giao an anh van 7 hay

choosing the best answer alone) after that pair work (choosing the best answer in pairs) Teacher tests and gives right answers – Students check (  ) in textbook (writing in their exer[r]

(1)

ENGLISH 7

UNIT 9: AT HOME AND AWAY

PERIODS OBJECTIVES LANGUAGE

CONTENTS

TECHNIQUES

A1

- Talking about Liz’s recent vacation

- Talking about the activities in the past

- Developing listening and speaking skills

- The Past Simple Tense with irregular verbs

- Role play - Questions – Answers - Arrangement

2

A2 - Talking about the activities ofLiz’s family at Tri Nguyen Aquarium

- Talking about the activities in past

- Developing listening and reading skills

- Past Simple Tense with irregular verbs (Review) - Past tense with regular verbs

- Questions - Answers

- Story – telling

3

A3 - Talking about the journey of Robinsons’ family - Talking about the activities in the past

- Past Simple Tense with

irregular verbs (Review) - Story – telling.- Questions - Answers

4

A4 - Talking about Ba’s daily.- Developing speaking skill - Review past simple tense, simple present tense and simple future tense

- Questions - Answers

- Story – telling

B1, B2

- Talking about the activities in the past

- Developing speaking skills

- Review simple Past Tense of irregular verbs - Simple Past Tense of regular verbs

- Role play - Questions – Answers

B3, B4 - Talking about what happened in the past - Developing reading and writing skills

- Review past simple tense with regular and irregular verbs

- Learn how to something

7 Language

Focus

- Helping students review the past form of the verbs, simple tenses

- Developing reading and writing skills

- Simple tense - Past simple - More, less, fewer - How much

- Words relating to this topic

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UNIT 9: AT HOME AND AWAY Periods (A1)

I OBJECTIVE:

- Talking about Liz’s resent vacation - Talking about the activities in the past - Developing listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

- The past simple tense with irregular verbs * Vocabulary:

- Words relating to the vacation (vacation, gift) III TECHNIQUES:

- Role play

- Questions – answers - Arrangement

IV TEACHING AIDS:

Pictures, real thing, cassette recorder + tape V TIME: 45 minutes

VI PROCEDURES – PRESENTATION OF THE NEW LESSON

1 Review (5’)

Using the pictures (Unit A1 or A5) Questions and answers - Would you like to go there?

- Do you often go three?

- How far is it from your house? - Who was there?

- Are there any interesting places or any souvenir shops?

2 The new lesson- Skill developing:

Section Steps Techniques and contents Drawing experience

A1 Warm up

5’

Presentation 5’

* Questions – Answers:

T: What you often on your summer holiday?

St: Answer

T: Do you often go to Nha Trang? St: Answer

T: What you there?

St: Go swimming, eat seafood, and take photos T: Liz had a vacation in Nha Trang Now she is talking to Ba about her resent vacation Please listen to the tape to learn what Liz thought of Nha Trang? And what did Liz there? St: Listen to the tape once

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Practice controlled 25’

Future 7’

Vacation = holiday (n)

Gift (n) using a real thing I buy a souvenir on my trip; this is a gift for my mother

* Teaching grammar:

PAST SIMPLE TENSE WITH IRREGULAR VERBS

Using a chart to help the student understand Yesterday

Was Sunday I bought I took I visited I returned to I went to I talked to

Today Is Monday I buy I take I visit I return to I go to I talk to

Tomorrow Will be Tuesday I’ll buy I’ll take I’ll visit I’ll return to I’ll go to I’ll talk to St: Listen to the tape one time, and then listen to their teacher

St: Listen and repeat after the teacher (the tape) St: practice in pairs, then some of them acts it out

St: answer the teacher’s questions to check their knowledge about the dialogue

St: listen to the tape again and check “number the sentences” (page 87)

St: Make similar conversations about their activities on their past holidays

* Home work:

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UNIT 9: AT HOME AND AWAY Periods (A2)

I OBJECTIVE:

- Talking about the activities Liz’s family at Tri Nguyen Aquarium - Talking about the activities in the past

- Developing listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

-Review past simple tense with irregular verbs - New teaching past tense with regular verbs * Vocabulary:

- Words relating to the (shark, dolphin, turtle, crab, cap poster) III TECHNIQUES:

- Questions – answers - Story - telling

Pictures, cassette recorder + tape V TIME: 45 minutes

1 Review (5’)

* Questions – Answers:

- Where did Liz go on her vacation? - What did she thinks of Nha Trang?

- When did Liz talk to Ba about her recent vacation? - Where did her parents took her to see?

Section Steps Techniques and contents Drawing experience A2 Pre-listening

While-listening and reading

* Warm – up:

- Do you visit Nha Trang?

- Where can you see the sea animals? - Do you come Tri Nguyen Aquarium? - Students answer

Now let’s come to Tri Nguyen Aquarium with Liz’s family

* Students activities: Open the tape

Students listen to the tape with their books closed (once)

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Consolidation

* Review simple past tense of irregular verbs Go – went See – saw

Think – thought Be (is/am/are)-Buy – bought Was/were Wear – wore Have –had Eat – ate Put – put * Students new words

Shark Turtle Dolphin Food stall Crab

+ Using the pictures to explain + Silent reading

* Questions - Answer

1 Who visited Tri Nguyen in Nha Trang? What did they see there?

3 What did Mr Robinson buy for Liz? Where did they go for lunch?

5 Why didn’t Liz eat fish? Teacher gives correct answers:

* Telling – story: Put the pictures describing Liz’s family went to the aquarium

Went to a food stall saw many kinds of fish

Bought a cap went to Tri Nguyen Aquarium

Retell Liz’s story Review past tense * Homework:

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UNIT 9: AT HOME AND AWAY Period (A3)

I OBJECTIVE:

- Talking about the journey of Robinson’s family - Talking about the activities in the past

- Developing listening skills to get information II LANGUAGE CONTENS:

* Grammar:

- Review past simple tense with irregular verbs * Vocabulary:

- Review the words relating to listening III TECHNIQUES:

- Story - telling - Questions – answers IV TEACHING AIDS:

Pictures, cassette recorder + tape V TIME: 45 minutes

1 Review (5’)

- Vocabulary relating to the content they are going to listen The new lesson- Skill developing:

Section Steps Techniques and contents Drawing experience A3 Pre-listening

5’

While-reading 10’

Post-listening 15’

Close the book and listen

Consolidation

* Warm – up: (Picture of Nha Trang) What’s it?

Did you go there? How you go there?

Did the Robinsons come there?

The Robinsons had a great holiday in Nha Trang

Now listen to the tape carefully then check the answer in your books

- Students read pairs of sentences in text book: a-b, c-d, e-f, g-h, i-j

- Students listen to the cassettes careful - Make across into the sentences the same contents in text book

- Students listen again * Questions and answers: - Check the key

- Say the content again

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UNIT 9: AT HOME AND AWAY Period (A4)

I OBJECTIVE:

- Talking about Ba’s diary - Developing reading skill II LANGUAGE CONTENS: * Grammar:

- Review past simple tense, simple present tense and simple future tense * Vocabulary:

- improve - keep in touch III TECHNIQUES: - Story - telling

- Questions – answers IV TEACHING AIDS: - Pictures

- Colored chalk V TIME: 45 minutes

1 Review (5’)

* Questions and answers: a) Is Liz Ba’s friend? b) Where is she from?

c) Did the Robinsons come to Vietnam? d) Where did they visit on their vacation?

A4 Pre-reading

3’

While-reading 20’

* Warm up:

Will we talk about Liz’s vacation? Will we talk about Ba’s activities?

Will we talk about Liz and relation between Liz and Ba?

* Teaching new words: Improve (v)

Keep in touch explaining in Vietnamese language

Teacher reads the text first * Answers the questions:

When did Liz and her parents arrive in Ha Noi?

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Post-reading 15’

What are the activities of Liz and Ba? Will she come to visit Ba next week?

- Students read aloud the sentences from a g - Students read the text again and check the answer

- Students read their correct answer - Check the key

* Homework: (3’):

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UNIT 9: AT HOME AND AWAY Period (B1, B2)

I OBJECTIVE:

- Talking about the activities in the past - Developing speaking skill

II LANGUAGE CONTENS: * Grammar:

- Review past simple tense of irregular verbs - Simple past tense of regular verbs (new) * Vocabulary:

- Hairdresser - Neighbor - Material - Dressmaker

III TECHNIQUES: - Role - play

- Role cards - Read objects

V TIME: 45 minutes VI PROCEDURES

* New lesson- Skill developing:

Section Steps Techniques and contents Drawing experience B1 & B2 Warm – up

5’

Presentation

Practice Controlled

Who are they? Where are they? What are they doing?

+ Now listen to the tape to get information from their conversation

+ Open the cassettes recorder * Teaching new words:

- Hairdresser - Neighbor - Material - Dressmaker

+ Using the pictures to explain + Listen to the tape + repeat + Pair works

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How does Hoa’s hair look? Dia Hoa’s uncle cut it? Did Hoa’s aunt cut it? Did Hoa buy the dress?

Did her aunt make her a dress? * Practice in pairs

 Homework (5’)

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UNIT 9: AT HOME AND AWAY Period (B3, B4)

I OBJECTIVE:

- Talking about what happened on the past - Developing reading and writing skill II LANGUAGE CONTENS:

* Grammar:

- Review past simple tense with regular and irregular verbs - Learn how to something

* Vocabulary:

- Words relating to sewing (fit, cushion, sew, needlework) III TECHNIQUES:

- Role – play - Story - telling

- Role cards - Real objects

V TIME: 45 minutes

1 Review (5’)

Role card A Role card B

A: Your dress looks……… B: Yes, ………… Did your mother ……… it? B: Yes, …………

A: Did you like it? B: No, ………….My neighbor ………

A: What your hair? Did your aunt cut it? A: What a nice neighbor?

Teacher gets feedback by asking two pairs to perform before class

Section Steps Techniques and contents Drawing experience B3 + B4 Pre- reading

7’

- Eliciting the topic and teaching new words: showing a needle and thread + pictures * Questions and answers:

This is a needle and a thread We use them to sew or mend clothes

Do you know how to sew?

When you see, you are doing needlework Did you learn how to sew or mend clothes at school?

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Remember

Consolidation

While-reading 10’

Post-reading 10’

Structures 5’

5’

Follow – up Activities (B4)

made when she decided to learn how two sew

- Students read the text and ask task (She made a cushion and a skirt)

- Teacher uses a picture of a girl wearing a too small T – shirt and another wearing a too big T – shirt to teach the word “fit”

- Students compare their answers in pairs Correct the answers:

Put the pictures describing Hoa’s activities in order

What Mrs Mai buy material Make a skirt make a cushion Try the skirt on Mrs Mai’s help Teacher asks some students to look at the pictures and retell Hoa’s story

- Reviewing past tense forms of verbs (regular and irregular)

- Briefly explaining how to pronounce – ED of regular verbs (/id/;/ t/;/d/)

* Learn how to something (How to swim, to cook, to ride a bike)

Students read over sentences, drawing their attention to words indicating time order (first, then, next, finally)

Students review the sentences, using the correct verb tense form

Some students read their complete sentences aloud

* Homework:

- Practice saying the sentences containing past forms of regular and irregular verbs

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LANGUAGE FOCUS 3 I OBJECTIVE:

- Reviewing the past form of the verbs - Developing reading and writing skill II LANGUAGE CONTENS:

* Grammar:

- Reviewing the structure How much + is/are + S? - Past simple tense * Vocabulary:

- Reviewing the old words III TECHNIQUES: - Role – play

- Questions – answers IV TEACHING AIDS: - Flash cards, chart V TIME: 45 minutes

1 The previous lesson:

* Using the pictures:

1 Who went to the aquarium? What did they see there?

3 What did he buy for his daughter? What did they eat for lunch?

* Give the correct verb tense in brackets:

1 How much (be) this that? He (buy) this hat yesterday

3 Where you (go) five days ago?

2 The new lesson:

Section Steps Techniques and contents Drawing experience 3.1

3.2 a

Warm –up

Practice

Open dialogue

A: Oh! It’s a beautiful dress! B: How much ……… ? A: It’s ……… dong B: What about ……… ? A: It’s ……….dong

- Teacher helps the students review the structure:

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Remember

Consolidation

While-reading 10’

Post-reading 10’

Structures 5’

5’

Follow –up Activities (B4)

Did you learn how to sew or mend clothes at school?

Now scan the text and find out what Hoa made when she decided to learn how to sew - Students read the text and to task (She made a cushion and a skirt)

- Teacher uses a picture of a girl wearing a too small T – shirt and another wearing a too big T – shirt to teach the world “fit”

- Students compare their answers in pairs Correct the answers

Put the pictures describing Hoa’s activities in order

What Mrs Mai buy material Make a skirt make a cushion Try the skirt on Mrs Mai’s help Teacher asks some students to look at the pictures and retell Hoa’ story

- Reviewing past tense forms of verbs (regular and irregular)

- Briefly explaining how to pronounce – Ed of regular verbs (/id/; /t/; /d/)

* Learn how to something (How to swim, to cook, to ride a bike)

Students read over sentences, drawing their attention to words indicating time order (first, then, next, finally)

Students review the sentences, using the correct verb tense form

Some students read their complete sentences aloud

* Homework:

- Practice saying the sentences containing past forms of regular and irregular verbs

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UNIT 10: HEALTH AND HYGIENE Period (A1)

I OBJECTIVE:

- Students know how to talk about personal hygiene - Developing reading and listening skill

- Present simple tense (review) - Past simple tense (review) - Frequency (review) * Vocabulary:

- harvest (n) - iron (v)

III TECHNIQUES: - Questions – answers - Brainstorming

- Pictures: (page 33 – textbook); (Hoa’s daily activities – drawing) V TIME: 45 minutes

VI PROCEDURES

- Skill developing: reading and writing

Section Steps Techniques and contents Drawing experience A1

Page 99

Warm – up

Pre-reading

* Brainstorming

T: What you know about Hoa? (Who is she? Where her parents live? What is their job?) using picture

Some students talk in front of the class T: Now we read a letter from Hoa’s mother Gives them tasks

1st time: listen to tape; find it there are any new words

Harvest (v) (n) Iron (v)

2nd time: listen to your friends

New words: harvest: after or 4, months planting rice in the rice paddy, farmer harvest rice (using 1st lang)

Iron (picture)

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While reading

Post reading

Follow up activities

Consolidation

Compare their answers in pairs

Students read their answers in individuals Teacher corrects gives right answers * Answer questions on page 100

1 They are busy because it’s almost harvest time

2 Hoa’s grandfather helps them on the farm They will go to Ha Noi soon, after the harvest

4 Now Hoa is difficult She gets up early and does morning exercises every day

5 Her mother wants her to: - her washing and ironing

She doesn’t want Hoa to eat too much candy and stay up late

Group work of students and talk what they to take care of them, then present in front of the class

 Review past tense forms of verbs, ways how to pronounce received and liked

 Form of verbs after want and remember

Notes:

Remember / want to inf

Asks students to say the sentences contain above verbs

a Remember to wash and iron your own clothes

b What does Hoa’s mother want her to do? * Homework:

1 Do A1, A2 on page 61 (work book)

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UNIT 10: LANGUAGE FOCUS 3 Period (A2, A3)

I OBJECTIVE:

- Students know how to talk about daily activities - Developing listening and writing skill

- Reviewing the present simple tense * Vocabulary:

- Polish (v)

III TECHNIQUES: - Role – play

- Brainstorming - Gap filling

- Some pictures relate to someone’s daily activities V TIME: 45 minutes

VI PROCEDURES

- Review the old lesson: talk about what he/she does to take care of herself/ himself

Page 100

Warm up

Pre- listening

While – listening

Post – listening

Ask some students interview their classmates “What they every day”

Then talk it to the rest of the class

T: In the part A2 we listen what Hoa did yesterday Look at the pictures on page 100 Now tell me what she did

S: as directed, teacher explains new word: polish (using picture)

Polish (v)

Teacher gives tasks: listen and put the pictures in order they hear

Teacher plays the tape three times 1st time : just listen

2nd time: listen and put pictures on order. 3rd time: listen and check

Student compares their result in pairs Some student say their result

Teacher corrects

a) ; e) ; f) ; d) ; g) ; c) ; h) ; b)

?What did we listen about Hoa in A2

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Now we read Nam’s dairy with detail in time Teacher gives students tasks: read and write about themselves, them practice ask and answer in pair

Teacher and students practice as a model * Write their dairy and practice ask and answer in pairs (using information they write in their diary)

* Some pairs practice in front of the class * Read the text, and then answer the following sentences

1 What time does Nam get up/eat breakfast/ homework

2 What does he have for breakfast? What did they go after breakfast? What time does Nam go home?

Ask student to point the adv of time to be used in section A2 (yesterday)? What tense we use? (simple past)

Review some verbs in part: get  got Polish  polished … and how to pronounce

* Homework:

- Section A3, A4 unit 10 (work book)

- Do a talk “what I did yesterday with detail in time”

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UNIT 10: HEALTH AND HYGIENE Period (A4)

I OBJECTIVE:

- Developing skill of reading the letter, aiming at writing a reply II LANGUAGE CONTENS:

* Grammar:

- Review the simple present, simple past * Vocabulary:

- Strange (n) - don’t worry (exp) - Take care of (exp) - Lay out of a reply letter III TECHNIQUES:

- Gap filling - Questions and answers IV TEACHING AIDS:

- A model letter in Unit (page 73 – English 6) V TIME: 45 minutes

VI PROCEDURES

- Review the previous lesson: some student talk what they did yesterday.

Page 102

Warm up

Pre- listening

While – listening

Post – listening Consolidation

Who send Hoa a letter in A1? What did she write to Hoa? S: answer

In this period, we read Hoa’s letter in gaps Now read and fill in gaps

1st time: students read and find the appropriate form of verbs to fill in gaps

Note: phrases of verbs were learned in the previous lessons

Students can discuss in groups and write what they fill in the board, compare in groups Teacher correct and gives the key

Was; having; show; take; get; go; wash; iron; eating; told; see; go

Student discusses how to write a letter to their grandmother, and then write in groups

Ask students to look at the letters in A2 and A4 to give form of them (heading and ending) with some expressions are used

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UNIT 10: HEALTH AND HYGIENE Period (B1)

I OBJECTIVE:

- Helps student how to describe events in a dentist’s - Developing speaking, listening and writing skill II LANGUAGE CONTENS:

* Grammar:

- Present simple (review) * Vocabulary:

- Cavity (n) - Toothache (n) - Drill (n)

- Appointment (n) - fill (v)

- Hurt (v) - feel (v) - Scared (adj)

III TECHNIQUES: - Role – play

- Questions - Answers IV TEACHING AIDS: - Pictures of oral hygiene - Tapes

- Review the old lesson Teacher delivers worksheets, ask students to fill in gaps with the appropriate words.

(1) Dad,

Thanks for your letter, I’m glad to hear you are (2) Now I am having a lot of fun I hope you will (3) Ha Noi after the harvest We will (4) around the city

Don’t worry about me

I know how to (5) care of myself Every day I get (6) early to (7) morning exercises And I don’t (8) to bed late Before bedtime, I often (9) my teeth Take care, Dad (10) Again soon

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Section Steps Techniques and contents Drawing experience B1

Page 103 Warm – up

Presentation

* Brainstorming:

What did Hoa to take care of her teeth in her letter in worksheet?

S: brushes her teeth before bedtime

T: What happen if we don’t does like Hoa? S: toothache

T: uses gestures to shoe meaning  new word: toothache

What should we if we have a toothache? S: đến nha sĩ

Dentist (n)

What does the dentist when you come to see him?

S: trám Fill (v)

Are you scared to come there? (gesture) Scare (v)

Teacher uses picture to show a cavity in teeth  new word

Cavity (n)

In B1 Minh has a toothache Listen the conversation between Hoa and Minh and answer

1 What is Minh going at 10.30? What happen to Hoa last week? How did the dentist help Hoa? Student listen to the tape twice; Practice in pairs; discuss and find answers to the

questions; give answers; give answers before the class

Teacher corrects

Teacher asks students the dialogue again, discusses in groups to answers the questions Teacher explains “what’s wrong with Minh?” (It has the same meaning as (what’s the matter?  setting a situation to show meaning) What’s the matter with …?

What’s wrong with …?

Students give answers, teacher corrects

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Follow up

activities gaps and practice in pairs

Nam : Ow!

Lan : What’s ……… ?

Nam : I ……… A toothache Lan : Are ……… the dentist? Nam : Yes, I’m, but I’m ………

Lan : Why?

Nam : I ……… the ………… of the ………

Lan : I know Last week, the ………….filled a ……… in my ……… I was little of scared, but the dentist was kind She looked at my ……… And told me not to ……… then she ………it It stopped ……… afterwards I felt a lot better after she ……… my tooth

Consolidation Teacher gives question to consolidate What should we say to ask

someone’s status of health?

2 Where should we go if we have a toothache?

3 How can the dentist to fix our teeth?

* Homework:

- Learn vocabulary and expressions

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UNIT 10: HEALTH AND HYGIENE Period (B2, B3)

I OBJECTIVE:

- Developing skills of speaking, listening and reading to catch the content II LANGUAGE CONTENS:

* Grammar: - Simple future

- Simple present tense * Vocabulary:

- Surgery (n) - forget (v)

III TECHNIQUES: - Questions - Answers - Filling gaps

IV TEACHING AIDS: - Cassettes recorder + tape - Worksheet

- Pictures

- Review the old lesson: Asks students to finish the task sheet.

* Choose the correct answers:

1 What does he do? He fills cavities in our teeth a He is farmer

b He is a dentist c He is a journalist

2 What should we to take of our teeth? a Eat too much candy

b Get up early

c Brush our teeth before bedtime and after meals Minh has a toothache What should we talk to him? a Going to see a dentist

b Going to the countryside c Staying up late

4 How we feel after the dentist fixed our teeth? a Feeling better

b The teeth hurt c Being scared

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B3 Page 104

Pre listening

While listening

Post listening

Pre reading

While reading

Post reading

Consolidation

Teacher asks students to listen twice and note the information needed for the answers, give the table to note

Students as directed: listen and take note Dr Lai’ job: ………

Dr Lai’ clothes: ……… How children: (explain ……… Give ………

Tells ………

Reminds to learn ………eat ……… Using note to answer

Students listen to 3rd time to check their answers

Students discuss in pairs, and then some students give their answers in front of the class

Teacher corrects Let them listen to the tape again and check

Teacher asks to talk about what they know about Minh (elicits: What’s the matter with Minh? How does he feel before going to see dentist? What is the dentist doing?)

Students talks

Teacher gives students a talk: listen and read to catch the main content of the passage Teacher asks to find if they are any new word: preteach new word: surgery (say in 1st Lang) forget (using a situation: I give you some exercises, I want all of you to do, and I say “Don’t forget to your homework” Students as directed, read silently, read him summary and fill in blanks with the appropriate words

Teacher lets some students read their completed text in front of the class Teacher corrects if there are any in corrections and gives the key

Nervous; smiles; cavity; brush; pleased Teacher uses some questions to consolidate how students can understand the lesson

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(She smiled and said: “Don’t worry Minh”)

2 How is the cavity in her teeth? What did D.r Lai to fix to?

 Homework:

- Describe what happened to you when you go to see a dentist in oral and in writing

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UNIT 10: HEALTH AND HYGIENE Period (B4, B5)

I OBJECTIVE:

- Students know the cause of hurting their teeth and know how to take care of their teeth

- Developing skill of speaking and writing II LANGUAGE CONTENS:

* Grammar:

- Question and answer of cause: Why ……? Because ………… - Imperative commands

* Vocabulary: - toothbrush (n) III TECHNIQUES: - Questions - Answers - Role play

IV TEACHING AIDS: - Worksheet

- Pictures

- Review the old lesson

1 What should we and shouldn’t to take care of our teeth: - Brush teeth after meals and before bedtime

- Use and old toothbrush - Eat a lot of candy and cake - Keep the dentist away - See a dentist sometimes - Eat too hot food

- Drink too much iced water Complete the open dialogue Hoa : What’s ……… you? Nam : ………toothache Hoa : ……….?

Nam : Because I eat too much ………

Page 105 Warm up Asks students to use the following questions toretell about Minh: What’s the matter with Minh?

2 Where did he go? What did the dentist do?

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Teacher lets students observe the picture a) and the example as a model



Teacher introduces structure of asking and answering about cause: using a situation: look at Minh: his tooth hurts Do you want to know the cause of his toothache? You can ask “why” and answers with “because” Minh’s tooth hurts Why?

Because he has a cavity

Students observe the remaining pictures and prepare the dialogue in pairs

Students practice in pairs with partners, alternating the roles

Some pair practice in front of the class Teacher corrects if there are any mistakes Teacher uses pictures on page 65 (workbook), ask students to practice

How should we advice someone to take care of their teeth? Now give them some

commands: begin with Do or Don’t

Asks students to look at pictures and example on page 106 to write poster for each

Students as directed and compare with their partners

Some students read their sentences in front of the class

Teacher corrects

Students make questions for the following sentences

1 I went to the dentist because my teeth hurt He is worried because he is going to see a dentist

3 Nam feels better because the dentist fixes the teeth

 Homework “

- Learn vocabulary and expressions

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ENGLISH – UNIT 11

Periods Objectives Language contents Techniques

1

A1 - How to ask and answer some information of heath - Developing listening skill

- Would you …? (Review) - The simple past tense (to be-regular and irbe-regular verbs)

- Questions – answer - Role – play - Brainstorming

A2

- How to ask and answer about height and weight

- Developing listening skill

- How + adj …? - Questions –

answer - Role – play - Brainstorming

A3

- How to ask and answer some information about oneself and fill in the medical record - Developing speaking skill

- Wh-question: which …? - Where does he …? - What is this …? - How … is he?

B1 + B3

- Asking and answering about health problems

- Being able to fill in the medical record

- Developing speaking, reading and writing skill

- The past simple tense (review)

- Have + name of illness

5 B4

- Talking and describing simply about the names and the symptoms of some common diseases

- Being able to fill in the medical records

- Developing reading, speaking and writing skill

- The present simple tense (review)

- Everybody, nobody - Help something

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UNIT 11: KEEP FIT, STAY HEALTHY Period 68: A – A CHECK UP (A1)

I OBJECTIVE:

- How to ask and answer some information of health - Presenting listening skill

- Review: would you + V …?

- The simple past tense (To be – regular and irregular verbs) * Vocabulary:

(Adj) normal

(v) to fill – in, to measure, to weigh, to lease, to tell

(n) check – up, medical check – up, medical record temperature, height, weight, scale (s)

III TECHNIQUES: - Questions - Answers - Role play

- Brainstorming

IV TEACHING AIDS: - Cassette recorder + tape - Real objects

- Flashcard

- Picture (in Unit 10), picture (Unit 11, page 107) - Picture of a scale (s)

- Presentation of the new lesson (40’)

A1 Warm up

(2’) * Brainstorming:- Do you often exercises morning? - Why should we exercises morning? (students answer)

Teacher says: yes, we should exercises to keep fit and stay healthy (let students repeat and write on the board)

- Questions – answers:

( Use a picture of unit 11 page 107 to read in the new lesson)

- Teacher asks students some questions such as:

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Practice controlled (13’)

Further practice (6’)

Consolidation (5’)

Remember =>

Homework

doctor at first? … the second? Etc… in order to explain some new words

e.g To fill – in (gesture)

medical record (real object)

In the dialogue: The nurse asks Hoa to some things Now listen to the tape and answer the questions (sticks the flashcard on the board)

- Let students read the questions and close their books Listen to the tape (first time) - Answer the questions

- Listen and repeat after the tape (open their books)

- Pair work (practicing the dialogue in pairs and numbering the sentences page 108) - Teacher correct the exercises

- Some pairs perform before class - Gives some cues on the board e.g: 1m52 / 1m48/ 38kg/ Thin …

- Demonstrate the dialogue with one student T: would you stand here So I can measure you?

T: You’re 1m52 tall St: Last year I was 1m48

T: Would you get on the scale (s)? You’re 38kg

St: Last year I was 38 kg, too

T: You’re thin The doctor will see you in a few minutes

- Pair work (2 pair)

- Asks students how the nurse says to Hoa when she wants Hoa to something - Students give some questions:

“Would you open your mouth, please?” * A polite request: Would you + V …?

- Let students read loudly the correct number p.108 (pay attention to the ending sound ad) * The simple past tense: (regular and irregular verbs)

Learn the vocabulary and remember

Do exercise in workbook page 67, 68, 69 (A1 – A2)

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Period 69: (A2) I OBJECTIVE:

- How to ask and answer about the height and weight - Presenting listening skill

- How + Adjective …? * Vocabulary:

To start

III TECHNIQUES: - Questions - Answers - Role play

- Brainstorming

IV TEACHING AIDS: - Cassette recorder - Flashcard

- Picture (unit 11 page 108 – Doctor with a stethoscope) V TIME: 45 minutes

VI PROCEDURES

A Review (5’): check students the past form of the verbs – vocabulary (using the flashcard)

B New lesson (40’) skill developing

A2 Warm up

(2’)

Presentation (5’)

Practice (15’)

* Questions – answers:

- Shows students a picture of doctor with a stethoscope

- Asks students: Who’s he? What does he have? Does the dentist have? What does the doctor use the stethoscope?

Shows students a pictures of A2 (page 108) and asks students some questions

- Let students read the dialogue and predict the missing words for 2’

- Asks students if there are new words, explains them

- Students listen to the tape (first time and open their books)

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Further (3’)

Consolidation (6’)

Homework (2’)

- Listen the 3rd time and check again

- Students compare their task with the partner beside for 2’

- Students read loudly their task before class (2 students)

- Listen to the tape and correct answer

Using the real objects in class and making the questions and answers with How + Adj …? - Pair work for 1’

- Students perform before class (3 pairs) - Give some cues on the flashcard and asks students to make the questions and answers with How + adj …?

- Students go to the board and the exercises

- Summary the key points + How tall is he? He is … How tall are you? I am … + How high is the wall? How high are these buildings? + How heavy are you?

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UNIT 11: KEEP FIT, STAY HEALTHY Period 70 (A3)

I OBJECTIVE:

- How to ask and answer some information about oneself and fill- in the medical record - Presenting speaking skill

- WH Question: Which …? Where does he …? What is his …? How ……… is he? * Vocabulary:

- Full name - Forename - Surname - Male - Female

- review some regular and irregular verbs in past tense III TECHNIQUES:

- Questions - Answers - Role play

- Brainstorming

IV TEACHING AIDS: - Flashcard

- Pictures

A Review: Game: fill in the missing words (using the flashcard) (2 groups of four) B New lesson (40’)

A3 Warm up

(2’)

Presentation (10’)

* Brainstorming

Shows students a thing in a box and asks them to guess what it is?

Asks students

- The thing we can write down it What is it? - When we go to see the doctor We must have it (A medical record)

Today we learn the way to fill in it * Questions – answers:

(picture of unit 11 page 11)

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Practice (8’)

Further practice (3’) Consolidation Remember (13’)

Remember

Homework (3’)

the order to teach them some new words e.g: My full name is Le Thanh Nguyen What’s her full name?

How heavy is he?

Or we can say: what is her weight? Etc:…

- Lets students fill in the missing information page 109

- Students work in pairs (ask and answer about the missing information and fill in)

- Some pair perform before class - Teacher corrects them

- Sticks a medical record on the board

- Asks a pair of students to go to the board and play the role

- Asks students the way to ask about the board and play the role

- Asks students the way to ask about the weight

+ How heavy are she/ he? + What is her weight?

+ Which class are she/ he in? Which school she/ he go to?

- Repairs the exercise A4 (students have done at home) students go to the board and the exercises

- Teacher corrects them and let students read loudly (pay attention the ending sound “ed”) - Asks students the way to pronounce “ed”

Regular

Call – called Fill – filled

Measure – measured Start – started

Stop – stopped Weigh – weighed

Irregular

Be-was/were Give – gave Have – had Keep – kept Leave – left Take – took

- Lets students read loudly (twice) individually (2 students)

Learn the vocabulary and remember

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UNIT 11: KEEP FIT, STAY HEALTHY Part B: What was wrong with you?

Period 71 (B1 + B2) I OBJECTIVE:

- Asking and answering about health problems - Being able to fill in the medical record

- Developing speaking, reading and writing skills II LANGUAGE CONTENS:

* Grammar:

- The past simple tense (review) - Have + name of illness

* Vocabulary:

- Words relating to health and illness III TECHNIQUES:

- Questions - Answers - Role play

- Brainstorming - Pair works

IV TEACHING AIDS: - Cassette recorder + tape - Pictures, realist

V TIME: 45 minutes VI PROCEDURES The previous lesson:

* Compare the sentences with the words given medical, records, temperature, scales, and measure

a Your is 370

b They filled in their medical ………

c ……… is an instrument for weighing people or things d The students are having a ……… check up

e Can you ……… that door?

* Match the questions in A with the answers in B

A

a What is his full name? b What is his age?

c Which school does he go to? d Which class is he in?

e Where does he live? f What is his height? g How heavy is he?

B

a 12 Tran Hung Dao street b He goes to Le Quy Don school c He is 40 kilos

d He is fourteen e Nguyen Van Hung f Class 7A

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2 The new lesson:

B1 Warm up

Presentation

* Brainstorming

Now tell me how to felt and what you did when you were sick

- Teacher writes student’s suggestions on the board

e.g: Feeling + tired + unhappy + sad + worried ……

What you did + see the doctor + stay in bed + take temperature +stay inside at recess

+ write sick note + take medicine * Questions – answers:

- Teacher introduces Mr Tan – the teacher and Lan (uses the picture on page 110)

“This is Mr Tan – the teacher and this is Lan Lan was absent yesterday”

What you think Mr Tan is asking Lan? (about her health …)

What was wrong with her? (she had a …)

- We will listen to a dialog between them Try to check and compare with the list you gave above while listening and reading the dialog - Teacher checks students with some

questions:

+ Was Lan tired?

+ Did she go to see the doctor? + Did she take temperature? + Did she stay inside at recess? + Did she write sick note? (N)

Teachers asks students if there are difficult or new words, and explains them if there are any

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B3

Remember consolidation

Practice Controlled

Further

Pre-listening

While-listening

Post listening

- Students listen and repeat after the tape (class split in half to play roles)

- Pair works (practicing the dialog Read questions – page 110 and try to answer them) - Some pair perform before the class

- Teacher’s correction

a Because she had a bad cold b She had a headache

c He tells her to stay inside at recess d He said Lan has a virus

e The doctor wrote it

- Pair work: students ask and answer about health problem

e.g: Were you ever absent …? What was wrong with you? What did wrong you do? * Questions – answers:

- Pre-teaching some new words (flu, stomachache – pictures)

- Now, we are going to listen to the number of days lost thought sickness in class 7A last semester Try to guess the numbers and write down

- Students write downs the days lost they guess

- Students compare and check after the first listening

- Students listen to the tape again and write the days lost for each sickness

- Some students give the answers - Teacher corrects pupil’s answers Cold: 10

Flu: 43

Stomachache : Toothache: 17 Total days lost: 112 * Pair work:

- Students ask and answer about the days lost of them

e.g: What were your days lost due to? How many days?

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What was wrong with you? - Saying illness

Have + name of illness

* Homework:

- Review all answers on your notebooks

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UNIT 11: KEEP FIT, STAY HEALTHY Part B: What was wrong with you?

Period 72 (B4) I OBJECTIVE:

- Talking and describing simply about the names and the symptoms of some common diseases

- Being able to fill in the medical records

- Developing speaking, reading and writing skills II LANGUAGE CONTENS:

* Grammar:

- The past simple tense (review) - Everybody, nobody

- Help something * Vocabulary:

- Words relating to diseases and symptoms III TECHNIQUES:

- Questions - Answers - Pair works

- Retelling

IV TEACHING AIDS: - Pictures

V TIME: 45 minutes VI PROCEDURES The previous lesson:

* Use the correct from or tense of verbs

a You should (go) to bed early b My farther never (take) medicine

c Lan (be) very tired when she (catch) a bad cold two days ago d He (not come) to the meeting last week

e There (be) nobody there when I (arrive) yesterday * Make questions for the following answers:

a This street is five kilometers long (How) b This lake is meters in depth (What)

c The building is over 100 meters high (What) d The blue dress is 120 thousand long (How) The new lesson:

Section Steps Techniques and contents Drawing experience B4 Warm up - Teacher gives some pictures of sickness

Student says the name for each and writes down on the board

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Pre-reading

While-reading

Post- reading …)

- Eliciting the topic and pre-teaching some new words (symptoms, disappear, catch, caught, sneeze)

+ Did you ever hear about the common cold? + We call this one common cold because millions of people catch it every year  catch + When you have it Do you cough or sneeze like him? (show the picture)  cough, sneeze + What you when you have a cold? (take medicine…)

Task 1: Students scan the text and find out some symptoms of the common cold and the way to prevent it

- Students scan the text and task one + Symptoms:

A runny nose A slight fever Coughing Sneezing + To prevent: Eat well Exercise Keep fit Stay healthy

- Teacher teachers the words “disappear” … Task 2: Read the text again and answer the questions in pairs

- Students compare their answer in pairs - Some pairs perform before the class Teacher gives the corrects answers a Why we call the cold “common”?



Because every year, millions of people catch it

b What are the symptoms of the common cold?



They are: a runny nose, a slight fever, coughing and sneezing

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

No, there isn’t

d Do clod cure work? What they do?



No, there medicines don’t cure a cold, but they relieve the symptoms

e How can you help prevent a cold?



By eating well, doing exercise, keeping fit and staying healthy

Task 3: Retelling about the common cold as the following suggested diagram:

- Students work in pairs

- Some students perform before the class

Remember Consolidation

e.g: There are some symptoms of a common cold: a runny nose, a slight fever, coughing and sneezing Nobody knows a cure but some medicines relieve the symptoms To prevent a cold we should eat well, exercise, keep fit and stay healthy …

- Simple present tense (review) - Help something

* Homework:

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ENGLISH – UNIT 12

1

A1, A2 - Talking about different food and expressing preferences - Developing listening,

speaking and reading skills

* Grammar: I’d like (review)

Responses with so – too; either – neither

* Vocabulary: words relating to food Role play Questions – answers Brainstorming

A3 - Describing how to make a meal - Developing listening and reading skills

Students can cook a meal

Simple past tense of regular verbs

Vocabulary: relating to A3

Story telling Questions and answers

3

A4, A5 - Asking about what students ate and drank yesterday - Developing listening skill - Students can use past simple tense with irregular verbs

* Simple past tense (review)

Vocabulary: balanced (adj) - Questions – answer - Role – play

4

B1 - Talking about the habit of keeping healthy - Developing listening skill Student can choose healthy drinks and food

Grammar:

+ Simple past tense

+ Conjunction: but Review + Make

Vocabulary: dirt (n)

- Questions – answer - Role – play

5 B2, B3

Talking about diet

Developing listening, reading and writing skills

Students know to eat diet

Grammar:

Must, should (Review) Command (review)

Vocabulary: relating to B2, B3

- Questions – answer - Story telling

6

B4 Name of healthful foods and drinks Developing listening and writing skills

Students grapes the affirmative and negative from of simple past tense and conjunction “but”

Grammar: The affirmative and negative of simple past tense

Vocabulary: (Review)

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UNIT 12: LET’S EAT Period 1: (A1, A2)

testtesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttestt esttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttesttestte sttesttesttesttesttest

I OBJECTIVE:

- Talking about different food and expressing preferences - Developing speaking, reading and listening skills

- I’d like (Review)

- Responses with so – too, either - neither * Vocabulary:

- Words relating to foods III TECHNIQUES: - Questions - Answers - Role – pay

- Brainstorming

- Pictures (enlarged from pictures in the textbook (page 114-115) - Cassettes recorder + tape

- Real objects and artificial objects V TIME: 45 minutes

VI PROCEDURES:

Presentations of the new lesson

Sections Steps Techniques and contents Drawing experience A1 + A2

(40’)

Warm up (5’)

Presentation (5’)

* Brainstorming:

Now tell me: “Do you ever go to market?” What food you buy or see at the market?” “-Meat, vegetable”

What food you buy or see at the market? “-chicken, bean, beef”

We’ll listen to a dialogue between

Hoa and her aunt and guess What foods they bought at the market yesterday

- Students prepare to answer the questions while listening and reading the dialogue - Teach new words by read objects

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Homework (5’)

Practice Controlled

A1 (15’)

Further A2 15’

- Practice in pairs and answers the questions - Call on a student to read aloud the list of the foods they bought

- Asks the students to give expressions of Hoa’s

* Teacher gives practice in talking about preferences using so, too

Either or neither

* Review quickly the use of so – too, either – neither to the students

Remember: So/too; either/ neither Questions and answers:

I like pineapples Do you like them? I don’t like beef Do you like it? Nam likes durian Do you like it?

We use a lot of sugar in cooking Do you like it?

Do exercises:

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UNIT 12: LET’S EAT Period 3: (A4, A5)

I OBJECTIVE:

- Asking about what students are and drank yesterday - Developing writing skill

- Students can use past simple tense with irregular verbs II LANGUAGE CONTENS:

* Grammar:

- Simple past tense (Review) * New words:

- Balanced (ad) III TECHNIQUES: - Questions - Answers - Role – pay

IV TEACHING AIDS: - Pictures – worksheets V TIME: 45 minutes VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience A4

(42’)

Warm – up (7’)

Activity (20’)

Activity

Group work of students

- One of them : interviewer has a worksheet Ask: What food did you eat yesterday? - (Make a tick x)

Tell foods that you eat yesterday The others: interviewer  answers Interviewer’s questions:

Name Food

Vegetable Meat Beef Pork Banana Ice-cream

Teacher gets feedback by asking some interviewer * Teacher gives practice in writing sentences telling about the food the students had yesterday

- Ask students to write sentences about …

… What they had for breakfast, lunch and dinner - Have students compare their sentences with a partner

- Ask one or two students to read aloud write their sentences to the whole class

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Homework (3’)

2

(15’) Play with words (optional)T gives practice in pronunciation and intonation * Have students listen to the poem

* Ask students to repeat the poem

* Call on some students to read the poem in front of the class

- Remember: Past simple tense Regular verbs

Teacher reads and students repeat

Do exercise: B4 (page 78/79) – exercise book writes

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UNIT 12: LET’S EAT Period 5: (B2, B3)

I OBJECTIVE: - Talking about diet

- Developing listening, reading and writing - Students know how to eat diet

- Must, should (Review) - Command (Review) * Vocabulary:

Balanced (adj) Moderate (adj) Diet (n)

Body – building foods Energy – giving foods Protective foods III TECHNIQUES: - Questions - Answers - Story - telling

IV TEACHING AIDS: - Cassette recorder + tape - Pictures

– Worksheets

V TIME: 45 minutes VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience

B2 Warm – up

(5’)

Pre-reading (10’)

While-reading (15’)

- Ask students some questions about the kind of foods they would like to eat

Ex:

What food would you like to eat? Do you like vegetables?

I like fish And you?

- Eliciting the topic and teaching new words What’s a balanced diet?

What kind of good are:

- Body – building foods? - Energy giving foods? - Protective foods

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B3

Homework (3’)

Post reading (12’)

* Have students read the passage to themselves

* Call on one or two students to read the passage aloud to the class

* Have students read over questions a) - c) * Ask student to find the answers to the questions

* Have students compare their answers with their partners

* Call on some students to give the answers in front of the class

* Make any necessary corrections

Look at the picture in the book and answers the questions:

Which is sugar? Chicken? Tomato? …

* Tell students that they are going to write a menu for them and their family

* Ask students to study the pie chart

* Have students write a menu for meals at breakfast, lunch and dinner by choosing the food items in the pictures

* Tell students to compare there menus with their partners

* Have one or two students write their menus on the board

* Make any necessary comments and corrections

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UNIT 12: LET’S EAT Period 6: (B4)

I OBJECTIVE:

- Name of some healthful foods and drinks - Developing listening and writing skills

- Students grapes the affirmative and negative form of simple past tense and conjunction “but”

- The affirmative and negative form of simple past tense * Vocabulary:

- Review

III TECHNIQUES: - Role play

- Questions - Answers IV TEACHING AIDS: - Cassette recorder + tape - Pictures

– Worksheets

Sections Steps Techniques and contents Drawing experience B4

(32’) Warm-up(7’)

Pre-reading (7’)

While-listening

(10’)

Post-listening

(8’)

Teacher gives the task: Body

Building

Energy Giving

Protective Meat

………

……… ………

Oil

……… Pineapple ……… Have students study the pictures for a few minutes and answers the questions

- What’s this?

- Are they vegetable?

* Have students listen to the tape once or twice

* Have students listen to the tape again and write the letters or Lan, Nga, Ba and Hoa ate and drank

(50)

LANGUGE FOCUS 4 1 PERIOD

I OBJECTIVE:

- Revision helps the students to consolidate what they have learnt from Units 10, 11, 12 - Developing listening, speaking, reading and writing skills

1 Past simple tense Indefinite quantifiers Too and either

4 So and neither Imperatives III TECHNIQUES: Questions - Answers Gap filling

3 Role play

4 Guessing information IV TEACHING AIDS:

- Pictures, colored chalks, flashcards V PROCEDURES:

1 The previous lesson

Teacher asks Ss to talk about their food

Sections Steps Techniques and contents Drawing experience Page 123,

124

Warm up Activity

Teacher guides Ss to review the grammar notes from Units 10, 11, 12

T: Review simple past tense a- Affirmative form:

I went to Dam Sen Park last Sunday She watched TV yesterday evening b- Negative form:

I didn’t go to Dam Sen Park last Sunday She didn’t watch TV yesterday evening c- Interrogative form:

Did she watch TV yesterday evening? T: Have Ss look at the pictures in the

textbook, guess the actions and then answer the questions in pairs

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Page 124,

125 Activity T: Review some indefinite quantifiers.T: Ask Ss to look at the pictures on page 124 to write the correct expression and correct them

T: Asks Ss to look at the pictures on page 125 to complete the dialogues

T: Asks some pairs to read the dialogues and correct them

Page 126 Activity T: Review TOO and EITHER

T: Ask Ss to work in pairs to read the dialogues

T: Have Ss look at the pictures on page 126 to make up similar dialogues with a partner T: give some feedback

Page 127 Activity T: Review SO and EITHER

T: Asks Ss to work in pairs to read the dialogues

T: Have Ss look at the pictures on page 126 again to make up dialogues with a partner T: Gives some feedback

Page 127, 128

Activity T: Review imperatives

T: Ask Ss to look at the pictures on page 128 and complete the instructions

T: Ask some Ss to read the instructions and correct them

3 Consolidation

T: Have Ss give some regular verbs and make some sentences using them

T: Have Ss to write the structures of TOO, EITHER, SO and NEITHER

Have Ss to some exercises on the board (flash cards)

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UNIT 13: ACTIVITIES SECTION: A; B

1 A1, A3

- Describe sporting activities * Grammar: Adjectives and adverbs * Vocabulary:

Words relating to sport (review)

Listening reading Questions – answers Role play

2

A4, A5 Give advice about sporting activities for owner

* Grammar:

Adjectives and adverbs (review)

* Vocabulary:

Words relating to sport

Reading Questions – answers Gap – filling

B1 Make an invitation * Grammar: Review modal verbs Modal verb: ought to * Vocabulary:

Paddles …

Listening Role play Questions – answers

4

B2 Refuse an invitation

* Grammar:

Review modal verbs + Come and play basketball + I’m sorry I don’t think I can

* Vocabulary: Review

Listening role Play gap filling

5

B3 Explore in the Oceans * Grammar: review* Vocabulary: words relating to equipment about swimming

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UNIT 13: ACTIVITIES Section: A1 + A3

Period 1 A SPORTS

I OBJECTIVE:

- Students learn how to describe sporting activities II LANGUAGE CONTENS:

* Grammar: Adverbs and adjectives * Vocabulary:

* Noun: Baseball, skateboarding, Roller – skating ………… * Adjectives: Slam dunked, popular, skillful, and safe III TECHNIQUES:

- Role play

- Questions - Answers IV TEACHING AIDS: - Pictures and cassettes V TIME: 45 minutes VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience A + A

10’

Warm up  Introduces the topic:

 Asks students which sports are their favorite ones and in their free time which one they often play

 Let them look at the pictures indicating sports

 Asks whether some of them play any the sports in the pictures

 Tell them the content of the reading they are going to listening and read

 Students listen to the teacher carefully before listening and reading

 Names 10 sports which are the most popular that they young in America love to play

 Students try to remember as many sports as possible, then retell them Skill

developing ControlledPractice A1

 Let students listen the cassette twice  Student listens to the cassette

attentively

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 Student read careful

 Call some students and asks them to tell the names of some sports lists  Sports: Baseball, skate-boarding,

roller-skating, roller-balding, basketball, football, tennis, badminton, swimming  Have some of students to some

actions illustrating some sports to attract their attention more, then asks other to guess what they are

 Students try to guess which sports are illustrating and give correct answers  Let them practice in pairs, asking and

answering the questions given

 Call some pairs to drill before class, corrects if there is mistakes Students as requested

A3 listen then practice

with a partner

 Asks students to look at the pictures, observe and then tell what people in the pictures

 Students look at the pictures and as requested

 Let students listen to the cassette twice

 Asks questions – answers

 What’s he?  He’s a soccer player Is he a good soccer?  Yes, he is

What does he play?  He plays soccer well  Use substitution drill and let students

work on other pictures  Students as requested  Have students practice in pairs

 Teacher writes pairs of sentences on the board and calls some students to underline the adjectives and adverbs in these sentences

 Students look at the board and find out the adjectives adverbs then underline them

 Tell students the difference between adjectives and adverbs and their usage  Give them some more adjectives and

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Consolidation 7’

3’

more sentences, using the adjectives and adverbs given

 Let students take notes Notes

Adjectives  Adverbs Dangerous  dangerously Skillful  skillfully Slow  slowly Bad  badly Quick  quickly Safe  safely Sudden  suddenly

Adjective + ly = adverb of manner Irregular adjective:

 Good – well

 Ex: He a good soccer player  He plays well

Adverb  Adjective qualify nouns  Adverb modifies verbs

 Ex: He a skillful volleyball player He plays skillfully

She a slow swimmer She swims slowly

Homework: Write the adverbs corresponding to the adjectives

Ex: Good –well (A1, A2, A3, P.82)

And complete the sentence use adjectives, adverbs in bracket

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UNIT 13: ACTIVITIES Period (A4 + A5) A SPORTS

I OBJECTIVE:

- Students learn how to give advice about sporting activities for owner II LANGUAGE CONTENS:

* Grammar: Adverbs and adjectives (review) * Vocabulary: words relating to sport

III TECHNIQUES: - Role play

- Questions – Answers - Gap - filling

IV TEACHING AIDS: - Pictures and cassettes V TIME: 45 minutes VI PROCEDURES:

A4 Read then

answer the questions

 Show students a picture of badminton  Students look at the pictures and

observe

 Asks them whether they know  Or play this sport and what to play

badminton

 Students answer and tell to the teacher about badminton Show students “Rackets, Shut-tecock, net”

 Let students read the text carefully  Explains clearly the meaning of the

word “single” “double” and tell them how to use them

 Let them answer the question given  Question – answers: students identify

answer keys Answer keys

a) People need a pairs of rackets, a shuttlecock, a net, and a small piece of land to play badminton

b) The player hit the shuttlecock over the net with their rackets

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doubles

d) Some players wear a band over their wrist to play the games safely

e) Indonesia is the country which often wins the badminton World Cup, China and Korea sometimes win the world Cup, too Let them take some note about the

championship of badminton

A5  Show students a picture to guess the

sports activities relating to the pictures  Let students discuss the place which

students swim

 Students read all the posters and exercises

 Teacher calls some students to check, give the keys and correct their mistakes  Teacher explain some new words in

Vietnamese quickly

 New words: lifeguard, poor edge, yellow flags

Homework: A4 p.83

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UNIT 13: ACTIVITIES Period – B1

B COME AND PLAN I OBJECTIVE:

- Students learn how to make an invitation II LANGUAGE CONTENS:

* Grammar: Review modal verbs: Ought to * Vocabulary: Paddles (words relating to sport) III TECHNIQUES:

- Listening - Role play

- Questions – Answers IV TEACHING AIDS: - Pictures and cassettes V TIME: 45 minutes VI PROCEDURES:

B1 Warm up  Introduces the topic

 Let students look at the pictures and asks what Ba and Nam doing, then introduce the situation

 Students observe the pictures and answer the question and listen to the introduction

 Let them listen to the cassette twice, and then have them repeat

 Calls some pairs play the role before class about Nam and Ba

 Pairs work: practice with partner  Asks them to pick out the modal verbs

an and give the information of three forms as quickly as possible

 Students ask – answer the question (using the idea given in the dialogue)  Students take notes

 Modal verbs: Can, must, have to, ought to, might …

 Affirmative: S + might /

can/must/should/ have to/ has to/ ought to + v (bare inf)

 Negative:

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oughtn’t to/ don’t have to/ doesn’t have to + v * Interrogative:

Can

Must + s + (bare inf)? Should

Ought + S + to + v (bare inf)?

Do / does + s + have to + v (bare infi) Homework: exercise B – Come and play

B1 invite your friend to the activities Use would you like to/ come and Example: Chess

(60)

UNIT 13: ACTIVITIES Period 4

- Students learn how to refuse an invitation II LANGUAGE CONTENS:

* Grammar: Review modal verbs * Come and play basketball * I’m sorry I don’t think I can * Vocabulary: Review

III TECHNIQUES: - Listening

- Role play

- Questions – Answers - Gap - filling

IV TEACHING AIDS: - Pictures and cassettes V TIME: 45 minutes VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience B2

Skill development

(listening)

Consolidation

Practice Controlled

Pre-listening While listening

 Let students listen to the cassette twice

 Tell them to replace the underlined words by the cues given to make other dialogues

 Teacher give example a)  Pairs work: practice their own

dialogue before the class

 Ask and answer by using the modal verbs to write the invitation

 Corrects their mistakes if there is  Students as requested

 Fill in the blanks what you heard  Home work: Invite your friend to the

activities

Would you like to chess with me> Come and play chess with me, Minh

(61)

UNIT 13: ACTIVITIES Period (B3)

- Students learn how to explore in the oceans II LANGUAGE CONTENS:

* Grammar: Review

* Vocabulary: words relating to equipment about swimming III TECHNIQUES:

- Reading - Role play

- Questions – Answers IV TEACHING AIDS: - Pictures and cassettes V TIME: 45 minutes VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience B3 Warm up  Let students observe a picture and guess

what it is

 Students look at the picture and make a

guess

 Asks some questions to elicit the meaning

of the words: scuba-diving, pearl diver invention, special bread thing equipment, (with the help of the picture) vessel, explore deep sea

 Students listen and answer, notice the

meanings of the words given

 Teacher read over the text and request

them to follow attentively

 Students read carefully

 If we are not sure that our students can

understand all the text, ask them to translation

 Students read sentence by sentence and

the translation

 Questions – answers: students identify

their choice true or false

 Teacher checks the answers and corrects if

there is mistakes

 Tell them something more about Jacques

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Consolidation

 Questions – answers

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UNIT 14: FREETIME FUN SECTION: A + B

1 A1

Talk about free time activities * Grammar:Like/ Prefer + to inf Would you like + to inf * Vocabulary:

Adventure, cricket, series, that sound boring

Listening Role play Gap – filling

2 A2

Ask and reply to invitation or

suggestions * Grammar:Would you like + to inf (review)

How about ……….? What about ……… ? * Vocabulary:

Words relating to movies

Listening Reading Role – play

3

A3 Talk about TV in Vietnam * Grammar:Review * Vocabulary: Review Reading Gap-filling Questions – answers B1 + B2

Talk about TV and TV programs

* Grammar:

Like/ prefer + gerund What kinds of programs you like?

I like programs about … I don’t really like … * Vocabulary: Cartoon … (review)

Listening Role – play Questions – answers Writing B3 + B4

Talk about popular * Grammar:

Review

Teenagers like to listen to the latest pop music

* Vocabulary:

Words relating to parts

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UNIT 14: FREETIME FUN Period (A1 – Time for TV) I OBJECTIVE:

- Talking about free time activities, TV and TV programs - Making suggestions

- Presenting material language II LANGUAGE CONTENS:

* Grammar: Like and prefer + to infinitive / gerund

Prepositions and expressions of time (review) * Vocabulary: words relating to free time activities

III TECHNIQUES: - Brainstorming - Role play

- Questions – Answers or choose the best answer IV TEACHING AIDS:

- Pictures (enlarged from picture in the textbook, p 140) - Cassette recorder and tape

- Chalk, colored chalk, gestures V TIME: 45 minutes

VI PROCEDURES:

30’

Warm up

5’

Presentation

10’

 Brainstorming

Now tell me:

Do you usually watch TV? When you usually watch TV?

Open your books p.139, look at the program list and answer:

Where you usually watch TV? Look at the pictures and answers:

What’s Hoa’s family doing? Do they watch TV?

* We will listen to a dialog between Hoa and Lan They are talking about what they often in the evening (Textbook closed)

* Listen again and guess Hoa’s family activities and what Lan usually does Now listen carefully (Textbook opened)

(65)

Consolidation 8’

Practice

10’

5’

Structure

Follow-up activity

The first, what does Lan say to Hoa?

Would you like to have dinner at my house tonight?

Hoa aggress and Lan wants her to come before 6.15 so they can watch “The Adventure of the Cricket”, so Hoa says:

Great I’d like to came and watch that

After that, Hoa says her family doesn’t have a TV Why?

My aunt and uncle don’t like it They prefer to other things

Structure:

Like/ prefer + to infinitive/ gerund Eg: Hoa’s aunt and uncle don’t like watching TV

They prefer doing other things * Controlled:

Students listen and repeat after the tape (class spit in haft to play roles)

Pair works (practicing the dialog in pairs) – some pairs practice in front of the class – Teacher corrects pronunciation

Invidual work (reading the dialog and

choosing the best answer alone) after that pair work (choosing the best answer in pairs) Teacher tests and gives right answers – Students check () in textbook (writing in their exercise notebooks at home)

* Further:

Teacher asks students to put the adverbs of frequency on a frequency scale

0% 30% 50% 80% 100% Never sometimes often usually always Teacher asks students:

How often does Lan’s family watch TV in the evening?

They always watch TV in the evening

What they do?

They usually read and sometimes they play chess

Pair work (making similar)

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family doesn’t have a TV Use structure:

Like/ prefer + to infinitive/ gerund Because Hoa’s aunt and uncle don’t like watching TV They prefer doing other things Pair work (making similar to the example, using students’ activities)

Eg: Would you like to watch TV at my house tonight?

Great I’d like to come and watch that Sorry I don’t like watching TV I prefer reading the picture story

VI Remember (2’)

What would you like to watch? I’d like to watch …

VII Homework: (2’)

Open your exercise book on page 87, check the things you like/ don’t like doing in the evening Then write full sentences on what you like/ don’t like doing in your exercise notebook at home

(67)

UNIT 14: FREETIME FUN Section A: TIME FOR TV

Period 2: A2 I OBJECTIVE:

- After studying the lesson, students will be able to: + Ask and reply to invitations or suggestions

+ Develop listening and speaking skill II LANGUAGE CONTENS:

* Grammar:

- What would you like + to infinitive? I’d like to watch

- Would you like + to infinitive Let’s + bare infinitive

- What about … How about …

* Vocabulary: words relating to movies III TECHNIQUES:

- Role play

- Questions – Answers - Brainstorming IV TEACHING AIDS:

- Pictures, worksheets/ task sheets, cassettes recorder + tape V PROCEDURES: Presentation of the new lesson.

A2 Warm up

(5’) * Brainstorming: Look at the advertisement.What you like to in your free time? Ss: go to the movies

go to the drama club listen to music play computer games play sports

Presentation

(10’) * Asks – answers:We will listen to a dialogue between Hoa and Lan and find out the information to answer the questions below:

- What is Hoa going to on Monday night? - Is Hoa busy on Sunday night?

- When is Lan free?

- Where is Lan going on Saturday night? *Students check while listening and reading dialogue

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or new words and explains them if there are any

Practice * Controlled (10’)

Consolidation *Structures (5’)

* Students listen and repeat after the tape (class split in haft to play roles)

* Pair works (practicing the dialogue in pairs) * Questions – answers:

+ What you say to invite S.O to go somewhere?

Ex: To go to the movies

Would you like to go to the movies? Let’s go to the movies

Would you like + to infinitive? Let’s + bare infinitive

How you say when you don’t want to say the idea again?

Ex: Are you frees on Monday night?



How about Tuesday?



What about Friday?

+ What you say to suggest S.O to something?

Ex: What would you like to see? Can you make it on Monday night?

* Pair work (making similar conversation to the one in P using the advertisements) * Call on some pairs to role play their dialogue in front of the class

(69)

UNIT 14: FREETIME FUN Section A: TIME FOR TV

Period 3:A3 I OBJECTIVE:

- After studying the lesson, students will be able to: + Make inquiries about and express preferences + Developing reading skill

- Prepositions and expression of time * Vocabulary: words relating to T.V III TECHNIQUES:

- Questions – Answers IV TEACHING AIDS: - Pictures

V PROCEDURES:

A3 Warm up

(5’) * Questions - answersAsk questions to lead in the lesson Do you like watching TV?

Do you have one at home? What about you neighbor?

What about ten years ago? 30 years ago? Was TV a popular thing 30 years ago? What happened?

Pre-reading (2’)

While – reading (10’_

Ask students to read the text silently and find out the new words

- Explain the new words: + TV owner (n)

+ Program (n) + Popular (a) + Comfortable (a) + Inside (adv) + Outside (adv) + Through (prep) + Times have changed

- Ask students to read the text silently again to understand the meaning of the text - Questions – answers:

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and correct them

1 What happened 30 years ago in VN? Were these TV owners very popular? What did the neighbors after

dinner?

4 Did no one go home until the TV program finished?

5 Do more families today have a TV set?

6 Is life not more comfortable now? Do neighbors not know each other as

well as they did in the past?

- Ask student to look at the summary and fill in the blanks with the suitable words based on the text above

- Let students cross – check their answers with a partner while one or two write their completed passage on the board

- Have the classes discuss and correct the answer on the board

- Give correct answer and additional explanations if necessary

- Answer:

1 People Not TV Popular Evening Gather They Today Have 10.Life 11 Know

(71)

UNIT 14: FREETIME FUN Section B: WHAT’S ON?

Period 4: B1 + B2 I OBJECTIVE:

- Talking about TV and TV programs

- Making enquiries about and expressing preferences - Developing listening and speaking skills

- Like/ prefer + to infinitive - Like/ prefer + gerund

* Vocabulary: words relating to T.V and TV programs III TECHNIQUES:

- Role play

- Questions – Answers IV TEACHING AIDS:

- Pictures, cassette recorder + tape V PROCEDURES: Skill development

B1 Warm up

(5’) * Questions – answers:- Has students look at the picture and identify the characters

- Which program are the characters from? - Do you like them?

- Introduces the new topic and gives practices in listening and talking about TV programs Pre-listening - Ba and Nga are talking about what programs

they like Now listen to their conversation While

listening * Brainstorming:- Has students listen to the tape and answer the questions:

What programs Ba/ Nga like? - 1st listening (without books) - 2nd listening (with books) Repetition

- Explains new words” * teenager (n): person from 13 – 19

(72)

10’ - Pair work (practicing the dialogue in pairs) Post listening

Remember

- Has students through the dialogue again to find the answers

- Has students ask and answer the questions in pairs and call on some students to give the answers in front of the class

- Has students write the answers in full sentences in their exercise books as homework

* Answers:

a/ No, she doesn’t Because there aren’t many good programs for teenagers

b/ Ba watches sports shows, cartoons and movies

c/ Nga like to watch programs about teenagers in other countries

d/ Nga’s favorite programs show what teenagers in other countries do, what they wear and what music they like

e/ Nga don’t like the programs for teenagers she says older people make them and they don’t know what teenagers like

f/ This evening Nga is going to listen to the radio and maybe read a book

- Tasks students “Which sentences Ba/ Nga express their preferences?” Like/ prefer + V-ing

B2 Pre-listening

5’ * Brainstorming:Which programs you like watching? What is it about? When? … (clear instruction) - Asks students to listen to the tape and take note the time

While listening 5’

* 1st + 2nd listening



note taking time of TV programs

* 3rd listening



checking

Post-listening 7’

* Let’s students compare their answers with a partner

* Give the correct answers

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* Tape transcript: * Answer:

Ba: What is on TV at six tonight, Lan? 5:00 a/ Children’s

Lan: Let me see It’s the early new programs You want to watch it, don’t you?

6:00 b/ early

Ba: Come on, Lan! I want to watch the news Movies “A fistful of dollars”

6:10 c/ weather When does it start? Forecast

Lan: It’s on at 6:10 But we should watch our 7:00 e/ Movie

Children program It starts at 5:00 “A fistful of

Ba: O.K That sounds great Dollars”

Homework:

- Write the answers in full sentences in student’s notebooks (p144) - Write some sentences about what you often in your spare time Ex: I like to watch cartoons at 7:00 pm every night …

(74)

UNIT 14: FREETIME FUN Period 5: B3 + B4

I OBJECTIVE:

- Talking about TV and TV programs

- Developing listening, reading and writing skills II LANGUAGE CONTENS:

* Grammar:

- Simple present tense

* Vocabulary: words relating to T.V and TV programs (series, pop music, reports, viewers, imports, contests)

III TECHNIQUES: - Brainstorming

- Questions – Answers - Story-telling

- Pictures, cassette recorder + tape V PROCEDURES:

Sections Steps Techniques and contents Drawing experience B3 + B4 Pre-reading * Brainstorming:

Have students look at the pictures and ask if they can identify any of the people in the pictures

- Who is in the pictures? - What programs are they? ( The music band Moffat

The Famous Inspector Sherlock Holmes A scene form the “To the pick of the Olympia TV Contest)

While reading

* 1st listening



scanning * Eliciting:

- Pop music (n): a kind of music

Popular music  easy to listen, interested by most of people

- band (n): a group of people who play music together

- Contest (n): using the picture of to the pick of the Olympia TV Contest’ to explain



Contestant (n): a person who takes part in a contest

(75)

- Series (n) the film which has a lot of episodes or parts on TV

- Imports (n): foreign series such as Sherlock Holmes

* Context: talking about popular TV programs

What are they? ……… * 2nd listening



repetition (if possible) * Silent reading  answers the questions in pairs

* Students compare their answers in pairs Post reading - Students give their answer in front of the

class

- Teacher gives correct answers

a/ teenagers like to hear the latest pop music and see the shows of their favorite artists b/ In contest programs, the contestants are students, workers, or family members

c/ Imports usually include police and hospital series

d/ (student’s free answers)

- More questions to expand: what you think are popular with teenagers in Vietnam? Do you like these programs?

What TV programs you want to see? Correction of the answers

Remember

Structures - Reviewing some structures:a/ What kinds of programs you like? I like programs about ………

b/ Teenagers like to hear the latest pop music c/ I don’t really like ……

d/ I prefer ……… Follow – up

Activities

- Teacher has students write sentences about them

What they like; what they don’t really like and what they prefer

- Prewriting  gives clear instructions and meaning of the words from the box (+ pronunciation)

- While – writing  gap – filling (individuals) - Post-writing  oral correction  comprehensive questions

(76)

1 around watch listen series show like station

8 receive cities 10 possible * Homework:

- Write the answers in full sentences in your exercise books p.146 - Write sentences about yourselves

Ex: I like playing soccer

I don’t really like watching the news on TV

(77)

UNIT 15: GOING OUT

1 A1

2 A2

Give Ss some advice on video games, introduce the topic “Video games” and their effect

Developing listening skill Present vocabulary (in context) Positive and negative aspects on Video games Developing reading skill

* Grammar: modal verbs (review)

* Vocabulary on video games * Grammar: Modal verbs + present simple tense (review) * Vocabulary on the affect of video games

- Questions - answers - Brainstorm - pair work - Brainstorm - Pair work

3 B1, B2

Talking about likes and dislikes

Developing listening and reading skills

* Grammar: question with the auxiliary verb:

* Vocabulary: on the life in the big city and in the countryside Questions – answers Role play B3

Talking about past activities and hobbies

Developing listening and reading comprehension

* Grammar:

Like/ prefer+ to V; like + gerund Present and past tense

- Vocabulary: socialize

Questions – answers Role play A3 + B4

Talking about the usefulness of videos

Talking about the some students’ activities Developing listening and writing skills

* Grammar:

The past simple tense (review)

* Vocabulary: words relating to the affect of video games

(78)

UNIT 15: GOING OUT Period 1: A1

I OBJECTIVE:

- Giving advice and reply about playing video games - Developing listening and speaking skills

II LANGUAGE CONTENS: * Grammar: Modal verbs

* Vocabulary: amusement, video game, addictive, arcade III TECHNIQUES:

- Role play

- Questions and answers IV TEACHING AIDS:

Sections Steps Techniques and contents Drawing experience Sections

A1

Warm up Presentation Pre-listening

While-listening

T: What can you see in the picture? Sts: answer

T: Introduces he word “amusement center” T: Are there any amusement centers in your neighborhood/ town/ village?

Sts: Yes, there are

T: Do you often go to an amusement center? Sts: play games

Now listen to the tape: Lan and Ba are talking about video games

T: opens the tape

Sts: listen (books closed_ T: Explains some new words T asks to repeat the new words Sts: repeat (class, individuals)

- Students listen and repeat after the tape (class split half to play roles) (Twice with books opened)

- Pair work (Practicing the dialogue in pairs and answering the questions, page 147) T’s correction and further questions:

(79)

Consolidation

Homework

Sts: Don’t spent too much of your time in the arcade

T: What sentences does Nam reply? Sts: Don’t worry I won’t

T: Asks some pairs to play role (making similar conversations, using students read activities)

(80)

UNIT 15: GOING OUT Period 2: A2

I OBJECTIVE:

- Talking about video games and their harms - Developing reading skill

II LANGUAGE CONTENS:

* Grammar: Modal verbs + present simple tense (Review) * Vocabulary: inventor, dizzy, outdoors, social, skill

III TECHNIQUES: - Brainstorm – Pair work IV TEACHING AIDS:

A2 Warm up

Presentation (pre-reading)

T: What can you see in the pictures? T shows the picture about car racing)

Sts: it’s a game/ video game

T: Good Do you often play video games? Sts: Yes/ Sometimes

T: Where you play video game? Sts: At home/ in the arcade

T: Do your feel tired when you spend too much time playing video games?

Sts: Yes

T: All right Now listen to the tape to know more about video games

T: Opens the tape Sts: listen (books closed)

T: Introduces some new words (using pictures or simple English words)

T: Asks ss to repeat the new words Sts: repeat (class, individuals) T: Opens the tape again Sts: repeat (class, individuals) T: Opens the tape again Sts: Listen (books opened)

(81)

1 Who plays video games? Who becomes very rich?

3 Why shouldn’t the players spend much time on video games?

Remember

Post – reading

Structures

4 What should children do? Sts: answers (individuals)

T asks Ss to complete the sentences T calls some students and checks their answers

a) D b) A c) E d)B

Modal verbs = can, must, should … + bare infinitive

Reviewing the present simple tense: S + V1 T asks Ss to the exercise A1, page 94 (workbook)

Homework:

- Decide what children can, must, should and shouldn’t among these things Then write full sentences (wordbook Page 94, A2)

(82)

UNIT 15: GOING OUT Period 3: B1, B2

I OBJECTIVE:

- Talking about the hobbies when living in the city or in the countryside (review) - Talking about past actions

- Developing listening and reading skills II LANGUAGE CONTENS:

* Grammar: Questions with the auxiliary verb:

* Vocabulary: The rest of, traffic, awake, scare, get used to III TECHNIQUES:

- Role play

- Questions and answers IV TEACHING AIDS:

B1 Warm up

Presentation Pre-listening

T: Do you like to live in the city or in the countryside?

Sts: city/ countryside

T: Why you like to live in the city? In the countryside?

Sts: answer

T: Good I think some people like to live in the city but others like to live in the

countryside Now, listen to the tape and tell me who likes to live in the countryside? Why?

While-listening T opens the tape.Sts: Listen (books closed)

T: Listen some new words (using pictures or simple English words)

T: Asks Ss to repeat the new words Sts: Repeat (class, individuals)

Students listen to the tape again with books opened

T: Now, tell me who likes to live in the countryside? Why?

(83)

B2

Consolidation

Post listening

Further

- Two students play the roles of Hoa and Lan T corrects the mistakes

Ss practice in pairs (role play) Ss answer the questions (page 151) T’s correction

T asks Ss the questions (B2, page 151) a) What you in the evening? b) Do you like the city? Why? Why not? c) Do you like the countryside? Why? Why not?

Ss: answer

T asks some pairs to plays roles (making similar conversation)

Homework: - Write the correct answers at home - Learn the vocabulary by heart

(84)

UNIT 15: GOING OUT Period 4: B3

I OBJECTIVE:

- Talking about past activities and hobbies

- Developing listening, reading, writing and speaking skills II LANGUAGE CONTENS: like/ prefer + to + V, like + gerund * Grammar: present simple tense and past simple tense (review) * Vocabulary: socialize

III TECHNIQUES: - Silent reading

- Questions and answers - Guess from the content IV TEACHING AIDS:

- Pictures (relating to Hoa’s activities in the evening) - Cassette recorder and tape

B3 Warm –up

(pre-reading)

While reading

T: what you in the evening? Sts: answer?

T: According to the previous lesson (B1), now tell me “What did Hoa in the evening?” Sts: answer

T: Now, listen (books closed)

T: Shows the pictures on the board (relating to Hoa’s activities in the evening) while playing the tape

T explains the word: socialize

T has some students read the text loudly T asks st to read the text silently

T asks some questions about the text a) What did Hoa and her friends often together?

(They talked and listened to music helped each other with their homework, or they played tennic, etc

(85)

Consolidation

c) Why couldn’t hoa read many books in her village?

(Because there wasn’t a library there)

d) Why did Hoa decide that city wasn’t so bad after all?

(Because she got used to it)

- T asks sts to make a list of the things Hoa does in the evening

- Sts talk and write what Hoa does (using present simple tense)

- T corrects

- T has some students point the pictures on the board and tell some Hoa’s activities

(86)

UNIT 15: GOING OUT Period 5: A3, B4

I OBJECTIVE:

- Talking about the usefulness of videos - Talking about some student’s activities - Developing listening and writing skills

II LANGUAGE CONTENS: like/ prefer + to + V, like + gerund * Grammar: - Modal verb: can (review)

- Past simple tense (review)

* Vocabulary: Protect premises, robbery, image, industry III TECHNIQUES:

- Gap filling - matching IV TEACHING AIDS:

- Pictures (video camera) and picture page 152 (enlarged from pictures in the text book), cassette recorder + tape

B4

Consolidation

Warm – up (pre-reading)

While-reading

Post-reading

T can tell sts some stories about the usefulness of videos

Ex: In most super markets, people needn’t have many sellers in each section but they can know the actions of each buyer Do you know why?

Sts: answer (because they have video cameras)

T: Yes, that’s right Video cameras are very useful in many fields Now, let’s read the passage to know the usefulness of videos T explains the some new words

Sts read the passage silently, and then exchange the answers with the next student T asks some sts to give the answers on the board

T opens the tape, sts check themselves T corrects

T gives the task, introducing the content in the tape

T opens the tape

(87)

T has some sts write the answers on the board

T corrects

T asks sts to the exercise A3 (page 95) in workbook

(88)

UNIT 16: PEOPLE AND PLACES

Periods Objectives Language contents Techniques

A1,A2

Introduce some Southeast Asian countries and their capitals and some tourist attractions in Southeast Asia

- Vocabulary of some Southeast Asian countries and their capitals and some tourist in Southeast Asia - Some adverbs of Frequency

- Brainstorm Listening

Comprehension Pair works Play the role and give open questions

A3, A4

Developing listening and reading skills

Vocabulary of some destinations in South- east Asia

Brainstorm Guessing pictures Pair work plays the role and give open questions

B1 Remember

Introduce the topic on famous people, talking about some famous places and the biography of the famous people

Vocabulary of some famous places and the biography of the famous people Past tenses Developing reading comprehension Gap fills Individual and pair work B2, B3

Talking about the favorite famous people Developing speaking and reading skills

Some adjectives and a famous historical place

Brainstorm Discuss with others Pair works Silent reading

B4 Developing reading and speaking skills Vocabulary of the biographyof the famous people Past tenses Brainstorm Silent reading Questions and answers B5

Listening skill and filling gaps

(89)

UNIT 16: PEOPLE AND PLACES Period 1: A1 + A2

I OBJECTIVE:

- Introduce some Southeast Asian countries and their capitals and some tourist attraction in Southeast Asia

II LANGUAGE CONTENS: * Grammar: Adverbs of Frequency

* Vocabulary: of some Southeast Asian countries and their capitals and some tourist attractions on Southeast Asia

III TECHNIQUES: - Brainstorm

- Listening comprehension - Questions and answers - Role play

- Pictures, read object, worksheets, cassette recorder + tape V TIME: 45 minutes

VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience A1 + A2 Warm – up - Brainstorm:

T (shows some pictures of some capital cities) Do you often see this city in TV?

What it is?

How about this one?

T writes the names of those cities on the board

Eg: Hanoi Kuala Lumpur Bangkok Jakarta Beijing Phnom Penh Presentation * Questions – answers:

We will listen to a dialogue between Hoa and Ba They are talking about some countries in Asia and their capital which Ba’s uncle usually flies to

Check (v) the places in the list above if Ba’s uncle flies

* Students check the lost of places while listening and reading the dialogue

(90)

any

Eg: pilot (using picture)

Album (using real object) Practice

Controlled (A1)

* Students listen and repeat after the tape (class split in haft to play roles)

* Pair work (practicing the dialogue in pairs and matching the haft sentences P.155) - Students compare their result and teacher corrects the mistakes if there are any - Some pairs perform before class

Further A2 * T asks students to read the names of the capital cities (silently) and then complete the table with the right names of the countries in the box

* Students compare their result and T gives correct answers

T asks students to read again the dialogue (A1) and summarize the flights of Ba’s uncle Eg: Bangkok - usually

Singapore – Sometimes Etc

T demonstrates the dialogue with one student Where does Ba’s uncle fly to?

He usually flies to Bangkok Where is that?

It’s in Thailand

- Pair work (making similar dialogue) Consolidation Structures Reviewing the present simple used with

frequency adverbs  habits/ daily activities Follow-up

activity Pair work (making similar conversation to those in A2, using students’ real activities) Eg: Where you usually go on weekend? on summer vacation I usually go to …

Where is that? It’s in … Homework:

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UNIT 16: PEOPLE AND PLACES Period 1: A3 + A4

I OBJECTIVE:

- Developing listening and reading skill II LANGUAGE CONTENS:

* Grammar: Modal verbs: can, could, may (review) * Vocabulary: of some destinations in Southeast Asian III TECHNIQUES:

- Brainstorm - Guessing pictures - Questions and answers - Role play

- Pictures, cassette recorder + tape V TIME: 45 minutes

VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience A3 Pre-listening

While listening

Post listening

Questions – answer

T (shows a picture) what’s his job? S: He’s a pilot

T gives the task

Students their task after the first listening Teacher asks students to compare their result Teacher checks students’ task after the 2nd listening

Teacher (or students) give correct answers T asks (some students): Where you usually go on Sunday?

Where you usually go on summer vacation?

What would you like to if you go there? A4 Pre-reading - Teacher uses the questions (in post

listening) to give the lead in for A4



Depend on students’ answers T explains some new words: attraction, ancient monument, shadow, puppet show, colorful coral, etc

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interested in history, the traditional different cultures and the ocean

While-reading

Students read the text and task

Task 2: Read the text again and answers the questions in pairs

- Students compare their answers in pairs Post-reading - Teacher gives correct answers

Task 3: Are you interested in these things? Check the right column The write full answers

Eg: I’m interested in ancient monuments I’m not interested in pop music

Yes No

a Ancient monuments b Traditions of different cultures

c Pop music d The Ocean e History f Outdoor life g Literature h Swimming i Traditional music j Animals

T asks some students to say their ideas Consolidation Structures

Follow up activities

Review modal verbs: can, could, may  ability Pair work (saying true sentences about them) Eg: S1: What you prefer?

S2 : I prefer the mountain to the sea T may give some cues

a The city/ the country

b Outdoor activities/ indoor activities c Pop music/ traditional music

Homework:

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UNIT 16: PEOPLE AND PLACES Period 3: B1

I OBJECTIVE:

- Introduce the topic on famous people, talking about some famous places and the biography of the famous people

- Developing reading skill II LANGUAGE CONTENS: * Grammar: past tenses (review)

* Vocabulary: on some famous places and the biography of the famous people III TECHNIQUES:

- Gap fill

- Questions and answers - Role play

- Pictures, worksheets, cassette recorder + tape V TIME: 45 minutes

VI PROCEDURES:

B1 Warm – up

and

presentation

Elicing the topic and teaching new words Showing a picture of General Giap

Questions – answers Do you know this man? What’s his name? What’s he famous for?



Depending on student’s answers, T explains the new words

Practice controlled

- Students listen and repeat after the tape (class split in half to play roles)

- Pair work (practicing the dialogue in pairs and answering T or F sentences

- Students compare their result and T gives the connect answers

- Some pairs perform before class

Further T shows a worksheet and asks students to match a word in A with a word in B

A B

1 Le Loi Ngo Quyen Ho Chi Minh

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Consolidation Structure Reviewing past tense form of verbs Follow-up

activity

T asks students to complete the story about Marie Curie Use the correct tense form of the verbs in brackets

Marie (be) ……… born in Poland in 1867 She (learn)………….to read when she (be) ……… years old She (be) ……… very intelligent and (have) ……… an excellent memory She (finish) ……… high school when she (be) …………only 15 years old When she (grow) ……up, Marie (go) ………to Paris to study Mathematics and Chemistry at the University There she (meet) ………… Pier Currie and (marry) …… Him She (win)………… the Nobel Prize for physics in 1903 and years later, she (receive) ……… the Nobel Prize for Chemistry Marie Curie (die) ………… in 1934

Homework:

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UNIT 16: PEOPLE AND PLACES Period 4: B2 + B3

I OBJECTIVE:

- Talking about the favorite famous people - Developing speaking and reading skill II LANGUAGE CONTENS:

Some adjectives and a famous historical place III TECHNIQUES:

- Brainstorm

- Discuss with others - Pair works

- Silent reading

- Pictures, flashcards, cassette recorder + tape V TIME: 45 minutes

VI PROCEDURES:

Sections Steps Techniques and contents Drawing experience B2 + B3 Pre –

speaking Warm up (5’) While – speaking (20’)

By using the picture to introduce the battle of Dien Bien Phu

- Questions and answers

- By using the picture to introduce a famous historical place Teaching new words War (n), destination (n), veteran (n), battle site (n), scenery (n), valley (n), hospitality (n), local (adj), ethnic (adj), minority (n), depend on (v), goods (n), trading centre (n), clever (adj), powerful (a), strong (a), gentle (a), kind (a), funny (a)

- Listen to cassettes and repeat Grammar: past tense

Questions and answers

- What can people visit in Dien Bien Phu? - What else can tourist in Dien Bien Phu? - Why is Dien Bien Phu location important? Students practice with a partner

Student makes your own dialogue about famous people

Homework:

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I OBJECTIVES:

- Helping students review the main grammar points of unit 13, 14, 15 and 16 - Improving their listening, speaking, reading and writing

II LANGUAGE CONTENTS: Grammar:

2 Vocabulary: III TECHNIQUES: - Gap filling

- Substitution drill IV TEACHING AIDS: - Pictures

- Color chalk - Flash card

V PROCEDURES:

1 Review of the previous lessons:

Having students ask and answer about one of three famous people they’ve just learnt (Thomas Edison, Hans Christian Andersen, Uncle Ho) using simple past tense

2 New lesson:

SECTIONS STEPS TECHNIQUES AND CONTENTS DRAWING-EXPERIENCES Adjectives

and adverbs Warm up Review

Practice

Having students play a small game which is relating to the lesson

- Adj + LY  adv

Ex: safe safely, sudden  suddenly * Exception: good  well

- Having students check the box, page 162 - Having them complete the sentences, using the correct words in the brackets Modal

verbs Review - Affirmative form:

Can/must/ought to/ should + bare info

Ex: Lan should go to the clinic - Negative form:

Can/must/ought to/ should + NOT + bare infi.

Ex: We must not stay up late - Interrogative form:

Can/must/should + S + bare infi ……? Ex: Should children drink coffee?

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pairs, page 162

- Having them make the similar dialogues page

Using the words in the box and the pictures on 163

- Having students practice giving advice Using the pictures and the words under them on pages 163, 164 as the clues Ex: P1: I’m sick

P2: You ought to go the doctor (You should go to the doctor) Expressing

likes and dislikes

Review

Practice

- Questions:

What would you like to …?? What would you like? Would you like? - Answers:

I’d like … I prefer …

I don’t really like … I don’t know No, I don’t like … Yes That sounds nice

Having students asks and answer about what they like to eat as well as what they don’t, using the menu as a clue

4 Tenses Review 4a The simple present tense: S + V1/ V-s/ V-es/ V-ies + O

Ex: He brushes his teeth every day 4b The present progressive tense: S + is/ am/ are + V –ing +O Ex: He is brushing his teeth now 4c The simple past tense

S + V2 / V-ed + O

Ex: He brushed his teeth yesterday 4d The future tense:

S + will bare infi + O

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then check the correct column on page 166

5 Because Review

Practice

- Question:

Why you like pink? - Answers:

I like it because it’s peaceful Because it’s peaceful

- The use of “so, too” a) I’m in class 7A. - So am I / I am too b) I like bananas - So I / I do, too c) I like carrots

- Having students practice the dialogue on page 166 in groups, then in pairs

- Having them make similar dialogue Using the nouns and the adjectives in the tables on page 167

- Having them asks and answers about their favorite colors, using “too” or “so” if necessary

3 Homework:

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