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<b>Tuần 5</b>

<b>Tiết 13</b> <i>Ngày soạn: 03 / 09 /2010Ngày dạy : 13 / 09 / 2010 </i>

<b>Unit 3</b>

:

<b>At home</b>

<b>Lesson 2 : Read + Language focus 4 </b>
<b>I. Objectives: </b>By the end of the lesson Ps will be able to

 Understand the safety precautions in the house and know how to protect themselves.

 Practice reading skill.

<b>II. Language content </b>

 <b>Vocabulary</b>: community, center, safety, precaution….

 <b>Grammar</b> : Modal verbs, question with <i>Why </i>–<i> because</i>
<b>III. Method </b>

 Communicative approach

 Ask - answer.

 Individually.

 Pair work.

<b>IV. Teaching aids: </b>
 Ts’ & Ss’ books.

 Wordcards.

 Pictures and real objects.

<b>IV. Procedure:</b>
<b>1. Warm up ( 5 minutes)</b>

Teacher Students

- Lets Ss play “Slap the board”.

chemical drug may
suitable dangerous must
reach have to object

- Calls on some Ss practice.
- Checks and gives feedback.

- Listen to the teacher

- Go on the board and play game

<b>2. Pre </b>–<b> reading ( 8</b> minutes)

* Pre- teach some new words.

- Guide Ps to read in chorus.
- Call Ps to read again.

- Checking by rub out and remember.

I. New words:

+ precaution ( translation ): sự cảnh báo
+ a socket ( realia ): ỉ ®iƯn

+ a match ( realia ): diêm
+ object ( translation ): đò vật
+ safety ( n): sự an toàn

+ to destroy ( translation ): phá huỷ
+ to injure ( picture ): làm bị th¬ng
- Repeat in chorus.

- Repeat individually.

- Play game “ Rub out and remember”.
- Ask Ss to read the following information

and guess if they are True or False.

a) It is 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 an electrical socket
is dangerous.

f) Young children do not understand that
many household objects are dangerous.

- Read the information in exercise 1 and
guess.

<b>3. While </b>–<b> reading ( 12</b> minutes)

<i>II. Read </i>

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- Ask Ps to read the poster “Safety
precaution” and check their prediction.
- Ask Ss to correct mistakes if necessary.
- Give the correct answer.

- Ask Ss to work in pairs to find out the
answers of these questions.

a. Why must we put all chemicals and drug
in a locked cupboard?

b. Why mustn’t we let the 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?

- Read the text and check the prediction.
* Poster

Guess Correct

a.
b.
c.
d.
e.
f.

F
T
F
F
T
T

a) It is safe to keep medicine in locked
cupboard.

c) A kitchen is a dangerous place to play.
d) Playing with one match can start a fire.
Exercise 2:

- Work in pairs.
+ Possible answers:

a. Because children often try to eat and
drink them.

b. Because the kitchen is a dangerous place.
c. Because playing with one match can
cause the fire.

d. because children often try to put
something into electrical sockets and
electricity can kill.

e. Because the dangerous objects can injure
or kill children.

<b>4. Post </b>–<b> reading (7</b> minutes)

- Has Ss ask and answer about the “Safety
precautions in the home”

- Calls on some pairs practice
- Gives feedback

- Lets Ss notice the question with “why”
and answer.

- Listen and take notes

- Ask and answer aloud in front of the class
- Take notes

- Listen and take notes.

<i><b>+ Why </b></i>–<i><b> questions:</b></i>

5. Language focus 4 (10 minutes)

- Has Ss look at the picture a) and explains
how to do exercise. Then gives example:

- Asks Ss do the task.

- Call on some pairs practice.
- Check and gives feedback.

-Look at the picture and listen to the
teacher.

<b>Why + did + S + V1 + ... ? </b>
<b> Because + S + V2 ( </b>QKDG<b> ) + …</b>

- Work in pair

- Ask and answer aloud in front of the class
- Listen and take notes.

b. Why did Nam have to cook dinner?
Because his mother was home late.

c. Why was Mrs. Vui, Nam’s mother home
late?

<b>A: Why did Hoa go to school late this</b>
<b>morning ? </b>

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Because she had to come to seee his
grandmother, she was tired / sick.
d. Why did Ha fail her English exam?
Because she didn’t learn for her exam.
She played the computer games

e. Why didn’t Nga go to the movies?
Because she had to do her chores. She
had to clean the kitchen an dsweep the
living- room.

<b>6. Homework ( 3 minutes) : </b>
 Read the text fluently.

 Write down the exercise in notebook.

 Do exercise 6 (p.25) in Ss’ workbook.

 Prepare for UNIT 3 – Lesson 3: SPEAK + Language 1, 2.
<b>TuÇn 5</b>

<b>Tiết 14</b> <i>Ngày soạn: 06 / 09 /2010Ngày dạy : 15 / 09 / 2010 </i>

<b>Unit 3</b>

:

<b>At home</b>

<b>Lesson 3 : SPEAK + Language focus 1, 2 </b>
<b>I. Objectives: </b>By the end of the lesson<b> ,</b>Ss will be able to

 Talk about position of things.

 How to put the things in the living – room.

<b>II. Language content </b>

 <b>Vocabulary</b>: rug, cushion, dish jack

 <b>Grammar</b>: Arrange the furniture ‘Let’s + V ….’

<b>III. Method </b>

 Communicative approach

 Ask - answer.

 Pair work.

 Group work<i>.</i>

<b>IV. Teaching aids: </b>
 Ts’ & Ss’ books,

 Pictures, a chart.

<b>IV. Procedure:</b>

1. Warm up ( 5 minutes)

Teacher Students

* Net works:

- Have Ss write as many words as they can
about thing in the kitchen on the board in 2
teams.

- Call some Ss to read the words loudly.

- Play game “Net work”.

<i><b>Things in the kitchen</b></i>

* Sample:

- knife, rice cooker, clock, fridge, table,
chairs, stove, bowl, cupboard....

<b>2. Pre </b>–<b> speaking (7 minutes)</b>

* Pre teach some new words:
- Introduce the new words.

- Guide Ss to practice the new words.

- Now please tell the prepositions you
learned in grade 6 and 7.

+ <i><b>on :</b></i> ( the table, the wall,

<i>I. New words:</i>

+ rug (picture): thảm trải nền.
+ dish jack (picture): giá đựng bát đĩa.
+ cushion (picture): gối, đệm ghế.
+ lighting fixture (picture): đèn chùm
+ counter (picture) : tủ quầy.

- Repeat in chorus.
- Repeat individually.

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+ <i><b> in :</b></i> ( the desk, the bowl, …………)

<i><b>+ at :</b></i> the corner

<i><b>+ between :</b></i> the……… and the ………

<i><b>+ above : </b></i>
<i><b>+ under :</b></i>

- Ask Ss to look at the picture in exercise 1
to describe where the things are.

- Ask Ps to practice asking and answering
about things in the picture.

Ex: Where is the fruit?

The fruit is in the bowl.

- Call some Ss to practice loudly in front of
the class.

<i>II. Speak </i>

Exercise 1:
- Work in pairs.

+ The fruit <i><b>is</b></i><b>in</b><i><b>the bowl</b></i>.
+ The plate <i><b>is</b></i><b>on</b> <i><b>the table</b></i>.

- The clock is on the wall, above the
calendar.

- The cupboard is on the wall, above the
counter.

- The calendar is on the wall, above the
stove. The knives are on the wall, under the
cupboard.

- The dish rack is on the counter, beneath
the cupboard.

- The sink is to the left of the counter.
.

…
<b>3. While </b>–<b> speaking ( 10 minutes)</b>

* Set the scene: Mrs. Vui bought new
furniture for her living room, but she can’t
decide where to put it. You should help her
to arrange the furniture.

Exercise 2:

- Listen to the T’s introduction.

.

…

- Ask Ss to work in 4 groups to rearrange
the furniture in Mr. Vui’s living room.
- Call some Ss to read their answers.
Correct th mistakes.

- Work in 4 groups.

P1: Let’s put the clock on the wall, between
the shelf and the picture.

P2: OK, I think we ought to put the TV and
the stereo on the shelf.

P3: I think the coffee table should be

between the couch and the arm-chair.

P4: Let’s put the telephone next to the
couch.

P5: I think we should put the magazines
above the books on the shelves.

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<b>4. Post </b><b> speaking (7 minutes)</b>

- Xếp các từ sau vào nhãm tõ thÝch hỵp:
Cupboard, refrigerator, armchair, coffee
table, knife, couch, saucepan, bed,
television, stereo, chair, fan, desk, pot,
wardrobe, oven, steamer, cassette player,
dish washer, washing machine.

* Furniture:

* Electrical equipment:
* Kitchen implements:

- Look at the poster.
- Tell their ideas.

* Furniture: armchair, coffee table, couch,
bed, chair, desk, wardrobe.

* Electrical equipment: refrigerator,
television, stereo, fan, cassette player,

washing machine.

* knife, saucepan, oven, pot, oven, steamer,
dish washer.

<b>5. Language focus 1, 2. (13 minutes) </b>

- Ask Ss review the form of “have to /
must”.

- Please look at the example and make the
form of “ought to”.

- Exercise 1:

- Form of “ have to / must”.
S + have to / has to + V …
Ex: I have to do my homework.
Lan has to go to the dentist’s.

S + must + V …
Mai must sweep the floor.

We must do the homework before going to
school.

S + ought to + V …
- Give the advice.

+ You ought to go to school on time.

+ You ought not to smoke.

- Ask Ss to look at the pictures then tell the

chores in them.<b></b> <b></b>

<b> </b> <b> </b>

- Explains how to do exercise.
- Asks Ss to do exercise.

- Calls on some practice the dialogue.
- Checks and give feedback.

Nga: Can you come to the movies, Lan?
Lan: No. I <i>have to do</i> my chores.

Nga: What do you have to do?

Lan: I (1) ….. my bedroom. Then I (2) …..
the living- room and I (3) ….. the
kitchen floor, too.

Nga: That won’t take long. What else?
Lan: I (4) ….. the fish tank and then I (5)
….. the garbage. Finally, I (6) ……
the dog.

Nga: OK. Let’s start. Then we can go out.
- Exercise 2:

- Look at the pictures and call the names of
the chores.

- Listen to the teacher.
- Do exercise individually.

- Some pairs of Ss practice the dialogue.

(1) : must / have to tidy
(2) : must / have to dust
(3) : must / have to sweep
(4) : must / have to clean
(5) : must / have to empty
(6) : must / have to feed

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- Ask Ss to look at the pictures.

- In picture a) Lan said she failed her exam.
So you can give her advice:

+ You ought to study harder.

- Please look other pictures and give the
people in them the advice.

- Call some Ss to write on board and correct
the mistakes if there are.

- Work individually.

- Compare with their partners.
b. You ought to get up early.

c. You ought to eat more fruit and
vegetables.

d. You ought to go to the dentist.

<b>6. Homework (3 minutes): </b>

 Learn by heart all the new words.

 Write a passage describing the position of things in the bedroom.

 Prepare for lesson 3 Listen + Language focus 3.

<b>Tuần 5</b>
<b>Tiết 15</b>

<i>Ngày soạn: 06 / 09 /2010</i>
<i>Ngày dạy : 17 / 09 / 2010 </i>

<b>Unit 3</b>

:

<b>At home</b>

<b>Lesson 3 </b>–<b> Listen + Language focus 3</b>
<b>I. Objectives: </b>By the end of the lesson, Ps will be able to:

 Identify the right items and know how to make an instruction how to cook Chinese

fried rice.

 Know how use “reflexive pronouns.

<b>II. Language content </b>

 <b>Vocabulary</b>: special, Chinese, fried rice, garlic……

 <b>Grammar</b>: S + ought to + V …

<b>III. Method </b>

 Communicative approach

 Ask - answer.

 Individually.

 Pair work<i>.</i>

<b>IV. Teaching aids: </b>
 Ts’ & Ss’ books

 Pictures

 Cassette and tape.

 Word cards.

<b>IV. Procedure:</b>

<b>1. Warm up (5 minutes)</b>

Teacher Students

* Net works:

- Have Ss write on board about the food

they know and like to eat in 2 teams. Food

E.g. rice, meet, vegetables, beef, fish,
chicken, noodles, bread, peas...

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? What kind of food do you like best?
? Do you like fried rice?

? Have you ever eaten Chinese fried rice?
- Pre teach some vocabulary:

- Guide Ss to practice the new words.

* Set the scene: You are going to cook
“<i>special Chinese fried rice</i>”.

- Now guess what things you should use to
cook fried rice before listening to check the
items used to cook <i>Chinese fried rice.</i>

- Write down Ss’ guessing.

- Answer T’s questions.

<i>I) New words:</i>

+ special (explanation): đặc biệt
+ green pepper (real objects ): ớt.

+ fried rice (picture): c¬m rang.
+ garlic (real objects) : tái.
- Repeat in chorus.

- Repeat individually.

<i>II. Listen </i>

- Listen to the teacher.

- Look at the pictures and guess.

<b>3. While </b>–<b> listening (</b>12 minutes)

- Have Ss listen to the tape and choose the
right answers.

- Call some Ss to read their answer.
- Compare with their guessing.

- Check the answers by listening once
more.

Lan: Can I help you cook dinner, Mom?
Mrs. Tu: Sure. You can cook the “Special
<b>Fried Rice</b>” for me. Use the big
<b>pan</b>, please.

Lan: Ok. How much oil do I put it?

Mrs. Tu: Just a little. Wait until it’s hot and
then fry the <b>garlic and the green</b>
<b> peppers. </b>

Lan: Do I put the ham and peas in now?
Mrs. Tu: Yes. And you can put the rice and
a teaspoon of salt in.

Lan: Yummy! It smells delicious.

- Listen to the tape.
- Do the exercise.

- Compare with their partners.

a) <b>Fried rice</b>

b) <b>Pan</b>

c) <b>garlic and green peppers</b>

d) <b>ham and peas</b>

<b>4. Post </b>–<b> listening (6 </b>minutes)

- Ask Ss some questions to check their
understanding.

+ Where are Lan and her mother?
+ What are they doing?

+ What is Lan cooking?
+ Is she using the big pan?
+ How much oil does she put it?

- Listen to the teacher and answer the
questions.

<b>5. Language focus 3 </b>

<b>6. Homework ( 5 minutes) </b>

 Do the exercise 2 in the notebooks.

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