Unit 1: My friends - Week: 1 - Period: 2 - Teaching date: - Lesson 1: - Listen & Read - Language focus 1 * Aim: - Reading the dialogue for details and revision of simple present and simple past tenses
* Objective: - By the end of the lesson, students will be able to know more about Hoa- Lan-Nien and to review simple present and simple past tense
* Teaching aids: - Text book, cards * Procedure:
Content Teacher's activities | Sts' activities
* Warm-up: (Pelmanism) - Guide Ss how to - Matching
meet come | live | think send | thought || play the game words receive | met _ | lived | received | came | sent
* Pre-reading: - Present new words | - Listen and
1 Pre-teach vocabulary: on the board repeat
- to seem (translation) - Guide Ss to read | - Copy down - anext door neighbor new words - Read new (explanation: a person who lives next to your house) | - Check Ss' memory | words in - to look like (translation) by using technique | chorus
"Rub out and
2 Pre-questions: remember"
a Is Nien Lan's friend or Hoa's friend? - Give Ss some - Read the
b How old is Nien? c Where does Nien live?
d Is she a beautiful girl?
* While-reading:
OQ Read the dialogue (p.10) oO Check the answers ao Read the dialogue again
o Answer the questions in exercise 2 on page
11
* Answers:
a Nien lives in Hue
b No, she doesn't
c The sentence is "She wasn't old enough to be in
my class" d At Christmas
* Post-reading:
a Gap-filling: (live-sent-be-come)
"Hoa (1) in Hue last year, butnow she (2) in
questions and ask them to answer them - Ask Ss to read the dialogue - Give the correct answers
- Ask Ss to read the
Trang 2
Hanoi Yesterday, Hoa's friend Nien (3) Hoaa letter Nien (4) Hoa's friend neighbor when Hoa lived in Hue She (5) yourger than Hoa She (6) to Hanoi in December * Homework: Ask students to do exercise 1(a) ; 1(b) (page 16) on their notebooks
simple present and simple past tense to complete paragraph la (p.16)
- Provide some verbs so that Ss can use them to fill in the gaps paragraph and fill in the gaps with the suitable words - Week: 1 - Period: 3 - Teaching date: - Lesson 2: + Speak (page 11) + Listen (page 12, 13)
* Aim: - Listening for details to complete the dialogue and speak to describe someone * Objective: - By the end of the lesson, students will be able to describe someone and complete the dialogue by listening
* Teaching aids: - Text book * Procedure:
Content Teacher's activities | Sts' activities
* Warm-up: (Brainstorming) - Ask Ss to think of | - Give the thin curly the adjectives used | adjectives to
— — to describe body describe body
build and hair build and hair
* Presentation: - Show Ssa picture | - Describe
a Ex; - She has long blond hair, of Mary and ask Mary - She is short and thin them to describe her
> Form: hair, her body build
_ - Explain the
S + have / has + adjectives + hair structure - Listen and
S + be + adjectives copy down
- Supply the word
* Practice: cues and ask Ssto | - Complete the
Trang 3
* Pre-listening:
oO Present the expressions in the box (p.12) a Explain and read the expression
a Gap fill prediction
(Dialogues p.12-13)
a Give feedback
a Listen to the tape twice
a Compare with their prediction
* Post-listening:
OQ Practise the dialogues
expressions and make sure they know their mean mgs - Get Ss to guess and to complete four dialogues on page 12-13 - Let students (to) listen to the tape twice - Listen and correct their (prediction) pronunciation - Listen and read the expressions - Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions - Listen to the tape and then check their prediction - Pratise the dialogues - Week: 2 - Period: 4 - Teaching date: - Lesson 3: - Getting started (p.10) - Read (p.13 - 14) * Aim: - Reading for specific information
* Objective: - By the end of the lesson, students will be able to know more about Ba's friend * Teaching aids: - Text books * Procedure: Content Teacher's activities Sts' activities * Warm-up: (Chatting) na Look at the pictures (p.10) and answer the questions
a What are these students doing?
b Do you like soccer / reading books ? c Whom do you like playing with? * Pre-reading: a Pre-teach vocabulary: - character (translation) - an orphanage: a place where children without parents live - reserved (adj) - sociable translation - (to) tell jokes: tell a story which makes people laugh - sense of humor (translation) - Ask Ss to look at four pictures on
page 10 and talk
about the activities they want to do after school or in their free time - Present and give the meaning of new words - Guide Ss to read them in chorus - Check Ss' memory by using technique "What and where” - Look at the pictures and talk about the activities they do after school or in their free time - Listen and repeat - Copy down - Listen and read new words in chorus
- Read and then
write the words again in the correct circles
Trang 4
a T/F statements prediction:
a Ba only has three friends - Bao, Song, Khai
b Ba and his friends have the same characters c Bao-Song-Khai are quite reserved in public d They all enjoy school and study hard
a Give feedback:
* While reading:
a Read the text (p.13) a Check their prediction a Correction:
a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai
b They have different characters
c Only Song and Khai are quite reserved Q Multiple choice: (do exercise 1 on page 14) * Post-reading: ao Read the text again and answer the questions (exercise 2 p.14) * Homework:
- Learn vocabulary by heart
- Read the text fluently - Present the statements on the board - Set the scene: These statements
are about Ba and his
friends, read them
and guess which
statements are True
/ False
- Ask Ss to open their books and read the text on page 13 - Correct their mistakes - Guide Ss how to do exercise 1 (p.14) and give the correct answers
- Let Ss read the text again and
answer the
questions
- Read the answers and correct the mistakes - Read the statements given and guess which statements are True, which are False
- Read the text and check their prediction - Correct false statements - Read the text again and choose the best answers on page 14
- Read the text and answer the questions in pairs - Write the answer on the board - Week: 2 - Period: 5 - Teaching date: - Lesson 4: - Write (p.15) - Language focus 3 (p.17)
* Aim: - Writing about oneself and about other people
* Objective: - By the end of the lesson, students will be able to write a paragraph about
their close friends
* Teaching aids: - Text books * Procedure: Content Teacher's activities Sts' activities
* Warm-up: (Kim's game)
OQ Look at the pictures and describe the people in the picture (p.17)
a How many people are there in the picture? b What is each person weaning?
* Pre-writing:
oO Read the information about Fam
a Answer the questions (exercise 2 p.15)
Trang 5* While-writing: a Write a paragraph about Tam based on the answers o Sample:
His / Her name 1s She is years old He / She
He / She has a lot of friends
a Write some information about one of their friends, then write a paragraph about him or her * Post-writing: a Speak in front of the class about himself / herself * Homework:
- Ask students to write another paragraph about one
of their family members
answers come city the fastest wins the game - Ask Ss to read the information about Tam then answer the questions - Let Ss write a paragraph about Tam, using the information they have just got - Ask Ss to compare with the paragraph in their books on page 15 - Let Ss write a paragraph about one of their friends - Get Ss to share with their partners and correct if possible - Read the information and then answer the questions - Write a paragraph about Tam, using the information (individually) - Compare with the paragraph in their books on page 15 - Write a paragraph about one of their friends - Correct the mistakes if possible - Week: 2 - Period: 6
- Teaching date: - Lesson 5: Language 2 - 4 (p.16 - 17)
* Aim: - Farther practice in simple present tense and the structure (not) + adjectives
enough + to-infinitive
* Objective: - By the end of the lesson, students will be able to use simple present tense
Trang 6
+ T writes: a b C d + § writes: awful big clever disty * Presentation:
o Pre- teach vocabulary
- A planet: (ex: the sun, the moon, the earth, ) What are they?
- Mars
Translation - Mercury
- Silly (adj) translation
na Revision of simple Present tense
* The sunple present tense is used to express an
action which is always true
l.stes 2 goes 3.moves 4 is 5 is 6 is * Presentation:
Q Set the scene to introduce the structure
Ex: - Can you hang this picture over there?
> No, I am not tall enough to hang the picture over there
* Practice: (word cue Drill)
a Read English books/v good
b Drive a car/ x old c Carry this bag/ v strong d Solve this problem/ x clever * Further practice:
o Exercise 4 (page 17) * Homework:
- Ask students to write 5 sentences about themselves using the structure: “(not) adjective
enough + to infinitive”
beginning with the letters given
- Present and give the meaming of new
words
- Gwide Ss to read new words in chorus - Review the simple present tense - Let Ss do exer cise 2 on page 16 - Listen and correct their pronunciation - Set the scene to introduce the structure - Analyse the structure and guide Ss to read
- Model two cues,
the whole class
repeats
- Let all students,
work in pairs, one
Trang 7Unit 2: Making Arrangements - Week: 3 - Period: 7
- Teaching date: - Lesson 1: - Getting started (p.18) - Listen & Read (p.19) * Aim: - Reading for details about a conversation on the phone
* Objective: - By the end of the lesson, students will be able to use the telephone to
make and confirm arrangements * Teaching aids: - Text book * Procedure: Content Teacher's activities Sts' activities * Warm-up: (Matching) Match each object (pictures on page 18) with its name * Pre-reading: na Set the scene a Open prediction
a Who made the call? b Who introduced herself?
c Who invited the other to the movies? d Who arranged a meeting places? e Who arrange the time?
f Who agreed to the time?
* While-reading:
a Read the conversation
a Check their prediction
a Matching the phrases with their meanings a Hold on
b Is six thirty all right?
c Where’s it on?
d A bit far from
1 Nĩ được chiếu ở đâu?
2 Kha xa
3 Sáu giờ 30 được chứ? 4 Chờ nhé
na Comprehension question: a What is Hoa’s telephone number?
b Which movies are they going to see? Where?
c How is Hoa going to see the movies?
d Where are they going to meet?
What time?
- Ask Ss to match each object with its name
- Show the picture and ask “What are they doing? Introduced: They are talking about going to see a movie - Ask Ss to guess - Let Ss to read the conversation Give the correct answers
Trang 8* Post-reading: a Practice the conversation, using the frame: Si: bes S2.Can I speak ? This Si: "
Š¿ l”m gọng to see Would you ? S, Of course But I have to ask Hold on OK says I can go, Where’s it on?
S, At Movie threatre S, Let’s go by S OK Let’s meet outside the threatre S,:Is OK? S2: All right See you at Bye Si: Bye - Let Ss practice the conversation using the frame given
- Move around the
class and help the students - Practice the conversation - Week: 3 - Period: 8 - Teaching date: - Lesson 2: + Speak + Language focus 1.2 * Aim: - Practice talking on the phone
* Objective: - By the end of the lesson, students will be able to talk on the phone about
intensions with “going to”
* Teaching aids: - Text books, cards * Procedure: Content Teacher's activities Sts' activities e Warm-up: (Chatting) - Do you have a telephone at home?
- How often do you make a phone call?
- What would you say when you pick up the phone to answer it? - What would you say if you are the caller? * Presentation: a Do exercise 1 on page 20 na Question:
- Are they talking on the phone? - What do they intend to do?
- What time are they meeting? Where?
- What form of the verbs do you use to talk about intent?
u Form: S + be + going to + infinitive
Trang 9
* Practice: - Model two cues - Listen and
a Word cue drill then ask Ss to repeat chorally
Q Model sentences: repeat chorally > > individually
- Are you going to see a movie? individually
- Yes, Il am/no, I’m not - Let Ss practice - Practice
a, See a movie asking and asking and
b B Play sport answering answering
c C Meet your friends - Ask the whole - Practice in
d D Help your mother class to work in pairs
e E Do your homeworks pairs
f F Watch TV * Further Practice:
ao Do exercise language focus 1 on phage 25 - Give an example T: Nga has a movie ticket What is she going to do? | first
S: She going to see a movie - Let Ss work in - Give
a They are going fishing pairs feetback
b She’s going to read a new novel c She’s going to do her homework
d He’s going to watch an action movie on TV tonight
e She’s going to give him a birthday present
* Production: - Ask Ss to work - Give
a Exercise 2 on page 20 with their partners | feetback
a Practice the dialogue to complete the dialogue - Week: 3 -Period: 9 - Teaching date: Lesson 3: Read (p 21 - 22) % oO Bell @
~ Aim: Reading the paragraph for details about Alexander Graham “* Objective: By the end of the lesson, Ss will be able to know more
about Alexander Graham Bell “+ Teaching aids: Textbook “¢ Procedure:
Content T’s activities Ss’ activities
> Warm — up: (Brainstorming) - Let Ss answer
To chat with friend To the question by -Answer the
communicate coming to the question
— board and write
What is the telephone used for?
- Present and - Listen and
Trang 10
= Pre - teach vocabulary:
- (to) emigrate : go to another country
to live
- (to) transmit : (translation) truyén di
- (to) conduct : diéu khién
- (to) demonstrate : ching minh
- a device : thiét bi
- a deaf — mute a person who 1s unable to hear and speak
-to come up with : tim thay = T/F statements prediction
a Alexander G Bell was born in the U.S.A
b He worked with deaf- mute patients in a hospital in Boston c Thomas Watson was Bell’s
assistant
d Bell and Watson introduced the
telephone in 1877
e Bell experimented with way of
transmitting speech between deaf-
mute over a long distance
f Bell demonstrated his invention at a lot of exhibition
> While — reading:
= Read the text on page 21-22 = Check their prediction = Correct the false Statements = Put the events in the correct order
(p.22 Exercise 2) > Alexander Graham Bell:
Was born in Scotland Went to live in Canada
Went to live in the United States Worked with people who could neither speak nor hear
Worked with Thomas Watson
Success fully demonstrated his invent Invented the telephone
> Post- reading: (write- it- up)
= Write a paragraph about Bell’s life, using the information in the text RWND> NAL meanings of new words - Let Ss repeat the words in chorus then rub out word by word but leave the circles
- Get Ss to write
the words again in
the correct circle -Present T/F statements on the board and ask Ss guess which statements are true and which are false - Read the text - Have Ss correct false statements - Ask Ss to look at the book page 22 - Get Ss to read the event of Bell’s
life and put them in the correct order - correct the mistakes - copy down - Listen and repeat the words in chorus - Rewrite the words in the correct circles Read and predict which statements are true and which are false - Give feedback - Listen to their teacher
- Read the text
Trang 11- Week: 4 - Period: 10 - Teaching date: Lesson 4: Write S q1 ÿ “+ Aim: Writing a message >, %* telephone message ‹© s %* Procedure: Teaching aids: Textbook (p 23 - 24) Objective: By the end of the lesson, Ss will be able to write a Content T’s activities Ss’ activities > Warm-up: (Jumbled words) 1 mcuestor = customer 2 ayddmi =midday 3 essgmea = message 4 nifuretu = furniture 5 rvseice =service > Pre- writing: = Chatting:
Have you ever taken a telephone message? When you take a message, what should be mentioned in the
message? (Date, time, who sent, to
whom, content) = Pre-teach vocabulary:
- acustomer: a person who comes to
buy sth at a shop
- adelivery: su giao hang
- stationery (n): papers, pens, rulers, envelopes - to pick so up: đĩn ai > While- writing: = Reading and gap filling (1) phoned (2) May 12 (3) speak (4) took (5) name (6) delivery (7) Mr Ha (8) at =» Answers Thanh Cong Delivery Service Date: June 16 Time: After midday For: Mr Van
Message: Mr Nam called about his
stationery order He wanted you call him at 8634082 Taken by: Mr Toan > Post- writing: = Set the scene: “Tom phoned Nancy,
- write the words whose letters are in a random order on the board - Divide the class into 2 teams - Talk to Ss about a telephone message - Ask some question - Present and give the meaning of new words - Guide Ss to read new words in chorus - check memory by technique “Rub out and remember” - Ask Ss to read the message and fill in the gaps in the passage on page 23 - Ask Ss to read passage 2 on page 23 to get information and write the message - Correct their mistakes - Go to the board and write the correct words - The team which writes more correct words first wins the game - Listen and answer the question - Listen and repeat - Copy down - Listen and repeat in chorus
Trang 12
but she was out Lisa, Nancy’s sister took a message for Nancy Help Lisa to write the message ”
> Answer:
Date:
Time: For: Nancy
Message: Tom called about playing
tennis this afternoon He will come
over to pick you up at 1.30 Taken by: Lisa - Guide Ss how to do exercise 3 on page 24 - Correct their mistakes > Homework: Write the message on their notebooks - write a message for Nancy, using the information from the dialogue - Give feedback -Week: 4 -Period: 11 - Teaching date: Lesson 5: Listen Language focus + 1 ở
Aim: Listening for details and further practice in adverbs of place
Objective: By the end of the lesson, Ss will be able to complete
telephone message by listening and further practice in adverbs of place e < Procedure: e “+ Teaching aids: Textbook Content T’s activities Ss’ activities > Pre- listening: = Set the scene = Guess the message
KINGSTON JUNIOR HIGH SCHOOL Date: Time: For: The Principal Message : Telephone number: >» While- listening: = Listen to the tape
= Compare with their guess > Presentation: (Jumbled words ) 1 tdeousi 4 erhe 2 siiden 5 stupairs 3 hetre 6.wonstairds - Ask Ss to look at the form of the telephone message on page 21 and set the
scene “a woman
phoned the principal of Kingston junior
high school but
hoe was out”
- Get Ss listen to
the tape twice and
Trang 13“¢ Answer: 1 outside 4, here 2 inside 5 upstairs 3, there 6 downstairs > Practice: = Do exercise 3 on page 26
= Set the scene: “Ba is playing hide
and seek with his cousin, Mr Tuan
Use the adverbs of place to complete
the speech bubbles” “+ Answer:
a Where is Tuan? I think he is b No, he isn’t here
upstairs
c He isn’t downstairs and he isn’t upstairs
d Perhaps he’s outside
e No, he isn’t there
f I’m not outside I’m inside, Ba
> Homework:
= Write 6 sentences about your house,
using adverbs of place
Eg: My room is upstairs
Trang 14Unit 3: At home -Week: 4 - Teaching date: - Period: 12 Lesson 1: Listen and read (p 27-28) Language focus 1 (p.34) » oO?
modal verbs: must have to, ought to
* Aim: Helping Ss to read the dialogue for details and practise the * Objective: By the end of the lesson, Ss will be able to understand
the dialogue and use modal verbs to talk about the housework °° Procedure: * Teaching aids: Textbook Content T’s activities Ss’ activities
> Warm-up: (Kim’s game)
= Look at the pictures on page 27 and
write the chores she often does at home a washes dishes b Make the bed c cook d sweep the floor e tidy up f feed the chicken
> Pre- teach vocabulary:
- a steamer (n): néi hap a cupboard (n): tu ly a sauce pan (n): cai chao chore (n): viéc vat a sink (n): bồn rửa chén
introduce the - Look at their
> Presentation: dialogue books and listen
= Set the scene at the dialogue - Get Ss to listen | to the dialogue = Student listen to the dialoguewhile | the dialogue - Complete the
looking at their books - Let Ss do list of the things = Complete the list of the thing Nam | exercises Nam has to do
has to do - Read sentence - Give feedback
Nam has to - cook dinner by sentence and
- go to the market to buy give the correct - Listen and
fish and answers copy down
vegetables - Elicit to show
- Form: the form of the
Has/ Have to + infinitive structure = must + infinitive - Meaning: phai (lam gi) - Model the exchange - Ask Ss to look at
the pictures and
write the chores she does at home
Trang 15
> Exchange: what do you have to do? - Practice the
- I must wash dishes structure
> Practice: (Use the picture cues drill ) - Let Ss practice
a Make the bed the structure,
b Sweep the floor using the picture
c Cook dinner cues drill d Tidy my room e Feed the chicken > Further practice: Do exercise language focus 1 on page 34 > Homework:
Write things you have to do on Sundays Ex: On Sunday, I have tidy my room
I have to help my parents - Week: 5 - Period: 13
- Teaching date: Lesson 2: Speak (p 28- 29)
Aim: Practising speaking
Objective: By the end of the lesson, Ss will be able to use the $ m ở prepositions of place to talk about the positions of furniture in the house “+ Teaching aids: picture on page 28- 29 ¢- Procedure: Content T’s activities Ss’ activities
> Warm-up: (Kim’s game)
- Look at the picture (p 28) and write the position of each item
> Presentation:
- Where is the clock? It’s above the fridge - The fruit? in the bowl
- The flowers? on the table > Practice:
Talk about the position of each item
> Further- Practice: = 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
Ex: - Let’s put the clock on the wall, between the shelf and the picture
- Show the picture of the kitchen to Ss - Take away the picture and ask Ss to write the things - Ask Ss the positions of the items in the pictures - Give instruction - Ask Ss to look at
the picture and talk about their ideas
- Listen and correct their mistakes
- Skim the picture
Trang 16- OK I think we ought to put the TV and the stereo on the shelf
- I think the coffee table should be between the couch and the arm chair - Let’s put the telephone next to the couch
- I think we should put the magazines above the books on the shelves
> Homework: (write it up)
Describe your living room / bedroom Students - Move around the class and help the - Practise talking of each item in pairs - Week: 5 - Teaching date: - Period: 14 Lesson 3: Read Language focus 4 » Od
“+ Aim: Reading for details safety precautions in the house and further
practice in why — questions and answers - Because
** Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use why - because “+ Teaching aids: Text book - picture Content T’s activities Ss’ activities > Warm up: (Brain storming) N 7n Danger in the home for children five gas > Pre —-reading: = Dre -— teach vocabulary: - Precaution (n) : (translation) - A socket : 6 cắm điện - A match : que diém - An object : - Safety (a) - (to) destroy - (to) myure = T/F statements prediction:
a It is safe to leave medicine around the house
b Drugs can look like candy - Eliciting - Presents new words on the board - Guides Ss to read new words - Check Ss’ memory by using technique “Slap the board” - Present the - Answering - Copy down on their notebooks - Listen and repeat in chorus - Two students
run forward and
slap the word on
the blackboard
The one who
Trang 17> > f c A kitchen is a suitable place to play d Playing with one match can not start a fire e Putting a knife into an electrical socket is dangerous
Young children do not
understand that many household objects are dangerous
While — reading:
a,
Read the text and check their prediction
Correct the false statements Answer the question
Why must we put all chemicals and drugs in locked cupboard
Why mustn’t we let children play in the kitchen? Why mustn’t children play with matches? Why must we cover electrical sockets?
Why do we have to put all
dangerous objects out of children’s reach?
Post — reading:
Practice in why question with because answer by doing the exercise language focus 4 statements on the board - Ask Ss to read the statements and guess which 1n true, which is false - Read the text loudly - Give instruction - Listen and guides Ss how to correct the false statements
- Move around the
Trang 18-Week: 5 - Teaching date: - Period: 15 Language focus 3 S ¢
“+ Aim: Further practice in reflexive pronouns
s* Objective: By the end of the lesson, students will be able to use the reflexive pronouns s* Teaching aids: Text book ¢< Procedure: (p 36)
Content T’s activities Ss’ activities
> Warm-up: (Brains storming)
tidy up do our
homewg
¬ cook
clean the floor
repair the machine Things you can not do fix the TV set >» Presentation:
= Set the scene: “you do your home work and no one help you what do you say? ” I do my homework myself “+ Form: we use I with myself You yourself He himself She herself We ourselves They themselves It itself > Practice: = Word cue drill: a You/ do / homework Did you do your homework? Yes I did it myself
b He/ fix / washing machine
c Mary / cook / dinner
d These student / paint / the picture
e You/do/ your chores > Further practice: Complete the dialogues, using the - Eliciting - Set the scene to introduce the structure - Explain the reflexive pronouns - run through the vocabulary - Model and then ask Ss to repeat in chorus” individuals - give instruction - Guide Ss how to do exercise - Write thing do they at home - Listen and copy down - Listen and repeat chorally individually - Practise the question and
then the answers
- read the open
dialogue and fill
in the blank with suitable
reflexive
Trang 19
reflexive pronouns:
a Miss Lien: Did S.O help Ba draw
that picture?
Bao: No, he did it himself b Nga the repairman can’t fix the
washing machine until tomorrow Mrs Linh: Come on We’ll have to try and do it (1) c Aunt Thanh: What’s the matter? Hoa: I cut (2) d ec page 36 > Homework:
Write 3 sentences with reflexive pronouns and 3 sentences with emphasis pronouns - Listen and give the correct answer pronouns - give feedback - Practice speaking in pairs Listen Language focus 2 -Week: 6 -Period: 16 - Teaching date: Lesson 3: S1 ý
Aim: Listening and further practice in modal verb: ought to
Objective: By the end of the lesson, students will be able to identify the right item by listening further practice in modal verb: ought to ‹© s Procedure: Teaching aids: Text book Content T’s activities Ss’ activities > Warm-up: (Bingo)
= Suggested list of food: chicken, beef, cake, candy, garlic, noodles, bread, rice, ham, peas,
>» Prelistening: = Prediction:
Look at page 30 things they use to cook
the ” Special Chinese Fried Kice” >» While- listening:
= Listen to tape and check their prediction
> Presentation:
Set the scene :”Hoa is very sad because
she failed her English test What do
- Call out it word in a loud voice
- Get Ss to look at
page 30 and guess
Trang 20you say to advise her?”
“ You should study harder
- use: “should” is used to give advice to - Explain the structure and its - Listen to their some one usage teacher and copy - Meaning: nén down > Practice: = Give advice to people in the picture (p 35) - Ask Ss to do
a I failed my English test exercise (p 35)
you should study harder - Look at the
b I’m late pictures Use
You should get up early “should “to give
c I’m fat advice to the
You should eat more fruit and people
d My tooth aches Move around the
You should see a dentist class and help
> Production: students
Noughts and crosses:
His tooth/ | Hoa/ late My room /
ache untidy
The floor/ | Bao / She / thin - Guide Ss how to
dirty overweight play game
My English | Her grades / | The Play game
/ bad bad washing ”Noughts and machine not crooes” work > Homework: Write some advice when your friends feels sick -Week: 6 - Teaching date: - Period: 17 Lesson 6: Write 1 ở
» Aim; Writing a description of a room
** Objective: By the end of the lesson, students will be able to write a
description of a room in their house “+ Teaching aids: “+ Procedure: Content T’s activities Ss’ activities > Warm-up: (chatting)
Ask something about the room on page | - Ask the - Listen and
32 questions answer the
- Which room is this? questions
- What’s this? Where is it? - Copy down
> Pre- writing: - Present new listen and
Trang 21
= Pre- teach vocab: - folder - beneath - towel rack - dish rack - lighting fixture =" Reading:
1 What is there on left of the room?
2 Where is the bookshelf?
3 What is there on the right of the room? 4 Where is the wardrobe? > While- writing: = Describe Ha’s kitchen, using the give cues.(p 33) = Answer:
- This is Hoa’s kitchen
- There is a refrigerator in the right comer of the room
- Next to the refrigerator are the stove
and the oven
- On the order side of the oven, there is a sink and next to the sink is a towel rack
- The dish rack stands on the counter on
the right of the window and beneath the
selve
- On the selve and on the
counterbeneath the window, there are jars in sugar, flour and tea
Trang 22Unit 4: Qur past - Week: 6 18 - Teaching date: - Period: % Lesson 1: Listen and read ợÿ
** Aim; Reading the dialogue about the life of many year ago
** Objective: By the end of the lesson, students will be able to tell the
activities people use to do in the past
“+ Teaching aids: Text book
Content T’s activities Ss’ activities
> Warm-up: (getting started)
Look at the picture on page 38 and
write the names of the things that do not belong to the past
Pre- reading:
= Pre —teach vocab:
- (to) look after - Equipment
- folk tale
- Traditional - great grandma
= Checking: what and where
= True / false statement prediction
a Nga is used to live on a farm b Nga’s grandma didn’t go to school
c She has an easy and happy life
when she was young
d There wasn’t any modern
equipment at her time
e “The lost shoe” is a short story > While- reading:
= Read the story
= Check their prediction
= Correct the false statement = Answer the question
a Where did Nga’s grandmother use
to live?
b Why didn’t she go to school?
What did Nga great grandma?
What did Nga’s great; do?
Grandmother and great
grandfather do after dinner? e What did Nga’s ask her grandma
to do at the end of the conversation? > Post- reading: © - give instruction - Present new words and guide Ss to read them - Check Ss’ memory by technique “what and where” - Present the sentences on the board - Ask Ss to do exercises - Read the story loudly - Ask Ss to correct the false statements - Ask Ss to answer the questions - Look at the
picture and write
the names of the things - give feedback - Listen and repeat - Copy down - write the words in the correct circles - read the sentences given and predict which is true and which 1s false - give feedback - listen to the story
- Read the story
Trang 23
= Fact or opinion
a I used to live on a farm b There wasn’t any electricity c Mom have to do every thing without the help of modern equipment
d My father used to tell stories e The best one was The Lost Shoe f Traditional stories are great > Homework: - Learning vocabulary - Read the dialogue again - Listen to teacher’s explanation - Help Ss distinguish fact and opinion - Choose fact - Ask Ss to do and opinion exercise 19 Lesson 2: - Week: 7 - Teaching date: - Period: Speak Language focus 4 1 ở “+ Aim: Speaking about the way things used to be and the way they are NOW
“+ Objective: By the end of the lesson, students will be able to use “used to” to talk about the things they used to do
“+ Teaching aids: Text book
Content T’s activities Ss’ activities
> Warm-up: (Jumbled words) - Present the - Rewrite the - Electricity - rieletcicty words whose words in the
- Entertainment - menttaenterin letters are on correct forms
- Market - rkmaret disorder
- Supermarket - permasuekt
> Presentation: - Recall the - Answer the
= Structure: conversation, the | questions
She used to live in a farm ask: “Where did
= Form: Nga’s grandma
S + used to + infinitive use to live? “ - copy down
S + didn’t used to + infinitive
= Use: used to express a past habit, or
an action usually happened in the
past
= Meaning: da thuong hay lam gi
> Practice: (word cue drill)
a Live / Hue / Hanoi - Did you use to live in hue?
- No, I used to live in Hanoi
b Have / long hairs / short hairs c Get up / late / early
Trang 24e Study / evening / early moming > Production: a Where did they live in the past? And now?
How / they / travel?
What’s about the electricity? What’s about their life / work? Did children use to go to school? What’s about their entertainment? Answer:
People used to live in small houses Now they live in big houses and buidings b People used to walk Now they can go by cars or motorbikes Pemoan Ss > Homework: Write about the things you used to do last year “Last year, I used to get up late Now, I get up early” - Guides Ss practice speaking
- Elicit some ideas so that student can talk about them - Compare 2 picture on page 40, using “used to” to talk about the actions in the past - Week: 7 - Teaching date: - Period: 20 ‹© s Lesson 3: Read » Od Aim: Reading the story “the lost shoe for details” (p 41- 42)
s* Objective: By the end of the lesson, students will be able to
understand and retell the story “the lost shoe” “+ Teaching aids: Text book , word cards for drilling e
4% Procedure: e
Content T’s activities Ss’ activities
> Warm-up: (Brains storming)
Name some folk tales that you have read One hundred- section bamboo _ The folk tales — seven- mile shoes > Pre- reading:
= Pre- teach vocabulary - cruel (a) (translation) - upset (a) (synonym) - fairy (n) (translation) - magical (a) - rag - listen and repeat on the board - Present new words and guide Ss to read them in chorus - Present the
- Tell the names of the folk tales
Trang 25
- (to) fall in love with - immediately (adv) =» T/F statements prediction
a Little Pea’s father is a poor farmer b Her father got married again after
his wife died
c Her new mother was beautiful and nice to her
d She worked hard all day
e She didn’t have new clothes to tale part in the festival
> While - reading:
= Read the story “The lost shoe” on page 41 and check their prediction —
correct the false statements = Answer the questions
a Who was Little Pea?
b What did Stout Nut’s mother make
Little Pea get her new clothes?
c Whom did the Prince decide to marry? d Is it a true story? How do you know? > Post - reading: = Gap -— filling:
Complete the sentences with words from the story ( p 42)
> Homework: rewrite the story statements on the board - let Ss guess - Read the story loudly - Ask Ss to answer the questions - Ask Ss to complete the sentences - Correct mistakes statements gives and guess they are true or false
- listen and read the dialogue again and check their prediction - Answer the questions and practice them on pairs - Fill in the blanks with suitable words from the story - give feedback -Week: 7 - Teaching date: -Period: 21 Lesson 3: - Listen - Language focus 1-2 Sứ
“* Aim: Listening and further practice in past simple tense “* Objective: By the end of the lesson, students will be able to
understand the main idea of a story by listening and further practice in past simple tense <¢ Procedures: s* Teaching aids: Text books Content T’s activities Ss’ activities > Warm-up: (Pelmanism )
Run ran fly flew ride came rode eat ate sit sat come
Trang 26- Greedy - Gold - (to) lay — laid — laid - Amazement > Pre - listening: = Prediction:
Predict the moral lesson of the story a Don’t kill chickens
b Don’t be foolish and greedy c Be happy with what you have d Itis difficult to find gold > While - listening:
Listen to the tape and check the prediction
> Post - listening
= Answer the question
a How did the farmer live?
b What did he discover? c What did he decide to do?
> Language focus 2:
= Complete the dialogues below Use the past simple
rn Or.) | ?
Nga: No, I ate noodles
Trang 27-Week: 8 - Period: 24
- Teaching date: Lesson 5: Write 1-2
ty 1 ở
“+ Aim: writing a short story
s* Objective: By the end of the lesson, students will be able to use
simple past tense to write a folk tale ‹© s Procedure: Teaching aids; Text book Content T’s activities Ss’ activities Warm-up: (chatting) = Ask some questions about imaginary stories: - Do you want to read imaginary stories?
- Name some of them
- Which story do you like best?
- Do you read the story “how the tigers got his stripes ”? Pre- Writing: = Pre -—teach vocabulary: - wisdom (n) translation - a stripe - a straw - a servant - (to) escape - (to) graze
- (to) light — lit - lighted
= Read and complete the story (p 43) “+ Answer:
1 appear 2 as 3 said
4 left 5 went 6 tied 7 lit 8 burned 9 escaped
Answer the questions: Where was the man
What did they buffalo do when the
tiger appeared?
What did they tiger want to know? What did he do before going home why? e What did he do when he returned? > While - writing: Write the story d > Post - writing:
- Ask some - Listen and
questions answer the
questions
- Present new - listen and
words and give repeat
their meaning - Copy down - Guide Ss to read | - Read new new words in words in chorus
chorus - Match the
- Check Ss’ words with the memory by using | suitable
technique meaning
“matching” - Read and
- give instruction | complete the
story
- give feedback
- Ask Ss to work in group of 4 —
answer the - Discuss and questions answer the
questions - listen and give
Trang 28
- sharing and correcting
- Take some writing to correct in front | - Get Ss to share
of the class with their partners
> Homework: and correct
Write the story again, imagine you are: | mistakes - the tiger - the buffalo -Week: 9 - Period: 25 - Teaching date: Lesson 6: Language focus 3-4 S Ÿ
“+ Aim: Further practice in prepositions of time and “used to”
“* Objective: By the end of the lesson, students will be able to use prepositions of time and “used to” (to talk about the action which always happens in the past) ¢< Procedure: * Teaching aids: Text book Content T’s activities Ss’ activities >» Revision: (Matching) In January On 3p.m At Wednesday Between November 1997 After / before 6 Am July 2 7 am and 9 - Do exercise on a.m - give instruction | page 44 >» Practice: individually
= Do exercise 3 on page 44 then compare
=» Answer with their
, 0n b in c between partners
_ at e before - give feedback
Trang 29Unit 5: Study habits 26 Lesson 1: -Week: 9 - Teaching date: - Period: Getting Listen and read SO ¢
Aim: Reading the dialogue for details
Objective: By the end of the lesson, students will be able to understand dialogue between Tim and his mom about his study <~ Procedure: Teaching aids: Text book
Content T’s activities Ss’ activities
> Warm-up: (Network) - Ask students to | - Write the
Chemistry ae write as many subjects they
subjects as they have studied at
Subjects at can on the school
school S blackboard
Geography History
> Pre- reading: (chatting)
- What subject are you good at? bad at? = Pre -— teach vocabulary: - areport card - pronunciation - (to) improve - (to) be proud of - (to) try one’s best = T/F statements prediction: a Tim was out when his mother called him b Tim’ mother meet his teacher at school
c Tim’s report is poor
d Tim needs to improve his Spanish
grammar
e Tim promised to try his best in learning Spanish
While - reading: = Read the dialogue
= Check their prediction and correct the false statements
= Answer the questions: a Who is Miss Jackson?
Trang 30
c How did Tim study this semester?
d What did Miss Jackson say Tim
should do?
e What did Tim’s mother give him
at the end of the conversation? > Post - reading: = Survey: Name What subject Mai literature Ex: What subject do you need to improve? - Ask Ss to answer the questions - go around the class and help weak students statements - Practise asking and answering the questions - Interview their friends -Week: 9 - Teaching date: - Period: 27 Lesson 2: Speak Listen » Ol ¢ “+ Aim: Practising speaking and listening o in a report card “+ Teaching aids: Text book , poster <~ Procedure:
*° Objective: By the end of the lesson, students will be able to talk about their study habits and to listen for specific information to fill Content T’s activities Ss’ activities > Warm-up: (Brainstorming)
Trang 313 participation: Spanish pronunciation 4, listening: comprehension 5 Speaking: A 6 Reading: A 7 Writing B
= Answer the questions: 1 Who are Nga’s parents? 2 What’s Nga’s teacher’s name? 3 What subject was reported? 4 What are the comments?
> Post - listening:
= Practise asking and answering the questions
1 When do you do your homework? 2 Who helps you with your homework? 3 How much time do you spend on? Math? English? History? Literature? 4, Which subject do you need to improve? 5 What do you do to improve your English? > Homework: Write something about your partners study habits - Correct their mistakes - Ask Ss to answer some questions about Nga’s report card
- give the correct answer - go around the class and help weak students - give feedback - Answer the question - give feedback - Work in pairs, asking their partners questions and talking notes of the answers -Week: 10 - Teaching date: - Period: 28 Lesson 3: Read S q1 ÿ
6, s Aim: Helping students to read the text for details
s* Objective: By the end of the lesson, students will be able to
understand the text and get specific information e e < Procedure: “+ Teaching aids: Text book Content T’s activities Ss’ activities > Warm-up: (chatting)
- Do you like learning English? - How many new words do you try to learn a day?
- What do you do when you read a new words?
- How do you learn new words?
- Ask some question
- Answer the questions
31
Trang 32> Pre - reading: = Pre - teach vocabulary - mother tongue - (to) underline - (to) highlight - (to) come across - (to) stick >» While - reading:
= True / false statements
a All language learners write the meaning of new words in their mother tongue
b Some learners write examples of
words they want to learn c Every learners tries to learn all
new words they come across d Many learners only learn new
words that are important
= Answer the questions > Post - reading:
a Do learners learn words in the same way?
b Why do some learners write example sentences with new words?
c What do some learners learn all the new words they come across? d What is necessary in learning
words?
e How should you learn words? > Homework:
Write the ways of learning words that
you think are the best for you - Present new words on the board - Guide Ss to read them in chorus - Use the technique “Slap the board to check” - give instruction - give feedback - Ask Ss to answer the questions - give the correct answers - Listen and repeat - copy down - read new words in chorus - Read the statements and predict which is true and which is false
Trang 33-Week: 10 - Period: 29
- Teaching date: Lesson 3: Write 1- 2
% Og
“+ Aim: Writing letters to friends
Objective: By the end of the lesson, students will be able to know the format of a letter and practice writing a letter to a friend â s Â< Procedures: Teaching aids; Text book — poster Content T’s activities Ss’ activities > Warm-up: = Brainstorming - What do you often write in a letter? - address - date > Prewriting:
= Read the parts of the letter on page 50 and compare with their prediction = Open prediction: Predict the order of
the parts of the letter
= Read the letter ( page 51) and check their prediction
= Pre -— teach vocabulary: - Mid- Autumn Festival (n) - enjoyable(a) - (to) celebrate - result(n) = Read the letter and answer the questions:
Who wrote the letter? To whom? What are there in the heading? What is the main part of the letter? What did Hoa receive a few days ago?
Is Hoa good at Math?
What subjects is Hoa good at? 7 Where is she going to celebrate the
festival with her grandmother? > While - writing:
Do exercise on page 51 Help Lan write a letter to her pen pal Donna in given information > Post - writing: +> CC) `) NN - sharing and comparing - Feedback - correction - Set the scene to introduce the lesson - Ask some questions dealing with writing letters - give instructions - Ask Ss to guess the order of the
parts of the letter - give instruction - Listen and give the correct answers - Present new words and guide Ss to read - Check Ss’ memory by technique “rub out and remember” - give instruction - Correct their mistakes - guide Ss to do exercise - Listen and answer the questions - Tell what they often write in a letter
- Read the parts in the box (page 50)compare with prediction - Read the letter on page 51 and check their prediction - give feedback - listen and repeat - Copy down
- Read the letter
Trang 34
> Homework:
Write a letter to your friend to tell him or her about your second semester
report and about your summer holiday - Week: 10 - Period: 30 - Teaching date: Lesson 5: Language focus 1-2 Sứ
Aim: Further practice adverb of manner and the modal should
Objective: By the end of the lesson, students will be able to use
adverbs of manner and modal should as an advice ‹ se Teaching aids: Text book ¢* Procedures:
Content T’s activities Ss’ activities
Warm — up: (pelmanism)
Good warm bad fast badly
rode eat ate sit sat
Presentation 1: Set the scene “use any
word from the game pelmanism to
complete the dialogues”
Ex: Lan has a (1) voice and she usually speak (2)
1 soft (adj) Practice:
a Does Mrs Nga speak English? Oh, yes She speaks English well
b Ba always gets excellent grades
That’s because he studies hard 2 softly (adv) (i Run fast d behaved badly Ở cà speaking softly Presentation 2: = Set the scene: ?
Is Mr Hao’s house new?
Is the wall discolored?
How is the door?
Is there grass in his garden? Should Mr Hao repair the roof?
7 From: S+ Should + Infinitive sae
ge
-Setthe sceneto | - listen to their
introduce the teacher
structure
- Help Ss - look at the
Trang 35> Practice: Mend? Paint? What he should do with his house a Replant? l \ Cut?
Mr Hao should repair the roof
Hao should paint the house
Mr Hao should cut the grass Mr Hao should replant the tree
Hao should mend the door > Homework:
Write 5 sentences using “should + infinitive” and the following cues
Do morning exercise / regularity
Study hard
Get up early
Ride bike / carefully Keep room tidy Repair? ac sm < a 5 so ơep - guide Ss to do exercise - use the verbs to advise Mr Hao what to do - write sentences using the given cues -Week: 11 - Teaching date: - Period: 31 S ¢
“+ Aim: Practising commands, requests and advice in reported speech
Lesson 6: Language focus 3-4
s* Objective: By the end of the lesson, students will be able to use
reported speech with commands requests and advice “+ Teaching aids: Text book s4 Procedures: Content T’s activities Ss’ activities > Presentation: - Example:
Miss Jackson said:
“Can you give Tim this dictionary? ”
Or “Please give Tim this dictionary”
Tim’s mother reported it to Tim “Miss Jackson asked me to give you this dictionary.” “Miss Jackson told me to give you this dictionary” > Practice: 1 Drill 1:
a Miss Jackson asked me to wait for her outside her office
Trang 36
Miss Jackson told me to give you your report card for this semester Miss Jackson asked me to help Miss Jackson told me to meet her next week
2 Drill 2:
a Miss Jackson said you should
spend more time on Spanish
pronunciation
Miss Jackson said you should practice speaking Spanish everyday
Miss Jackson said you should listen to Spanish conversation on
TV
Miss Jackson said you should practice reading aloud passage in Spanish
Miss Jackson said you should use this dictionary to find out how to
pronounce Spanish words
> Homework:
Review commands, requests, and
Trang 37Unit 6: The young Pioneers club -Week: 11 - Teaching date: - Period: 32 Lesson 1: Listen and read Language focus 2 SO ¢
“+ Aim: Reading for details and practice in gerunds
* Objective: By the end of the lesson, students will be able to
understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy <¢ Procedures: s* Teaching aids: Text book Content T’s activities Ss’ activities > Warm— up: - What do you usually do on your summer holiday? - Are there any activity programs for the summer? - Do you take part in them? > Presentation: = Pre- teach vocabulary: - (to) enroll
- answer application form - Out door activities
= Listen and read the dialogue = Complete Nga’s details
- Name: Pham Mai Nga
- Home address: 5 Tran Phu Street - Phone number: not available e What’s her name?
e Where does she live? e When was she bom? e What are her hobbies?
= Concept checking:
- What is after “likes”? (drawing) - What is after “enjoys”? (acting) - What do you call “drawing and
acting” (gerund)
- What is the form of “gerunds”
(v_ing)
Trang 38a Play soccer / volleyball then
b Watch TV / listen to music individually
c Read books / do homework d Chat with friends / do the
housework
e Cook meal / decorate the house - Work in
> Production:
Do exercise 2 on page 61 Talk about
our friends hobbies > Homework: Write about their friends’ hobbies groups of there to ask their friends and tick on the chart - give feedback - listen and correct the mistakes -Week: 11 - Teaching date: - Period: 33 Lesson 5: Speak a Language focus 3a » Od
Aim: Practising asking for favors
Objective: By the end of the lesson, students will be able to ask for favors and respond to favors
Teaching aids; Text book “+ Procedures: ‹© , “Wo ‹© s
Content T’s activities Ss’ activities
Presentation: - Ask Ss the - Answer the
- What do you say to ask for a favor? meaning of the questions Can / could you help me? word favor
- When do you ask for favor? - Present the - Copy down
Need some help phrases used to - Read the
- How do you say to respond to favor? | ask andrespond | phrases in Certainly / of course / sure / no for favor on page | chorus
problem 55
> Practice: - Guide Ss how to | - Use the
Do exercise 3a on page 61-62 inpairs
> Further practice:
do exercise expressions in the box to fill in
Practise the dialogue between Mrs - Correct their blanks the
Ngoc and Hoa (Page 55-56) pronunciation dialogues - Practice
speaking in pairs
Trang 39-Week: 12 - Teaching date: 34 Lesson 5: Listen — Speak a - Period: Language focus 3b Sứ assistance
* Aim: Listening for details and practicing speaking when offering
* Objective: By the end of the lesson, students will be able to
complete a song and offer and respond to assistance <¢ Procedures: “* Teaching aids: Text book Content T’s activities Ss’ activities > Pre - listening: = Pre -— teach vocabulary: - (to) write - peace (n) = Guess the missing words > While - listening: Listening to the song and check their prediction > Presentation:
Present the dialogue between receptionist and a tourist (p 56) (2h) “+ Questions:
- What does the receptionist say? “May I help you?”
- What’s for?
(for offering assistance)
- Another way to offer assistance?
(Do you need any help?
Let me help you)
- How do you say to respond to assistance? (Yes, No, Thank you) » Practice:
Do exercise on page 62 use useful expressions in the boxes on page 55 to complete the dialogues Then practice the dialogues with a partner
> Homework:
- Learn the expressions
- Practise the dialogue fluently a - Present new words and guide Ss to read in chorus - let Ss guess the missing words - give instruction - Ask Ss to listen to the song and check their prediction - Read the dialogue p 56 - Ask some questions to check students’ understanding - Present the phrases to offer or respond assistance - Ask Ss to do exercise 3b on page 62
- Move around the
Trang 40-Week: 12 - Period: 35 - Teaching date: Lesson 5: read 1-2 % Og “+ Aim: Reading comprehension the passage about the Boy Scout of America
** Objective: By the end of the lesson, students will be able to know
more about youth organization — The Boy Scouts of America (BSA)
“+ Teaching aids: Text book, poster “+ Procedures:
Content T’s activities Ss’ activities
> Warm — up: (Jumbled words) - Write the - Rewrite the
1 Racchtaer 4 Pexailn wordswhose words in the
2 Iojn 5 letters are in correct forms
Nessmsibuan discover
3, Mai 6 Thauolgh - Listen and
> Pre- reading: - Present new repeat
= Pre -— teach vocabulary: words on the - Copy down
- (to) encourage board - Read the
- citizenship (n) - Guide Ss to read | words in chorus
- coeducational (a) in chorus—>
- voluntary(a) individually - Slap the words
- (to) lead — led — led on the board
- (to) establish - Check
= T/F statements prediction vocabulary by - Predict which 1 The Boy Scout of America is a “slap the board” statement is
youth organization true, and which
2 Scouting began in America - Ask Ss read the | 1s false 3 William Boyce is a businessman in | statements given
London and guess they are
4 Boys and girls can join BSA true or false - give feedback
5 The Scouting Association 1s the biggest voluntary youth
organization in the world
> While — reading: - Read the
= Read the passage on page 57 and passage on page check if their prediction is correct or | - Give instruction | 57 and check
not their prediction
= Fill in the missing dates - Give feedback
a 1907 - Listen and - Read the
b 1909 correct false passage again
c 1910 statements and fill in the
d 1994 - Ask Ss to read missing dates
> Post - reading: the passage again | - Give feedback = Do exercise 1 (p 57) and fill in the
a Scouting began in England in 1907 | missing dates - Answer the b The meeting between a boy Scout | - Correct mistakes | questions