E8-UNIT 3-4 COT CHI TIET

@VOCABULARY: a cupboard, a counter, a steamer, a rug, ,a cushion @SKILLS :Speaking TEACHING AIDS : text book, posters, pictures, equipments, cards,workbook PROCEDURES : *Warm-up: Jumbled

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UNIT LESSON 3: SPEAK

PERIOD :14 DATE :

TEACHER :

OBJECTIVES : By the end of the lesson,the Ss will be able to talk about the positions of the furniture.

@VOCABULARY: a cupboard, a counter, a steamer, a rug, ,a cushion

@SKILLS :Speaking

TEACHING AIDS : text book, posters, pictures, equipments, cards,workbook

PROCEDURES :

*Warm-up: Jumbled words

vaobe, nured, ni tnorf fo, xent ot, desibe,

wenebet, positeop

*Set the scene of the title: Pictures

POSITIONS of FURNITURE

*Pre-Teach vocabulary:

-a knife  knives (vis/realia)

-a dish rack (visual)

-a counter (visual)

-a rug (vis/realia)

-a cushion (vis/realia)

+ above (prep) =/= under (anto/exam)

*Checking: Bingo !

Pre-Speaking: Brainstorming/Pictures

couch stove

 While-Speaking : Gap-Fill

Eliciting Questions:

1 What’s this? (What are these?)

It’s a calendar

2 Where is the calendar? (Where are the…?)

The calendar is on the wall ,…

KEY:

- The calendar is on the wall, under the

clock and above the refrigerator.

- The cupboard is on the wall, above the

counter.

- The bowl of fruit is between the rice

cooker and the dish rack It’s under the

cupboard and on the counter.

- The knives are on the wall, under the

cupboard

- The sink is next to the stove and opposite

the door

- The flowers are on the table…

Post-Speaking: Describe&Draw / Arrange

• Asks Ss to close the books &

gives instructions

• Has Ss arrange the letters into the correct order of the words

• Gets feedback & praises Ss

• Elicits the words & follows the steps for presenting vocabulary

• Asks Ss to close the books

• Gives instructions

• Devides Ss into groups

• Has Ss guess the words with the topic and run to the board to write down

• Shows the picture & poster on the board & gives instructions

• Models

• Asks Ss to look at the picture and then ask & answer each other to fill in the gaps

• Monitors & keeps Ss on the task

• Gives feedback & valuate Ss

 Groupwork

 Rearrange

 Listen to the T & follow the instructions

 Groupwork

 Think & guess certain words

 Compare with their partners

 Individual

 Give the answers

 The whole class

 Listen & repeat

 Groupwork / Pair work

 Ask & answer

 Do the task

 Share & compare with their partners

 Give the answers by speaking from the passage cues and then writing them on the board

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Scene setting:

Mrs Vui bought new furniture for her

living-room Discuss with a partner how to arrange

them

Eliciting expressions &phrases for

suggestions:

SA: Where should we put the ….?

SB: Let’s put the ….

-OK / Yes / That’s right I think we ought to /

should put the… (I think the…should be put )

The … should be put …

-No Why don’t we put the…

Suggested KEY:

- I think the coffee table should be between

the couch and the armchair, and on the

rug

- Let’s put the TV ,stereo and magazines on

the shelf

- The shelf should be put at one of the

corners, opposite the couch.

- Let’s put the telephone and the lamp on

the small table next to the couch And we

should put the chair beside the small table.

- I think we ought to put the picture and the

clock on the wall,the picture is under the

clock and above the couch.

………



-Learn by heart vocabulary & draw out the

living room with the furniture arranged

-Describe positions of furniture of one of the

rooms in your house & draw them on paper

-Do Exercise 7 page 26 in WB E8

-Prepare new lesson READ page 31 & 32

• Asks Ss to try asking &

answering each other And then speaking out from arrangements

• Gives instructions & indirect correction

• Gives comments on the period

• Gives homework

 Practse speaking + Individual + Open pair + Close pair + Groupwork

 Listen

 Take notes

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LESSON PLAN

PERIOD : 13 DATE :

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to know how to make Special Chinese fried rice.

@VOCABULARY:pan, oil, fry, garlic, ham, teaspoon

@SKILLS :Listening, Writing, Speaking

TEACHING AIDS : text book, posters, pictures, equipments, workbook

PROCEDURES :

*Warm-up: Board racing

Food and Drink

*Set the scene: Mrs Tu and Lan are cooking

*Vocabulary:

-a pan (visual/realia)

-oil (n) (realia/visual)

-garlic (n) (rea/vis)

-ham (n) (vis/trans)

-to fry (mime/exp)

-a teaspoon (rea/visual)

*Checking: Jumbled Words

Pre-Listening: Open Prediction

1 What dish are they cooking?

2 What equipments do they use to cook?

3 What spice do they use to cook?

 While-Listening: Listen & Check

Listening & checking the prediction

KEY:

Special Chinese Fried Rice

Listen & Select pictures

Listening & selection the correct pictures

KEY:

a) Fried Rice

b) a pan

c) garlic & green peppers

d) ham & peas

Listen & Ordering ideas

a) put the rice in

b) put a teaspoon of salt in

c) put in a little oil

d) fry the garlic and the green pepers

gives instructions

• Devides Ss into 2 teams

• Gives game: Board racing

• Has Ss write the words of food and drink they know One S - one word

• Gives Ss 2 minutes to do that

• Asks Ss to guess Mrs Tu and Lan’s works with the pictures

• Elicits with the questions & gives

Ss the time for guessing

• Monitors & checks

• Sticks pictures on the board &

gives instructions

• Reads the text 3 times or more

• Gives feedback & valuates Ss

• Shows poster on the board &

gives instructions

• Asks Ss to listen to the text again

& rearrange the statements into

 The whole class

 Groupwork

 Remember & write the words

on the board quickly

 The whole class

 Think & guess

 Individual

 The whole class

 Listen to the text to choose the right pictures

 Individual

 Do the task & compare with their partners

 The whole class

 Groupwork / Individual

 Listen to the text & give the correct order

3

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e) put the big pan on the cooker

f) put the ham and the peas in

KEY:

1 e 4 f

2 c 5 a

3 d 6 b

Post-Listening: Write –it – up / Retell

Rewrite or retell how to make Special Chinese

Fried Rice.

Example:

First , we need a big pan We put the pan

on the cooker ,and then we…… Next,we…

After that, we ….Finally,we…….



-Learn by heart vocabulary& write down and

speak out how to cook instant noodles

-Do Exercise 4 page 22 & 23 in WB E8

-Prepare new lesson SPEAK page 28 & 29

correct order

• Runs through the statements

• Feedback & praises Ss

• Gives homework

 Open the books & check the answers again

 Groupwork / Individual

 Listen

 Take notes

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LESSON PLAN

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to identify the objects that are dangerous to children at home

@VOCABULARY:precautions,a chemical, drugs, a match, a socket, bead, to injure, to cause

@SKILLS :Reading

TEACHING AIDS : text book, posters, pictures, equipments, workbook

PROCEDURES :

3

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*Warm-up: Brainstorming

*Set the scene of the title: Realia / Pictures

What do they want to say in the poster?

SAFETY PRECAUTIONS

*Vocabulary:

-a chemical (realia/vis)

-drugs (n) (rea/vis)

-a match (realia)

-a socket (realia)

-bead (n) (realia)

-to cause (trans/exam)

-to injure (exam/situa)

-to kill (exp/exam)

*Checking: Bingo

Pre-Reading: Pre-Questions

Which objects can be dangerous to small

children in a house?

Checking the prediction

While-Reading: True/False Statements

KEY:

a) F d) F

b) T e) T

c) F f) T

CORRECT:

 a)It is safe to keep medicine in locked

cupboards

 c)A kitchen is a dangerous place to play

 d)Playing with one match can cause a fire

Matching

Match the suitable answers with the questions

QUESTIONS

a) Why must we put all chemicals and drugs

in locked cupboards?

b) Why mustn’t we let children play in the

kitchen?

c) Why mustn’t children play with matches?

d) Why must we cover electrical sockets?

e) Why do we have to put all dangerous

objects out of children’s reach?

ANSWERS

1 Because playing with matches can cause a

fire

2 Because the dangerous objects can injure

and kill children

3 Because the kitchen is a dangerous place

gives instructions

• Has Ss give words about the topic

& run to the Bb to write down

• Sticks the poster on the board &

gives instructions

• Runs through the question

• Asks Ss to guess by answering the question

• Shows poster & gives instructions

• Runs through the statements

• Asks Ss to read the text to find the True or False statements

gives instructions

• Has Ss match the questions with the suitable answers

• Makes sure

• Feedback & valuates Ss

 Groupwork

 Guess & say

 Look at the poster & listen to the instructions

 Listen & give the meaning

 Do the task & compare with friends

 Look at & listen

 Listen & give the meanings

 Read the text silently & do the task

 The whole class

 Individual / Groupwork

 Do the task

 Share each other

OBJECTS

in a house

S + must / mustn’t + infinitive V

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4 Because children often try to eat and

drink them

5 Because children mustn’t put any

electrical sockets Electricity can kill

KEY:

a) – 4 , b) – 3 , c) – 1 , d) – 5 , e) - 2

Post-Reading: Write-it-up

GRAMMAR ITEMS :

1 Why (Tại sao) ….? / -Because (Bởi vì) …

2 Modals : must / mustn’t

Form:

Meaning:

Must (phải) / Mustn’t (không được)

Use:

Obligation / Caution

Write a poster about safety precautions in the

house

MUST

-We must keep all dangerous objects out of

children’s reach

-We must put all chemicals and drugs in the

locked cupboard

-We must cover electrical sockets

MUSTN’ T

-We mustn’t let children play in the kitchen

-We musn’t let children play with matches or

fire

-We mustn’t leave children when they stay

alone at home

-We mustn’t ask children to do dangerous

works



-Learn by heart vocabulary & rewrite the

poster and add more ideas

-Do Exercises 5 & 6 page 24 & 25 in WB E8

-Prepare new lesson WRITE page 32 & 33

• Gives instructions & indirect corrections

• Gives homework

 Practise writing & share with their classmates

 Listen

 Take notes

LESSON PLAN

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to describe a room by using picture / word – cues

@VOCABULARY:flour, a jar,a towel rack, lighting fixture,a vase, beneath

@SKILLS :Writing

3

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TEACHING AIDS : text book, posters, pictures, cards, equipments, handouts

PROCEDURES :

*Warm-up: Arranging

Arranging the furniture in the house by

drawing them out

DESCRIPTION of ROOM

*Vocabulary:

-flour (realia)

- a jar (rea/vis)

-a towel rack (rea/vis)

-lighting fixture (rea/vis)

-a vase (rea/vis)

-beneath (prep) (visual)

*Checking: Matching

Pre-Writing: Pre -Questions

1 What room is it?

2 Where is the desk?

3 What are there on the desk?

4 What is there above the desk?

5 What is there near the desk?

6 What is it opposite the desk? Where is it?

7 How many windows are there? And

Where?

While-Writing: Description / Building

Sentence

Looking at the description of Hoa’s room and

using the word-cues to write about Hoa’s

kitchen

KEY:

This is Hoa’s kitchen

There is a refrigerator in the right corner of

the room

The stove and the oven are next to the

refrigerator

On the other side of the oven,there is a sink

and the towel rack is next to the sink

The dish rack is on the counter, on the right of

the window and beneath the shelves

On the shelves and on the counter beneath the

window, there are jars of sugar, flour and tea

In the middle of the kitchen, there is a table

and four chairs

The lighting fixture is above the table, and

there is a vase of flowersdirectly beneath the

gives instructions

• Has Ss arrange the furniture in the house by drawing them out

• Gives Ss the guide picture

• Shows poster on the board &

gives instructions

• Runs through the questions

• Asks Ss to try on guessing &

answer the questions

• Has Ss practice writing description Hoa’s kitchen, using the eliciting questions in Pre-Writing

• Writes the 1st sentence as an example

• Monitors and helps

 The whole class

 Groupwork

 Arrange & draw on the board

 Look at the poster & listen to the instructions

 Listen & give their meanings

 Do the task & compare with friends

 Practice writing

 Individual

 Do the task from the model sentence written by theT

a window

a clock a wardrobe

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lighting fixture.

Post-Writing: Sharing & Comparing



-Learn by heart vocabulary

-Write a short paragraph to describe a room in

your house

-Prepare new lesson LANGUAGE FOCUS

page 34  37

• Asks Ss to share & compare each other about their writings

• Gives homework

 Share & compare

 Ferform theirs to the class

 Listen

 Take notes

LESSON PLAN

UNIT AT HOME LESSON 1: GETTING STARTED + LISTEN & READ

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to talk about the chores at home with using “ have to “

@VOCABULARY:chore,a steamer, a pan, a rice cooker, a cupboard

@SKILLS :Listening , Reading

3

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TEACHING AIDS : text book, posters, pictures, cards, handouts, workbook

PROCEDURES :

@Getting Started: Brainstorming&Matching

feed the chickens

wash the dishes make the bed

sweep the floor cook tidy the desk

Matching the chores with the pictures page 27

Answering the questions about the pictures on

the board

Ex:

-What is she doing?

-What do you have to do the chores at home?

@Listen & Read:

*Vocabulary:

-chore (n) (vis/mime)

-a steamer (visual/exam)

-a pan (visual/exp)

a sauce pan

a frying pan

-a rice cooker (visual)

-a cupboard (vis/exam)

*Checking: Matching

 Pre-Listening & Reading:Open

Prediction

*Scene Setting:

Mrs Vui is talking to Nam, her son on the

phone about her coming home late tonight

1 Mrs Vui has to go and visit

after work

2 She ‘ll be home tonight

3 Nam will have to _today

KEY:

1 Grandma , 2 after dinner , 3 cook dinner

 While- Listening & Reading:

Answer the questions

1 Where does Nam have to go ?

2 What does Nam have to buy?

3 Who does Nam call? And What’s Nam’s

mother ‘s telephone message?

KEY:

1 to the market , 2 some fish and vegetables ,

3 his Aunt Chi and ask her to meet his mother

at Grandma’s house

 Post-Listening & Reading: Role play

Practice the dialogue with a partner

GRAMMAR ITEMS:

have to / ought to

• Gives instructions

• Has Ss guess the words with the topic and run to the board to write down Then match words with pictures

• Asks Ss to guess where Mrs Vui will visit, when she’ll be home &

what Nam will have to do

• Elicits & gives Ss the time for guessing

• Shows poster & gives instructions

• Runs through the questions

• Reads the text 3 times or more

• Asks Ss to try asking &

answering each other

 Groupwork

 Guess certain words

 Match words with pictures

 The whole class

 Think & guess

 Individual

 Listen & give their meanings

 Listen to the text to find the correct answers

 Practise speaking

+ Individual + Open pair + Close pair

CHORE S

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