GIAO AN TA 8 NGHE AN

 Objective: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy..  Language content :[r]

(1)

Period 20 Tuesday, September 28

Checking The Test 1

Period 21 Wednesday, September 29

Unit 4: OUR PAST

Lesson 1: Getting started & Listen and Read.

 Aim : Reading the dialogue about the life of many years ago

 Objectives : By the end of the lesson, students will be able to tell the activities people use to in the past

 Language content :

1 Vocabulary: Look after, equipment, a folk tale, traditional, Great grandma Grammar: Simple past tense, Used to

3 Skills: Listening, Speaking, Reading and Writing

 Teaching aids : Text book , pictures, a cassette, a tape, stick papers, a

sub-board  Procedures :

Stages

Content

Getting started Liten and

Read

Pre – teach vocab

Checking Prediction

Prediction Check

Comprehension Questions

Warm-up

- Look at the picture on page 38 and write the names of the things that not belong to the past

Pre- reading

- (to) look after - Equipment (n) - Folk tale (n) - Traditional

- Great grandma (n)  What and where  True / false statement

a Nga is used to live on a farm b Nga’s grandma didn’t go to school

c She has an easy and happy life when she was young d There wasn’t any modern equipment at her time e “The lost shoe” is a short story

Keys

a. F Grandma used to live on a farm

b. T

c. F She has a hard life

d. T

e. F It is an old folk tale

While- reading

Keys

a. She used to live on a farm

b. Because she had to stay at home and help her mom to look after her younger brothers and sisters

(2)

Pairwork

Review Grammar

d. Her great grandma used to lit the lamp and her great grand father used to tell stories

e. She asked her grandma to tell her the tale “ The lost shoe”

Post- reading

 Fact or opinion

F O

a I used to live on a farm X

b There wasn’t any electricity X

c Mom had to everything without the help of

modern equipments X

d My father used to tell us stories X

e The best one was the lost shoe X

f Traditional stories are great X

Consolidation

Simple past tense: Used to express a past habit, or an action usually happened in the past

E.x: Last year, I used to get up late and now I get up early and morning exercises

Homework

- Learning vocabulary - Read the dialogue again

Period 22 Monday, October 4

Lesson 2: Speak & Language focus 4.

 Objectives : By the end of the lesson, students will be able to use “used to” to talk about the things they used to and the action which always

happens in the past  Language content : Review

Stages

Content

Jumbled words

Present Structure Concept check

Warm-up

- Electricity - rieletcicty - Entertainment - menttaenterin - Market - rkmaret - Supermarket - permasuekt

Pre speaking

E.x: She used to live in a farm Form:

S + used to + infinitive S + didn’t use to + infinitive

Use: used to express a past habit, or an action usually happened in the past

(3)

Picture Drill

Group work

Word cue drill

While speaking

- Shows pictures on the page 40 and gives some question: a Where did they live in the past? And now?

b How / they / travel?

c What’s about the electricity? d What’s about their life / work? e Did children use to go to school? f What’s about their entertainment?

 Answer:

a They used to live in small house Now they live in big house and building

b They used to walk Now, they can go by cars or motorbikes

c They used to work hard all the time Now they have a lot of time for entertainment

d Now, there is electricity everywhere

e No, most children used to stay at home Now, they all go to school

f Children used to play traditional games such as: hike and seek, skip rope… out doors Now, they have a lot of modern games

Post speaking

- Ask Ss to talk the things they used to last year with the cues given

Students answers:’

- Last year, I used to get up late and now I get up early and morning exercises

- Last year, I used to play games all day and now I the homework

Language focus 4

Asking and answering the questions, using the given cues a Live / Hue / Hanoi

- Did you use to live in hue? - No, I used to live in Hanoi b Have / long hairs / short hairs c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning Answers: LF4.P45.

1 used to have used to be used to live

Homework

Write about the things you used to last year

“Last year, I used to get up late Now, I get up early”

Period 23 Tuesday, October 5

(4)

 Objectives : By the end of the lesson, students will be able to understand the

main idea of a story by listening, use prepositions of time and further practice in past simple tense

 Language content : Review

Stages

Content

Pelmanism Pre- teach vocabulary

Prediction

Prediction Check

Comprehension questions

Gap fill

Role play

Matching

Gap fill

Warm-up

Run - ran ; fly – flew; ride – rode; eat – ate; sit – sat; come - came

Pre - listening

- Foolish - Greedy - Gold

- (to) lay – laid – laid - Amazement

Predict the moral lesson of the story a Don’t kill chickens

b Don’t be foolish and greedy c Be happy with what you have d It is difficult to find gold

While - listening

Listen to the tape and check the prediction Answer: b Don’t be foolish and greedy

Post - listening

 Answer the question a How did the farmer live? b What did he discover? c What did he decide to do?

 Complete the dialogues below Use the past simple

a Lan:……… ?

Nga: No, I ate noodles

b S1: How did you get to school? S2:………

c S1: I was at home

d S1: Which subject did you have yesterday? S2:………

 Practice the dialogues in pairs

In January On p.m

At Wednesday Between November 1997 After / before Am July 2nd

a.m and a.m  Do exercise on page 44

 Answer

(5)

Homework

- Write twenty irregular verbs on the notebooks - Retell the story based in the answers

Period 24 Wednesday, October 6

Lesson 4: Read.

 Objectives : By the end of the lesson, students will be able to understand and retell the story “the lost shoe”

o Vocabulary: cruel, upset, fairy, magical, rag, fall in love with, immediately

o Grammar: Review

 Teaching aids : Text book , pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Brains storming

Pre- teach vocabulary

Prediction

Prediction Check

Warm-up

- Name some folk tales that you have read One hundred- section bamboo

Seven- mile shoes

Pre- reading

- cruel (a) (translation) - upset (a) (synonym) - fairy (n) (translation) - magical (a)

- rag (n)

- (to) fall in love with - immediately (adv) a T / F statements

a Little Pea’s father is a poor farmer

b Her father got married again after his wife died c Her new mother was beautiful and nice to her d She worked hard all day

e She didn’t have new clothes to take part in the festival

a. T

b. T

c. F (her new mother was cruel to her)

d. T

e.

While - reading

 Read the story “The lost shoe” on page 41 and check their prediction – correct the false statements

a She was a poor farmer’s daughter.

b She made her the chores all day

c Before the festival stared a fairy appeared and magically changed her rags into beautiful clothes

(6)

Gap – filling

d He decided to marry Little Pea because the shoe fitted her

e Students’ answer

Post - reading

Complete the sentences with words from the story ( p 42)

a. Farmer b Died c Had d Marry e New clothes f Lost

Homework

- Rewrite the story

Lesson 5: Write.

 Objectives : By the end of the lesson, students will be able to use simple past tense to write a folk tale

o Vocabulary: Stripe, straw, servant, escape, graze, wisdom, light

o Grammar: Review

 Teaching aids : Text book , stick papers, a sub-board

 Procedures :

Stages

Content

Chatting

Pre – teach vocabulary

Gap fill

Warm-up

 Ask some questions about

imaginary stories:

- Do you want to read imaginary stories? - Name some of them

- Which story you like best?

- Do you read the story “how the tigers got his stripes ”?

Pre- Writing

- wisdom (n) translation - a stripe

- a straw - a servant - (to) escape - (to) graze

- (to) light – lit – lighted

 Read and complete the story(p 43)  Answer:

1 appear as said left went tied lit burned escaped

 Answer the questions: a Where was the man?

b What did they buffalo when the tiger appeared? c What did they tiger want to know?

d What did he before going home why? e What did he when he returned?

Keys:

(7)

Write it up

b It grazed nearby

c The tiger wanted to know why the strong buffalo was the servant an the small man was the master

d He tied the tiger to a tree with rope because he didn’t

want it to eat the buffalo

e When he returned, he lit the straw to burn the tiger

While - writing

 Write the story:

- They have to imagine being a man in order to write the story - Get Ss to change;

- The man -> I - His -> my

One day, I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was me servant and I was its master I told the tiger that I had something called wisdom The tiger wanted to see it but I said that I left the wisdom at home that day Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo I went to get some

straw and I burned the tiger The tiger escaped, but today it still has black stripes from the burn

Post - writing

- sharing and correcting

- Take some writing to correct in front of the class

Homework

Write the story again, imagine you are: - the tiger

(8)

Period 26

Unit 5: STUDY HABITS.

Lesson 1: Getting Started & Listen and Read.

 Aim: Reading the dialogue for details

 Objectives : By the end of the lesson, students will be able to understand

dialogue between Tim and his mom about his study  Language content :

o Vocabulary: report card, pronunciation, improve, be proud of, try one’s best

o Grammar: - Adverbs of manner - Modal verb: Should

 Teaching aids : Text book, cassette, CD , pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Network

Prediction

Warm-up

Chemistry Math

Geography History

Pre- reading

- What subject are you good at? bad at? - a report card

- pronunciation - (to) improve - (to) be proud of - (to) try one’s best T / F statements:2.P47

While - reading

 Read the dialogue

 Check their prediction and correct the false statements

a Tim was out when his mother called him F (Tim was in the living room.)

b Tim’s mother met his teacher at school T

c Tim’s report is poor F (His report is excellent)

d Tim needed to improve his Spanish grammar F (He needs to improve his Spanish pronunciation)

Chatting

(9)

Survey

e Tim promised to try his best in learning Spanish T  Answer the questions:

Answers:

a. She is Tim’s teacher.

b. She gave Tim’s mother his report card. c. He worked really hard

d. She said Tim should work harder on his Spanish pronunciation

e. She gave him a dictionary

Post - reading

Name What subject

Mai literature

Ex: What subject you need to improve?

- Explain: Modal verb: Should and adverb of manner: hard, well…

Adverb of manner:

Hard/ well

Modal verb:

Should + V (Inf) -> an advice

Homework

- Have Sts use the question: What subject you need to improve? To ask and answer then write down into their notebooks

Lesson 2: Speak & Language focus 2,4.

 Objectives : By the end of the lesson, students will be able to talk about their study habits and use the modal “should”,

commands, requests and advices in reported speech  Language content :

o Vocabulary: report card, pronunciation, improve, be proud of, try one’s best

o Grammar: - Commands, requests and advices in reported speech - Modal verb: Should

 Teaching aids : Text book , pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Brainstorming

Speak

Pairwork

Warm-up

How to improve your English?

- Read English story - Do grammar exercises

- Speak English to friends in class

(10)

Set the scene

Pair work

1. When you your homework?

2. Who helps you with your homework?

3. How much time you spend on Math/ English…?

4. Which subject you need to improve?

5. What you to improve you English?

1. I my homework after dinner (Nam )

2. My father helps me with my homework.(Lan)

3. I spend hours studying math (Hoa)

4. I need to improve literature (Ba)

5. I should listen to the English radio program

Presentation 2

a Is Mr Hao’s house new? b Is the wall discolored? c How is the door?

d Is there grass in his garden? e Should Mr Hao repair the roof? Form: S+ Should + Infinitive

Practice

Mend? Paint?

Replant? Repair? Cut?

a Mr Hao should repair the roof b Mr Hao should paint the house c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door

Presentation 4

a Miss Jackson said you should spend more time on Spanish pronunciation

b Miss Jackson said you should practice speaking Spanish everyday

c Miss Jackson said you should listen to Spanish conversation on TV

d Miss Jackson said you should practice reading aloud passage in Spanish

e Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words

Homework

Write sentences using “should + infinitive” and the following cues:

(11)

b Study hard c Get up early

d Ride bike / carefully e Keep room tidy

Lesson 3: Listen & Language focus 1,3.

 Objectives : By the end of the lesson, students will be able to listen for specific information to fill in a report card and

how to use adverbs of manner  Language content :

o Vocabulary: behavior, participant, satisfactory, cooperation, attendance, appreciate

o Grammar: - Reported speech - Adverbs of manner

 Teaching aids : Text book, cassettle, CD, pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Pelmanism

Set the scene

Pairwork Role play

Pairwork

Warm up

Good soft bad fast badly rode eat ate sit sat

Presentation

“use any word from the game pelmanism to complete the dialogues”

Ex: Lan has a …….(1) voice and she usually speak …….(2) soft (adj) softly (adv)

Adverbs of manner:

A.Formation :

adj + ly  adv -soft + ly  softly

-beautifully + ly  beautifully -bad + ly  badly

B. Note :

-good  well -fast  fast -hard  hard

Practice

Answer:

a. well b hard c fast d badly e softly

Presentation

- Example:

Miss Jackson said: “Can you give Tim this dictionary? ” Or “Please give Tim this dictionary” Tim’s mother reported it to Tim

(12)

Listen

Prediction Prediction

check

Practice

a Miss Jackson asked me to wait for her outside her office

b Miss Jackson told me to give you your report card for this semester

c Miss Jackson asked me to help you with your Spanish pronunciation

d Miss Jackson told me to meet her next week

Pre - listening

- behavior (n) - a participant - satisfactory - cooperation - attendance - (to) appreciate

Look at Nga’s report and predict the missing information

 Listen to tape and check their prediction 87 days present

2 days absent

3 participation: Spanish pronunciation listening: comprehension

5 Speaking: A Reading: A Writing B

Post - listening

 Answer the questions: Who are Nga’s parents?

2 What’s Nga’s teacher’s name? What subject was reported? What are the comments?

Homework

(13)

Period 29 Tuesday, October 19

Lesson 4: Read.

 Objectives : By the end of the lesson, students will be able to read the text for details to understand the text and get specific information

o Vocabulary: mother tongue, underline, highlight, come across, stick

o Grammar: so as to/ in order to  Teaching aids : Text book , pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Interaction

Chatting

Warm-up

1 Do you like learning English?

2 How many new words you try to learn a day?

3 What you when you read a new words? How you learn new words?

Pre - reading

(14)

Checking Brainstorming

- mother tongue - (to) underline - (to) highlight - (to) come across - (to) stick

Slap the board

“How a language learner can learn new words”

- Learn by heart

- Learn through example sentences - Translate it into mother tongue

- Write it on a small piece of paper and stick everywhere in the house

- Write each word on one piece of paper and put it into the pocket to learn whenever

While – reading Read 1.P50: True / false statements a F: All Some

b T

c F: every many; tries try d T

Post - reading

Answer the questions:

a Do learners learn words in the same way

b Why some learners write example sentences with new words?

c What some learners learn all the new words they come across?

d What is necessary in learning words? e How should you learn words?

Consolidation

Language learners should try different ways of learning words so as to find out the best way for themselves

Homework

Write the ways of learning words that you think are the best for you

Pairwork

(15)

 Objectives : By the end of the lesson, students will be able to know the format of a letter and practice writing a letter to a friend

o Vocabulary: Mid- Autumn Festival, enjoyable, celebrate, result

o Grammar: Review  Teaching aids : Text book, stick papers, a sub-board

 Procedures :

Stages

Content

Interaction

Brainstorming Open prediction

Prediction Check Pre – teach vocabulary

Warm-up

- What you often write in a letter?- address/ date

Pre - writing

- Predict the order of the parts of the letter

 Read the letter ( page 51) and check their prediction

Keys: B D A C

(16)

correction

- Mid- Autumn Festival (n) - enjoyable(a)

- (to) celebrate - result(n)

 Read the letter and answer the questions: Who wrote the letter? To whom?

2 What are there in the heading? What is the main part of the letter? What did Hoa receive a few days ago? Is Hoa good at Math?

6 What subjects is Hoa good at? Where is she going to celebrate the festival with her grandmother?

While - writing

- Do exercise on page 51: Help Lan write a letter to her pen pal Donna in given information

Post - writing

- sharing and comparing - Feedback

Homework

Write a letter to your friend to tell him or her about your second semester report and about your

summer holiday

Pairwork

Unit 6: THE YOUNG PIONEERS CLUB.

 Aim: Reading for details and practice in gerunds

 Objective: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy

o Vocabulary: enroll, answer application form, Out door activities

o Grammar: Gerunds

 Teaching aids : Text book, pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Interaction

Pre- teach vocabulary

Warm – up

- What you usually on your summer holiday?

- Are there any activity programs for the summer? - Do you take part in them?

Presentation

- (to) enroll

- answer application form

(17)

Gap fill

Comprehension Questions Present Structure Concept checking

Word cue drill

- Out door activities

 Listen and read the dialogue  Complete Nga’s details - Name: Pham Mai Nga

- Home address: Tran Phu Street - Phone number: not available  What’s her name?  Where does she live?  When was she born?  What are her hobbies?

Gerunds after some verbs: Like, love, enjoy, late, mind + V-ing - What is after “likes”? (drawing) - What is after “enjoys”? (acting)

- What you call “drawing and acting” (gerund) - What is the form of “gerunds” (v_ing)

- When we use “gerund”? (after some verbs: like, love, enjoy, late, mind)

Practice

a Play soccer / volleyball b Watch TV / listen to music c Read books / homework

d Chat with friends / the housework e Cook meal / decorate the house

Production

Do exercise on page 61: Talk about our friends hobbies

Homework

Write about their friends’ hobbies

SS

(18)

Lesson 2: Speak & Language focus 3.

 Objective: By the end of the lesson, students will be able to ask for favor and respond to favor

o Vocabulary: Review

o Grammar: Modals: may, can, could  Teaching aids : Text book, pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Set the scene

Speak

Warm up

“the table is too heavy for me to carry” or “the room is very dark”

- In order to ask some helps, how can we say?

- Introduce section Speak a

Presentation

Asking for favors Responding for favor - Can / could you help

me?

- Could you me a favor?

- Can / could

- Certainly/ of course/ sure - No problem

(19)

Comprehensi on Questions

Word cue Drill

Language focus 3

Pairwork

you……?

Offering assistance Responding assistance - May I help you?

- Do you need any help? - Let me help you

- Yes, that’s very kinds of you

- No, thank you I’m fine - Yes / No thank you Present the dialogue between a receptionist and a tourist (p 56) (2h)

 Questions:

- What does the receptionist say? “May I help you?” - What’s for? (for offering assistance)

- Another way to offer assistance? (Do you need any help? Let me help you)

- How you say to respond to assistance? (Yes, No, Thank you)

Practice

Ask Ss to make a similar dialogue and then practice in pairs -Tidy the yard/ break my leg

-Water the flowers/ be busy Clean the floor/ have a cold

Do exercise on page 62 use useful expressions in the boxes on page 55 to complete the dialogues Then practice the dialogues with a partner

Answer Keys:

a A buy a ticket; B take me across the road; C help me with this math problem; D water the flowers in the garden

b Can I help you

Do you need any help? Let me help you

That’s very kind of you?

Homework

- Learn the expressions

(20)

Period 33 Monday, November 1

 Objective: By the end of the lesson, students will be able to complete a song and respond to assistance

o Vocabulary:

o Grammar: Modals: may, can, could  Teaching aids : Text book, pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Interaction

Pre-teach Vocabulary

Prediction Prediction

Check Language

focus

Warm up

- Let Ss listen to the song for fun Listen:

- Listen to the song

Pre - listening

- Unite (v)

- Peace (n)  war

Guess the missing words: The song:

1 unite peace right love north south of

8 world show 10 place 11 out 12 stand 13 world

- Ask some question about “where – when – what time.”

- Introduce task

- Ask Sts to practice asking and answering about

Whole class

(21)

Language focus

the Y and Y activity program by using the following cues

Task : Present tense with future meaning - Models and then individually

- Ask Ss about the tense and its meaning Task : Gerunds(Verb_ing)

- Ask Sts to look at the table (p 61) then talk about hobbies of Lan/ Ba

- Correct their pronunciation

- Introduce after some verbs in verb_ing form: - Check the answers

- Give feed back

2 a Ba loves playing soccer He doesn’t like washing up, especially hates cooking meals

2 b

- Do you like playing soccer?

 No, I hate it What about you?  Yes, I love playing soccer

Homework

Write about their friends’ hobbies

(22)

Period 34 Tuesday, November 2

Lesson 4: Read.

 Objective: By the end of the lesson, students will be able to know more about youth organization – The Boy Scouts of America (BSA)

o Vocabulary: encourage, citizenship, coeducational, voluntary, lead

o Grammar: Review

 Teaching aids : Text book, pictures, stick papers, a sub-board

 Procedures :

Stages

Content

Interaction

Jumbled words

Checking Prediction

Prediction

Warm – up

1 Racchtaer Pexailn Iojn Nessmsibuan Mai Thauolgh

Pre- reading

- (to) encourage - citizenship (n) - coeducational (a) - voluntary(a)

- (to) lead – led – led - (to) establish

 T / F statements

1.The Boy Scout of America is a youth organization

2.Scouting began in America

3.William Boyce is a businessman in London 4.Boys and girls can join BSA

5.The Scouting Association is the biggest voluntary youth organization in the world

While – reading

Whole class

(23)

Check Gap fill

 Read the passage on page 57 and check if their prediction is correct or not

 Fill in the missing dates a 1907 b 1909 c 1910 d 1994

Post - reading

 Do exercise (p 57)

b Scouting began in England in 1907

c The meeting between a boy Scout and Mr Milliam Boyce let to the Scouts Association crossing the Atlantic in 1910

d Girls can join in the Girls Guides Association and Camp Fire Boys and Girls e They are building characters, good citizenship and personal fitness

Homework

- Practice reading the passage - Do exercises in EB

(24)

Period 35 Thursday, November 4

* Objectives: By the end of the lesson Ss will be able to write a letter about a plan using “Be going to”

* Language focus:

- Vocabulary: raise fund, bank, natural resources

- Grammar: Be going to

* Teaching Aids: Textbook, White board * Procedure:

Stages Activities

Revision

Pre-teach Vocabulary Comprehension

questions

Gap fill

Warm-up:

- Revision of the structure “be going to.”

- Get Sts to make the sentences with the verbs given as buy, clean, dust…

- Introduce section write

Pre – writing:

- raise fund (v) - bank (n)

- natural resources (n)

- Ask Sts to read the notice then answer some questions to check their understanding

- Get Sts to work in pairs to answer

Questions

a. What member of the Y and Y have to in the recycling program?

b. What is the purpose of the recycling program? c. What other programs can members of the Y and

Y participate in?

Answers

a. They have to collect glass,…

b. The purpose of the recycling program is to save natural resources and earn some money for the organization

c. as: raising funds for the poor……

- Ask Sts to read the notice then answer some

Lead in

Pairwork

Feedback

(25)

questions to check their understanding - Get Sts to work in pairs to answer  Who wrote the letter? (Nga)  To whom does Nga write? (Linh)

 Is Nga a member of the Y and Y? (Yes)  What does Nga write to Linh about? Complete the letter.P58

1 community recycling collect send recycling save earn participating planting 10 helping

While writing:

- Ask Ss to read the dialogue between Hoa and her aunt

- Ask some questions to check their understanding

- Ask Ss to help Hoa to write a letter to her parents

- Get Ss to work in groups

Post writing:

- Ask them to stick their letters on the board - Get the whole class to read the letters and

correct

Reading the dialogue: Questions

 Why does Hoa look happy?

 What is she going to in the environment month?

 What are they doing to earn money ………?

Homework:

Prepare Language focus

work in groups

(26)

REVISION 2

( Review for the test II)

* Objectives: By the end of the lesson Ss will be able to review for the Test II from Unit to Unit

- Present tense with future meaning - Gerunds

- Modals: may, can, could, should

- Commands, requests and advice in reported speech - Adverds of manner

- Past simple - Used to

- Prepositions of time * Procedure:

Revision Activities

Interaction

Past simple

1 Form:

+, S + Ved / V2 + O

-, S+ didn’t + Vinf + O

?, Wh- + did + S + Vinf + O?

Be: Was/ Were Adverbs of time:

yesterday, last night/ week/ month , ago, in Examples:

a I visited my grandparents last Sunday b We saw him yesterday

c They didn’t learn English at school d Where did you go two days ago? - I went to the national bank

* Notes:

- Used to + Vinf

- Be/get used to + V-ing Express the past habbits

T - SS

Prepositions of time

- in: the morning, June, 2008

- on: Monday, July 4th 2009

- at: 2p.m, Christmas, night, noon

- after, before, between and , during, till/ until

(27)

- I often go to school on Mondays

Gerunds

- after some verbs: like, hate, dislike, love, enjoy, - after some prepositions: by, after, before,

*Examples:

- John doesn’t love listening to music - After finishing his work, He came home

T - SS

Reported speech.

1 Commands:

Miss Jackson said: “ Please give Tim this dictionary”

- Miss Jackson told me to give you this dictionary

1 Requests :

Miss Jackson said: “ Can you give Tim this dictionary?”

- Miss Jackson asked me to give you this

dictionary Advice :

Miss Jackson said: “Tim should work harder on his Spanish pronounciation”

- Miss Jackson said you should work harder on your Spanish pronounciation, Tim

T - SS

Modals

1 Can/ Could: Asking for favors - Can/ Could you help me, please? - Could you me a favor?

2 May: Offering assistance May I help you?

T - SS

Present tense

Present tense with future meaning: “Be going to” - to talk about the plan in the future

Ex: We are going to clean the banks of the lakes on weekends

T - SS

Adverds of manner

- Modify ordinal verbs stand before them

Ex: Ba always gets excellent grades because he studies hard

Form: adj + ly = adv - good- well

- fast, late, hard : adj- adv

(28)

Period 37 Tuesday, November 9

TEST II- 45 minutes

* Objectives: By the end of the Test Ss will be able to remember all the knowledge they’ve already learnt and the test well

* Procedure:

Main skill focus Input Item type Marks Weight

Part 1: Phonetics Pronunciation Multiple choice 10% Part 2:

Vocabulary and Grammar

Gapped sentences Multiple choice 2.5 25% Part 2:

Vocabulary and Grammar

Correction Multiple choice 20%

Part 3: Reading short text True/False 2.5 25%

Part 4: Writing Prompts Multiple choice 20%

Total: 10 marks

Period 38

CHECKING THE TEST II

* Objectives: By the end of the Test Ss will be able to give comment and experiments for the next Test

* Results:

Excellent(Xs) Good(k) Fair(Tb) Poor(Y) Fail(K) 8D:

(29)

Period 39

UNIT 7: MY NEIGHBORHOOD.

Lesson 1: Getting started & Listen and Read.P

63-64

.

* Objectives: By the end of the lesson Ss will be able to know more about Na’s new neighbor

 Grammar/Structure: Present perfect with for and since  Vocabulary: serve, pancake, tasty

* Teaching Aids: Textbook, White board, Pictures, CD * Procedure:

Stages Activities

Interaction

Picture-Drill

Lead-in Pre-teach vocabulary

Pre-questions

Checking

Set the scene

Warm up:

- T: asks students to match the names of places with the suitable pictures

a. grocery store b. stadium c. wet market d. drugstore e. hairdresser’s f. swimming pool

- T: asks for their meanings to make sure students know exactly what they mean

Pre - reading:

- Elicit words from Ss  serve (v)

 pancake (n)  tasty (adj)

 Sts: repeat new words after the teacher - T: corrects their mistakes if any

Questions:

1 How long has Nam lived in that neighborhood?

2 Where does Na want to go?

While - reading:

1. He has lived there for 10 years 2. Na wants to go a restaurant - Give feedback

Nam and Na are talking about the place where they live However, Na is new there

- T: plays the tape

 Sts: repeat the dialogue after the tape - T: corrects their pronunciation

T - SS

T – SS

(30)

Role play

Homework

 Sts: read the dialogue in pairs - T: corrects their mistakes

 Sts: read the dialogue in silence  Sts: exercise on p 64

a. Na is …………to the neighborhood b. She and her family arrived ………… c. Na’s mother is very ……… d. There is a ……… in the area e. The restaurant serves food from ……… f. Nam thinks the ……… are tasty

Keys: a new b last week c tired d restaurant e Hue f Pancake

Post - reading:

- T: asks them to answer some questions a. How long has Nam lived here? b. Is Na’s mother tired?

c. What kind of food does the restaurant serve? d. What is the food like?

Consolidation

 Present perfect with for and since E.x: - We have lived here for 10 years - We have been here since last week Ved for +

length of time

Form: S + have/has +VPP +

V3 since +

starting point

Use: to talk about sth which started in the past and continues up to the present

- Learn by heart “Grammar”

- Do exercises: Language focus 2,3.P69

(31)

Period 40 Monday, November15

Lesson 2: Speak and Language focus 1,4.

* Objectives: By the end of the lesson Ss will be able to talk about how to send parcels or letters and use the Present Perfect Tense

 Grammar/Structure: The Present Perfect Tense  Vocabulary: air - mail, surface mail, charge

* Teaching Aids: Textbook, White board, Pictures, Cards * Procedure:

Interaction

Speak

Chatting

Pre-teach vocab

Role play Word-Cue Drill

Language focus

The Present Perfect Tense

Warm-up

Picture.P64:

 What's this?

 Where can I post it to my freind?  How can I post it?

 How much?

Presentation

- air-mail: (explanation: letter or parcel sent by air) - surface-mail: letter or parcel sent by bus, trai or ship

- Charge (n)

- Answer the questions:

a Does Mrs Kim send the parcel airmail or surface mail? Why?

b What's the weight of her parcel? c How much does she pay?

Practice

- Practise the dialogue - Expected dialogue:

1 letter/ Kon Tum/ surface mail/ 20g Clerk: Can I help you?

Mrs Lan: I wnat to send a letter to Kontum

Clerk: Do you wnat to send it airmail or surface mail?

Mrs Lan: I send it airmail How much is it?

Clerk: Let me see, Mmm, 15 grams, it's only 1,200 dougs

Mrs Lan: Here you are Clerk: Thank you

2 Postcard/ HCM City/ airmail/ 15g

Whole class

Pairworks

(32)

Role play

3 parcel/ Buon Me Thuot/ surface kgs parcel/ Ca Mau/ airmail/ kgs

Ved for +

length of time

V3 since +

starting point

Exercise 1: Matching Answers:

be- been write – written do- done

go- gone see - seen eat- eaten

collect- collected attend- attended work- worked

Exercise 4: Complete the conversation

1 have been want

2 hope looks

3 have lived Have been Is saw

(33)

Period 41 Tuesday, November1 6

Lesson 3: Listen and Language focus 2,3,5.

* Objectives: By the end of the lesson Ss will be able to know what Na is going to on the weekend by listening and use some adjectives to make comparisons

 Grammar/Structure: Comparisons  Vocabulary: Review

* Teaching Aids: Textbook, White board, Pictures, Cassette, CD, Cards * Procedure:

Interaction

Listen

Brainstorning and guessing

Gap- Fill

Prediction

Prediction Check

Pre-listening

- Look at advertisements of "What's on this week?" and get Ss to guess what is in the blanks 2-3-4

While-listening Task 1:

- Listen to the tape and fill in the blanks Answers:

a The new comer b Town Ground

c English speaking contest d Culture House

Task 2:

Read the statements in the exercises page 66 and guess which is true, false or no information

Answers :

a T b F c F d T e T f NI

Post-listening

- Answers the questions: a Does Na like movies?

b Why won't she go to see the film "The new comer?"

c Why won't Na go to the photo exhibition? d Who will Na go to the soccer match with? e What time does the match start?

Presentation

- Show Ss books, a red book and a yellow one which have the same size and a bigger brown dictionary then ask Ss to make comparisons:

 The red book is the same as the yellow one

Whole class

Pairworks

(34)

Comparisions

Substitution Drill

 The red book is as big as the yellow one  the yellow book is different from the

brown dictionary

 the yellow one is not big as the brown dictionary

Form: The same as (not) as as different from

Practice

Exercise 2: Complete the expressions Use for or

since.

- Work in pairs: Answers:

five minutes 1990

For three hours since the summer

10 weeks Friday

20 years January

Exercise 3: Complete the sentences Use the present perfect form of the verbs in brackets

- Work in pairs:

Answers:

b haven’t eaten e has worked c haven’t seen f has collected d have attended

Exercise 5: Answers:

c different from; not as/ so cheap as d the same as

e as cheap/ expensive as f different from

g as long as

h not as modern as

Homework:

- Write a short passage about What Na is going to

Pair work

(35)

Lesson 4: Read.

* Objectives: By the end of the lesson Ss will be able to understand the passage about a new shopping Mall

 Grammar/Structure: Review

 Vocabulary: roof, convement , selection, vailable, mall, resident

Interaction

Brainstorming

Pre-teach vocab

Checking Prediction

Prediction check

Warm up

The convenience of the new shopping Mall:

- customers don’t care of the weather - shop in comfort

- wide selection of goods - lower price

- buy many things at the same time - have fun or relax while shopping Ss can speak in Vnese or English Feedback

Pre-Reading

- a roof (n): picture

- convenient (adj) translation

- a selection (n): a process of choosing carefully

- available (adj) : translation

- a mall (n): many stores, restaurants, are under one roof

- a resident (n): translation

What and where:

True/ False statements:

a. A mall is open six days a week

b. There are more than 50 stores in the mall

c. Everyone in the neighborhood is pleased about new mall

d. It will be more comfortable to shop in the mall than in the present shopping area

e. Some of those stores on Tran Phu Street may have to close

While-Reading

Read 1.P68: Work in pairs Answer Keys:

a. F

b. F

c. F

d. T

e. T

Read 2.P68: Work in pairs

Whole class

T - SS

Pair work

(36)

Discussion

Answer Keys:

a. All the shops are under one roof Customers will shop in comfort and won’t notice the weather

b. 50 air-conditioned specialty stores, Movies Theater, 10 restaurants and children’s play area are available in the shopping mall

c. They think the mall will take their business

d. The stores in the mall will offer a wider selections of products, some goods are at lower prices

Post-Reading

- Work in groups:

“ Do you want to have a new mall in your

neighborhood? If there is one, What will happen to the residents?”

Consolidation

Repeat the content of the lesson

Homework

- Learn by heart and exercises: Language focus 3.P69

Pairwork

(37)

* Objectives: By the end of the lesson Ss will be able to write a notice and to use some adjectives to make comparisons

* Language focus: Review

Interaction

Pelmanism

Set the scene

Warm up

different cheap expensive long

same short big small

Pre-Writing

- The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effect of the new mall

Write 1: Get Sts to read the notice and answer some questions:

Questions:

a. Why are the residents and store owners on Tran Phu Street going to hold a meeting?

b. When will they hold a meeting? What time? c. Where will they hold a meeting?

While-Writing: Write 2: Questions:

a. What is the English Speaking Club going to hold? ( a speaking contest)

b. Where and when will it be held? (At Hall 204 on November 15)

c. What time? (7.30 pm- 10 pm)

d. Who is the person to contact? (Tran Thu Hang of class 8H)

Get Sts to write the notice individually Answer:

The School English Speaking Club

HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER’S DAY

Date: November 15 Time: 7.30 pm - 10 00 pm

Place: Hall 204, Building G

Please contact : Tran Thu Hang of class 8h at the above address for more information

Post-Writing

Write one or two notices about your class meeting/ your sports club meeting

Feedback

Group work

Pair works

(38)

Consolidation

- The way to write a notice

Homework - Learn by heart and exercises.

Period 44

UNIT 8: COUNTRY LIFE AND CITY LIFE.

(39)

* Objectives: By the end of the lesson, Ss will be able to talk about the city life and the country life

* Language focus:

 Grammar/Structure: The Present Progressive

 Vocabulary: a relative, peaceful, Accessible, Medical facilities

* Teaching Aids: Textbook, White board, Pictures, Cards, CD * Procedure:

Chatting

Pre-teach vocab

Checking vocab Brainstorming

Warm-up

a Where you live?

b Do you want to live in the city? Why? c Do you want to live in the country? Why?

Pre-reading

- a relative (uncles, aunts, cousins) - peaceful = quiet

- Accessible

- Medical facilities Rub out and remember

Getting started

While-reading

- Read the dialogue - Compare their ideas

- Answers the questions (p.73) Keys

a. Na has been to Kim Lien village

b. She was there for the weekend

c. The countryside is peaceful and quiet and there is nothing to

d. There is no libraries, no movies, no supermarket, no zoos……

e. Country life is becoming better Many remote areas are getting electricity People can now have things like refrigerators and TV and medical facilities are more accessible

Post-reading

- Practice the dialogue - Discuss in groups:

- Do you prefer the city or the country life? Why?

Homework

- Ask Ss to write a shout passage about why they

Whole class

Pairwork

Groupwork City life Country life

(40)

prefer the city life or the country life

Period 45

(41)

* Objectives: By the end of the lesson, Ss will be able to practice Speaking about the changes of a place and show changes with get and become.Comparative and superlative adjectives

* Language focus:

 Grammar/Structure: The Present Progressive to show changes with

get and become

Comparative and superlative adjectives  Vocabulary: Review

Brainstorming

Comparative and superlative

adjectives

Warm-up

Find out short adjectives and long adjectives they have learnt

Presentation

 Comparative:

Short adjective-er + than + Object More long adjective + than + object

 Superlative:

The + short adj - est

The most + long adjective

 Irregular adjectives:

Good/ well better the best Bad worse the worst…

Task 4.P79 Work in groups

Ex: - The air in the country is fresher than in the city

- The medical faccilities in the city are more accessible than in the country

Task 5.P79.

Ask Ss read the advertisement then ask them some questions to check their understanding

 What are advertised?  How old are they?

 How much we pay per month?

old expensive big expensive Small hot big beautiful old

T – SS

Groupworks

(42)

Set the scene

Word cues Drill

Picture Drill

E.x:

1 The villa is older than the apartment

2 The house is more expensive than the apartment

3 The villa is bigger than the apartment The apartment is hotter than the house The villa is the oldest home

Pictures.P73: changes of the town



Model sentence:

 Form: am/ is/ are + V-ing(getting/becoming)

+

 Use: used to deseribe changes with "get" and

"become"

Practice Task 3.P78.

a The boys/ get/ tall

b The old men/ becom/ weak c It/ become/ dark

d The weather/ get/ cold e The students/ get/ better

f The school/ yard/ become/ cleaner

Answer Keys:

The old men are becoming weaker

- We should go home It's getting darker - The weather is getting colder

- The students are becoming better - The schoolyard is becoming cleaner

Production

1 Speaking 1:

Look at the two pictures and talk about the changes of the town (p.73)

 The traffic is getting busier

 The house are getting more modern

2 Speaking 2:

Talk about changes in their hometown

Homework

Write sentences, using Present Progressive Tense to describe changes in their school

T - SS

Pair Work

Period 46

(43)

* Objectives: By the end of the lesson, Ss will be able to complete the dialogue by listening and use The Present Progressive to talk about the future

* Language focus:

 Grammar/Structure: The Present Progressive to talk about the future  Vocabulary: Review

* Teaching Aids: Textbook, White board, Pictures, Cards, cassette, CD * Procedure:

Matching

Set the scene Prediction Prediction

check Comprehension

questions

Present progressive

Roleplay

Warm-up

Play the house

Do my aunt, Mrs Hang Watch a meeting

Go to man

Clean to violin lesson Have table tennis Phone my homework Speak a programs

Listen

Pre-Listening

Pictures.P74

Guess the missing words

While-Listening:

Listen to the tape and check their perdition (p.74)

Keys: that this It’s Where from coming week

arriving 9.Thursday 10 late 11 evening 12 speak 13 my 14 get

Post-Listening:

1 Where Aunt Hang phoning from? When is she arriving?

Task 1.P77 Work in groups

Make similar dialogues Use the shipping information

Task 2.P78 Work in pairs

Review the form of the present Progressive tense to talk about the future:

 Form: am/ is/ are + V-ing

Complete the dialogue use the verbs in the present progressive tense (page 78)

Play the roles a-f

Answer Keys:

(1) are doing (2) am watching (3) am going (4) are cleaning

Work in pairs

T- SS

Group work

(44)

(5) am having

Homework

- Learn by heart and exercises

Period 47

Lesson 4: Read.

* Objectives: By the end of the lesson, Ss will be able to understand the text about one of the social problems

* Language focus:

(45)

 Vocabulary: rural, urban, strain, typhoon, drought, struggle, migrant

* Teaching Aids: Textbook, White board, Cards

* Procedure:

Interaction

Jumbled words

Pre-teach vocab

Checking vocab

Brain storming

Synonyms

Gap - filling

Warm-up:

Plentiful, nature, flood, destroy, population, provide, result, facilities

Pre-reading:

- rural (adj) - urban (a) - Strain (n): - typhoon: - Drought: - struggle (n):

- migrant (n) a person who moves from one place to another especially in center to find work

what and where

Tell about the difficulties of farmers' life

While-reading:

Read the text silently and find the word in the passage that means:

a of the countryside b as many as needed

c become greater or larger d a great pressure

e a terrible event

f of the city or city life

2 Complete the summary on page 75, using the information from the passage

Post-reading:

Lucky animal

Homework:

- Learn by heart the grammar points and

exercise on page 75

T - Ss

T - SS

Pairwork

Difficulties of farmers’ life

(46)

Period 48

* Objectives: By the end of the lesson, Ss will be able to write letters to their friends about their neighborhood

* Language focus:

 Grammar/Structure: Review  Vocabulary: Review

(47)

* Procedure:

Revision

Pre-writing

While-reading

Homework

Warm-up:

Review the form of a letter: Put the outline for an informal letter in the correct order

1 Heading:

 Write's address  Date

 Dear ,

2 Opening Body of letter Closing

Pre-writing:

Ask Ss to work in groups to answer the questions in exercise on page 76

a Where you live?

b What does your house look like?

c What can you see from your bedroom window? d How far is it from your home to school?

e What kind of facilities are there in your neighborhood?

f What things in your neighborhood you like best? Why?

While-reading:

Write a letter to a friend about your neighborhood, using the answers

Post-writing:

- Sharing and comparing Correction Minh Loi, Minh Hop

December 4th, 2009

Dear Nga,

I live in a small town in Quy Hop My family has a small house with two rooms My sister and I share one bedroom It's lots of fun Outside my window is a small yard with trees, flowers and a pond We don't live far from my school, so I can walk there

In my neighborhood, there is a lake and a beautiful stream But the thing I like best in my neighborhood is the pond near my school I can see many ducks and fishes

Is there anything interesting where you live? Write to me soon

I'm looking forward to hearing from you Love,

Ngoc

T - SS

Group work

Pairwork

(48)

Homework

- Learn by heart the parts of the letter

- Write a letter to a friend about your neighborhood - Prepare Unit 8: Language Focus

Period 49,50,51 Saturday, December 8th, 2010

Review for the first term

* Objectives: By the end of the lesson, Ss will be able to review all knowledge they’ve already learnt

* Language focus:

- Simple present

- (not) adjective + enough + to-infinitive - Talk about intentions with “be going to” - Reflexive pronouns

(49)

- Past simple

- Prepositions of time - Used to

- Reported speech - Gerunds

- Present perfect

- Cooperative and superlative adjectives - Present progressive

* Procedure:

A Grammar/ Structures. I The present simple tense.

a To talk about general truths E.x: I watch Tv everyday

The sun goes arround the world b With future meaning

E.x: When does school start every year? - on september 5th

II (not) adjective + enough + to-infinitive E.x: The fire isn’t hot enough to boil the kettle

Nam didn’t finish the exam because he didn’t have enough time

III Talk about intentions with “be going to”.

E.x: They are going to be pilots He is going to visit me

IV Reflexive pronouns.

myself, yourself, himself, herself, itself, yourselves, themselves, ourselves

V Modals:

Form: Modals + Vinfinitive

Modals: can, could, would, should, will, shall, ouhgt to, have to, must

V Past simple.

V-ed

Form: S + V + O V2

- “Used to” + Vinfinitive VI Reported speech.

1 Commands

S + told + O + (not) + to-infinitive

Note: Một số động từ thờng dùng tờng thuật câu mệnh lệnh: tell, ask, order,

advise, warm, comand, remind

1.Request

S + ask + O + (not) + to-infinitive

VII Gerunds after some verbs.

like, love, prefer, enjoy, hate, suggest, - It’s no use , get used to , without ,

VIII Comparatives and Superlatives.

1 Comparatives “than”

(50)

S1 + be + + than + S2

more + long adj E.x: Lan is fatter than Nga

2 Superlatives “the”

Form: the + short adj + est

S + be + + the + most + long adj

IX Present perfect tense.

Ved for + length of time

V3 since + starting point

X Present progressive.

Form: am/ is/ are + V-ing(getting/becoming) + Use: used to describe changes with "get" and "become”

XI Prepositions of time.

on, in, at, before, after, between and,

B Exercises. I Give the correct verbs form.

1 I’m not rich enough (buy) that car My sister (get) married next month Tomorrow (be) Sunday What you (do)? I (wait) for her since half past six

5 You (meet) the new student yet? My brother is good at (fix) things

7 When I was young, I often (spend) a lot of money May I (go) out now, Mom?

9 Are you used to (swim) in the morning? 10 She didn’t use to (wear) a long dress

Answer Keys:

1 to buy is getting is/ are going to have waited Have met fixing spent go swimming 10 wear

II Listen and fill the blanks.

Nga: Hello

Hoa: (1) Is that Nga? Nga: Yes Who is (2) ?

Hoa: (3) Hoa How are you?

Nga: I’m very (4) (5) are you phoning from? Hoa: At (6) house Let’s go to the (7)

Nga: Good (8)

Answer Keys:

1 Hi this It’s strong where my zoo idea III Read the passge then answer the questions

(51)

He has short black hair When going to school, Ba usually wears a white shirt, black trousers and a pair of blue sandals, but after school, He likes playing soccer or

listening to music He is good at math His teacher says: “ He should work harder on his English pronounciation”

Questions:

1 What does Ba usually wear? Is Ba short or tall?

3 What subject is he good at? Does Ba have an oval face? What does he like after school? What does his teacher say?

Answer Keys:

1 Ba usually wears a white shirt, black trousers and a pair of blue sandals He is tall

3 He is good at math No, He doesn’t

5 After school, He likes playing soccer or listening to music

6 His teacher says that He should work harder on his English pronounciation

IV Rewrite these sentnces with the same meaning.

1 Tom is not as tall as Mary - Mary

2 Noone in the family is more hard-working than Tim - Tim The blue book is thicker than the green one

- The green book My city isn’t the same as yours

- My city is Tim started learning English in 1990 - Tim has How long have you studied medicine? - When

7 Living with my family is always happiness to me - It is

8 It’s not good to talk in class while the teacher is explaining the lesson - Talking Peter is an exellent football player

- Peter

10 He is too young to be a member of my class - He is

V Underline the mistake then correct it.

1 Everyday, we are getting up at am and go to school by bus get Would you like go to the concert with my friends tonight? go The girls are looking at theirselves in the mirror themselves

(52)

5 When I was young, I use to cry used

6 We are going to held a summer camp this july hold

7 The new machine is not the same with the old one in the library as

8 The countryside is too quite for me to live and work in quiet

VI Fill in each gap a suitable preposition.

1 Tom lived in London 1990 We have learnt English years

3 My school is a pond a mountain Does your brother really enjoy working night He worked deaf-mutes Boston University

Answer Keys:

1 in for between and at with in

Period 53:

Period 49,50,51,52: Saturday, December 12th,

2009

Review for the first term

* Objectives: By the end of the lesson, Ss will be able to review all knowleadge they’ve already learnt

* Language focus:

- Simple present

- (not) adjective + enough + to-infinitive - Talk about intentions with “be going to” - Reflexive pronouns

- Modals: must, have to, ought to, may, can, could, - Past simple

(53)

- Used to

- Reported speech - Gerunds

- Present perfect

- Comperative and superlative adjectives - Present progressive

* Procedure:

A Grammar/ Structures. I The present simple tense.

a To talk about general truths E.x: I watch Tv everyday

The sun goes arround the world b With future meaning

E.x: When does school start every year? - on september 5th

II (not) adjective + enough + to-infinitive E.x: The fire isn’t hot enough to boil the kettle

Nam didn’t finish the exam because he didn’t have enough time

III Talk about intentions with “be going to”.

E.x: They are going to be pilots He is going to visit me

IV Reflexive pronouns.

myself, yourself, himself, herself, itself, yourselves, themselves, ourselves

V Modals:

Form: Modals + Vinfinitive

Modals: can, could, would, should, will, shall, ouhgt to, have to, must

V Past simple.

V-ed

Form: S + V + O V2

- “Used to” + Vinfinitive VI Reported speech.

1 Commands

S + told + O + (not) + to-infinitive

Note: Một số động từ thờng dùng tờng thuật câu mệnh lệnh: tell, ask, order,

advise, warm, comand, remind 2.Request

S + ask + O + (not) + to-infinitive

VII Gerunds after some verbs.

like, love, prefer, enjoy, hate, suggest, - It’s no use , get used to , without ,

VIII Comparatives and Superlatives.

1 Comparatives “than”

Form: short adj + er

S1 + be + + than + S2

(54)

E.x: Lan is fatter than Nga Superlatives “the”

Form: the + short adj + est

S + be + + the + most + long adj

IX Present perfect tense.

Ved for + length of time

V3 since + starting point

X Present progressive.

Form: am/ is/ are + V-ing(getting/becoming) + Use: used to describe changes with "get" and "become”

XI Prepositions of time.

on, in, at, before, after, between and,

B Exercises. I Give the correct verbs form.

1 I’m not rich enough (buy) that car My sister (get) married next month Tomorrow (be) Sunday What you (do)? I (wait) for her since half past six

5 You (meet) the new student yet? My brither is good at (fix) things

7 When I was young, I often (spend) a lot of money May I (go) out now, Mom?

9 Are you used to (swim) in the morning? 10 She didn’t use to (wear) a long dress

Answer Keys:

1 to buy is getting is/ are going to have waited Have met fixing spent go swimming 10 wear

II Listen and fill the blanks.

Nga: Hello

Hoa: (1) Is that Nga? Nga: Yes Who is (2) ?

Hoa: (3) Hoa How are you?

Nga: I’m very (4) (5) are you phoning from? Hoa: At (6) house Let’s go to the (7)

Nga: Good (8)

Answer Keys:

1 Hi this It’s strong where my zoo idea III Read the passge then answer the questions

(55)

listening to music He is good at math His teacher says: “ He should work harder on his English pronounciation”

Questions:

1 What does Ba usually wear? Is Ba short or tall?

3 What subject is he good at? Does Ba have an oval face? What does he like after school? What does his teacher say?

Answer Keys:

1 Ba usually wears a white shirt, black trousers and a pair of blue sandals He is tall

3 He is good at math No, He doesn’t

5 After school, He likes playing soccer or listening to music

6 His teacher says that He should work harder on his English pronounciation

IV Rewrite these sentnces with the same meaning.

1 Tom is not as tall as Mary - Mary

2 Noone in the family is more hard-working than Tim - Tim The blue book is thicker than the green one

- The green book My city isn’t the same as yours

- My city is Tim started learning English in 1990 - Tim has How long have you studied medicine? - When

7 Living with my family is always happiness to me - It is

8 It’s not good to talk in class while the teacher is explaining the lesson - Talking Peter is an exellent football player

- Peter

10 He is too young to be a member of my class - He is

V Underline the mistake then correct it.

1 Everyday, we are getting up at am and go to school by bus get Would you like go to the concert with my friends tonight? go The girls are looking at theirselves in the mirror themselves

4 They did not knew Spanish know

(56)

6 We are going to held a summer camp this july hold

7 The new machine is not the same with the old one in the library as

8 The countryside is too quite for me to live and work in quiet

VI Fill in each gap a suitable preposition.

1 Tom lived in London 1990 We have learnt English years

3 My school is a pond a mountain Does your brother really enjoy working night He worked deaf-mutes Boston University

Answer Keys:

1 in for between and at with in

Period 53:

Period 54: Monday, January 3th, 2010

Unit 9: A first- Aid Course

* Objectives: By the end of the lesson, Ss will be able to know what they would in the situations which require first-aid

* Language focus:

 Grammar/Structure: - Future simple

- Modal will to make requests, offers and promises

 Vocabulary: ambulance, emergency, unconscious, bleed.

* Teaching Aids: Textbook, White board * Procedure:

Steps Activities Interaction

Play Game

Warm up Getting Started: Kim’s game.

(57)

Pre-teach vocab

Perdition

Perdition check

Comprehension

Role play Write-it-up

just seen from memory(English & Vnese) by looking at the things.P80

Answers:

1 emergency room Sterile dressing Medicated oil

4 ice water pack Alcohol - Look at the pictures and discuss what they would in these situation which require first aid

E.x: A girl has a burn on her arm  Use cold water/ice to ease the pain

Listen and Read.

Pre-Reading

- ambulance(n): Picture

- emergency(n): When we need an ambulance? - unconscious ≠ conscious

- (to) bleed: When you have a cut, The cut will - wound (n): Translation

- pressure(n): - tight ≠ loose □ Gap-fill

There was an emergency at lan's school A

student off her bike and hit her head on the road She was but she cut her head and the was badly Lan telephoned Bach Mai Hospital and asked the nurse to send an to Quang Trung school Lan was asked to keep the student while waiting for the ambulance"

While-Reading

Answer key: Fell

2 Conscious Cut

4 Bleeding Ambulance Awake

Read the dialogue again and select the topics covered in the dialogue (page 81).

Answer key: a, b, c, e, f

Post-Reading

- Have Ss in turns play the roles to demonstrate the dialogue

- Ask Ss to write a story using the information from the dialogue

- Have Ss find some more words for situation which require first-aid

Consolidation

Repeat the content of the lesson

class

Pair work

(58)

Homework

- Learn by heart & Do exercise 4.P56

Period 55: Tuesday, January 4th, 2010

Lesson 2: Speak & L3, 4

* Objectives: By the end of the lesson, Ss will be able to - make and respond to requests, offer and promises

* Language focus:

 Grammar/Structure:

- Modal will to make requests, offers and promises

* Teaching Aids: Textbook, White board

* Procedure:

Steps Activities Interaction

Speak

Speak

Presentation

Ask Ss questions to elicit the Models: How can I say if:

a I want you to get me a bandage b I’d like you to come to my party

c I tell my mother that I’ll surely finish my work before bedtime

(59)

Model sentences:

a Will you please get me a bandage? b Would you like to come to my party? c I promise I’ll finish my homework before bedtime

Get Ss to work out the rules for themselves by asking questions

Form:

1 To make a request :

Will Would

+ you (please) + V? Could Can        Responses: - Sure - Ok

- All right

- I’m sorry, I can’t - I’m afraid not

Ex: Will you (please) get me a bandage? To make an offer:

Will / Won't you

Shall I + bare_inf&? Can I

Would you like + to_inf&? What can I / get for you? Can I get you &?

          Responses:

- Yes, please

- That would be nice - No, thank you

Ex: Would you like to come to my party? To make a promise :

I promise I'll / I won't I will&I promise I promise to      Responses:

- I hope so - Good - I’m glad - Don’t forget

Ex: I promise I’ll finish my homework before bedtime?

Practice

- Ask Ss to look at the pictures on page 82 and practice with their partner

(60)

Language

focus 3

Language

focus 4

 Could you give me a bandage, please? Sure Here you are

 I have a bad headache Could you give me an aspirin, mom?

sure Here you are

 I was bitten by a snake Could you help me to hold the wound tight?

 Of course I’ll it right now

 Oh, you have a high temperature Can I get you some palace Tamils?

Yes, please

 You broke the vase, Nam I hope you won’t it again

 I promise I won’t

Language focus 3: Complete the sentences Answer Keys:

b.Will you give it ?

c Will you answer the telephone ? d.Will you turn on the TV ? e Will you pour a glass of water ?

Will you get cushion ?

Language focus Language focus 4:

f cut e hang d carry c study b paint a empty

E.x: Will you empty the garbage, please? Answer Keys:

a Will you paint the door, please? b Will you study harder, please? c Shall I carry the bag for you?

d Will you hang the washing, please? e I’ll cut the grass tomorrow

Consolidation

Combine each pair of sentences, using in order (not) to or so as (not) to

a. He always drives carefully He doesn’t want to cause accidents

b. The boys stood on the benches They wanted to get a better view

c. I went to the college I wanted to see Professor Taylor

d. She wrote warm clothes She didn’t want to get cold

e. Nam is studying very hard He wants to keep pace with the classmates

Homework

f. Learn the vocabulary and structures by heart g. Prepare period 60 (Language Focus (3,4)

(61)

Homework

Lesson 3: Listen & L1, 2

* Objectives: By the end of the lesson, Ss will be able to help Ss know how to listen for details

* Teaching Aids: Textbook, White board

* Procedure:

Stages Content Activities

Warm up. -Organizes students to play “ask and answer” Eg: - How tall are you ?

- How would you describe your build ?

- What color are your eyes ? -Leads in the new lesson

-Pair work

Pre- listening a-Asks Ss to answer some questions :

+ What you say if you want to meet someone?

+What you say when you are introduced to someone?

+What will you say when you introduce someone?

b- Gives students some expressions and its meanings

+ Nice to / pleased to / good to / glad to / meet (see) you

+ It’s a pleasure to meet you

-Pair work

(62)

+ I’d like to meet

c Simple present tense

- Review students about form and use - Form: V (s/es)

S + Be

- Use: It is used to express an action which is always true

- Asks students to give some examples

d-Gets students to guess and complete four dialogue on page 12-13, using the given expressions

- Gives feedback

-Whole class

-Individual work

While-listening * Lets students listen to the tape twice

- Gets students to work in pairs to complete the dialogues and compare with their prediction

- Give feedback

a (1) I’d like you to meet.

(2) Nice to meet you b (3) I’d like you to meet.

(4) It’s a pleasure to meet you

c (5) Come and meet d (6) How you ?

-Asks students to practice speaking the dialogues *Calls on some students to play the roles of Nam Hoa Thu, Khai Mrs Lien Mrs Vi, Ba Bao -grandmother, Mr Lam - Mrs Linh - Mr Thanh and practice the dialogues

- Corrects their pronunciation

whole class -Pair work

-Group work

Post listening *Asks Ss to language focus 1,2 -Cals on some Ss to on the board -Gives feedback

EX1: Complete the paragraphs Use the correct

form of the verbs in brackets

a - lives was comes sent is

b - are came showed introduced

EX2: Complete the dialogue Use the correct form

of the verbs in the box You will have to use some verbs more than once

1 sets2 moves goes4 is is moves / goes

-Individual work

-Pair work

Homework. - Asks students to learn by heart the dialogues - Asks students to exercises in the workbook - Asks students to prepare next part

(63)

Lesson 4: Read

* Aim: - Reading for the instructions about some more situations requiring first-aid

* Objective: - At the end of the lesson, Ss can use "in order to and so as to" to indicate purposes

* Teaching aids: - Textbook *

Procedures:

Stages Content Activities

Warm up * Revision: - Brainstorming:

- Has Ss give nouns for emergencies which require first aid and write them on the board

* Suggested words

- Burn, cut, bee sting, snake bite, fainting, shock, nose bleed

-Group work

Pre reading  Pre- teach vocabulary

- sterile (adj ) v« trïng - lie flat ( v) nằm duỗi thẳng -ease ( v) làm dƠ chơi / bít ®au

+ Check vocabulary: What and where

 Have Ps read the instructions how to give first aid in these cases such as: fainting, shock and burns

 Notice these forms: - So as to - In order to

Eg:- We should it in order to/ so as to minimize

T-Whole class

(64)

the tissue

While reading

+ Ask Ps to read the statements on page 84 and match three Leadings A, B, C to them

* Answer key:

A Fainting:

a. The victim should not sit or stand

c. The victim’s head should be below the level of the heart

e. The victim should drink a cup of tea when reviving

B. Shock - b. Victim can’t not drink wine or beer

C Burns - d. You should ease the pain with ice or cold water pack

-Individual work

Post reading

* Draw the grid on the board

- Asks the Ps to read the instructions again and fill in the information

Grid:

Cases Do Don’t

Faintin g

Leave the patient ing flat Elevate the patient’s feet

- Don’t force him or her to sit or stand

Shock

- Give him/her a cup of tea when he/she revives

- Don’t overheat the victim with blankets or coats

Burns

- Cool the burn immediately to minimize the tissue damage

-Group work

Homework - Reminds Ss to study at home and prepare for the next lesson

-Whole class

Lesson 5: Write

* Aim: - Writing a thank-you note

* Objective: - By the end of the lesson, Ss know how to write a thank-you note

* Teaching aids: - Textbook * Procedures:

Warm up * Revision: Shark attack

- Draws the figures of sea wave, steps, a boy/girl, a

(65)

shark

- Has Ss complete these gaps to make a meaningful word

_ _ _ _ ( ease )



Pre writing * Pre teach new vocabulary - to thank sb for sth

- to cheer sb up(làm vui/phấn khởi) - to come over ( đến)

-thank-you note (n) th cám ơn (ngắn)

- Guide Ps to read carefully - Checking by Slap the board * Set the scene:

Nga was sick and she had to go to hospital After she left the hospital, she wrote a thank-you note to Hoa Why and what did she write?

* True or False Predictions

- Hangs a poster with the statements on the board - Has Ps read the statements then decide which is true and which is false then correct the false ones again

a Nga writes to thank Hoa for some candy b Hoa’s gift cheered Nga up

c.Nga’d like Hoa to see her at the hospital d Nga is very bored now

e Nga writes the letter at the hospital + Answer key:

a False -> Flowers ( not candy) b True

c False -> at her house d True

e False -> at her house

T-Whole class

-Group work

While writing

-Asks Ss to complete the thank-you note Nga sent to Hoa after she left the hospital Use the correct tense forms of the verbs in brackets

1-was 4-came 2-were 5-am

3-helped 6-will phone

+ Has Ps read the questions then answer the questions in order to write a thank-you note

* Sample letter: Dear

I want to thank you for the lovely flowers you anent me while I was in hospital They helped to

Individual work

(66)

cheer me up on several groom days because they reminded me of a good friend’s thoughtfulness I’m fine now, and my family has decided to go on a picnic 6to my native village next weekend and I can’t help remembering you Will you join us? I think you sau “Yes” to me Right?

I’d love to see you then Your friend,

Nga

Post writing * Use the same format to write another letter to another friend for other occasions

- Calls some Ss to read their writing in front of the class

* Dear

I have asked a few friends of our class to come over to my house for a get- together next Wednesday, May the tenth at ten o’clock Will you join us?

I’m certain we’ll have much fun We’re looking forward to seeing you Do try to make it

Affectionately

Individual work

Homework - Remind Ps to study at home and prepare language focus part

-Whole class

Unit 10: Recycling

Lesson 1: Getting stated + Listen and read

* Aim: - To give information about the environment problems

* Objective: Ss will be able to something to protect the environment and save natural resources

* Teaching aids: - Textbook, posters * Procedures:

Warm up * Brainstorming: Getting started

- Asks Ss to think of the way to reduce the amount of garbage they produce

T-Whole class

(67)

* Possible answers: - Use cloth bags - Use tree leaves

- Make garbage in to fertilizer

- Make vegetable matter into animal food

Presentation a-Pre-teach vocabulary - representative

- protect = keep sb/sth safe from danger

- natural resources ( coal mines, oil, gold, mineral deposits )

- recycle = to make sth already used able to be used again

- contact = to communicate with sb by telephone of letter

+ Checking by Jumbled words

b- Model Sentences: Passive Voice - T elicits the model sentences

- T writes them on the board Eg: We eat noodles every morning

Noodles is eaten ( by us) every morning

 Concept check:

 Form: Passive From in the Present Simple Subject + am / is / are + past participle

 Use: It is used when the subject is affected by the action of the verb

 How to change an active sentence to a passive one

Active S V O

Passive S be + p.p by O

T-Whole class

-Individual work

T-Whole class

Practice

- Set the scene: A representative from friends of the Earth, Miss Blake, is talking to th SS of QT Sc Friends of the Earth shows people how to protect the environment and save natural recourses

- Asks Ss to work in pairs to decide if the statements are true of false

T/F predictions

a Friends of the Earth is an organization to help people make friends with each other

b Miss Blake asks Ps to remember things: reduce, reuse, recycle

c Reduce means bluing the products which are over packed

* Answer key

a – F; b – T; c - F

- Has Ss open their books, listen to the tape while reading to the dialogue

T-Whole class

-Pair work

(68)

- Has Ss works in pairs to ask and answer the questions

- Calls some pairs to practice in front of the class -Gives feedback

a Reduce means not buying products which are over packed

b We can reduce things like envelopes, glass, plastic bottle and old plastic bags

c Recycling means not just throwing things a way Try and find another use for them

d We can look for information on recycling things by having a contact with an organization like “ Friends of the Earth” going to local library or asking our family and friends

e Because when we throw them away they could stay very long and could not be self – destroyed

Homework -Asks Ss to give their ideas about how to protect the environment

T-Whole class

Lesson 2: Speak + LF 3, 4

I Objectives: Ss can give and respond to instructions

II Contents: Vocabulary: representative, protect, natural recourse, recycle, contact

III Teaching aids: Books and notebooks, cassette Pictures about environment

IV. Procedures

Warm up *Kim's Game

- T shows the picture to the Ss and asks them to observe it carefully, lets them look at the picture for about 20'' then put it away

- Ss from teams go to the board and write as many words showing things in the picture as possible

Possible answers: used paper; old newspapers; books; cardboard boxes; bottles; glasses; jars; plastic bags; plastic bottles; plastic wares; food cans; drinking cans; tins; fruit peels; vegetables; clothes; pieces of material; shoes; sandals; schoolbags…

-Group work

Pre-speaking

*Pre-teach vocabulary

- fertilizer (n) phân bón háo học - compost (n) phân xanh

- fabric (n) v¶i

(69)

- leather (n) da thuéc - grain (n) h¹t

- heap (n) đống - shade ( n) bóng mát

- Explainers the meanings by translating or giving definitions

+ Checking by Rub out and remember

- Has Ss open their books, read the sample dialogue * Dictation list

- T draws the table on the board

- Ss listen to the words and put them in the right columns

- T models some words

- T reads the words aloud, slowly - Ss work in pairs to correct their work

Paper: used papers, old newspapers, book, cardboard boxes

Glass: bottles, glasses, jars

Plastic: plastic bags, plastic bottles Metal: food cans, drinking tins,

Vegetable mater: fruit peels, vegetables, rotten fruits…

Fabric: clothes, cloth bags, pieces of materials… Leather: shoes, sandals, schoolbags…

-Individual work

T-Whole class

-Pair work

While-speaking

- Has Ss work in pairs to ask and answer the questions using the thing in the pictures

- Calls some pairs to practice in front of the class - Has Ps work in groups to give the thing belong to each of this group

-Pair work

Post-speaking

* Listen

- Ss open their books and read the multiple choice questions on page 91

- Ss listen the tape times and exercise -Give the correct answers

-Individual work

Homework: - Asks Ss to practice the dialogue with your

partner, replacing the information

- Reminds Ss to study at home and prepare new lesson

(70)

Lesson 4: Read

I Objectives: By the end of the lesson, ss will be able to form the passive in the present simple

II Contents Vocabulary: tire, pipe, deposit, refill, melt

III Teaching aids: Books and notebooks, cassette Pictures about environment IV Procedures:

Content Activities

Warm up -Asks Ss to play “Network” about the way to reduce the amount of garbage

use cloth bag make vegetables matter into animal food

reuse plastic bag

T-Whole class

Pre reading * Pre-teach vocabulary: - refill (v) làm đầy / đổ đầy lại - pipe (n) ống nớc

- glass ware (n) đồ dùng thuỷ tinh - deposit (n) tiền đạt cọc

- approximately (adv) gÇn

- Explainers the meanings by translating or giving definitions

+ Checking by Rub out and remember * Open prediction

- T writes questions on the board and

asks Ss to guess what they're going to read 1/ What people with used things? 2/ What can they make from them? - T writes Ss' guesses on the board

- Remind Ss to use the passive form and give examples

* Form: be + PII

* Change:

T-Whole class

Individual work

The way to

(71)

S + V + O

S + be + PII + by O - Modal:

S + md + V + O

S + md + be + PII + by O Eg1:

- We eat noodles every morning

- Noodles is eaten ( by us) every morning Eg2:

- That coat will be taken (by her)

While reading

- Has Ss works in pairs to ask and answer the questions

- Calls some pairs to practice in front of the class -Gives feedback

a People cleaned & refilled empty milk bottles b The glass is broken up, melted & made into new glass ware

c The Oregon government made a new law that there must be a deposit on all drink cans The deposit is returned when people bring the cans back for recycling

d Compost is made from house hold & garden waste

e If we have a recycling store to share, we can call or fax the magazine at 5265456

-Pair work

Post reading

- Has Ss read then make a list of recycled things -Calls some Ps to write their answers on the bb + Car tires are recycled to make pipes & floor recovering

+ Milk bottles are cleaned & refilled (with milk ) + Glass is broken up, melted & made into new glassware

+Drink cans are bought back for recycling

+ Household & garden waste is made into compost

Individual work

Homework - Remind Ps to study at home and prepare new lesson

-Whole class

(72)

Lesson 5: Write

I Objectives: Ss will be able to write a set of instructions, using the sequencing

II Contents: Vocabulary: Soak (v) , Mash (v) , Bucket (n), Firmly (adv), Scatter (v), mesh (n), wire (n), mesh (n)

III Teaching aids: Books and notebooks

IV Procedures

Warm up *Jumbled words

1 kate = take 5.lacep = place upt = put 6.ryd = dry sspre = press 7.xim = mix eus = use 8.rapw = wrap

T-Whole class

Pre writing *Pre-teach vocabulary:

 (to) soak explanation

(to put s.t in liquid for a time so that in becomes completely wet)

 (to) mash (mime)

 a wire mesh (VNese)

 a bucket ( regalia)

 firmly (adv.) (translation)

 (to) scatter (mime) - Check by Rub out and remember

*Ordering prediction

- T sets the scene: "We're going to read a text about how to recycle used paper"

- Ss work in groups to guess the order of the actions

-Ss can write the verbs of the actions

T-Whole class

-Group work

While-writing

a Checking.( Ordering Prediction )

- Ss look at the books (page 93), read the text and fill in the verbs

* Feedback:

1/ use 2/ mix 3/ place 4/ press 5/ wrap 6/ wait 7/ dry

b Recall

- Ss close their books

- Ss write the sequence on the board and practice speaking first

First, Then, Next, After that, Finally,

- Ss write the text in brief using the sequencing

-Group work

(73)

Feedback:

First, soak old newspaper in a bucket overnight Then, mash the paper by the wooden spoon Next, mix the mashed paper with water

After that, use a wire mesh to pull the mixture out, put it on the cloth and press it down firmly

Finally, take the mesh out of the cloth & dry it in the sun

Post-reading

* Ordering Pictures

- Ss look at the pictures in the books (page 94) - Ss work in group Make the instruction Ss on how to prepare the tealeaves

- T calls on Ss say before class

a/ First take the used tealeaves from the tea pot b/ Next scatter the tealeaves on a tray

c/ Then dry the tealeaves in the sun

d/ Finally, put the dry leaves in a pot for future use

-Group work

Individual work

Homework - Reminds Ss to study at home and prepare new lesson

- Write the instructions on how to make a thing you have ever made using the sequencing

-Whole class

Unit 11: TRAVELING AROUND VIETNAM

(74)

Objectives: By the end of the lesson, ss will be able to use some expressions to

express their interest 1-Grammar

- Requests with “ Would/ Do you mind if S + V( past ) + O? or “ Would / Do you mind +Ving + O ?” Vocabulary

- Follow the topic : Traveling around Vietnam Procedures:

Stages Activities Work

arrangement

Warm up: Jumbled words

Harbor Gate

Halong Nha Rong

Ngo Mon The Temple Literature Bay

-Answer Key: Ngo Mon Gate; Halong Bay; The Temple Literature; Nha Rong Harbor

-Group work

Presentation *Pre-teach vocabulary:

 a crop (VNese)

a sugar can(What is used to make sugar?)

 a water buffalo (VNese)

 a forty - minute drive

The drive takes 40 minutes

- Check understanding: Rub out and remember

-Introduces Ss know about Grammar: The way to make respond to formal requests

+ The 1st way to show that a person wants someone to

do st for him/ her

Form: Would you mind + Ving + O ?

+ The 2nd way to show that a person want to help or do

st that ask for one’s respond

Form: Would you mind + if + S + V ( past simple) + O ?

*Pre-questions - T sets the scene

- Posters with questions is stuck on the board 1/ Where does Hoa meet The Jones?

2/ Is it the first time The Jones have visited Vietnam? 3/ How they travel to Hanoi?

4/ What they see along the road to Hanoi? 5/ What would Tim like to do?

- T runs through the questions

- Ss listen to the tape while reading the dialogue - Ss work in pairs to answer the questions

T-Whole class

Individual work

T-Whole class

(75)

-Gives feedback:

1/ Hoa meets The Jones at the airport 2/ Yes, it is

3/ By taxi

4/ They see a boy riding a water

buffalo, rice paddies, corn and sugarcane fields 5/ He'd like to take a photo

Practice *T / F Statements

- Ss read the dialogue and exercise -Gives feedback:

a/ T b/ T c/ F d/ T e/ T f/ F - Ss correct the false statements -Gives feedback:

c/ in a taxi

f/ Not only rice and corn but also sugar canes

-Pair work

Production *Discussion

- Ss read the dialogue again

- T asks them to pick out the sentences containing the situations mentioned below

to express interest:

 I'd like you to meet my parents

 It's nice to meet you

 It's great to be in Viet Nam

 I'd like to sit with Tim

to express a request:

 Would you mind sitting in the front seat ?

 Would you mind if I took a photo?

-Group work

Homework -Asks the Ss to learn new words by heart.

-Asks the Ss to learn and make up conversations using the requests and their response and ex in ex book Prepare the next lesson

-Whole class

Unit 11: TRAVELING AROUND VIET NAM

Lesson 2: Speak + language focus 3,4

I-Objectives

(76)

+ Would you mind if I did something ? II- Teaching aids

- Objects of teaching , picture, cards, an extra board III- Teaching method Communities approach

IV- Procedures:

Stages Activities Work arrangement

1- Warm up: -Lucky numbers about making command, offer -Gives feedback

T-Whole class Pre- speaking *Pre teach structures

- T sets the scene

-T reminds Ss of the exchanges between Hoa and Mr Jones and between Ho and Tim in the last dialogue and elicit the sentences

 Model Sentences A: Would you mind

sitting in the front seat of the taxi? B: No problem

2/ A: Would you mind if I took a photo? B: Not at all

 Concept checking:

 Use: To make and respond to formal requests

 Form: Would you mind / Do you mind + V- ing ?

 Would you mind if I + V (Past form) ? Do you mind if I +V(Present form) ? Responses:

 Agreement: No, I don't mind / No, of

course not / Not at all / Please /Please go ahead

 Disagreements: I'm sorry, I can't / I'm sorry, it's impossible / I'd prefer you didn't / I'd rather you didn't

 Meaning: Xin b¹n c¶m phiỊn

- Ss copy the lesson

-Hangs on an extra board and ask the Ss to ex on the board

a, Would mind / you/ give / I / book b, Would mind / you / if I / borrow / bike?

c, Would mind / you / help / I / / homework? -Calls some S to ex on the board

-Gives feedback

T-Whole class

-Individual work

While speaking

- Ss work with a partner follow situations in the book

Topic: a tourist and guider talking about going on a trip

-Puts the dialogue charge on the board

(77)

You Tourist officer - Excuse me - Yes?

- I’d like to visit a market Would you mind suggesting one?

- Not at all How about going to .market It opens from about am to pm

- That sounds interesting

Thanks

- You are welcome

-Gets the S to work in pair to make respond and reply to suggest someone to go to some where in the city

-Pair work

Post speaking Cardboard Drill: L.F

- T uses word cards to give cues a/ move / car 

b/ put out / cigarette  c/ get / coffee 

d/ wait / moment  - T models

Would you mind moving your car? -Ss repeat times

- Ss practice in pairs -Gives feedback:

* Ex4 : Ordering picture

-Asks the Ss to write the numbers and look at the picture on page 110 ( 1-> 6)

-Asks the Ss to listen to the situations and order the pictures

a, turn off the stereo b, watch TV while eating c, sit down

d, postpone the meeting

e, turn on the air- conditioners f, smoke

Keys : 1d, 2f, 3a, 4c, 5e, 6b

T-Whole class

-Pair work

-Individual work

Homework

Period 66: Friday, February 11th, 2011

Lesson 3: Listen + language focus 1,2

I-Objectives : Ss will be able to get information from simple tourist advertisements

(78)

1-Grammar

- The way to talk about location 2-Vocabulary

- Follow the topic : Traveling around Vietnam III- Teaching aids

- Objects of teaching ( an English book, a ruler, chalks, teaching notebook )

- Picture, cards, an extra board, cassette, tape IV- Teaching method

-Communities approach V- Procedures

arrangement

Warm up: *Jumble words: troche, tause rratn, tension, pelmet -Calls some S to practice individual on the board -Gives feedback: hotel, restaurant, station, temple *Chatting: topic- locations of some places in TH city

T-Whole class

listening -Gets the S to review the structures to talk about location

- T sets the scene: "The Jones family are going around Ha Noi and they are talking about the directions to places in the map Listen to them and match the places to the correct positions on the map - T puts the map on the board and asks Ss to identify the places

-Gives feedback:

Individual work T-Whole class

While-listening:

- Ss listen to the tape times

- Ss work in pairs to match the places to the correct positions

-Gives feedback:

a/ restaurant b/ hotel c/ bus station d/ pagoda e/ temple

*Tape transcript Tim: Mom, I'm tired

Mrs Brown: All right You go back to the hotel and we'll go and look at the pagoda

Tim: Okay, but how I get to the hotel?

Mrs Brown: Let me check the map oh, yes It's Phong Lan Road, just off the highway

Tim: I remember See you later Mrs Brown: Bye

Shannon: I'm hungry, Mom

Mrs Brown: Can you wait until after we’ve seen the pagoda, Shannon? The restaurant's in Ho Tay Road It's in the opposite the direction from the pagoda

Shannon: Please, Mom I'm starving!

(79)

Mr Brown: I'll take you to the restaurant and get something to eat, Shannon We'll let your mother go to the pagoda

Shannon: Thanks, Dad perhaps we get some food at the restaurant and eat it beside the river

Mrs Brown: As you are going to the direction of the bus station, can you book seats on tomorrow's bus to Ho Chi Minh City? The bus station is just opposite the tourist information center

Mr Brown: All right

Mrs Brown: I'll see you back at the hotel

Shannon: How are you going to get to the pagoda, Mom?

Mrs Brown: I'm going to walk over the bridge and take the first road on the left if I have time, I'll also visit an old temple, which is just past the pagoda on the same road

Shannon: Bye, Mom Have a nice time Mrs Brown: I will, bye

Post- listening.

-Asks the Ss to play tougher twisters -Divides the class into groups

-Gets the Ss to write the sentences their classmates read

*Game: Error hunter

Ss ask and answer the way to the places on the map

-Group work

Homework: -Asks the Ss to write 10 sentences about the locations of 10 places in the city

- Asks the Ss to ex in ex book -Prepares the next lesson

-Whole class

Period 67: Monday, January 14th, 2011

Lesson 4: Read

I-Objectives : Ss will be able to get information from simple tourist advertisements and some suggestions on some tourist sites in Viet Nam to foreign tourists

II-Contents

1-Grammar.- The way to write an advertisement Vocabulary

(80)

III- Teaching aids

- English book, chalks, teaching notebook IV- Teaching method

-Communities approach V- Procedures

arrangement Warm up: *Quiz : What's this place?

- T asks questions and calls who puts his / her hand up first to answer

- T tells Ss each place consists of questions; points for the 1st question; points for 2nd and point for 3rd

³ Da Lat:1/ It is called the city of Eternal Spring 2/ It has a lot of waterfalls and lakes

3/ You can find the most kinds of flowers here ³ Nha Trang:1/ It's seaside resort

2/ It has a very big monument of Buddha 3/ It has an Oceanic Institute

³ Sa Pa:1/ It is a mountainous resort 2/ It has tribal villages

3/ Sometimes it has snow

³ Ha long Bay:1/ It is recognized as a World Heritage Site by UNESSCO

2/ It has a lot of caves

3/ It consists of a lot of islands

-Individual work

Pre- reading *Pre-teach vocabulary

¬accommodation (n)a place to live, work or stay in ¬ giant (adj.) very big

¬ tribe (n) VNese tribal (adj.)

¬ a jungle a very thick forest ¬ slope (n)

à sl ¬ limestone (n) VNese

¬ offshore (adj.)

Check: Slap the board

*Grammar: The way to write an advertisement: It included sights, accommodation, and Arrival/ Departures for a place

-Hangs on extra board ( Ex on the page 104 in the book)

-Gets the Ss to predict the topics mentioned in some advertisements

T-Whole class

-Individual work

While reading:

*Grid

- Ss read the advertisements about the resort and

(81)

check the topics mentioned in the grid - Ss work in pairs to compare their answer -Gives feedback:

³ Nha Trang: flights to Ha Noi, railway, hotels, local transport, tourist attractions

³ Da Lat: hotels, local transport, waterfalls, tourist attractions

³SaPa: hotels, local transport, mountain slopes, tourist attractions, tribal villages

³ Ha Long Bay: World Heritage, tourist attractions, sand beaches, railway, hotels, caves, local transport ³ Restaurant, types of foodà no place

* Matching:

- T puts the poster on the board

A B

1 Nha Trang Da lat Sa Pa 4.Ha Long Bay

5 Nha Rong Harbor

a tribal villages, mountain climbing

b The place where President Ho Chi Minh left Viet Nam in 1911 c swimming and sunbathing

d Oceanic Institute e flower gardens

- Ss match the words or phrases in column A to column B

-Gives feedback

1 d e a c b

-Pair work

-Group work

Post-reading *Interview: Work in pair to ask for and give information about tourist sites

-Gives some questions:

a, Would you mind telling me about ? b, Is there anything special?

c, How about accommodation? d, How can I travel around the city? -Monitors and corrects

-Pair work

Homework -Asks the S to write an advertisement about Thanh hoa city

-Ask the S to ex in ex book

-Whole class

Period 68: Tuesday, February 15th, 2011

Lesson 5: Write

I-Objectives : Ss will be able to know how to write a narrative II- Contents

(82)

- The way to write a narrative using a guided composition Vocabulary

- Follow the topic : Traveling around Vietnam

III- Teaching aids.- Objects of teaching ( an English book, a ruler, chalks, teaching notebook )

IV- Teaching method

- Communities approach V- Procedures:

Stages Activities Work arrangement

Warm up: -Asks the Ss to fill in the gaps.( work in group) A narrative is a sequence of These events are usually in chronological order and often lead to a The first sentence of a narrative should get the readers’s and the ending should be

-Asks the Ss to give their answer on the board -Explains the definite in Vietnamese

Gives feedback

1- events 2- written 3- climax 4- attention 5- brief

-Group work

Pre writing

*Pre-teach vocabulary

 a canoe (drawing)

 (to) paddle (mime)



a paddle (a thing used to paddle)

 (to) hire (VNese)

 (to) overturn

 (to) rescue (to save somebody's life from danger)

 (to) stumble (VNese)

 (to) go off

-Check: What and where *Grammar: a-Model sentences

The man walking up the stairs is Mr Quang  Form: Verb + ing  Present participle

 Use: A present participle (phrase) can be used as an adjective to qualify a noun with active meaning

- Ss copy the lesson b-Model Sentences:

The old lamp made in China is five dollars

 Form: Regular verb + ed Past

Irregular verb column participle

 Use: A past participle (phrase) can be used as an adjective to qualify a noun with passive meaning

- Ss copy the lesson

T-Whole class

Individual work T-Whole class

(83)

While-writing:

- T sets the scene: "Last week, while on vacation in Dalat, the Jones family had quite an uniform getable adventure on Ho Xuan Huong Lake What did they and what happened to them?"

- Ss open their books, read the first part of the story on page 105

- Ss work in pairs to rearrange the sentences on page 106 to complete the story

-Gives feedback: c  a  g  d  f  b  e

- T gets Ss to read the story aloud for the class *Ex on the page 106 in the book: Ordering picture -Asks the Ss to look at the pictures and rearrange events in the correct chronological order to make it a story Calls on some S to give their answers

-Gives feedback: d, b, e, h, a, f, c, g * Write it up :

-Asks the Ss to work in group to write the story about Uyen using the pictures ordered

-Calls on some S to read story before the class -Gives feedback:

-Pair work

Individual work

-Group work

Post-writing:

Ask Ss to notice the Past simple tense is often used in a narrative

T-Whole class -Pair work

Homework -Asks the Ss to learn new words by heart.

-Asks the Ss to write the whole story in your notebooks

-Whole class

Period 69: Tuesday, February 15th, 2011

Revision and Consolidation

From Unit to Unit 11

I Objectives:

After completing the lesson, students review the knowledge to one more test grasp the knowledge learned to manipulate the communication

II Contents Language focus from unit to unit 11

III/ Teaching aids: Books and notebooks, cardboards, posters

IV/ Procedures:

Stages Teacher’s & Students’ activities Contents Warm up * Holding the class in order and

check the old lesson

(84)

Presentation

Practice

Production

- Asks Ss to make up some sentences using requests and future tense + Elicits Ss to tell the main grammar structures they’ve learned from Unit to Unit 11

? Repeat the use & form of it ? Make sentences

? Repeat the use & form

? Give e.g

? Repeat the use & form

? Change active into passive ? Make sentences

- Correct mistakes ? Retell the form

? give examples Retell the use & form

? Make sentences - correct mistakes

? Changer sentences in to passive form

? Repeat the main contents of the lesson …

Form: S + will / Shall + V-inf + O Adv: tomorrow, next

2 Modal “ will ” * Request:

Will + you + V + O ? * Offer: I will + V + O * Promise: S + will + V +O Passive forms

* Use

form: Tobe + PII ( past participle ) Change: S + V + o

S + be + PII + by O Adj + to smt

That – clause

Eg: It’s difficult to learn English She is certain that she will it well Do / Would you mind + doing sth?

Do you mind if I did sth ? Would you mind if I did sth ? Eg: Do you mind closing the window?

Would you mind if she phoned you?

* Change A – P

1 Parents look after their children - Children are looked after by their parents

2 Do you like candies ? - Are candies likes by you ? She cleans the floor every morning

- the floor is cleaned every morning by her

4 He was watching a film

(85)

Period 70 :

Written test

Time allowed: 45 minutes

Question I: Underline and correct the miss pelt words.

1-Students are advised to collect plastic botles for recycling.

2-Natural furtilizer is made from garden waste.

3-An ambulence came to take him to the hospital.

4-There are numerous beautiful paggodas in Hue city.

Question II:Read the passage and then answer the questions below

(86)

beautiful caves at Ha Long It was the cave in which General Tran Hung

Dao hid wooden stakes to beat the Mongols on Bach Dang River in 1288.

1.Whom is Ha Long popular with?

2.What is one of the attractions of Ha Long ?

3.What is the Bay’s water like ?

4.Which is one of the most beautiful caves at Ha Long ?

Question III: Rewrite the following sentences based on gives cues.

1-It/ not easy/ answer / these questions.

2- Last night /they /decide/ leave park/without/watch/anything

3-A meeing /will / hold/before /the Teacher

s Day/ by the students.

4-Would /you/mind/if I /take /a photograph?

Question IV: Fill in the blank with a suitable preposition

1-I am looking forward ……… seeing you in June

2-The old lamp made ……… China is five dollars

Period 71: Correct the written test

I-Objectives:

-Thông qua chữa kiểm tra, biết đợc khả học sinh bao gồm

khả lĩnh hội kiến thức kĩ trình bày

- Giáo dục thái độ , động học tập đắn cho học sinh.

II Contents: Grammar Vocabulary

III Teaching aids: Testing papers.

IV Procedures:

Question I :

1-botles bottles

2-furtilizer fertilizer

3-ambulence ambulance

4-paggodas pagodas

Question II :

(87)

2.One of the attractions of HaLong is the Bay’s calm water with limestone

mountains.

3.The Bay’s water is clear during the spring and early summer.

4.Dau Go Cave is one of the most beautiful caves at Ha Long.

Question III :

1-It is not easy to answer these questions.

2- Last night they decided to leave the park without watching anything

3-A meeting will be held before the Teacher

s Day by the students.

4-Would you mind if I took a photograph?

Question IV:

GIAO AN TA 8 NGHE AN

Period 20 Tuesday, September 28

Checking The Test 1

Period 21 Wednesday, September 29

Unit 4: OUR PAST

Lesson 1: Getting started & Listen and Read.

Stages

Content

Period 22 Monday, October 4

Unit 4: OUR PAST

Lesson 2: Speak & Language focus 4.

Stages

Content

Period 23 Tuesday, October 5

Unit 4: OUR PAST

Stages

Content

Period 24 Wednesday, October 6

Unit 4: OUR PAST

Lesson 4: Read.

Stages

Content

e.

Period 25 Monday, October 11

Unit 4: OUR PAST

Lesson 5: Write.

Stages

Content

Period 26

Unit 5: STUDY HABITS.

Lesson 1: Getting Started & Listen and Read.

Stages

Content

Period 27 Wednesday, October 13

Unit 5: STUDY HABITS.

Lesson 2: Speak & Language focus 2,4.

Stages

Content

Period 28 Monday, October 18

Unit 5: STUDY HABITS.

Lesson 3: Listen & Language focus 1,3.

Stages

Content

Period 29 Tuesday, October 19

Unit 5: STUDY HABITS.

Lesson 4: Read.

Stages

Content

Interaction

Period 30 Wednesday, October 20

Unit 5: STUDY HABITS.

Lesson 5: Write.

Stages

Content

Interaction

Period 31 Monday, October 25

Unit 6: THE YOUNG PIONEERS CLUB.

Lesson 1: Getting Started & Listen and Read.

Stages

Content

Interaction

Period 32 Wednesday, October 27

Unit 6: THE YOUNG PIONEERS CLUB.

Lesson 2: Speak & Language focus 3.

Stages

Content

Period 33 Monday, November 1

Unit 6: THE YOUNG PIONEERS CLUB.

Lesson 3: Listen & Language focus 1,2.

Stages

Content

Interaction

Period 34 Tuesday, November 2

Unit 6: THE YOUNG PIONEERS CLUB.

Lesson 4: Read.

Stages

Content

Interaction

Period 35 Thursday, November 4

Unit 6: THE YOUNG PIONEERS CLUB.