:
At home
Listen.
Date: 4/9/08
I. Objectives:
- Practise listening skill
- Find out the correct informations of Chinese fried rice.
II. Teaching aids: Text book, picture, cassette ....
III. Procedure
Stages
Content
warm up
Network:
Set the scene by playing the network:
Activities
T - whole
class
Vietnamese fried
rice ingredience
- Ask Ss to give the way of cooking VNese fried
rice
- Hang the picture and ask students to look at it.
Pre-listening
- Say the content of the listening.
- Divide the class into 4 groups and let them
predict 4 things they use to make Chinese fried
rice.
- T collects their predictions or asks students to
write their predictions.
While-listening - Ask Ss to guess the way of cooking Chinese
fried rice
- Let them listen twice.
- Ask students to compare their answers.
- Call some students to write their answers and
get others to remark.
- Play the tape and give the correct answer.
- Ask students to give the steps of marking
Chinese fried rice ( first, then, next, after that,
..finally)
individual
groupwork
individual
groupwork
Post- listening
Homework
+ put a little oil in the big pan and wait until it is
hot
+ fry the garlic and the green peppers
+ put ham and peas
individual
+ put the rice and a teaspoon of salt
- Ask students to give the steps of marking
simple dishes and ask others to guess the names
of the dishes.
- Write the steps of making your favorite dish.
- Prepare "reading".
Adjustment:
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Unit 3:
At home
Period No 15:
Read.
Date: 6/9/08
I. Objectives:
- By the end of the lesson.
+ Ss will be able to understand the Safety Precautions in the time.
II.Langguage content:
* Structure: Why- questions? - Because…….
* Vocab: a precaution: (explanation) ,(to) injure: (visual), a socket: (realia),
a scissor (realia), an object
III. Teaching aids:
Textbook, picture
IV. produres
Stages
Content
Activities
Brainstorming:
warm up
T- whole
class
Danger
in
the
gas
home
boilingwater
fire for
children
Pre-reading
electricity
Groupwork
knife
True/ False prediction: (poster) (close students'
book). Answer: (page 31)
While- reading - Ask Ss to predict: True or False
Pairwork
- Give feedback
- Ask Ss to read the text and check their
prediction.
- Correct their prediction each other.
- Teacher corrects last once.
- Ask Ss to read the text alound and correct their
Pairwork
pronunciation.
Comprehension questions:
- Read the text carefully and answer the
Post- reading
Homework
questions.
Why - question (Ex 2: answer the Groupwork
question)
- Ss work in pairs
- Play lucky number to check their answers
Discussion/ word cues drill
- Work in groups (check before class ...)
- Speaking something about safety precautions in
the home.
Groupwork
- Ask Ss to practise the structure " Why
must ... ?, why mustn't .... ?"
eg: You must put cooker on the height
You mustn't put the knife near the children
You mustn't put boiling water near the
children
- Speaking something about safety precautions in
the street/at school .
- Ask Ss to learn by heart vocabulary.
- Make sentences with them
- Write some safety precautions in the street(5
lines)
- Ask Ss to prepare new lesson.
Adjustment:
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Unit 3: At home
Period No 16:
Write.
Date: 9/9/08
I. Objectives:
- Students will be able to describe the room, kitchen, class base on given
words, pictures.
II. Language content:
*. Grammar: + There is/ are ....
+ Some preposition of place such as: On, in, at......
*. Vocabulary: + Disk rack, lighting fixture, towel rack.
III. Teaching aids:
- Pictures, text book.
IV. Procedure:
Stages
Content
Activities
Real picture drill:
warm up
- Ask Ss to make sentences with "there is", "there
are","preposition of place" to describe things in T- whole
their classroom.
class
eg: There is a board on the wall in front of the
classroom
There are 2 fans on the ceiling
Pre-writing
While-writing
Post-writing
Homework
- Hang the first picture and ask Ss to describe pairwork
Hoa's bedroom.
- Ask Ss to read the description of Hoa's room in
the text book and answer some questions.
What is there on the left?
Where is the bookshelf?
individual
What is there on the right side of room?
Where is the wardrobe?
- Guid Ss the request of writing lesson 2 on page
33
- Hang the second picture and ask Ss to write a
description of Hoa's kitchen.
pairwork
- Ask Ss to work in pairs by checking each other.
- Ask 2 Ss to write their writing.
- Ask some Ss to correct the mistakes.
- Teacher gives the correct answer.
- Hang the third picture and ask Ss to describe
things in this picture.
- Ask Ss to write a description of a room in their
house.( bedroom, living room)
- Do exercises in your exrcise book.
- Prepare language focus (page 34, 35).
Adjustment:
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Unit 3: At home
Period No 17: Language focus
Teaching date: Date: 10/9/08
I. Objectives:
- To review the way of talking about the reflexive pronouns
- The use of modals: must, have to, ought to.
- Why - because
II. Content:
- the Reflexive pronouns
- Modals: must, have to, ought to.
- Why - because
III. Teaching aids: Posters, book, pictures...
IV. Procedure:
Stages
Content
Chatting:
Warm up
What do you do to help your parents with the
housework?
- Asks Ss to remind personal pronouns and
Presentation
possessive adjective:
I --> my
You -->your
He --> his
She --> her
It --> its
We --> our
Activities
Whole
class
T- whole
class
Practice
They --> their
- Language focus:
1. Look at the pictures. Complete the dialogue.
Use must or have to and the verbs in the box.
- Ask Ss to read the dialogue in silence - do pairwork
exercises
- Ask Ss to remember the structures in grammar
S + must + V......
- After finished exercise 1 T " check again"
Ex: You must go to school on time.
- Ask Ss to correct
2. Look at the pictures. Use ought to to give individual
advice to these people.
- T "set the sentence" Ex 2 by play game "guess
word"
O U G H T T O
- Ask Ss look at the picture and do exercise
- Ask Ss to remember the structures in grammar
Production
Homework
S + ought to + V
- T can "check agian" Ex 2
3. Complete the dialogues. Use the reflexive
pronouns in the box.You will have to use some of
the reflexive pronouns more than once:
- Ask Ss complete the dialogues. Use the
reflexive pronouns in the box
- Correct the mistakes if necessary.
Word cue drill:
+ you/ do / homework
Did you do your homework?
Yes, I did it myself
He/ fix / his bike.
Mai / cook/ dinner
4. Work with a partner. Ask and answer
questions about Hoa, Nam, Nga and Mrs. Vui
using Why - because.
- Asks Ss to write 10 sentences use the "reflexive
pronouns"
- Learn by heart the structure "why - because".
- Prepare new lesson.
pairwork
Whole
class
pairwork
Adjustment:
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