peripod 11st ton that thuyet lower secondary school period 14 p date 61007 t date 91007 unit 3 lesson 1 at home getting started listen and read a objectives helps ss to deal with the works the

-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]

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*Period: 14

P.date: 6/10/07

T.date: 9/10/07

Unit: 3

GETTING STARTED & LISTEN AND READ

A OBJECTIVES: Helps Ss to deal with the works they often do at home By the end of the

lesson, Ss can describe what they do 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 5 sentences about the works which they will do Using TO BE GOING

TO + V-inf

- Corrects & comments

III/ New lesson: (40M)

GETTING STARTED

- Asks Ss to talk about the actions in the

pictures

- Asks Ss some questions about what the

people in the pictures do

?- 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 do you have to do 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 do 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 do at home

- I have to cook./ fold the blanket/

- Yes, I am.

- No, I’m not.

-Writing sentences about what they have to

do 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);

sink (n); saucepan (n); stove (n).

- Repeating the words in chorus & in individual

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Then helps SS to repeat ( 2 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

do

- Asks Ss to give the keys

- Cook dinner.

Working in individual to read the dialogue

& list the works which Nam has to do

- 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 do

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

A OBJECTIVE S: Helps Ss to read a text in the advertisement & match

the True / False statement By the end of the lesson, Ss can get some information about the text & answer the comprehension questions

I/ Knowledge:

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* Vocabulary: Precaution ( n ); chemical ( n ); drug ( n);

injure ( v); destroy (v ); cause a firer

* Grammar: Why? Because.

II/ Skills: Reading for detail advertisement

II/ Warm - up: (4M)

- Asks Ss to give the way to cook the ‘Special Chinese Fried Rice’

III/ New lesson:

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 ( 2

times)

- 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

- Copying the words

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- 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

* 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 do 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

* 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

*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 do not

dangerous.

3.True / False statement:

- Working in pairs to discuss the answers

- Giving the keys

* 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.

- Ask Ss to talk about the main idea of the text

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- Asks Ss to talk some precautions that they have known.

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:

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II/ Warm - up : None.

III New lesson:

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

* Keys:

1 must/have to tidy;

2 have to/ must dust

3 must/have to sweep;

Ss to work in pairs to give the

advices using the verbs given:

OUGHT TO.

- Asks Ss to give the keys by role

play the dialogue

picture & use the given modal verbs

to complete the dialogue

practicing in pairs

* Keys:

1 ourselves;

2 myself

3&7 yourself;

-Introduces the requirement & Asks

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

4 must/have to clean;

5 have to/ must empty

6 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; 2 goes; 3 moves;

4; is; 5 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

4 himself;

5 herself.

6 themselves;

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picture & read the example & use

‘Why?because’ to make question &

answer about the actions in the

pictures

practicing in pairs

*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.

4.Ask & answer: Why?because

- 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

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 do her chores ( clean the kitchen/ sweeping the living-room)

- 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 2 C SUPPLEMENT

-The

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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

II/ Warm - up: (4M)

- Asks Ss to talk about the safety precaution in the home

III/ New lesson:

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

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- Introduces the words by

explaining the meaning, using the

picture

- Reads the words for the modal (3

times ) Then helps SS to repeat ( 2

times )

- 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 1 &

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

* Vocabulary:

Dish rack; counter;

flour; tower rack;

lighting fixture.

- Repeating the words in chorus &

in individual

- Copying the words

- Working in pairs to write the describing about Hoa’s kitchen base on the model paragraph 1 & 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 & 4 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

- 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

- Asks Ss to summarize the general idea of the text

- Ask Ss to read the information about their friends

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V.HOME WORK: - Study the key words

- 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

- 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)

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

Furniture

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