Unit 3: At home - Năm học 2009-2010

Date of plan: 15/9/09 
Date of teaching: 
Week: 5
12th period 
Unit 3 - At home
 Lesson 1 – getting started& listen and read
Objectives: By the end of the lesson, students will be able to understand the dialogue and use modal verbs to talk about the housework.
Content:
 Vocabularies: steamer, cupboard, saucepan, chore, sink.
 Grammars: simple future tense (will+V-inf), modal verbs (have to, must, ought to)
 C. Materials: pictures, a cassette, books
Anticipated problems: some weak Ss don’t pay attention on the teacher.
Procedure:
Teacher Students
I / Warm up : Kim’ s game ( Getting started )
- Show 6 pictures to Ss and ask them to look at 6 pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible 
- Which team remembers more verbs is the winner. 
Suggested answer : 
a. Wash dishes / do the washing up 
b. Make the bed 
c. Sweep the floor 
d. Cook 
e. Tidy up 
f. Feed the chicken 
II / Presentation : Introduce the topic of the passage and some new words 
1. Pre- teach vocabulary.
- a steamer 
- a cup board 
- a sauce pan 
- chore 
- a sink 
* Checking techniques : What and where 
- Set the scene of the dialogue between Nam and his mother, Mrs. Vui.
- Ask Ss to complete the list of the things Nam has to do. 
- Turn on the tape and ask Ss to look at their books
and read their complete sentences : 
 - cook dinner.
 Nam has to - go to the market to buy fish and vegetables.
 - call his Aunt, Ms Chi and ask her to meet his mother at grandma’s house 
 -> Form : 
Has / Have to + Infinitive = Must + Infinitive 
 Model: What do you have to do? 
 I must do the washing up.
-> Use the picture cues drill : 
a. do the washing up 
b. make the bed 
c. sweep the floor 
d. cook dinner 
e. tidy my room 
f. feed the chickens 
- Call on some Ss to practice in front of class 
* Have Ss to practice the dialogue in pairs. 
III / Production: 
- Ask Ss to write the lists of the things they have to do on Sundays. 
Beginning with: On Sunday morning, I have to tidy my room...
- Call on some Ss to read their writings in front of class.
- Correct mistakes if any and ask them to copy. 
IV/ Homework : 
Learn by heart all new words they have learnt. 
Do their exercises in workbook. 
Prepare the next lesson. 
- group work to play game 
- whole class to listen and copy down 
- repeat in chorus and individually 
- guess its meanings and copy 
-play game 
- listen carefully 
- listen to the tape while looking at their books. 
- read their sentences they have completed 
- copy and give examples 
- practice in pairs 
- read the dialogue in pairs 
- write individually 
- listen and copy 
Date of plan: 15/9/09
Date of teaching:
Week: 5
13th period 
Lesson 2 - Speak 
Objectives: by the end of the lesson, Ss will be able to:
- use the prepositions to describe the place of furniture in the house.
- listen and choose the best answer about ways of making food. 
B. Content: 
Grammars: “ought to V-inf”, preposition “in, on, above, next to, under, between”
 C. Materials: books, posters.
 D. Anticipated problems: Some weak students can’t speak any English words.
 E. Procedure:
 Teacher Students
I / Warm up : Kim’s game
- device the class into 2 teams 
- Show the picture of a chicken to Ss. 
- Ask them to study the things in the picture 
- Take away the picture and ask Ss to write down as many things as they can remember. 
- Which team having more things wins the game
II / Pre - Speaking : 
- Ask Ss the positions of the items in the pictures 
Where is the clock? It is above the fridge. 
Where is the fruit? It is in the bowl. 
Where are the flowers? They are on the table. 
Where is the rice cooker? It is next to the bowl of fruit. 
Where is the cupboard? It is on the wall, above the counter.
Where are the knives? They are on the wall, under the
 cup board 
Where is the dish rack? It is on the counter, next to the
 bowl of fruit 
- Call on some pairs to practice asking and answering the questions. 
III / While - speaking: 
- Get Ss to work in pairs, talking about the position of each item 
Ex: The calendar is on the wall, above the stove. - Call on some pairs to demonstrate in front of class. 
- Give feedback: 
+ The sink is next to the stove. 
+ The cupboard is on the wall, above the counter. 
+ The knives are on the wall, under the cupboard. 
+ The bowl of fruit is between the rice cooker and the dish rack. 
+ The clock is on the wall, above the fridge. 
+ The flowers are on the table. 
- Ask them to read all the suggested sentences aloud. 
IV / Post - speaking: 
Set the scene: Mrs. Vui bought new furniture for her living room, but she can not decide where to put it. You should help her to arrange the furniture” 
- Ask Ss to look at the picture and talk about their ideas. 
Ask Ss to practice speaking: 
If they agree, they may use: 
Ok 
You are right 
If they disagree, they may use: 
No , I think we’d better / ought to put ...
I think it should be ...
Example : 
- Let us put the clock on the wall, between the shelf and the picture. 
- OK. I think we ought to put the TV and the stereo on the shelf ..
- Call on some pairs to practice speaking. 
V / Homework: 
1. Describe their living room or bedroom
2. Do exercise in workbook
3. Prepare the next lesson 
* Feedback: 
- group work to play game 
- practice asking and answering about the positions of each item
- work in pairs 
- read all the sentences aloud 
- listen carefully 
- copy down 
- read the examples 
- practice speaking in pairs
- listen and copy
Date of plan: 15/9/09
Date of teaching:
Week: 5
14th period 
Lesson 3 - listen 
 A. Objectives: by the end of the lesson, Ss will be able to:
- listen and choose the best answer about ways of making food. 
B. Content: 
Grammars: “ought to V-inf”, preposition “in, on, above, next to, under, between”
 C. Materials: books, posters, a cassette.
 D. Anticipated problems: Some weak students can’t listen any words.
 E. Procedure:
 Teacher Students
I / Warm up : Bingo
Ask Ss to write down on their notebooks 5 things you can eat.
Prepare a list of food. Then call out each word in a loud voice. 
Ss listen to the teacher carefully. If anyone has the same things, they cross them out. The first person crossing out all 5 things shouts “Bingo” and wins the game. 
Suggested list of food: Chickens, beef, cake, candy, garlic, noodles, bread, rice, ham, peas...
II / Pre - listening: 
 * Predictions: 
- Get Ss to look at page 30 and guess 4 things they use to cook the Special Chinese Fried Rice 
- Call on Ss to read their predictions and write them on the board. 
III / While - listening: 
- Turn on the tape 3 times and ask them to check their predictions
- Give feedback 
a. Fired Rice 
b. Pan 
c. Garlic and green peppers 
d. Ham and peas. 
- Turn on the tape once more to check the answers again. 
IV / Post - listening : 
 * Mapped dialogue 
- Ask Ss to play the roles of Lan and Mrs. Tu to make a dialogue by listen the tape again. 
La : Can I help ........................, Mom? 
Mrs Tu: Sure you can cook............................
 Use the big pan please.
Lan:..............................................?
Mrs Tu : Just a little . Wait until it is hot and then fry the garlic and the green peppe. 
Lan:............................................? 
Mrs Tu: Yes. And you can put the rice and s teaspoon of salt in . 
Lan: Mummy! It smells................. 
- Call on some pairs to practice the dialogue in front of class 
- Correct pronunciations if any. 
V / Homework: 
1. Copy down the dialogue in their notebooks
2. Do exercise ......... in workbook 
3. Prepare the next lesson 
- group work to play game 
- look at their books and guess 4 things, they use to cook the Special Chinese Fried Rice 
- read their predictions 
- listen to the tape carefully to check their predictions
- copy the answer
-listen and check once more 
- practice in pairs 
- listen and copy
Date of plan: 16/9/09
Date of teaching:
Week: 5
15th period 
Lesson 4 - read 
A. Objectives: by the end of the lesson, Ss will be able to improve the reading skill for details about safety precaution in the house and further practice in “why” –question and answer with “Because”. 
B. Content: 
Vocabularies: precaution, socket, object, safety, destroy, mustn’t, injure, cause a fire
Grammars: Why- because, Let + smb + to + V-inf 
C. Materials: books, posters, picture
D. Anticipated problems: Ss may get difficult in “Repetition drill”
E. Procedure:
 Teacher Students	 
I / Warm up : Brainstorming
Possible answers : 
dug 
electricity 
boiling water 
fire 
gas 
 - knife
Danger in the home for children
- ask them to copy down
II / Pre - reading 
: Introduce the topic of the passage reading and some new words to Ss
1. Pre – teach vocabulary : 
- a precaution(n): sù phßng ngõa , sù ®Ò phßng - expl
- a socket(n): æ ®iÖn - realia 
- a match(n): que diªm - realia 
- an object(n): vËt , ®å vËt 
- safety(n): sù an toµn – trans
- to destroy(v): ph¸ huû – trans 
- to injure(v): lµm bÞ th­¬ng -situation 
- chemical(n): ho¸ chÊt – example
- a bead(n): h¹t, vËt trßn nhá - expl
* Checking : Slap the board 
2. True / false statements predictions 
- Ask Ss to read the statements and guess which is true, which is false.
Statements
Guess
Key
1. It is safe to leave medicine around the house.
2. Drugs can look like candy. 
3. A kitchen is a suitable place to play.
4. Playing with one match can not start a fife. 
5. Putting a knife into an electrical socket is dangerous. 
6. Young children do not understand that many house hold objects are dangerous. 
F
T
F
F
T
T
- Call on Ss to read their predictions and write them on the board
III / While - reading : 
1. Reading the text : 
- Turn on the tape, Ss look at poster to check their prediction
- Have them correct the statements which are false 
1. It is safe to keep medicine in locked cupboards.
3. A kitchen is dangerous place to play. 
4. Playing with one match can cause fire. 
- Call on some Ss to read the text aloud ( 2 Ss ) 
2. Comprehension questions : 
- Ask Ss to work in pairs to find out the answers of these questions 
- Call on some pairs to practice asking and answering the questions
- Give feedback 
a. Because children often try to eat and drink them 
b Because the kitchen is a dangerous place to place 
c. Because playing with one match can cause 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. 
IV / Post - Reading : 
* Discussion 
- Ask Ss to work in groups, discussing about the topic. 
1. Safety precautions in the street. 
2. Safety precautions at school. 
V / Homework : 
1. Copy down the answers above. 
2. Do the exercises in workbook. 
3. Prepare the next lesson. 
- group work to play game 
- whole class to write down 
- whole class to listen 
- listen and repeat in chorus and individually 
- guess its meaning s and copy 
- play game in 2 teams 
- read and predict 
- read their predictions aloud 
- listen to the tape, then look at the poster to check their predictions, correct the false ones
- read aloud individually
- work in pairs to ask and answer the questions 
- work in groups to discuss about the topic 
- demonstrate in front of class 
- listen and copy 
Date of plan: 22/9/2009
Date of teaching:
Week: 6
16th period 
Lesson 5 - write
A. Objectives: by the end of the lesson, Ss will be able to write a description of a room in their house. 
B. Content: describing sentences: There is/are.on/ in, on the left/ right side of , There is/ arenext to/ beside
C. Materials: books, posters, pictures if the rooms, projector and OPH papers
D. Anticipated problems: Ss may make confuses “There is, there are”
E. Procedure:
 Teacher Students	 
I / Warm up : Chatting
( Asking something about the room on page 32 )
1. Which room is this? 
2. What is this? /Where is it? 
II / Pre - writing : Introduce the aims and some new words to Ss 
1. Pre- teach vocabulary : 
- folder 
- beneath 
- dish rack 
- lighting fixture 
* Checking : Rub out and remember 
2. Reading 
- Ask Ss to read the description of Hoa’s room, then ask some comprehension questions 
a. What is there on the left of the room? 
b. Where is the bookshelf? 
c. What is there on the right side of the room? 
d. Where is the wardrobe? 
- Call on some pairs to practice in front of class. 
- Correct and give feedback : 
a. There is a desk on the left of the room. 
b. The bookshelf is above the desk. 
c. There is a window on the right side of the room. 
d. The wardrobe is beside the window and opposite the desk. 
- Call on some Ss to read the descriptions of Hoa’s room aloud. 
III / While - writing : 
- Ask Ss to describe Hoa’s kitchen, using the given cues. 
- Ask Ss to share with their partners. 
- Call on some Ss to demonstrate their writings in front of class. 
- Correct the mistakes from some descriptions if any. 
- Give feedback 
This is Hoa,s kitchen . 
There is a refrigerator in the right corner of the room. 
Next to the refrigerator are the stove and the oven 
On the other side of the oven, there is a sink and next to the sink is a towel rack. 
The disk rack stands on the counter, on the right of the window and beneath the selves. 
On the selves and on the counter beneath the window, there are jars of sugar, flour and tea. 
In the middle of the kitchen, there are a table and four chairs. 
The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers. 
- Call on some Ss to read the completed descriptions aloud. 
IV / Post- writing : 
* Speaking 
- Ask Ss to talk to their partners about their room / living room / kitchen. 
- Call on some Ss to demonstrate their speeches in front of class 
V / Homework : 
1. Write a description of their living room. 
2. Do exercises (......) in workbook. 
3. Prepare the next lesson. 
* Feedback: 
- play game (T-Ss) 
- listen and copy the title of the lesson 
- listen and repeat in chorus, then individually
 - guess its meanings and copy 
- play game 
- read the description and practice asking and answering the questions individually
- read the description aloud 
- work individually
- compare with their friends 
- demonstrate their writings in front of class 
- read the completed writing aloud 
- practice speaking
- demonstrate in front of class
- listen and copy
Date of plan: 22/9/2009
Date of teaching:
Week: 6
17th period 
Lesson 6 – language focus
A. Objectives: by the end of the lesson, Ss will be able to use the Reflexive Pronouns, modal verbs to talk about the house work and know how to use Why- Because. 
B. Content: Reflexive Pronouns, modal verbs
C. Materials: books, posters, pictures if the rooms, projector and OPH papers
D. Anticipated problems: Ss may have difficult in using “have to”
E. Procedure:
 Teacher Students	
I / Warm up : “Brainstorming”
 - tidy up 
 - do our homework 
 Things you - cook 
 can do - water flower 
 - clean the floor 
 - repair the machine 
 - fix the TV set 
 Things you - paint the house 
 can not do - 
- Call on some Ss to talk with “Can”
- Listen and correct mistakes if any 
II / Language focus : 
Reflexive pronouns 
- Set the scene “You do your homework and no one helps you. What do you say?”
 I do my homework myself. 
-> Explain the reflexive Pronouns 
- > Form : We use I with myself
He-->himself, She-->herself, It ............. itself, We--> ourselves, You--> yourself/ yourselves, They ...... themselves
- Emphasis pronouns: Used to emphasize a person or a thing. 
Eg: She cut herself. 
 John saw himself in the mirror. 
Complete the dialogue: 
- Ask Ss to fill in the blanks with suitable reflexive pronouns or emphasis pronouns. 
- Call on some pairs to practice speaking. 
- Give feedback: 
a. himself b. ourselves c. myself / yourself 
d. himself / herself / themselves e. yourself 
- Ask them to practice the complete dialogue. 
 2. Modal verbs 
- Set the scene: “Hoa is very sad because she failed her English test. What do you say to advise her?” 
 “You should study harder” 
Another word for “should” : Ought to 
Ought to + Infinitive 
- Ex 2: Ask Ss to give advice to people in the pictures (Language focus 2) 
- Call on some pairs to practice in front of class. 
- Give feedback: 
a. I failed my English test. 
You ought to study harder 
b. You ought to get up earlier.
c. You ought to eat more fruit and vegetables. 
d. You ought to see a dentist. 
* Checking : Noughts and crosses: 
His tooth / ache 
Hoa / late 
My room / untidy 
The floor / dirty 
Bao / overweight
She / thin 
My English / bad 
Her grades / bad 
The washing machine / not work 
Using “Should” to play game. 
Ex 1: Look at the pictures. Complete the dialogue, Use Must or Have to and the verbs in the box:
- Ask Ss to work in pairs to practice the dialogue: 
- Call on some pairs to demonstrate in front of class. 
- Give feedback 
1. must/ have to tidy 4. must/ have to clean
2. have to/ must dust 5. have to/ must empty 
3. must/ have to sweep 6. must/ have to feed
III / Homework: 
Do exercise 4 (language focus 4) 
Copy all the exercises above. 
Prepare the test. 
- group work to play game 
- talk the things you can do / can not do 
- listen to the scene and answer the questions
- write down and give examples 
- work in pairs to complete the dialogue 
- practice speaking in pairs
- listen and copy 
- work in pairs to practice in front of class
- play game in two teams
- work in pairs 
- demonstrate in front of class
- listen and copy 
Date of plan: 22/9/2009
Date of teaching:
Week:
18th period 
Consolidation
A. Objectives: by the end of the lesson, Ss will be able to have enough knowledge to do an English test 45’.
B. Content: Vocabularies in unit 1, 2, 3
	Grammars: present simple, simple past, modal verbs, “why-because”, near future.
C. Materials: some kinds of exercises, projector and OPH papers
D. Anticipated problems: Some Ss are very lazy
E. Procedure:
 Teacher Students	
I. How to use tenses:
- ask: “When do we use the present simple tense? /simple past tense? /near future tense?
 What are the forms of tenses?”
- ask Ss to correct exercises 1, 2, 3 (p. 5+6)- 2,3 (p.15+16) in the exercise book 
II. Some structures “(not) enough + to + V-inf”à®ñ/ Ko ®ñ...®Ó lµm g×
* Note: “enough + noun + to + V-inf”
Ex: I haven’t got enough money.
- ask Ss to do exercise 6, 7 (p.10 +11)
*Exercise 7
I have an American pen pal. His name is .He lives in America with his parents. He is tall..and has .hair. He is sociable and humorous. He likes going fishing. He close friends are . I often write to him.
III. Practice
Choose the word which is different another words
cushion, lamp, cupboard, music
wrote, was, spent, drink
my, himself, our, their
chicken, picture, ham, beef
must, ought to, play, can
curly, sociable, humorous, reserved
behind, upstairs, bald, there
thin, next to, blond, there
week, Friday, message, month
 have to, play, speak, learn
IV. Home work
- ask Ss to prepare for a test 45’
 - work individually and present before class
- pair works and then individually
- pair works and then individually
- whole class to copy
Date of plan:
Date of teaching:
Week:
19th period 
The first test 45’
A. Objectives: by the end of the lesson, Ss will be able to check their understanding the grammar and vocabularies in unit 1, 2, 3.
B. Content: Vocabularies and Grammars in unit 1, 2, 3	
C. Materials: pens, papers
D. Anticipated problems: Some Ss copy their friends’ work
E. Procedure:
I. Ma trËn
Chñ ®Ò
NhËn biÕt
Th«ng hiÓu
VËn dông
Tæng
KQ
TL
KQ
TL
KQ
TL
I. Listening
4
 1.6
4
1.6
II. Reading
8
2.4
5
2.4
III. Language
 focus 
15
4
15
4.0
IV. Writing
5
2.0
5
2.0
Tæng
15
 4.0
 12
 4.0
5
2.0
32
10