Date of preparing: September 10th 2021 Period 04th
Date of teaching: 13 / 09 / 2021 Week: 02
UNIT 1: HOME
Lesson 2: Part 1 - Vocabulary and Reading
(Page 9) I. OBJECTIVES:By the end of the lesson, Ss will be able to…
1. Knowledge;
- Know more phrases about doing housework.
- Talk about family members and housework.
- Use the Present Simple with Wh – questions.
2. Ability;
- Improve the use of English and Reading skills.
3. Quality;
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Love family members and help family with housework.
II. TEACHING AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES:
A. Warm up: (05’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introducing housework.
c) Product: Ss have general ideas about they are going to study in the lesson.
d) Competence: Collaboration, guessing& reasoning, communication.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: Collocation with “House” and
“Home”
- Greet T
- Explain collocation
- Give suggestions and have Ss find collocations with “House” and “Home” (in groups)
- The group that can give all correct answers in the shortest time will be the winner
- Give feedback
- Lead to the new lesson: Housework
Option 2: Home Challenge
- About 1 week before the lesson starts, T asks Ss to record a very short video clip about what Ss do at home (do housework, cook a dish or do
gardening)
- Have Ss collect the video clips of the group members and join them as a clip for the group (about 1 minute)
- Show clips of 4 groups on the screen and choose the best one
- Give feedback and evaluation
Lead to the new lesson
- Work in groups and make right collocations
- Give answers - Listen
Answer keys
House: housewife, housework, housekeeper
Home: homemade, homework, hometown, homeland
- Make video clips about what Ss do at home
- Join clips, edit and add effects - Watch and vote
B. New lesson (35’)
*. Activities 1: Vocabulary; (18’)
a) Objective: Ss know some vocabularies about household chores b) Content: - Filling in the blanks, then listen and repeat.
- Talking about housework.
c) Products: Ss can use the language inputs to talk about housework.
d) Competence: Communication, collaboration, presentation, listening, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Fill in the blanks. Listen and repeat
Option 1:
- Demonstrate the activity, using the example in the book
- Have Ss look, read and fill in the blanks – using the words in the box
- Ask Ss to work in pairs to check their answers with
- Look and listen - Work in pairs - Listen and check
their partners
- Check answers as a whole class
- Play the audio (CD1 – Track 08) for Ss to listen and repeat
- Call some Ss to read the phrases again, correct their pronunciation and stress
Option 2:
- Follow same steps as option 1 - Give Ss an extra activity - Have Ss close all books
- Use other pictures (different pictures from those in the book) to help Ss remember the new words they have learnt
- Have Ss look at the sentences and pictures, then give names of the household chores
- Remind Ss to use the right form of verbs - Ask Ss to give answers
- Check answers as a whole class
b. Say what housework you do at home
Option 1:
- Have Ss work with a partner to say what housework they do at home
- Encourage Ss to use more household chores (besides those in the textbook)
- Have some Ss share their ideas with the class - Give feedback and evaluation
Option 2:
- Help Ss to make the task easier by providing more phrases about doing housework
- Listen and repeat - Read
Answer keys
- Close books
- Look and give answers
- Give answers (Say or write on the board)
Answer keys On the weekends, my sister makes the bedand does the shoppingin the market near our house. My mom does the laundry.
I often help mom make dinner.
After meal, my dad often cleans the kitchenand I do the dishes.
- Work in pairs - Give answers - Listen
- Then, follow the same steps as option 1
Suggested answers Household chores: take out the garbage, sweep the floor, iron clothes, clean the window, vacuum clean, …
*. Activity 2: Reading; (17’)
a) Objective: Ss can develop their reading skills.
b) Content: Reading a blog and circling the correct answers.
c) Products: Ss apply reading strategies (skimming and scanning, reading for details).
d) Competence: Collaboration, communication, analytical skill, synthesizing skill.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Read Ken’s blog about his family and circle the
correct answers
Option 1:
- Help Ss have general ideas about Wh-questions by explain “Who”, “What”
- Have Ss explore all the pictures and the heading - Have Ss look at the questions and underline the key words in the questions
- Have Ss check the key words with the class - Have Ss read the blog individually
- Have Ss work in pairs to read the blog again - Have Ss circle the correct answers
- Remind Ss to use the Present Tense
- Have some Ss share their answers with the class (read), explain for their answers
- Give feedback
- Give feedback and correct Ss’ answers if necessary
Option 2:
- Ask some questions about Ken:
What is his name?
How old is Ken?
What does he like?
- Listen
- Look at the pictures, head…
- Read the questions and underline the key words - Check key words - Read
- Circle the correct answers - Read answers, explain
- Check answers Answer keys
- Explain what a blog is Lead to the reading text - Have Ss read the questions and guess the answers - Have Ss read the blog and circle the correct answers – underline the supporting ideas
- Have Ss check answers with their partners - Call Ss to give answers, explain
- Give feedback and evaluation
- Answer - Listen
- Read and do the task - Work in pairs
- Give answers and explain C. Consolidation; (03’)
*. Vocabulary:
Household chores: do the laundry, do the dishes, make the bed, make dinner, do the shopping, clean the kitchen, iron clothes, take out the garbage…
*. Question words: What: asking for information about something.
Who: asking what or which person or people (subject).
D. Homework; (02’)
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening (page 5).
- Prepare: Lesson 2 – Grammar (page 10 – SB).
IV. Evaluation:
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Date of preparing: September 10th 2021 Period 05th Date of teaching: 16 / 9 / 2021 Week: 02
UNIT 1: HOME
Lesson 2: Part 2 – Grammar
(Page 10) I. OBJECTIVES :By the end of the lesson, Ss will be able to…
1. Knowledge;
- Use the Present Simple and Wh-questions to ask about things that are facts.
- Use ‘s’ to express possession.
2. Ability;
- Improve speaking skill, writing skill.
- Develop the use of English.
3. Quality;
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Share household chores with family members.
II. TEACHING AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts.
III. PROCEDURES:
A. Warm up: (05’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Revision of vocabulary about housework.
c) Product: Ss review vocabulary and ready for the new lesson.
d) Competence: Collaboration, communication, guessing.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: ACTOR / ACTRESS
- Invite 1 or 2 volunteers to stand in front of the class.
He/ She will be the actor/ actress
- Have the volunteers express or act (use body language – gestures) to illustrate the housework
- Have the rest of the class guess which housework is being simulated
- Give a big applause or a small gift to the S who can give a correct answer
Lead to the new lesson
Option 2: Do or Make
- Show on the screen or give handouts
- Have Ss review old vocabularies about housework by adding “do” or “make”
- Have Ss give answers
- Greet T
- Volunteer - Act
- Guess and give answers
- Work in pairs and give the answers
Answer keys
- Check answers as a whole class - Lead to the new lesson
B. New lesson; (35’)
*. Activities 1: Grammar: The Present Simple with Wh-questions; (15’) a) Objective: Ss know how to use the Present Simple with Wh-questions.
b) Content: - Listening and repeating.
- Grammar explanation.
c) Products: Ss can use the Present Simple and Wh-questions to ask about things that are facts.
d) Competence: Communication, collaboration, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Listen and repeat
- Have Ss look at the picture
- Play the audio (CD1 – Track 09), ask Ss to listen and read the speech bubbles
- Play the audio again and have Ss listen and repeat
*Grammar explanation
- Have Ss read the Grammar box
- Ask Ss to make comments on the black bold verb form in the examples
- Have Ss give the form and usage of the Present Simple tense
- Lead to the grammar table and explain the Present Simple and Wh-questionsto ask about things that are facts
- Ask Ss to pay attention to way to show possession
- Have some Ss read the sentences aloud
- Have Ss work in pairs to make questions and answer,
- Look
- Listen and read - Listen and repeat
- Comment - Give answers
Expected answers The Preset Simple tense Be: S + am / is / are (not) … (?) Am / Is / Are + S … Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive
(?) Do / Does + S + V. bare infinitive
- Listen and take notes.
- Read
using Wh-questions and the Present Simple tense
- Get feedback - Work in pairs
*. Activity 2: Practice; (20’)
a) Objective: Ss can get used to using the Present Simple and Wh-questions.
b) Content: - Filling in the blanks, using the Present Simple of the verbs in the box.
- Using the prompts to write sentences.
c) Products: Ss produce the new language successfully, and they can apply the use of the Present Simple and Wh-questions in speaking and writing.
d) Competence: Collaboration, creativity, communication.
e) Organization of the activity:
Teacher’s Activities Students’ Activities b. Fill in the blanks, using the Present Simple of the
verbs in the box
Option 1:
- Use the example to demonstrate this activity
- Have Ss use the Present Simple to fill in the blanks, draw attention to the singular and plural form
- Have pairs check each other’s work
- Have Ss share their answers with the class by writing down on the board
- Check Ss’ answers, correct if necessary
Option 2:
- Use the example to demonstrate this activity
- Have Ss use the Present Simple to fill in the blanks, draw attention to the singular and plural form
- Have pairs check each other’s work
- Call Ss to give answers by answering multiple choice questions (format: game “Lucky Number?”)
- Check Ss’ answers, correct if necessary
c. Write sentences, using the prompts - Demonstrate the activity, using the example
- Have Ss work in groups of 3-4 to write sentences, using the prompts
- Look and listen - Work in pairs
- Write answers
Answer keys
2. do 3. cleans 4.
make
5. does 6. makes
- Look and listen - Work in pairs
- Give answers
Answer keys
2. do 3. cleans 4.
make
5. does 6. makes - Look and listen
- Go round and give help if necessary - Call Ss to write answers on the board - Check and correct Ss’ answers
d. Write what housework you do on the line. Ask your partner
Option 1:
- Have Ss write what housework they do on the line - Have Ss practice the conversation in pairs
- Have some Ss demonstrate the activity in front of the class
- Give feedback and evaluation
Option 2:
- Follow the same steps as option 1
- Give an extra activity: Have Ss use more questions to develop their conversation:
What housework does your mother do?
What housework does your father do?
What housework does your sister / brother do?
Or: Who does the laundry?
Who makes dinner?
Who prepares breakfast?
Who does the cooking?
- Remind Ss to use the right form of do or make they have studied in the Warm up activity
- Have some Ss demonstrate the activity in front of the class
- Give feedback and evaluation
- Do the task in groups Answer keys
- Work individually - Work in pairs - Present
- Write answers
- Listen and take notes
- Work in pairs - Ask and answer
C. Consolidation; (03’)
*. Present Simple
Form: Be: S + am / is / are (not) … (?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive
(?) Do / Does + S + V. bare infinitive
Usage: The Present Simple and Wh-questions to ask about things that are facts.
* Wh-questions
Form: Question word + do / does + S + V. bare infinitive
Question word + do / does / make / makes /clean / cleans + housework.
D. Homework; (02’)
- Practice asking and answering about housework, using the Present Simple and Wh- questions.
- Do exercises in WB: Lesson 2 - Writing (page 5).
- Prepare: Lesson 2 – Pronunciation and Speaking (page 11 – SB).
IV. Evaluation:
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Date of preparing: September 10th 2021 Period 06th
Date of teaching: 17 / 9 / 2021 Week: 02
UNIT 1: HOME
Lesson 2: Part 3 – Pronunciation and Speaking
(Page 11) I. OBJECTIVES:By the end of the lesson, Ss will be able to…
1. Knowledge;
- Pronounce the sound /ɪ/ correctly.
-Talk about housework their family members do.
2. Ability;
- Improve speaking skills.
3. Quality;
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Love family and share household chores with family members.
II. TEACHING AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES:
A. Warm up: (05’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction the sound /ɪ/.
c) Product: Ss have general ideas about the sound they are going to study in the new lesson.
d) Competence: Collaboration, observation.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1:
- Give Ss a sentence:
My sister, Lily, is cooking dinner in the kitchen - Have Ss read the sentence as fluently as possible - Ask Ss to find out words containing the sound /ɪ/ in the sentence
- Give feedback, correct Ss’ answers if necessary - Introduce the sound of the pronunciation part: /ɪ/
Lead to the new lesson
Option 2:
- Have Ss close all books
- Show 6 pictures and have Ss give name of the pictures
- Check answers as a whole class
- Have Ss make comments on the 6 words under the pictures (Suggestion: What is the similarity of these 6 words)
- Call Ss to give answers
- Greet T
- Read
- Find words with the sound /ɪ/
Answer keys
My sister, Lily, is cooking dinner in the kitchen.
- Close books
- Look and give answers Answers keys
Suggested answers: All 6 words contain the sound /ɪ/
- Listen
- Give feedback, introduce the sound /ɪ/
Lead to the new lesson B. New lesson: (35’)
*. Activities 1: Pronunciation; (10’)
a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content: - Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Competence: Communication, collaboration, listening.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a + b. Listen. Notice the sound /ɪ/ of the
underlined words
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the sound /ɪ/
- Briefly explain how to pronounce the sound /ɪ/
- Call Ss to make their comments on the letter that helps them notice the sound /ɪ/
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
c + d. Listen and cross out the one with different sound, then read the sentences with the correct sound to a partner
- Play the recording, have Ss listen and cross out the option that uses different sound
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the words with a partner, using the correct sound /ɪ/
- Have Ss find more words with the sound /ɪ/
- Call some Ss to read their words in front of the class
- Check and correct Ss’ pronunciation
- Listen
Suggested answers: the /ɪ/ sound often happens with words
containing letters i or y (balcony, village, …) or sometimes letter e (emergency, event, …)
- Listen again and repeat
- Listen and cross out - Give answers
Answer key
- Listen again and check - Work in pairs
- Read answers
Suggested words: live, family, give, balcony, shopping, village,
…
*. Activity 2: Practice; (10’)
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and confidently.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Point, ask and answer (controlled practice)
Option 1 :
- Demonstrate the activity by practicing role-play with a student
- Remind Ss to use the right collocation of “make”
or “do”
- Have pairs point to the pictures, practice asking and answering about the family members and housework
- Call some pairs to read in front of the class - Check Ss’ pronunciation
Option 2 : free practice (for class with better students)
- Follow the same steps as option 1
- Then give Ss an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content
- Have Ss use their own ideas with other housework - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage Ss to present as naturally as possible
- Give feedback and evaluation
- Listen
- Work in pairs
Suggested answers 1. Who does the laundry?
- My mother (does)
2. Who vacuum – clean the living room?
- My sister (does)
3.Who cleans the kitchen?
- My mother (does)
4. Who washes the dishes?
- My father (does)
…
- Listen to the instruction and work in pairs. Practice the new conversation with the information in the pictures or use their own ideas
- Act out the conversation
*. Activity 3: Speaking; (15’)
a) Objective: Ss can discuss the roles of family members in sharing the housework.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language to producing the language successfully.
d) Competence: Collaboration, communication, creativity and presentation.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. You are doing a survey about housework in
Teen World Magazine. Work in groups. Fill in the information for yourself, then ask 2 friends - Demonstrate the activity by practicing role-play with a student
- Have Ss work in groups of 3
- Have Ss complete the table with information about doing the housework in their family, ask 2 friends and complete the survey
- Go round and give help if necessary
- Have Ss share their findings with the class - Give feedback and evaluation
b. Discuss who does the most housework in your families
- Have Ss discuss who does the most housework in their families
- Have some Ss share their ideas with the class, follow the example:
- Have Ss add more information about the person who does the most housework in their families (What housework does he / she do? How often does he / she …?
- Give feedback and evaluation
- 1 S practice role-play with the teacher
- Work in groups
- Present
- Discuss in groups / pairs - Present
C. Consolidation; (03’)
* Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry, dinner, …
* Asking about doing housework
Who does … / Who makes … / Who cleans …?
D. Homework; (02’)
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).
IV. Lesson Evaluation:
………
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