I- Aims. Students are accquainted with describing a friend/ group of friends with their leisure activities, with structures. What do/ does + S + look like? The way to use “enough”; adj + enough - Skills: speaking (discuss and present) - Teaching aids: board, chalk, cassette.
Plan: Teaching: Period: 1 «n tËp (Revision) I- Aims. After having finished the lesson, students can remember the basical knowledges in grate 7. - Skills: listening, speaking, reading, writing. - Teaching aids: English 7. II- The content. Stage Interaction Procedure Time Presentation T - Ss S - S GW T - Ss T - Ss T - Ss How many tenses have we learnt in grate 7? What are they? I/- The tenses. (1) Present simple is To be am are (Practice) V(s/es) - Ba (be) my friend. He (live) in HN with his mother, father and elder sister. His parents (be) teachers. Ba (go) to QTrung school. - Lan and Nga (be) in class 7A. They (eat) lunch together. After school, Lan (ride) her bike home and Nga (catch) the bus. ⇒ Which adverbs does the simple present often go with? Never, sometimes, often, usually, always, (2) Present progress S + (be) + V.ing ⇒ Which adverbs does the Present progress often go with? * Now, at the moment, at the present time, (3) Past simple: S + V(ed) ⇒ Which adverbs does the Past simple often go with? 15 T - Ss S -S T-S-S * last , yesterday, ago , (4) future simple S + will/ shall + V ⇒ Which adverbs does the future simple often go with? Next , tomorrow II- Preposition. On, under, infront of, next to, behind, between, opposite, near, beside, to the left/ right of III- WH - question: How much ? How many ? How far ? Practice Ss P.W Exercise 1. He likes sports (a. watches; b. watching; c. to watch) 2. They prefer reading watching TV. a. Than b. more than c. to 3. Are you free tuesday? a. in b. with c. on 25 Production T - S - S Now, talk to each other about your actions in the summer holiday. 5 Homework T - Ss Prepare Unit 1 getting started + listen and read. III- Evaluation. Content: Method: Result: Plan: Teaching: Period: 2 Unit 1: my friends Lesson 1: getting started + listen and read I- Aims. Students are accquainted with describing a friend/ group of friends with their leisure activities, with structures. What do/ does + S + look like? The way to use “enough”; adj + enough - Skills: speaking (discuss and present) - Teaching aids: board, chalk, cassette. II- The content. Stage Interaction Procedure Time (Presentation) Warm - up T - S - S What did you do during your summer vocation? do after school? Do you often play soccer? Who do you play with? Do you like playing chess? When do you play? What’s about reading books or playing volleyball? 7 G.W Now, look at getting started and answer. How many pictures are there? Picture (a): How many people are there in picture a? Where are they? What are they/ these children doing? G.W Now, describe the next pictures. Ask students to read their describing before class. Now, look at the pictures in listen and read. Guess who are they? (a person) Where are they? HuÕ Presentation T - Ss As you know, Hoa comes from HuÕ. She’s talking to Lan about their friend Nien in HuÕ. Now, look at + listen and guess “What does Hoa say/ talk about ther friend” * Structure (about shapely) - What do/ does she/ they look like? 7 - What a lovely smile! ( ) - She was not old enought to be in my class. Adj enough (“adj + enough” will be studied clearly next period) Practice P.W Train to read the dialogue Ask some pairs to read before class. Listen again then answer the questions about the dialogue (what do we do) 20 GW a. Nien lives in Hue. b. No, she doesn’t c. She wasn’t old enough to be in my class. d. Nien is going to visit Hoa at Chrismas. 20 Production T - Ss P.W Now, make the similar dialogue by yourself in (5’) T and a good student make in form. 11 Homework T - Ss Making the same dialogue Doing Ex 1, 2, 3 page 5, 6, 7 in EX.book III- Evaluation. Content: Method: Result: Plan: Teaching: Period: 3 Unit 1: my friends Lesson 2: speak + listen I- Aims. After having finished the lesson, students can discribe a person’s appearance. Make acquiainted with building adj: such as: tall, short, straight, curly - Review the way to introduce to other and answer/ reply, such as: How do you do, nice to meet you - Skills: speaking, listening. II- The content. Stage Interaction Procedure Time Warm - up T - S - S Now, take part in play in Lan and Hoa to practice the dialogue. Notice: exactly, internation. Answer: - Where does Nien live? - When is Nien going to visit Hoa? 7 Pre - speaking T - Ss As you know, everyday, we often have to communicate with other people. Thus, it’s important to know adjectives and structures describing a person’s appearance. In this period, we’ll deal with this matter. 7 G.W - First: play - networks (about adj of describing a person’s appearance) big fat slim straight thin short tall appearance tall short Listen & repeat built long short curly hold Blond/fair hair Bald (hái) Beard (r©u) hair moustache (ria mÐp) shoulder length (ngang vai) blue big forchead high eye green Ear small low brown sharp face: round, long, oval Train to read the words above While - speaking P.W T - S Now, practice with a partner the dialogue between Hoa and Lan. (1) Repeat the structure of asking and describing ouild’s oppearance: What do/ does + S + look like? S + be + adj What does she look like? She is short and thin. The sentence “She has long and blond hair” can be written “Her hair is long and blond” 10 P.W Now, look at the picture a, b, c, d, e, f base on the dialogue. -Ask some pairs to practice before class. Post - speaking T - Ss Now, play “Guesing game”. One describe a classmate, other guess “Who is he/ she?” 3 Pre - listening T - Ss What do you say if you want to meet someone? What will you say when you (are) introduced to some one? Explain and review the structure the introduction. Nice to/ pleased to/ good to/ glad to/ meet (see) you. 3 T - S - S Now, read the dialogue and guess the phrase in the gap. While - listening T - Ss Now, listen and fill in the gap - Compare your result with other’s - T gives the key. a. 1. I’d like you to meet. 2. Nice to meet you. b. 3. I’d like you to meet. 4. It’s a pleasre to meet you. 10 c. 5. Come and meet. 6. How do you do? Post - listening T - Ss Ask students to repeat the structure “Greeting” and reply in the first meeting. 5 Homework T - Ss 0 describe the member’s appearance in your family. - learn by heart the dialogues in listen. III- Evaluation. Content: Method: Result: Plan: Teaching: Period: 4 Unit 1: my friends Lesson 3: read I- Aims. Students continue to open the tittle about the friends, know the way to describe character of someone with the adjectives such as: sociable, kind, generous, hard - working, reserved Skills: reading comprehension. Teaching aids: English book, board, chalk II- The content. Stage Interaction Procedure Time Warm - up T - Ss Now play the game Find someone Who 5 G.W Find someone who Name - smiles a lot. - usually go to school early. - often have/ get good mark. - sometimes tells funny stories. - usually help other. - talk loundly One ask Do you smiles alot? other answer yes - Write the name in line - name Pre - reading T - S This game tell you the character of people in the class Which adjectives do you use to describe the one who always help other people? + kind/ helpfull: tốt bụng - The one who always tells jokes? + humorous: hài hớc Character: tính cách Social: dễ gần, hoà đồng Generous: rộng lợng, hào phóng Hard - working: chăm chỉ Reserved: dè dặt 10 Outgoing: th©n thiÖn, cëi më Sense of humor (n) = humorous Now, we are going to read the text about Ba’s friends each one has his own character. You read and tell how many people the text describes. While - reading T - Ss P.W Now, read again → answer in part 1. Compare with other’s key. - ask one to read the answer. a - A; b - C; c - B; d - D Write the answer in your notebook. 20 G.W → to understand the content clearly - read one again to find the answer in part 2. Ask students to read the answer before class. a. He feels lucky to have a lot of friends. b. Hao is the most sociable. c. Khai likes reading. d. Sometimes his jokes annoy his friends. e. He spends his free time doing volunteer work at a local orphanage. f. I and my close friends have the same/ different characters Post - reading T - Ss Individual G.W Now, look at the text, listen and repeat. - Train to read. Now, decribe about your close friend 10 Homework T - S Write a paragraph (describing your close friend) about 70 → 100 words. III- Evaluation. Content: Method: Result: Plan: Teaching: Period: 5 Unit 1: my friends Lesson 4: write I- Aims. Review the structure, vocabulary, the way to describe appeance, character of someone. After having finished the lesson, students can write a paragraph to describe a person. Skills: writing Teaching aids: board, chalk II- The content. Stage Interaction Procedure Time Warm - up T - Ss Now, play “guessing game” - I usually tell Jokes. What character do I have? - I always help other. - Lan always works 10 hours a day. - Mr Ba often buys sweets for Lan. (you are humorous, helpfull/ kind?) Lan/ She is hard - working He is generous. 5 Pre - writing T - Ss T (1) This is Tam’s personal card. Read and then tell me “What information is there on the card?” explain the personal information. Base on these information, we have paragraph describing T → tell me How is T described? - ask students to read paragraph (loundly) (2) 10 Individual These are the questions ask abou your close friend Now, answer them. Ask students to answer and write on the board. While - writing T - S - S G.W Of 3 Base on the information and paragraph in part 1. Write the similar paragraph about your friend. Now, read the writing → check → write the mistake on the board 20 [...]... in pair and put the sentences in the correct order Ask some pairs to read before class (completed dialogue) 1 - b; 2 - f; 3 - j; 4 - a; 5 - i; 6 - c; 7 - e; 8 - k, 9 - g; 10 - h; 11 - d Practice T - Ss P.W This is an open dialogue between Ba and Bao guess What are they arrange the time to do? - play class Work in pair to complete Then read before class Bao: May I speak to Ba, please? This is Bao? Bao:... While - read Individual Now read and answer correct if its false 11 a F- He was born in Edinburgh, Scotland b F- He worked with deaf-mutes at Boston University c T d F- Bell experimented with way of transmitinly speech over a long distance e in 18 7 6 f T P.W Now, read the text again then arranging the events in the cornect order a Pair read before class, other checks/ evaluate d-e-a-g-c-b-f Post - reading... 10 Unit 2 Planing: Teaching: Period: 12 Lesson 5: language focus I- Aims Review the focus knowledges in Unit 2 with the way to use be going to, adverbs of place - Skills: speaking, writing, reading, listening - Teaching aids: book, chalk, loard II- The content Stage Warm - up Interaction T - Ss Procedure Make a sentence, using be going to Time 15 T repeat the meaning, the... speaking, reading, writing - Teaching aids: board, chalk, students book II- The content Stage Pre - Interaction T - Ss Procedure Time Ask students to repeat describing adjects, the way to use simple 5 present, the structure not adj + enough to do While - T - S - S Practice to do exercise P.W 10 (1) deseribing the build and character of someone you like? (2) Put a tick in the best box 10 a Ba is sociable... Homework T - Ss Write Ex in your notebook - prepare Unit 2 III- Evaluation Content: Method: Result: 10 Unit 1 Planing: Teaching: Period: 7 Lesson 6: Revision I- Aims Review the basical knowledges in Unit 1 such as: simple tenses simple tenses to talk about general truths (not) adjective enough to do - Skills:... We can walk on it Post - T - Ss Repeat the way to use and tructure (not) adj + enough to do Homework T - Ss Prepare Unit 3 getting started III- Evaluation Content: Method: Result: Unit 2: making arrangements Plan: Teaching: Period: 8 Lesson 1: getting started + listen and real I- Aims - After having finished... 10 Unit 1 (cont) Plan: Teaching: Period: 6 Lesson 5: language gocus I- Aims After having finished the lesson, students have reviewed present simple and past simple, discribing adj of shape/ build, (not) + adj + enough + to do Skills: reading, speaking, listening, writing Teaching aids: board, chalk, Englishbook II- The content Stage Interaction Reading Pre- Procedure Time Ex1: T - Ss P.W 10 Work... Unit 3: at home Planing: Teaching: Period: 15 Lesson 1: getting started & listen And read I- Aims Review the way to describe the chores by using simple present, future simple modal verb: have to, ought to, ; making acequainted with reflexive pronouns - Skills: listening, speaking, reading, writing - Teaching aids: cassette, board, chalk II- The content Stage Warm - up Interaction T - Ss & Procedure... often do at home Time 10 - Sweep the floor Presentation - cook the meal - wash the dishes - Tidy up - feed the chickens - make the bed Now, what is the girl doing Pa? b, f? - Do you have to wash the dishes? - Y/ N Individual Now, write a paragraph to tell the works you have to do at home (look after brother/ sister; water vegetables, ) read your paragraph before class Practice T - Ss (II) Listen and... ought to/ must yourself Ask some pairs to read before class Homework T - Ss - Using have to Make three sentences - ought to + do - must III- Evaluation Content: Method: Result: 15 Unit 3: at home Planing: Teaching: Period: 16 Lesson 2: speak I- Aims After having finished the lesson, students can describe the objects . dialogue) 1 - b; 2 - f; 3 - j; 4 - a; 5 - i; 6 - c; 7 - e; 8 - k, 9 - g; 10 - h; 11 - d Practice T - Ss P.W This is an open dialogue between Ba and Bao → guess What are they arrange the time to do? -. short man standing across the street|| - his head. G.W c. The man standing next to a taxi is wearing yellow shirt and black - The woman is carrying a shoulder bag is wearing a green skirt and red. read and tell how many people the text describes. While - reading T - Ss P.W Now, read again → answer in part 1. Compare with other’s key. - ask one to read the answer. a - A; b - C; c - B; d -