- Gives cues: calendar, cupboard, knives, dinning table, dish rack, flowers and asks Ss to ask & answer about their positions.. - Gets feedback & corrects if neccessary.[r]
Trang 1UNIT 3: AT HOME LESSON 2: SPEAK
I OBJECTIVES:
1 Aims: At the end of the lesson, Ss will be able to:
- Learn vocab about furniture and talk about the positions of furniture
in the kitchen and in the living room
2 Knowlege:
* Vocab: Calendar, dish rack, knife – knives, counter, rug
3 Skills: Speaking & listening.
II PREPARATION:
1 Teacher: Lesson plan, Textbook, Teacher’s book, cassette,
posters
2 Students: Textbook, notebook.
+ Vocabulary: Calendar, dish rack, knife – knives, counter, rug
II PROCEDURES:
1 Revision: (5’) Matching
(Ss will work in groups & go to the board to match; then read out the
words chorally)
2 New lesson:
Teacher / s activities Ss / activities
*) Lead-in: (2’) Network
in on
between and
- Asks Ss to give the prepositions of place
they have learned
- Writes them on the B.B and checks the
meaning and the use
- Introduces the lesson
I PRE-SPEAKING: (10’)
Talk about the positions:
- Asks Ss to look at the picture and elicits the
furniture: What is this/are these?
- Elicits the model: How can you ask about
at opposite
- Speak out them individually
- Tell the class about the meaning and the way to use them
- Look at the picture and answer it: It
is a calendar They are knives.
- Pick out: Where is the clock?
1 a telephone
2 a stereo
3 a couch
4 a coffee table
5 an armchair
a GhÕ bµnh
b M¸y nghe nh¹c
c Bµn uèng trµ
d M¸y ®iÖn tho¹i
e GhÕ salon dµi
Prepositions
of place
Trang 2the position of the clock?.
- Writes the model, asks Ss to read and then
check the understanding
* Model:
S1: Where is the clock?
S2: It/The clock is on the wall above the
calendar.
- Gives cues: calendar, cupboard, knives,
dinning table, dish rack, flowers and asks Ss
to ask & answer about their positions
- Gets feedback & corrects if neccessary
II WHILE-SPEAKING: (14’)
Talk about arrangements of furniture
- Hangs on the picture with three fixed
furnitures (picture, shelf, rug) and says out
suggestion, then sticks the furniture in the
picture
- Introduces the model and notices Ss how to
use it
- Asks Ss to work in groups, giving their
suggestions
- Goes round to help Ss and participate into
their arrangements
III POST-SPEAKING: (12’)
Tell about your arrangements.
- Invites one group to go to the board and
give their arrangements
- Invites other/ ideas and then makes the
arrangements with the whole class
*) Notes: We express our ideas or our
suggestions, we use:
- Let / s + bare-inf .
- I think we ought to/should + bare-inf
and the way to answer it
- Run through the model and give the structure, focus on the prepositions
- Ask and answer about the positions
of these furniture in pairs
- Asks and answer in pairs, then do it
to the front
- Follow teacher and pick out the used language
- Read it through and give the use and structure
- Express their ideas and then notice the positions of the furniture
- Share the ideas with teacher to arrange the furniture
- Express their arrangements and then stick the furniture in the picture
- Give their suggestions and make the arrangements
* Consolidation:
- Asks Ss to write the positions of the funiture in the picture (about
5 sentences) on the board, then checks them with the whole class
IV HOMEWORK: (2’)
- Asks Ss to do excercise 4-P.21;5,6-P.22(Workbook)
- Has Ss to prepare: Listen - P.30
+ Vocabulary: Fried rice, salt, ham, garlic, green peppers