Unit 12 A vacation abroad

Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers1. Class organization: 1 minute II.[r]

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GIÁO ÁN E – HAI CỘT – CẢ NĂM

PERIOD 1: Date: August 14, 2011

REVISION TEST

I Chọn khoanh trịn chữ a, b, c d thích hợp cho câu (2.đ) I very happy on my last vacation

a am b was c are d were She come to my birthday party last night

a doesn't b won't c don't d didn't a nice dress!

a How b Where c What d Which

4 How is it from Hue to Da Nang?

a long b big c far d wide

5 She looks tired What's the with her?

a matter b happen c wrong d problem She doesn't like pork and her uncle doesn't

a too b so c either d neither

7 The spinach isn't fresh the cabbages

a so are b neither are c so aren't d aren't either Stop, please! That is too coffee

a many b lots of c much d little II Cho dạng thích hợp động từ ngoặc (2.đ) I hope (visit) Ha Noi next summer vacation

2 Hoa (watch) television every night My brother (buy) a new motorbike last month Minh has a bad cold He should (stay) in bed

5 We enjoy (take) part in outdoor activities Why (be) you absent from school yesterday?

7 I usually (get up) at 6.30 but yesterday was Sunday so I (get up) at 7.00 III Đọc đoạn văn sau trả lời câu hỏi bên (2.đ)

Last year, Nam spent his summer vacation in Nha Trang It was the first time he went to Nha Trang He stayed at a friend's house His friend took him to see lots of interesting places in Nha Trang such as Cham Temple, Hon Chong, Tri Nguyen Aquarium, Nam saw sharks, dolphins, and many different types of sea fish at Tri Nguyen Aquarium Nam bought a lot of gifts for his friends in a souvenir shop near the exit of the aquarium Nam liked the beach best Nam and his friend went to the beach every morning Nam felt happy and healthy after the trip

1 Where did Nam spend his summer vacation last year?

What did he see at Tri Nguyen Aquarium?

Did he buy any gifts?

How did he feel after the trip?

IV Sắp xếp từ thành câu hoàn chỉnh (4.đ)

1 wash / children / before / the / hands / meals / their / should

some / and / would / I / fruit / vegetables / like / to / buy

watching / prefer / I / to / listening / music / TV / to

of / what / like / / kinds / you / books?

ANSWER KEY:

I b; d; c; c; a; c; b; c

II to visit watches bought stay taking6 were get up / got up III In Nha Trang sharks, dolphins, and many different types of sea fish

3 Yes, he did happy and healthy

IV The children should wash their hands before meals I would like to buy some vegetables and fruit

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PERIOD 2 Date: August 14th, 2011

UNIT 1: MY FRIENDS

LESSON 1: - GETTING STARTED

- LISTEN AND READ

- LANGUAGE FOCUS (P 10 -11, 17)

A Aim: By the end of the lesson, students will be able to know more about Hoa - Lan - Nien and write some sentences using the structure "(not) + adj + enough + to- infinitive"

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure:

I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson:

1 Setting the scene: Included in the WARM-UP Main activities:

Teacher’s and students’ activities On the board

- T prepares 13 cards with numbers on one side and verbs on the other

- T sticks the cards on the board so students can only see the numbers

- T divides Ss into teams and asks them to choose numbers T turns the cards over to see if they match (E.g.: teach – taught), give them one mark If not, T turns the cards over again and the next team continues until all the cards are opened

- T elicits the words and then models times

- Ss copy down

- Rub out the new words one at a time

- Each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?" When all English words are rubbed out, T goes through the Vietnamese list and gets students to say out the English words

- T sets the scene: “Look at the picture of Hoa and Nien and answer the following questions”

- T gives Ss some questions and asks them to work in pairs T gives feedback

- T asks Ss to read the dialogue between Hoa, Lan and Nien on P 10 and check if their answers are correct or not

- T asks Ss to read the dialogue again and answer the questions in exercise on P 11

- T calls on some Ss to ask and answer the questions (open pairs)

- T asks them to work in closed pairs

- T sets the scene to introduce the structure "(not) + adj + enough + to- infinitive" Complete the exchange:

+ Can you (1) this (2) over there?

+ No, I (3) not (4) (5) to (6) the (7) over there

- T models two cues, the whole class repeats, then T asks

WARM UP Pelmanism:

meet come live think send thought

receive met lived received came sent

PRE-READING I Pre - teach vocabulary

- to seem (translation) - a next-door neighbor

(explanation: a person who lives next to your house) - to look like (translation) - a smile (mime) - (to) lift (mime) Checking vocabulary: Rub out and remember

II Pre - Questions

1 Is Nien Lan's friend or Hoa's friend? How old is Nien?

3 Where does Nien live? Is she a beautiful girl?

WHILE READING I Pre-question checking:

- Expected answers: a She is Hoa's friend b She's twelve years old c She lives in Hue d Yes, she is

II Comprehension questions (P 11) - Expected answers:

a Nien lives in Hue b No, she doesn't

c The sentence is 'She wasn't old enough to be in my class' d At Christmas

POST READING I Language Focus 4

Form: "(not) + adj + enough + to-infinitive" Meaning: chưa / không đủ để làm Ex: - Can you hang this picture over there?

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some Ss to repeat individually Ex: Can you read English books?

Yes My English is good enough to read English books

- T asks Ss to work in pairs: one asks, one answers - T asks Ss to exercise on P 17 in pairs

- T gives feedback and asks Ss to practice the dialogue



No, I am not tall enough to hang the picture over there II Word - cue drill

1 Read English books / Ö good

2 Drive a car / x old Carry this bag / Ö strong

4 Solve this problem / x clever

III Further practice: Complete the dialogue: Expected answers:

b not big enough c not old enough d not strong enough e good enough IV Consolidation: (2 minutes)

- T asks students to summarize the dialogue and the form of “ENOUGH” V Homework:

- Do exercises & in workbook - Prepare Speak + Language Focus

PERIOD 3: Date: August 14th, 2011

LESSON 2: - SPEAK

- LANGUAGE FOCUS 3

A Aim: By the end of the lesson, students will be able to describe someone’s appearance B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures, CD, cassette Students: textbook, notebook, pens, rulers D Procedure:

- T asks students to think of the adjectives used to describe body build and hair

- T elicits the words and then models times

- T shows Ss a picture of Mary and asks them to describe her hair and her body build

- T explains the form to SS - Ss copy down

- T prepares cards and models the first card - T runs through the vocabulary then the cues

WARM UP Brainstorm:

PRESENTATION I Vocabulary:

- curly (a) (picture) - blond (a) (picture) - bald (a) (picture) - slim (a) (picture) - straight (a) (picture) - slender (a) (picture) - fair (a) (explanation) Checking: Slap the board

II Presenting the structure: Ex: What does she look like?

She has long blond hair She is short and thin Form:

What + do/does + S + look like? S + have/has + adjectives + N S + be + adjectives

PRACTICE I Word cue drill

thi n

sli m

fat curl

y

long bod

y buil

d shor

t

hair

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- T shows the poster of people and asks Ss to look at people on page 11 - 12 Call on one S to describe one person and the others have to guess who he/she is For example: (model sentence)

- T asks Ss to work in groups of 4, each member describes a person in the picture

- T calls some groups to describe in front of the class - T asks Ss some questions on P 17

- T asks Ss to write their description on notebook - T calls some Ss to read aloud their description - T gives feedback

a he / tall / thin b She / short / slim c He / short / fat d long/ black / hair e curly / blond / hair f straight / brown / hair - Expected answers: a He is tall and thin b She is short and slim c He is short and fat d She has long black hair e She has curly blond hair f She has straight brown hair II Guessing game:

Model sentence

S1: This person is short and slim She has long blond hair S2: Is this Mary?

S1: Yes

PRODUCTION I Describing the picture:

2 men – a woman – a boy Expected answers: a There are people

b, c The man next to the bus stop is rather fat and short He has short dark hair and a square face He is wearing blue pants and a pink shirt

The woman is slim and beautiful She has short curly hair She is wearing a green skirt and a red blouse

II Write it up:

- Write your description on the notebook IV Consolidation: (2 minutes)

- T asks students to state the main structures used to describe someone’s appearance V Homework:

- Do exercises & in workbook - Prepare lesson 3: Read

UNIT 1: MY FRIENDS LESSON 3: READ (P 13, 14)

A Aim: By the end of the lesson, students will be able to know more about Ba's friends and ask and answer about their characters

- T asks students to look at pictures on P 10 and talk about the activities they want to after school or in their free time

- T gives them some questions:

+ What are these Ss doing? (play soccer / play chess / read books / play volleyball)

+ What time of the day you think it is? (in the morning / evening, after school)

+ Do you like soccer / reading books ? + Who you like playing with? - T models times and gets Ss repeat

WARM UP Chatting:

+ What are these Ss doing?

+ What time of the day you think it is? + Do you like soccer / reading books ? + Who you like playing with?

PRE - READING I Pre - teach vocabulary:

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- Ss copy

- T sticks the poster of T/F statements on the BB

- T sets the scene: These statements are about Ba and his friends, read them and guess which statements are true, which are false

- T asks Ss to open their books and reads the text on P 13 T lets Ss check their prediction

- T asks Ss to correct false statements

- T gets Ss to exercise on P 14

- T calls on some Ss to give answers

- T asks Ss to work in pairs to exercise on P 14 - T lets Ss read the text again and answer the questions - T corrects Ss' pronunciation if any

- T asks them to work in groups and talk to one another about their friends, using the adjectives they have just leant to describe

- T calls some students to present in front of the class

- an orphanage (explanation: a place where children without parents live)

- reserved (a) (translation)

- sociable (a) (explanation: enjoy spending time with other people) = outgoing (a)

- (to) tell jokes (explanation: tell a story which makes people laugh)

- sense of humor (translation)

- generous (a) (explanation: giving or willing to give freely) - (to) annoy (explanation: to make somebody slightly angry)

* Checking vocabulary: Slap the board II True - False prediction

1 Ba only has three friends - Bao, Song, Khai Ba and his friends have the same characters Bao - Song - Khai are quite reserved in public They all enjoy school and study hard

WHILE – READING I True/False checking:

Guess Correct

1. 2 3 4.

F F F T - Expected answers: Correction

1 Ba has a lot of friends but he spends most of his time with Bao, Song and Khai

2 Ba and his friends have the different characters Only Song and Khai are quite reserved

II Multiple choice (p 14) - Expected answers: a A

b C c B d D

III Comprehension questions:

1 How does Ba feel having a lot of friends? Who is the most sociable?

3 Who likes reading?

4 What is a bad thing about Ba's jokes? Where does Bao spend his free time?

6 Do you and your close friends have the same or different characters?

- Expected answers: He feels lucky Bao

3 Khai

4 They annoy his friends At a local orphanage (optional)

POST - READING

Talk about your friends (appearance and characters)

IV Consolidation: (2 minutes)

- T asks students to summarize the passage V Homework:

- Write a paragraph (about 50 words) about one of your close friends - Do exercises & in workbook

UNIT 1: MY FRIENDS LESSON 4: WRITE (P 15)

A Aim: By the end of the lesson, students will be able to write a paragraph about their close friends. B Methods: Communicative approach

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Students: textbook, notebook, pens, rulers D Procedure:

- T asks students to look at the pictures on P 17 quickly and then lets them keep their books closed

- T divides the class into groups, gives them questions, the group which answers correctly and the fastest wins the game

- T elicits vocabulary and models times for the class to repeat

- T asks Ss to read the information about Tam then answer some questions

- Ss give answers

- T lets Ss write a paragraph about Tam, using the information they have just got

- T asks Ss to compare with the paragragh in their books on P 15

- T asks Ss to write information about one of their friends, then write a paragragh about him or her

- T asks each student to write a similar paragragh about himself/ herself

- T moves around the class and helps Ss, then asks some Ss to speak about himself/herself in front of the class

WARM UP WARM UP

Kim's game:

+ How many people are there in the picture? + What is each person wearing?

Expected answers: - Four

- The woman is wearing a red shirt and a green skirt

The man is standing on the pavement is wearing a pink shirt and blue trousers

The man who is standing beside the car is wearing brown trousers and a yellow shirt

The boy is wearing blue shorts and a white shirt PRE – WRITING I Vocabulary:

- helpful (a) (explanation: willing to help somebody) - friendly (a) (kind to someone)

- humorous (a) (explanation: showing a sense of humor) * Checking vocabulary: ROR

II Read the information about Tam and answer the following questions:

a What is his name? b How old is he?

c What does he look like? d What is he like? d Where does he live? f Who does he live with? g Who are his friends? - Expected answers: a Le Van Tam b 14

c He is tall and thin, he has short black hair d He is sociable, humorous and helpful e He lives at 26 Tran Phu Street, Hanoi

f He lives with his mother, father and an elder brother g Ba and Bao

WHILE - WRITING I Write about Tam:

Model passage: Le Van Tam is 14 He is tall and thin, he has short black hair He is sociable, humorous and helpful He lives at 26 Tran Phu Street, Hanoi with his mother, father and an elder brother His friends are Ba and Bao

II Write about one of your friends Sample:

His / her name is and he/she is years old He / She lives at in with his grandmother, his parents and his sister, Mai He / She is tall and slender He / She has short black hair He / She is rather shy but friendly and helpful He / she has a lot of friends but his / her close friends are and

POST - WRITING Write about yourself

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- T asks students to state the main points in describing someone V Homework:

- Write another paragragh (about 50 words) about one of your family members - Do exercises & in workbook

LESSON 5: LISTEN + LANGUAGE FOCUS 1, (P 16, 17)

A Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and listen to complete the dialogue

- T divides Ss into teams and asks them to choose numbers T turns the cards over to see if they match E.g.: live - lived, give them one mark If not, T turns the cards over again and the next team continues until all the cards are opened

- T asks Ss to complete the conversation on P 12-13 T gives them some expressions and makes sure they know their meanings

- T gets Ss to guess and to complete four dialogues on P 12-13, using the given expressions

- T asks Ss to say out the meaning of the expressions and help them to understand the usage of the expressions - T lets Ss listen to the CD twice

- T gets them to work in pairs to complete the dialogues and compare with their predictions

- T gives feedbacks

- T asks Ss to practise speaking the dialogues

- T calls on some Ss 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 - T corrects their pronunciation (if any)

- T elicits and models times

WARM UP Pelmanism

Live Be Show Send Come

lived Is Showed Sent Came

Has

PRE - LISTENING Predicting conversation - completing:

2

Some expressions for greeting: - It’s a pleasure to meet you - I’d like you to meet… - Come and meet…

WHILE - LISTENING Conversation – completing:

- Expected answers: I’d like you to meet Nice to meet you I’d like you to meet It’s a pleasure to meet you Come and meet

6 How you

POST - LISTENING Role play

PRESENTATION 1 I Pre - teach vocabulary

- a planet (ex: the sun, the earth what are they?) - Mars (picture)

- Mercury (translation)

- pleasure (n) (explanation: a state of feeling or being happy or satisfied)

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- T rubs out the new words one at a time - each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?" When all English words are rubbed out, T goes through the Vietnamese list and gets students to call the English words

- T elicits simple present and simple past tense: form, usage

- T focuses on one of the usage of Simple present tense It is used to express an action which is always true

- T asks students to exercise in language focus - T calls some students to give answers

- T gives Ss verbs: be - move - set - rise - go, and asks them to complete the dialogue between Ba and Tuan, his young cousin

- T gets Ss to practice the dialogue

Checking vocabulary: Rub out and remember

II Revision of Simple Present tense and simple past tense: 1 Simple present tense:

a Form: S + V(s/es) + O

b Usage: To talk about general truth Ex: Lan often goes to school late 2 Simple past tense:

a Form: S + V(ed/ii) + O

b Usage: To talk about action begun and finished in the past PRACTICE

1 Language focus 1: Expected answer:

1 lived - lives - sent - was is - comes

2 Language focus 2: Expected answers: sets

2 moves goes is is is IV Consolidation: (2 minutes)

- T asks students to state the usage and form of simple present and simple past tense V Homework:

- Do exercises & 10 in workbook

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PERIOD 7 Date: August 20th, 2011 UNIT 2: MAKING ARRANGEMENTS

LESSON 1: GETTING STARTED - LISTEN AND READ (P 18, 19)

A Aim: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements. B Methods: Communicative approach

- T asks Ss to match each object (pictures on P 18) with its name

- T gives the definitions of these objects on a poster and asks Ss to match the object with its definition

- Ss match each object (pictures on P 18) with its name

- T elicits the vocabulary and models three times - T uses ROR to check vocabulary

- T sets the scene: "Hoa and Nga are talking on the phone They are talking about going to see a movie."

- T asks Ss to guess by answering the following questions - Ss work in pairs to guess by answering the questions - T gives feedback

- T asks Ss to read the conversation between Nga and Hoa on P.19 and gives them feedback

- Ss work individually reading the conversation between Nga and Hoa on P 19

- T gives Ss some questions and asks them to work in pairs to answer Give feedback

- Ss work in pairs answering the questions

- T gets some pairs of Ss to ask and answer the questions - Ss ask and answer the questions (open pairs - closed pairs)

- T hangs the poster of Matching the phrases with their meanings on the BB and asks students to work individually

- Ss work individually and give answers

WARM UP Definitions:

1 to send fax

2 to find someone's telephone number to write address and telephone numbers to make a phone call in a street telephone box to leave and take messages

6 to make phone call anywhere you like Objects:

a an answering machine b a mobile phone c a fax machine d a telephone directory e a public telephone f an address book - Expected answers:

a - 5, b - 6, c - 1, d - 2, e - 4, f –

PRE-READING I Vocabulary:

- (to) arrange (translation)



(to) make an arrangement * Some expressions:

+ Can I speak to + name? This is + name (picture) + Would you like to + V (inf)?

* Checking: ROR II Open prediction: Who made the call? Who introduced herself?

3 Who invited the other to the movies? Who arranged the meeting place? Who arranged the time?

6 Who agreed to the time?

WHILE READING - Expected answers:

1 Nga made the call Nga introduced herself Nga invited Hoa to the movies Nga arranged a meeting place Hoa arranged the time Nga agreed to the time I Comprehension questions What is Hoa's telephone number?

2 Which movie are they going to see? Where? How is Hoa going to see the movies? Where are they going to meet? What time? - Expected answers:

1 3847329 Dream City By bike

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- T models the dialogue with a student then asks the whole class to play the roles of Ss who are talking on the phone making arrangements

- Ss work in pairs

- T calls some pairs to perform in front of the class - T gives comments

c Where's it on? Sáu 30 chứ? d A bit far from (cầm máy) chờ - Expected answers:

A - 4, b - 3, c - 1, d –

POST READING Dialogue Build

Lan Mai - 3854146

- speak Lan? - 

- Mai - Hello

- see a movie 7.30 p.m .come? - ü But ask mom

OK Where ?

- Dong Ba movie theater

- By bike?

- ü meet outside theater

- 7.00 p.m?

- ü Bye - Bye

Sample dialogue: Lan: 3854146

Mai: Can I speak to Lan please? Lan: Yes Lan speaking Mai: Hello Lan This is Mai Lan: Hello Mai

Mai: I'm going to see a movie at 7.30 this evening Would you like to come?

Lan: Of course But I have to ask my Mom Hold on Ok She says I can go, where's it on?

Mai: At Sao Mai Movie Theater Lan: Let's go by bicycle

Mai: Ok Let’s meet outside the theater Lan: Is 7.00 OK?

Mai: All right See you at 7.00 Bye Lan: Bye

- T asks students to go through the main points of the lesson and teacher comments V Homework:

- T asks students to exercises & in workbook - Students prepare Speak + Listen

PERIOD 8 Date: August 22nd, 2011

UNIT 2: MAKING ARRANGEMENTS LESSON 2: SPEAK & LISTEN (P 20 & 21)

A Aim: By the end of the lesson, students will be able to talk on the phone about intentions with BE GOING TO and listen to complete a telephone message

C Teaching aids: Teacher: textbook, cards, chart, cassette + CD Students: textbook, notebook, pens, rulers D Procedure:

- T asks Ss to play the game: Divide students into teams Rules: “Each team takes turns to choose any number You have to look at the pictures to guess what they are If you have the correct answer, you will get point If any team can give me the red word before all the crosswords are found,

WARM UP Crossword

1 T H I N

2 M O V I E

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that team will get points.” - T checks instructions Cues:

1 antonym of ‘fat’ Dream City, Titanic, (picture)

4 (picture) what are they playing? a child whose parents died antonym of ‘long’ synonym of ‘fair’

8 (Gap-filling): Lam is not old to drive a car antonym of ‘sociable’

- Students play the games in team

- After the key word “telephone” is revealed, T asks students the following questions:

+ Do you have a telephone at home? + How often you make a phone call?

+ What would you say when you pick up the phone to answer it?

+ What would you say when you are the caller? - Students listen to teacher’s questions and answer - T elicits the vocabulary and models three times - T uses ROR to check vocabulary

- T asks Ss to exercise on P 20 Ss have to work in pairs to put the sentences in the correct order to make a complete conversation

- T asks Ss some questions to check Ss' understanding and focus on the structure GOING TO

1 Are they talking on the phone? What they intend to do?

3 What time are they meeting? Where?

4 What form of verbs you use to talk about intentions? - Ss’ expected answers:

1 Yes

2 They intend to go to the pop concert They are meeting inside the center at 7.15 be going to

- T runs through the vocabulary / first cues / second cues / all cues

- T models two cues then asks Ss to repeat chorally then individually

- T asks Ss to practice asking and answering - Ss work in pairs: open pairs and closed pairs

- T asks some students to write the full sentences on board

- Set the scene: “Ba and Bao are making arrangements to play chess."

- Ask Ss to work with their partners to complete the dialogue

4 C H E S S

5 O R P H A N

6 S H O R T

7 B L O N D

8 E N O U G H

9 R E S E R V E D

PRESENTATION 1 Vocabulary:

- a concert (picture) - a band (picture)

- junior high school (n) (example: Pham Van Dong, Nguyen Tri Phuong, etc.)

* Checking: ROR 2 Ordering: - Expected answers:

1 b, f, j, a, i, c, e, k, g, 10 h, 11 -d

2 Tense revision: Near Future Tense Form:

S + be + going to + infinitive Use: express an intention

PRACTICE 1 Word cued drill

- Model sentences:

Are you going to see a movie? Yes, I am / No, I'm not see a movie Ö

2 play sports 

3 meet your friends Ö

4 help your mother Ö

5 your homework 

6 watch TV 

- Full sentences:

2 Are you going to play sports? No, I'm not

3 Are you going to meet your friends? Yes, I am

4 Are you going to help your mother? Yes, I am

5 Are you going to your homework? No, I'm not

6 Are you going to watch TV? No, I'm not

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- Ss work in pairs to complete the dialogue

- Students play the role of Ba and Bao They can change some information like the model dialogue

- T asks Ss to look at the form of the telephone message on P 21 and sets the scene: "a woman phoned the principal of Kingston junior high school, but he was out"

- T has Ss guess the message

- T gets Ss to listen to the tape twice and fill in the message, compare with their guess

- T gives feedback

- Can/May I speak to Ba, please? This is Bao - I’m fine, thanks How about you?

- Can you play chess tonight? - How about tomorrow afternoon? - I’ll meet you at the Central Chess Club - Is 2.00 OK?

3 Role play: Model dialogue: Lan: Hello, 3825022

Mai: Can I speak to Lan, please? This is Mai Lan: Hello, Mai How are you?

Mai: I’m fine I am going to a comedy tonight Would you like to come?

Lan: I’d love to, but I’m afraid I can’t I’m going to help my mom with the housework

Mai: How about tomorrow evening? Lan: Yes I’m free tomorrow evening Mai: Well, I’ll meet you at Megastar theater

Lan: At Megastar theater? Let’s meet outside the theater Mai: Is 7.00 OK?

Lan: Great See you then

PRODUCTION LISTENING

Prediction

Kingston junior high school

Date: Time: For: Message: Telephone: While listening

- Expected answers: Kingston junior high school Date: Tuesday

Time: 9.45 For: the principal

Message: Mr Mary Nguyen wanted to see you at 9.45 on Tuesday morning

Telephone number: 6468370942 IV Consolidation: (2 minutes)

- T asks students to go through the form and usage of near future tense and teacher comments V Homework

- Do exercises & in workbook

- Write activities that you intend to next week - Prepare Read

PERIOD 9 Date: August 25th, 2011

UNIT 2: MAKING ARRANGEMENTS LESSON 3: READ (P 21 - 22)

Aim: By the end of the lesson, students will be able to know more about Alexander Graham Bell and practise reading skill for specific information

C Teaching aids: Teacher: textbook, pictures of Bell, poster Students: textbook, notebook, pens, rulers D Procedure:

- T asks students to answer the questions by going to the board and write

+ Students take turns to write the answers on board

WARM-UP Brainstorming:

To communicate

What is the telephone used for? To chat

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- T elicits: “The telephone has a number of functions, but you know who invented it?”

+ Ss: “Yes, A Graham Bell.”

- T: “Right Today we are going to learn something about Bell and his great invention: the telephone”

- T models times and get Ss repeat

- Ss repeat after the T (chorally and individually) - Ss copy down

- T elicits: “followings are statements about A G Bell, some of them are true but some are false In pairs, predict which statements are true and which are false”

- T sticks the poster of T/F statements on the BB and asks Ss to work in pairs and guess which statements are true and which are false

- T asks Ss to open their books, read the text on P 21 – 22 and check their prediction

- Ss open their books, read the text on P 13 and check their prediction

- T asks Ss to correct false statements

- T asks Ss to read the events of Bell's life again and put the statements correct order Then asks them to compare with their partners

- T calls some pairs to give the answers

- T sticks poster of “Gap-filling” on board and asks students to work in pairs

Possible answers: - to have a message - to call someone - to make arrangements

- to talk to a person who lives far from

- to get information at the airport or railway station quickly

- to emigrate (explanation: go to another place to live) - to transmit (translation)

- to conduct (synonym: what is the synonym of (to) carry out?)

- to demonstrate (translation) - a device (translation)

- deaf - mute (explanation: a person who is unable to hear and speak)

- (to) be in commercial use (translation) Checking vocabulary: What and Where II True - False prediction

1 Alexander G Bell was born in the USA

2 He worked with deaf-mute patients in a hospital in Boston Thomas Watson was Bell's assistant

4 Bell and Watson introduced the telephone in 1877

5 Bell experimented with ways of transmitting speech between deaf-mutes over a long distance

6 Bell demonstrated his invention at a lot of exhibitions WHILE - READING

I Correction - Expected answers:

1 He was born in Edinburgh in Scotland

2 He worked with deaf-mute patients at Boston University T

4 He introduced telephone in 1876

5 He experimented with ways of transmitting speech over a long distance

6 T

II Ordering: (p 22) Alexander G Bell: was born in Scotland went to live in Canada

3 went to live in the United States

4 worked with people who could neither speak nor hear worked with Thomas Watson

6 successfully demonstrated his invention invented the telephone

III Gap – filling:

1 A G Bell was born in on March 3,

2 Bell to the USA in the 1987s and worked at a in Boston

3 He invented the after with ways of transmitting speech over a long distance

4 In , Bell and Watson introduced a device The first telephone message was: “ ” The first telephone was used commercially in Expected answers:

1 Edinburgh / 1847 emigrated / university telephone / experimenting 1876

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- Ss answer, and then T gives feedback

- T gets Ss to write a paragragh about a famous figure in groups of

- T gets some groups to read their work aloud for the whole class to comment

POST - READING Writing:

Write about a famous figure (Uncle Ho, Lenin, Thomas Edison, ) similar to the passage about Bell

- T asks students to summarize the passage and teacher comments V Homework

- Do exercises & in workbook - Copy the writing (Post-reading) - Prepare Write

PERIOD 10 Date: September 4th, 2011

UNIT 2: MAKING ARRANGEMENTS LESSON 4: WRITE (P 23 - 24) Aim: By the end of the lesson, students will be able to write a telephone message. B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster

- T writes the words whose letters are in random order on the board

- T divides the class into teams: Ss from teams go to the BB and write the correct words The team writing more correct words first wins the game

- Students play the game in team

- T talks to Ss about taking a telephone message: + Have you ever taken a telephone message?

+When you take a message, what should be mentioned in the message?

- Ss give the answers: + Yes / No

+ Date, time, who sent, to whom, content - T models times and gets Ss repeat

- Ss repeat after the T (chorally and individually)

- Ss copy down

- T asks Ss to read the message and fill in the gaps in the passage on P 23

- Ss work in pairs, read the message and fill in the gaps in the passage on P 23

WARM UP Jumbled words

1 mcuestor = customer ayddmi = midday essgmea = message nifurretu = furniture rvseice = service oerdr = order

PRE - WRITING I Chatting

II Vocabulary:

- delivery service (n) (translation)

- furniture (n) (example = table, chair, desk, bed)

- customer (n) (explanation = a person that buy things from a shop)

- stationery (n) (example = paper, pen, envelope) *Checking: Bingo

WHILE – WRITING 1 Gap-filling

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- T asks Ss to read passage on P 23 to get information and write similar message

- Ss work individually, read passage on P 23 to get information and write the message

- T calls on a student to write the message on the BB

- T asks Ss to write another message about their friends - Ss write in pairs and show their answers

7 at

2 Writing the telephone message: Expected answer :

Thanh Cong Delivery Service Date: June 16

Time: After midday For: Mrs Van

Message: Mr Nam called about his stationery order He wanted you to call him at 8634082

Taken by: Mr Toan

POST – WRITING - Suggested message:

Date: September 25 Time: p.m For: Kevin

Message: Tom called about joining his birthday party this evening He will wait for you at Celadon hotel at p.m Taken by: David

- T asks students to state the main points in taking a message V Homework

- Do exercises & in workbook - Write a similar message - Prepare Language Focus &

PERIOD 11 Date: September 8th, 2011 UNIT 2: MAKING ARRANGEMENTS

LESSON 5: LANGUAGE FOCUS + (P 25)

A Aim: By the end of the lesson, students will be able to further practice talking about intentions with "be going to" and further practice in adverbs of places

C Teaching aids: Teacher: textbook, poster

- T divides students into teams and states the rules of the games: “There are numbers and three of them are storming You will choose one number and answer one question If you choose a storming number, you will be discounted points and lose your turn points for a correct answer and no point for an incorrect answer The other group helps will get 1 point for their correct answer Which group gets more points wins the game”

- Students of teams take part in the game - T gives feedback and comments

- T elicits: “What form of verb you use to talk about intention?”

- Ss: be going to + infinitive

- T models times and gets Ss repeat

- Ss repeat after the T (chorally and individually) - Ss copy down

- T asks Ss to exercise in Language focus on P 25 They have to work with a partner and say what people are going to

- T gives an example first:

T: Nga has a movie ticket What is she going to so?

WARM UP Storming numbers

1 9 SN

2 What are you going to tomorrow? Are you going to school tomorrow? What are you going to this weekend? SN

6 SN

7 Are you going to see a movie tonight? What city are you going to visit this summer? What time are you going to go to bed this evening?

PRESENTATION I Vocabulary:

- a fishing rod: (picture)

- an action movie: (explanation: film about war or fighting)

- outside (adv) (picture) # inside

* Vocabulary checking: ROR II Language focus - P 25 - Expected answers: They are going fishing

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S: she's going to see a movie - T gives each student a handout

- T asks Ss to infer the situations and write sentences basing on the given situations

- Ss work in pairs and give answers

- T gives each student a handout of Survey and asks Ss to work in groups of –

- Ss the survey by asking their friends in groups some questions to get the information, then fill in the handouts - T calls on some Ss to report back in front of the class

- T hangs the poster of the words with disordered letters on the BB and tells the Ss that they are adverbs of place

- T asks Ss to go to the BB and write the meaningful words - Ss go to the BB and write the meaningful words, one student one word

- T sets the scene: "Ba is playing hide and seek with his cousin, Mr Tuan Use the adverbs of place to complete the speech bubbles”

- T asks Ss to exercise on p 26 - T asks some Ss to read out the bubbles

4 He's going to watch an action movie on TV She's going to give him a birthday present

PRACTICE

I Writing the following sentences Say what the people are going to (handouts)

Ex: I feel very tired (take a day off) I am going to take a day off

a My uncle has won some money (buy a new car)

b They received a wedding present from their pen pal friend, Nick (write a letter to thank him)

c I'll have an annual holiday next month (visit Ha Long Bay) d My father has a bad cough (stop smoking)

e Linh is studying medicine (be a doctor) f We have brought some bricks (build a garage) - Expected answers:

a He is going to buy a new car

b They are going to write a letter to thank him c I am going to visit Ha Long Bay

d He is going to stop smoking e She is going to be a doctor f We are going to build a garage II Language focus - P 25

What are you going to on the weekend? Are you going to ? You Your partner see a movie?

play sports? meet your friends? help your parents? your homework? watch TV?

PRODUCTION I Jumbled words

1 tdeousi erhe siiden stupairs hetre wonstairds - Expected answers:

1 outside here inside upstairs there downstairs II Gap-filling (p 23) - Expected answers:

a Where is Tuan? I think he is upstairs b No, he isn't here

c He isn't downstairs and he isn’t upstairs d Perhaps he's outside

e No, he isn’t there

f I'm not outside I'm inside, Ba IV Consolidation: (2 minutes)

- T asks students to state the form and use of near future tense and state the meanings of those adverbs of place V Homework

- Write sentences about your house, using adverbs of place Ex: My room is upstairs

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PERIOD 12: Date: Sept 12th, 2011

UNIT 3: AT HOME

A Aim: By the end of the lesson, students will be able to understand the dialogue between Nam and his mother and use modal verbs to talk about the housework

- T shows pictures (in Getting started) to students

- T asks them to look at pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible - Then each team goes to the board - one by one - and writes down the activities in the pictures The team remembering more verbs is the winner

- T models times then asks Ss to repeat chorally and individually

- T sets the scene: “Nam’s mother – Mrs Vui – is busy and she wants Nam to three things for her.”

- T gets Ss to listen to the dialogue while looking at their books and complete the list of the things Nam has to - T elicits the form by making questions

- Ss copy down

- T asks Ss to practice asking and answering in pairs (open pairs – closed pairs)

- Ss work in groups of four, discuss the topic, then representative from each group states their work

WARM UP Kim's game

- Expected answers:

a Wash dishes/ the washing up b Make the bed

c Sweep the floor d Cook

e Tidy up

PRESENTATION I Vocabulary

- a rice cooker (picture) - a steamer: (picture) - a cup board: (picture) - a saucepan: (picture) - a frying pan (picture) * Checking: What and Where II What Nam has to do? Nam has to

+ cook dinner

+ go to the market to buy fish and vegetables

+ call his aunt, Ms Chi and ask her to meet his mother at grandma's house Form:

Has / have to + infinitive = Must + infinitive Meaning: Phải (làm gì)

Use: express obligation or necessity + Must: authority comes from speaker

+ Have to: authority comes from outside speaker or laws Exchange: What you have to do?

I must the washing up PRACTICE Picture - cued drill

1 the washing up make the bed sweep the floor cook dinner tidy my room feed the chickens

FURTHER PRACTICE Group discussion

- Talk about what we have to and what we mustn’t in class: Write in full sentences

Expected answers:

Have to: keep silent, homework, learn last lessons, raise opinion,

Mustn’t: make noise, be late, fall sleep, wear jeans IV Consolidation: (2 minutes)

- T asks students to state the form and use of must and have to V Homework

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Ex: On Sundays, I have to tidy my rooms, I have to help my parents the house work, - Do exercise &

- Prepare SPEAK

PERIOD 13: Date: Sept 12th, 2011

UNIT 3: AT HOME LESSON 2: SPEAK -2 (P 28, 29)

A Aim: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house

- T divides the class into teams (House & Home)

- T asks both teams – one by one – to go to the board and write down as many things in the kitchen as possible within minutes

- The team which has more correct words will win the game - T elicits words from Ss and models times

- T shows the picture on page 28 and asks Ss the positions of the items in the picture:

- T gets Ss to work in pairs, talking about the position of each item

- T sets the scene: "Mrs Vui bought some new furniture for her living room, but she cannot decide where to put it Please help her to arrange the furniture"

- T asks Ss to look at the picture on page 29 and talk about their ideas

- T asks Ss to practice speaking using the expressions - Ss work in pairs, try to use expressions to make a meaning and logical dialogue

- T calls some pairs to demonstrate

WARM UP Game: What are there in the kitchen? Expected answers:

Stove, sink, bowl, knife, lighting fixture, refrigerator, table, chair, pan, saucepan, chopstick, cup, glass, plate, spoon,

- a rug (picture)

- a lighting fixture (picture) - a coffee table (picture) - a counter (picture) - a calendar (picture) - a dish rack (picture) * Checking: Slap the board II Questions:

a Where is the clock? b Where is the fruit? c Where are the flowers? d Where is the rice cooker? e Where is the cupboard? f Where are the knives? g Where is the dish rack? * Expected answers: a It's above the fridge b in the bowl

c on the table

d next to the bowl of fruit e on the wall, above the counter

f they are on the wall, under the cupboard g on the counter, next to the bowl of fruit

PRACTICE

Ex: The calendar is on the wall, above the stove. The knives are on the wall, under the cupboard

FURTHER PRACTICE USEFUL EXPRESSIONS:

Agreeing Disagreeing

OK

You're right No, I think we'd better /ought to put I think it should be - Expected answers:

+ Let's put the clock on the wall, between the shelf and the picture

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+ I think the coffee table should be between the couch and the armchair

+ Let's put the telephone next to the couch

+ I think we should put the magazine above the books on the shelves

+ I think the shelves ought to be at one of the corners, opposite the couch

- T asks students to state the main expressions in talking about the positions of things V Homework

- Prepare the next part of the lesson: Listen and Language Focus

UNIT 3: AT HOME

LESSON 3: LISTEN & LANGUAGE FOCUS (P 30, 35, 36)

A Aim: By the end of the lesson, students will be able to identify the right item by listening and use reflexive pronouns B Methods: Communicative approach

- T divides Ss into groups and asks each group to write down the food we eat

- Ss write down and T checks

- T elicits each word and models thrice - Ss copy down

- T gets Ss to look at P 30 and guess things they use to cook the "Special Chinese Fried Rice"

- T has Ss listen to the tape twice or thrice and checks their prediction

- T sets the scene: “You your homework and no one helps you What you say?'

- T explains the reflexive Pronouns and their usage, giving examples

WARM UP Who are quicker?

Expected answer: meat, chicken, soup, garlic, onion, rice, noodles, cabbages, green pepper, etc

PRE-LISTENING 1 Vocabulary:

- green pepper (n) (picture) - ham (n) (realia)

- garlic (n) (realia)

- a repairman (explanation = a person whose job is to repair things) - (to) try (translation)

- (to) kill (explanation = to make somebody/something die)

* Checking: what and where 2 Prediction:

a b c d

WHILE LISTENING - Expected answers:

a fried rice, b pan, c garlic and green peppers, d ham and peas PRESENTATION

REFLEXIVE PRONOUNS Form:

I

with

myself

You yourself / yourselves

She herself

He himself

We ourselves

They themselves

it itself

Usage:

- When subject and object of a clause are the same

- When we want to mean “alone” or “without help”, to emphasize ‘that person, nobody else’

- We not use reflexive pronoun with “feel, relax, concentrate” or actions which people usually to themselves (e.g wash, shave, dress)

Ex: She cut herself

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- Ss copy down

Ex: Did you your homework? Yes, I did it myself

- T asks Ss to practice asking and answering - Open pairs – closed pairs

- T asks Ss to fill in the blanks with suitable reflexive pronouns or emphasis pronouns

- T gives feedback

- T asks Ss to practice speaking in pairs

PRACTICE Model sentence:

Did you your homework? Yes I did it myself Word cued drill you / / homework He / fix / washing machine Mary / cook / dinner

4 These students / paint / the pictures You / / your chores

FURTHER PRACTICE Complete the dialogue

- Expected answers:

a Did someone help Ba to draw that picture? - No He did it himself

b The repair man can’t fix the washing machine until tomorrow - Come on We'll have to try and it ourselves

c What's the matter, Hoa? - I cut myself

Let me see Oh, it's all right You didn't cut yourself badly d Why are you crying, Nga?

- I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well

Why did they kill themselves? - It's a long story

e Boys and girls, you'll the experiment this afternoon - Will you come to help us?

Yes, I will But you have to it yourselves first IV Consolidation: (2 minutes)

- T asks students to state the main usage of Reflexive pronouns V Homework

- Prepare the next part of the lesson: Read - Do exercise 3, in workbook

UNIT 3: AT HOME LESSON 4: READ -2 (P 31, 32)

A Aim: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why -Because

C Teaching aids: Teacher: textbook, poster, pictures, realia Students: textbook, notebook, pens, rulers D Procedure:

- T divides Ss into groups and asks each group to come to the board and write the things that cause danger for children in the home

- Ss play in group and take turns to write down the words

- T models times and gets Ss to repeat

WARM UP Brainstorming:

- a precaution (translation) - a socket (realia)

- a match (realia) - an object (translation)

Electricity

Dangers in the home for

children Drug

Knife Boiling

water

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- Ss copy down

- T divides class into teams to play the game “slap the board”

- T elicits: “There are many dangerous things in your house Followings are some advice to make sure safety precaution” - T asks Ss to read the statements and guess which are true, which are false

- Ss read the poster and check their prediction - T asks Ss to correct false statements

- T asks Ss review the form and usage of “Why”

- T asks Ss to work in pairs to find out the answers to these questions

- T asks Ss to practice asking and answering the questions in pairs

- Open pairs and closed pairs

- T asks Ss to work in groups of 6, discussing the topics and write on poster (half of the class discusses the first topic and the rest discusses the second)

- Two representatives from each group present in front of the class

- T comments and gives feedback

- safety (antonym: danger) - (to) destroy (translation) - (to) injure (picture)

- chemical (n) (example: H2SO4, NaCl)

- out of children’s reach (translation) Checking vocabulary: Slap the board II True - False prediction

1 It is safe to leave medicine around the house Drugs can look like candy

3 A kitchen is a suitable place to play Playing with one match cannot start a fire

5 Putting a knife into an electrical socket is dangerous Young children not understand that many household objects are dangerous

WHILE - READING I Reading the text

Guess Correct 1

2 3 4. 5 6

F It is dangerous to leave medicine around the house

T

F A kitchen is an unsuitable place to play F Playing with one match can start a fire T

T

II Comprehension questions Form:

Why + V(Aux) + S + V + O?



Because + S + V Usage: to state the reason

1 Why must we put all chemicals and drugs in a locked cupboard?

2 Why mustn't we let children play in the kitchen? Why mustn't children play with matches? Why must we cover electrical sockets?

5 Why we have to put all dangerous objects out of children's reach?

- Expected answers:

1 Because children often try to eat and drink them Because the kitchen is a dangerous place

3 Because playing with one match can cause the fire

4 Because children often try to put something into electrical sockets and electricity can kill

5 Because the dangerous objects can injure or kill children POST - READING

Discussion

1 Safety precautions on the street. 2 Safety precautions at school.

- T asks students to state the main activities to avoid dangers at home V Homework

- Prepare the next part of the lesson: Write - Do exercise & in workbook

UNIT 3: AT HOME LESSON 5: WRITE (P 32, 33)

A Aim: By the end of the lesson, students will be able to write a description of a room in their house. B Methods: Communicative approach

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2 Main activities:

- T divides Ss into groups and asks each group to write down the things in their house

- T gives feedback

- T asks Ss some information about the room on p 32: + which room is this?

+ what's this? Where is it?

- T models thrice and gets Ss to repeat

- T gets Ss to copy the words into their books and then ask them to close the books

- T rubs out the new words one at a time Each time T rubs out a word in English, points to the Vietnamese translation and asks "what's this in English?" When all the English words are rubbed out, T goes through the Vietnamese list and gets Ss to call out the English words

- T asks Ss to read the description of Hoa's room, then asks some questions

- T asks Ss to describe Hoa's kitchen in pairs

- T asks Ss to share with their partners

- T corrects the mistakes from some descriptions (if any)

- T asks Ss to talk to their partners about their room (bedroom / living room / kitchen?

WARM UP Things in your house

L S A U C E P A

I A I K O F E N

G R T N O I N U

H E A A K N C S

T D B T E K H T

I L L U R I A O

N O E B E D I V

G F I X T U R E

PRE - WRITING I Pre - teach vocabulary

- folder (n) (picture) - beneath (example) - towel rack (n) (picture) - a wardrobe (n) (picture) * Checking vocabulary: ROR II Reading

Questions:

a What is there on the left of the room? b Where is the bookshelf?

c What is there on the right side of the room? d Where is the wardrobe?

- Expected answers:

a There is a desk on the left of the room b The bookshelf is above the desk

c There is a window on the right side of the room

d The wardrobe is beside the window and opposite the desk WHILE - WRITING

Write the description of Hoa's kitchen, using the cues. - Expected answers:

This is Hoa's kitchen

There is a refrigerator in the right corner of the room Next to the refrigerator are the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window and beneath the selves On the shelves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there are a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers

POST - WRITING Speaking

Talk to your partner about a room in your house IV Consolidation: (2 minutes)

- T asks students to go through the main points used to describe a room V Homework

- Describe a room in your house

- Prepare the next part of the lesson: Language focus 1, 2,

PERIOD 17: Date: Sept 12th, 2011

UNIT 3: AT HOME

LESSON 6: LANGUAGE FOCUS 1, 2, (P 36)

A Aim: By the end of the lesson, students will be able to use the structure Why – Because and further practice in modal verb: ought to

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- T divides class into teams and asks Ss to go to the BB and write down things they can/can’t

- Ss of two teams take turn to write the activities on board

- T checks

- T elicits words from students and gets them to repeat thrice

- T sets the scene: "Hoa is very sad because she failed her English test What you say to advise her?" “Can you tell me another word for "should"”?

- Ss listen to T and answer: "You should study harder." - "ought to"

- T asks Ss to review Must & Have to

- T asks Ss to give advice to people in the pictures (p 35)

- Ss work in pairs

T gives Ss words: feed empty tidy sweep -clean - dust

- T asks Ss to look at the pictures and complete the dialogue between Nga and Lan, using “Must” or “Have to” together with the verbs given

- Ss work in pairs, doing the exercises then practicing the dialogue

- T gets Ss to Language Focus in pairs - T gives feedback

- Open pairs – Closed pairs

WARM UP Brainstorming

- (to) sweep (mime) - (to) empty (translation) - (to) dust (mime) - a fish tank (picture) - garbage (n) (picture) * Checking: Slap the board II Presenting Modal Verbs: Form: ought to + infinitive

Usage: to give advice to someone, to express authority coming from outside the speaker (e.g laws or rules)

Meaning: nên

Ex: "You should study harder." - "ought to"

Form: Must/have to + infinitive Usage: To express obligation Meaning: phải

PRACTICE I Language focus 2:

- Expected answers: a I failed my English test - You ought to study harder b I'm late

- You ought to get up earlier c I'm fat

- You ought to eat more fruit and vegetables d My tooth aches

- You ought to see a dentist II Language Focus 1: - Expected answers:

Nga: Can you come to the movies, Lan? Lan: No, I have to my chores. Nga: What you have to do?

Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, too

Nga: That won’t take long What's else?

Lan: I have to clean the fish tank and then I must empty the garbage Finally, I must feed the dog

Nga: OK Let's start Then we can go out. III Language Focus 4:

- Expected answers:

Things you can

do Clean

the floor Tidy

up

Water flowers

Do our homewor

k

Repair the machine

Things you can't do

Paint the house Fix the

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- T divides the class into teams and has them play the game: noughts and crosses

- Expected answers: a His tooth aches

+ He ought to go to the dentist b Hoa is late

+ She ought to get up earlier c My room is untidy

+ You ought to tidy your room d The floor is dirty

+ You ought to clean it e Bao is overweight

+ He ought to eat less meat and exercise more often f She is thin

+ She ought to eat more g My English is bad

+ You ought to practice more h Her grades are bad + She ought to study harder

i The washing machine doesn't work + You ought to fix it

b Why did Nam have to cook dinner?



Because his mom went home late c Why did Nam’s mom go home late?



Because she visited her mother d Why did Ha fail her English test?



Because she played video games all day e Why couldn’t Nga go to the movies?



Because she had to the housework PRODUCTION Noughts and Crosses:

His tooth / ache Hoa / late My room / untidy The floor / dirty Bao / overweight She / thin My English / bad Her grades / bad The washing machine /not work

- T asks students to give some examples of reflexive pronouns V Homework

- Do exercise & in workbook - Review unit 1, 2, for test

CONSOLIDATION A, Presentation:

T elicits and reviews some important structures and grammar points * Simple Present Tense:

Ex: The sun rises in the East and sets in the West

Use: Simple Present Tense is used to talk about general truths * Be going to + V (inf):

Ex: I have a new book and I have no homework today - >I am going to read the new book

Use: Express an intention * Model verbs:

Have to + V (inf) = Must + V(inf) = phải làm Ought to + V(inf) = Should + V(inf)= nên làm * Reflexive Pronouns:

Ex: She cuts herself Form:I - myself

You – yourself / yourselves He – himself

She – herself We – ourselves They- themselves It – itself

Use: To emphasize a person or a thing * Why – questions and the answer - Because: Ex: Why did Nam cook?

Because his Mom was home late B, Exercises:

I, Using the correct tenses:

1, She (go) ……… to school everyday? 2, the sun always (shine) ………….in Egypt 3, Bad students never (work)……… Hard 4, It (rain) ……… in winter?

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7, Daisy (get up) ……… very late yesterday morning

8, Last week, I (send)……… my friend a letter but she (not reply) ………… I (be)……… very sad now

II/ Combine two sentences into one, using “enough + to – inf”: 1, Lan is young She can’t see the horror film

2, My brother is short He can’t reach the top shelf

3, Chi is unwell She can’t go on a picnic with her classmates 4, The water is unsafe We can’t drink it

5, We are young We can’t vote in the coming election

6, These paintings are good They can enter for the competitions 7, The plane is fast It can reach the island in hours

ONE - PERIOD TEST 1 I/ Read the passage Mark T if the statement is true and F if it’s false: (2 pts)

Graham Bell was born in Scotland in 1847, but when he was a young man of twenty-three, he moved with his parents to Canada At the end of the year, he left his family and went to Boston Though Bell was a dreamer, he was also a practical thinker and a man of action At Boston University, where he worked as a teacher of the deaf - mutes, he started experimenting with ways of transmitting speech over a long distance This led to the invention of the telephone

1/ Graham Bell was born in England

2/ He emigrated to Canada in 1865

3/ He invented the telephone

4/ He taught the deaf-mutes

II/ Underline the correct word or words to complete each sentence: (2 pts) 1/ No one helped Trang to draw a picture She did it (yourself / herself / myself) 2/ A person who can not speak or hear is called a (deaf / blind / deaf-mute) 3/ The speaking English contest will be held (on / in / at) November 10th

4/ My little brother is ill I have to stay at home to look after ……… (his / him / himself) 5/ I am (enough rich not/ enough not rich/not rich enough/ not enough rich) to buy this house 6/ The kitchen is a (danger / dangerous / dangerously) place to play

7/ You must (do / to / doing) your homework right away

8/ She went to school late this morning (if / because / so) she watched TV late last night III/ Match one question in A with an answer in B (2 pts)

1/ What does he look like?

2/ Why does he go jogging every day? 3/ What you know about the sun? 4/ What is Mary like?

5/ What you have to do? 6/ Can I speak to Lam, please?

7/ Are you going to drive your father’s car? 8/ Do you need any help?

a Speaking Who’s that? b No I am not old enough c I have to feed the dogs

d No, I don’t I am strong enough to lift this box e He is very tall

f It rises in the east and sets in the west g Because he wants to have good health h She is very friendly and helpful IV Pronunciation: (1 pt)

1 a curly b directory c stationery d year

2 a mobile b transmit c slim d sink

3 a chore b character c match d children

4 a assistant b annoy c fair d agree

V Stress syllable: (1 pt)

1 a generous b emigrate c precaution d demonstrate

2 a socket b reserved c injure d scissors

V/ Rewrite or combine sentences as directed in brackets: (2 pts) 1/ I had to go to the police station last week

- Why 2/ Her hair is long and black

- She has 3/ The boy isn’t strong He can’t lift this box - The boy isn’t 4/ I want to invite my friends to my birthday party - (be going to + infinitive)

I’m TEST MATRIX

Nội dung Reading Writing Language focus Pronunciation Stress syllable Speaking Tổng cộng Nhận

biết

TNKQ SCD 1.56 41 41 3.57

TL SCD

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hiểu

D 0.5 1 4.5

TL SCD

Vận dụng

TNKQ SCD

TL SCD 42 42

Tổng cộng

TNKQ SCD

TL SCD

Tổng điểm 2 1 10

PERIOD 19 Date: September, 12th, 2011

TEST CORRECTION ANSWER KEY:

I a F F T T

b He went to Boston at the end of 1970 He worked with the deaf-mutes

II herself deaf-mute on him

5 not rich enough dangerous because

III e g f h c a b d

IV rises are you going to / will you – am going / will go

3 are extremely – helps

V Why did you have to go to the police station last week? She has long black hair

3 The boy isn’t strong enough to lift this box

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PERIOD 20: Date: October 1st, 2011 UNIT 4: OUR PAST

LESSON 1: GETTING STARTED, LISTEN AND READ (P 38, 39) A Aim: By the end of the lesson, students will be able to tell the activities people used to in the past. B Methods: Communicative approach

- T asks students to look at the picture on p.38 and write the names of the things that not belong to the past - T gives feedback

- T sets the scene: “You are going to read a conversation between Nga and her grandma about the childhood of her grandma.” Please read the statements and guess which is true, which is false

- T asks Ss to read the dialogue between Nga and her Grandma and check their prediction

- Ss correct the false statements

- T asks Ss to work in pairs to find out the answers to these questions

- T asks Ss to practice asking and answering the questions

- Ss work in pairs – open pairs – closed pairs

WARM UP Chatting: GETTING STARTED - Expected answers:

+ the TV + the radio

+ the mobile phone + the light fixture

+ modern clothing / school uniforms PRE - READING I Pre - teach vocabulary:

- to look after [synonym] = to take care of

- equipment (n) [example] - a folk tale [example] Ex: Cinderella, Tam Cam, Su tich trau cau, - traditional (adj) [translation] - Great-grandma [explanation] = the mother of your grandmother

Checking vocabulary: What and where II True - False prediction

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

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

WHILE - READING I Reading the text

Guess Correct

a b c d. e

F T F F T - Correction:

a Grandma used to live on farm c She had a hard life

e It is an old folk tale II Comprehension questions

1 Where did Nga's grandmother use to live? Why didn't she go to school?

3 What did Nga's Great Grandma do?

4 What did Nga's great grandmother and great grandfather after dinner?

5 What did Nga ask her grandma to at the end of the conversation?

- Expected answers: She used to live on a farm

2 Because she had to stay at home and her Mom to look after her younger brothers and sisters

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- T has Ss read the statements in part on p.39 and decide which is a fact and which is an opinion

- T asks Ss to work in groups, discussing the topics

- T asks Ss to the survey in groups of - T models some questions to check:

"Who used to get up late / ride bicycle too fast, ?"

4 Her great grandma used to light the lamp and her great grandfather used to tell stories

5 She asked her grandma to tell her the tale "The lost shoe" III Fact or opinion?

F O

a I used to live on a farm b There wasn't any electricity

c Mom had to everything without the help of modern equipment

d My father used to tell upper secondary schools stories

e The best one was the lost shoe f Traditional stories are great

X X X X

X X POST - READING

Who used to ? name

- get up late

- ride bicycle too fast - go to school late - eat too much candy IV Consolidation: (2 minutes)

- T asks students to summarize the conversation between Nga and her Grandma V Homework

- Prepare Speak - Language focus - Do exercise + in workbook

PERIOD 21: Date: October 1st, 2011

UNIT 4: OUR PAST

LESSON 2: SPEAK 1, - LANGUAGE FOCUS (P 40, 45)

A Aim: By the end of the lesson, students will be able to use USED TO to talk about the things they used to do B Methods: Communicative approach

- T divides class into teams, each team take turns to go to the BB and write the meaningful words

- T gives feedback

- T recalls the conversation between Nga and her grandma then asks: "Where did Nga's grandma always live?"

- Ss listen to the T and answer: "She always lived on a farm"

+ T: "another word for always lived" + Ss: "used to live "

- T asks Ss the usage and meaning of USED TO

- T asks Ss to use USED TO to make questions and answer

- T models two cues then ask Ss to repeat chorally then individually

- T asks Ss to practice asking and answering

WARM UP Jumbled words

1- rieletcicty = electricity 2- menttaenterin = entertainment 3- rkmaet = market 4- permasuekt = supermarket 5- aiiotrdtnal = traditional 6- aetrvl = travel

PRESENTATION Form:

S + USED TO + infinitive S + didn’t use to + infinitive Did + S + use to + infinitive?



Yes, S + did / No, S + didn’t

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

Meaning: thường làm gì Example:

+ Where did Nga's grandma use to live? + She used to live on a farm

PRACTICE Word - cue drill

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- Open pairs – closed pairs

- T has Ss compare pictures on p.40, using USED TO to talk about the actions in the past

- T elicits some ideas so that Ss can talk about them: house, travel, electricity, work, entertainment and school

- Ss work in pairs, answer the questions - T gives feedback

1 live / Hue / Hanoi

Did you use to live in Hue? No I used to live in Hanoi Have / long hairs / short hairs Get up / late / early

4 Walk to school / bicycle Study / evening / early morning

PRODUCTION - Expected answers:

a Where did they live in the past? And now?

- People used to live in small houses Now they live in big houses and buildings

b How did they travel?

- People used to walk Now, they can go by cars or motorbikes c What's about the electricity?

- Now, there is electricity everywhere d What's about their life / work?

- People used to work hard all the time Now, they have a lot of time for entertainment

e Did children use to go to school?

- Most children used to stay at home Now, they all go to school f What's about their entertainment?

- Children used to play traditional games such as hide and seek, skip rope outdoors Now, they have a lot of modern games -video games

- T asks students to state the form, usage and meaning of USED TO, give an example V Homework

- Write about the things you used to last year

Ex: Last year, I used to get up late Now, I get up very early and morning exercises - Do exercise + in workbook

- Prepare READ

PERIOD 22: Date: October 2nd, 2011

UNIT 4: OUR PAST LESSON 3: READ -2 (P 41, 42)

A Aim: By the end of the lesson, students will be able to understand and retell the story "The lost shoe" B Methods: Communicative approach

- T divides class into teams, each team take turns to go to the BB and write the names of some folk tales that they have read

- T gives feedback

WARM UP Brainstorming:

- One-hundred-section bamboo - Tam Cam

- Seven - mile shoe - Snow White and dwarfs - The Frog Prince

- How the tiger got his stripes - The Lost Shoe

- be cruel to (adj) [translation] = unkind

- upset (adj) [synonym] = worried, sad, unhappy

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- T sets the scene: “You are going to read a fairy tale about Little Pea – a poor girl living with her step mother, now read the statements and guess which is true, which is false

- T asks Ss to read the story "The Lost Shoe" on p 41 and check their prediction

- T asks Ss to correct the false statements

- T asks Ss to work in pairs to find out the answers of these questions

- Ss work in pairs and find the answers

- T asks Ss to practice asking and answering the questions: open pairs – closed pairs

- T asks Ss to work in pairs, filling the blanks with suitable words from the story

- T asks Ss to tell the story again in details

- rag [realia] - to fall in love with [translation] - immediately (adv) (= at once) Checking vocabulary: Slap the board

II True - False predictions

1 Little Pea's father is a poor farmer

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

5 She didn’t have new clothes to take part in the festival WHILE - READING

I Reading the text

Guess Answer Correction 1

2 3 4. 5

T T F T F

Her new mother was cruel to her.

A fairy gave her beautiful clothes.

II Comprehension questions Who was Little Pea?

2 What did Stout Nut's mother make Little Pea all day? How did Little Pea get her new clothes?

4 Whom did the Prince decide to marry? why? Is it a true story? How you know? - Expected answers:

1 She was a poor farmer's daughter She made her the chores all day

3 Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes

4 He decided to marry Little Pea because the shoe (which the Prince was keeping) fitted her

5 (Ss answer themselves.) III Gap filling: (p.42)

Complete the sentences with words from the story - Expected answers:

a farmer b died c had/used, again d marry / choose e new -f lost

POST - READING Retell the story

- T asks students to state the main points of the story V Homework

- Rewrite the story

- Do exercise + in workbook

PERIOD 23: Date: October 2nd, 2011

LESSON 4: LISTEN AND LANGUAGE FOCUS -2 (P 41, 44)

A Aim: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice in Past Simple Tense

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verbs on the other

- T sticks the cards on the BB so that the Ss can only see the numbers, makes sure the verbs are mixed up

- T divides the class into teams Each team chooses numbers

- T turns the cards over, if they match that team gets mark If not, T turns the cards over again asks the next team Continue until all the cards are finished

- Ss copy down

- T sets the scene: “You are going to listen to a fairy tale about a wife and her husband about their chicken, have a look at the four titles and guess which is the most suitable to the story”

- T has Ss to listen to the tape twice and check their prediction

- Tape transcript:

Once a farmer lived a comfortable life with his family. His chicken laid many eggs which the farmer used to buy food and clothes for his family.

One day, he went to collect the eggs and discovered one of the chickens laid a gold egg He shouted excitedly to his wife: "We're rich!" His wife ran into him and they both looked at the egg in amazement The wife wanted more, so her husband decided to cut open all the chickens and find more eggs Unfortunately, he couldn’t find any egg When he finished, all the chickens were dead.

There were no more eggs of any kind for the foolish farmer and his greedy wife.

- T asks Ss what tense is used in the story

- T has Ss listen again and try to write as many verbs as possible The S who writes more verbs gets good marks - T sets the scene: Lan asks Nga about Nga's yesterday activities

- T calls some pairs to converse

run Ran fly flew ride

rode eat ate sit sat come

PRE - LISTENING I Pre - teach vocabulary:

- foolish (adj) [synonym] = stupid, silly

- greedy (adj) [translation] - gold (n) [realia] - (to) lay - laid - laid [picture] > chicken lays eggs

- amazement (n) [synonym] = surprise, astonishment

Checking vocabulary: What and where II Prediction

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

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

WHILE - LISTENING III Checking the prediction:

- Expected answers:

"Don’t be foolish and greedy."

IV Find out the verbs in the story + Simple Past Tense

Expected answers:

Lived, laid, used to, went, discovered, shouted, ran, looked, wanted, decided, couldn’t, finished, were

POST - LISTENING Mapped dialogue - language focus 2 Lan Nga

lunch? No, I ate noodles How school? I bicycle to school Which subject ? math Where yesterday evening? home - Expected answers:

Lan: Did you eat rice for lunch? Nga: No I ate noodles

Lan: How did you get to school? Nga: I rode a bicycle to school

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Nga: I had math

Lan: Where were you yesterday evening? Nga: I was at home

- T asks students to retell the story of the foolish husband and his greedy wife V Homework

- Prepare Write -2

- Do exercise + in workbook

PERIOD 24: Date: October 3rd, 2011

LESSON 5: WRITE - (P 42 - 43)

A Aim: By the end of the lesson, students will be able to use Simple Past tense to write a folk tale. B Methods: Communicative approach

- T divides class into teams, each team takes turns to go to the board and write down the words from the Word square

- Ss play in teams - T checks their answers

- T has Ss repeat after the T

- T asks Ss the meaning of the verbs in the box has them work in pairs using suitable verbs to fill in the blanks

- T asks Ss to work in groups of 4, answering the questions

WARM UP Word square

S T R I P E G

E S C A P E R

R T R O P E A

V R E G I T Z

A A M F I R E

N W R B U R N

T M A S T E R

B U F F A L O

: stripe, escape, fire, burn, master, buffalo, rope

: farmer

: servant, straw, graze



: tiger

- wisdom (n) [translation] - a stripe (n) [realia] - a straw (n) [realia] - a servant (n) [explanation]

= the person who has to chores in other houses to earn money - (to) escape [synonym]

= to run away

- (to) graze [picture] = the buffalo grass

- (to) light - lit - lighted [mime] Checking vocabulary: Slap the board II Reading

Read and complete the story - Expected answers: appear as said left went tied

7 lit burned, escaped III Comprehension questions a Where was the man?

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

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- T gets Ss to exercise They have to imagine being a man in order to write the story

- T gets Ss to change: + the man  I

+ his  my

- T gets Ss to write individually then share with their partners and correct mistakes

- T takes some writings to correct in front of the class

- T divides the class into teams

- T asks a volunteer from each team to tell the story in front of the class

a He was in his field b It grazed nearby

c The tiger wanted to know why the strong buffalo was the servant and 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

Sample:

One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was my 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 Tell the story

Team tiger changes: a/the tiger  I Team buffalo changes: a/the buffalo  I

- T asks students to draw a moral lesson from the V Homework

- Prepare Language focus - Do exercise + 10 in workbook

PERIOD 25: Date: October 3rd, 2011

LESSON 6: LANGUAGE FOCUS 3, (P 44) A Aim: By the end of the lesson, students will be able to use preposition of time. B Methods: Communicative approach

- T calls student to the board to check the last lesson - T asks Ss to fill in the gaps with IN, ON AT

- T asks Ss to exercise on p 44 individually, then

REVISION “Retell the story: How the tiger got his stripes?”

PRESENTATION I Prepositions of time:

Expected answers: In + November 1999 the morning On + Wednesday

Wednesday morning November 2nd

At + p.m night midnight noon twilight dawn

PRACTICE I

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compare with their partners - T gives feedback

- T asks Ss to exercise on p 45

- T has Ss work in pairs, looking at pictures on p 45, using USED TO with the verbs: live - stay - have - be to complete the dialogue between Nga and Hoa

- Give feedback

- T reads aloud some sentences, asking Ss to listen carefully and try to find out the mistake When they hear a mistake, they stand up and say ‘No’ then correct it Ex: Teacher reads aloud:

I usually stay at home in Sunday A student stand up and shout: No, on Sunday, not in Sunday That student will get one good mark

- T shows pictures of the same person (young and old) and asks Ss to describe them as guided

- Expected answers:

a on - b in - c between - d at, after - e before II Complete the dialogue (p.45)

- Expected answers:

Nga: Where is it? It isn’t Hanoi Hoa: No, it's Hue I used to stay there Nga: Is that you, Hoa?

Hoa: Yes I used to have long hair Nga: Who is in this photo?

Hoa: That is Loan She used to be my next door neighbor Nga: Are they your parents?

Hoa: They're my aunt and uncle They used to live in Hue, too FURTHER PRACTICE

I Mistake identification:

a My father used to play football when he has spare time b She used live in Hanoi

c My parents will arrive in o'clock d He was born in June the third - Expected answers:

a No, had spare time, not has b No, used to live, not used live c No, at o'clock, not in d No, on June the third, not in II Describing:

- Look at photos and write the differences using USED TO Ex: My mother used to have long straight hair and now she has curly hair

- T asks students to state the main uses of IN, AT, ON V Homework

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PERIOD 26: Date: October 7th, 2011 UNIT 5: STUDY HABITS

A Aim: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study B Methods: Communicative approach

- T asks students to come to the board and write the names of some subjects at school

(Ss work in teams)

- T asks Ss some questions:

+ What subject are you good at/ bad at? + What subject you like best? Why?

+ How often you have math/ Literature / English? - T models times and gets Ss to repeat

- Ss copy down

- T sets the scene: “Tim and his mother are taking about his study at school”

- T asks Ss to read the statements and guess which is true, which is false

- T asks Ss to read the dialogue and check their prediction

- Ss correct the false statements

- T asks Ss to work in pairs to find out the answers of these questions

WARM-UP 1 Network:

2 Chatting:

- a report card [realia] - pronunciation [mime] - (to) improve [situation] - (to) be proud of [translation] - (to) try one's best [translation] - a semester [explanation] = there are in a school year

- (to) promise [translation] - (to) believe [synonym] = (to) trust

Checking vocabulary: ROR II True - False predictions

1 Tim was out when his mother called him Tim's mother met his teacher at school Tim's report is poor

4 Rim needs to improve his Spanish grammar Tim promised to try his best in learning

WHILE - READING I Reading the text

Guess Answer

1 2 3 4. 5

F T F F T - Expected answers:

1 Tim was in the living room / at home His report is excellent

4 He needs to improve his Spanish pronunciation II Comprehension questions

Mat h

Subjects at school

History

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- Ss give the answers

- T asks Ss to practice asking and answering the questions

- T asks Ss to stand up and ask each other the question: "What subject you need to improve?"

- T asks those who need to improve the same subject to work in group and discuss how to improve

1 Who is Miss Jackson?

2 What did Miss Jackson give Tim's mother? How did Tim study this semester?

4 What did Miss Jackson say Tim should do?

5 What did Tim's mother give him at the end of the conversation? - Expected answers

1 She is Tim's teacher

2 She gave Tim's mother his report card He worked really hard

4 She said Tim should work harder on his Spanish pronunciation She gave him a dictionary

POST - READING Discussion

Name What subject

Mai Literature

Nam Math

- T asks students to summarize the conversation between Tim and his mom V Homework

- Prepare the next part of the lesson: Speak and Listen - Do exercise & in Workbook

PERIOD 27: Date: October 17th, 2011

UNIT 5: STUDY HABITS

LESSON 2: SPEAK AND LISTEN (P 47, 48)

A Aim: By the end of the lesson, students will be able to talk about their study habits and listen for specific information to fill in a report card

- T asks students to write their ideas on the BB - Ss take turn to write their ideas

- T gives feedback

WARM-UP Brainstorming

PRE - LISTENING I Pre - teach vocabulary:

- behavior (n) [translation] - participation (n) [explanation] = to take part in

- satisfactory  unsatisfactory [explanation]

= (pleased)

- cooperation (n) [translation] Watch

English TV Speak Englishto friends in class How to

improve your English?

Do grammar exercises Read English

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- Ss copy down

- T asks Ss look at Nga's report and predict the missing information and then compare with their partners

- T has Ss to listen to the tape twice and check their prediction

- T asks Ss to answer some questions about Nga's report card

- T asks Ss to work in pairs, asking their partners questions and taking notes of their answers

- T asks Ss to work in groups of or to report what they have known about their partners' study Tell Ss that they can use this structure to talk:

+ Nam said he did his homework after dinner + Hoa said his father helped her with her homework + Lan said she spent hours studying Math

- fail (v)  pass (v) [antonym]

- absent (a) [explanation] = there is class today but you not go to school * Checking: Slap the board

II Prediction

a Day present (1) e Speaking (5) b Day absent (2) f reading (6) c Behavior - participant (3) g Writing (7) d Listening

WHILE - LISTENING I Listen:

(1) 87 days present (2) days absent

(3) Participation: Spanish pronunciation (4) Listening: Comprehension

(5) Speaking: A (6) Reading: A (7) Writing: B

II Comprehension questions Who are Nga's parents? What's Nga's teacher's name?

3 What subject was reported? For what term? What are the comments?

5 What does S stand for? What's about F, U, A, B, C, D? - Expected answers:

1 They're Mr Lam and Mrs Linh Miss Lien

3 English

4 Speaking English quite well However, she does need to improve her listening skill

5 S stands for satisfactory, F for fail, U for unsatisfactory, A for excellent, B for good, C for fair, D for poor

POST - LISTENING

- T asks students to state the main points of a report card V Homework

Prepare Read (p 49)

- Do exercise & in Workbook

UNIT 5: STUDY HABITS LESSON 3: READ (P 49)

A Aim: By the end of the lesson, students will be able to understand the text and get specific information. B Methods: Communicative approach

- T asks students to play the game in teams A Crossword WARM-UP

1 S E M E S T E R

2 N O U N

3 G E O G R A P H Y

4 F A I L

Questions You Your partner When you your homework?

2 Who help you with your homework?

3 How much time you spend on: Math?

English? History?

4 Which subject you need to improve?

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- T asks Ss some questions about their English learning: + Do you like learning English?

+ How many new words you try to learn a day? + What you when you read a new word? + How you learn / remember new words? - T models times and gets Ss repeat

- T asks Ss to work in pairs to make a list of the ways how a language learner learns new words

- T asks Ss to read the statements on p 50 then read the text and decide which is true and which is false

- Ss give answers

- T has Ss work in pairs to answer the questions (exercise on p 50)

- Ss give answers

- T comments and gives feedback

5 B I O L O G Y

6 H I S T O R Y

7 M A T H

1 term

2 a part of speech

3 a subject about mountains and rivers # pass

5 a subject about animals and plants a subject about past and present events a subject with numbers and calculations

- Mother tongue [example] - (to) underline [miming] - (to) highlight [example] - (to) come across [synonym] = to meet

- (to) stick [mime] - (to) learn by heart [explanation] = (to) memorize

- (to) revise [translation] Checking vocabulary: What and Where

II Brainstorming:

WHILE - READING I True / False statements

1 All language learners write the meaning of the new words in their mother tongue

2 Some learners write examples of the new words they want to learn

3 Every learner tries to learn all the new words they come across Many learners only learn the new words that are important - Expected answers:

1 F - T - F - T

1 Some learners write the meaning of the new words in their mother tongue

3 Many learners not try to learn all the new words they come across

II Comprehension questions

1 Do learners learn words in the same way?

2 Why some learners write example sentences with new words? What some learners in order to remember new words? Why don’t some learners learn all the new words they come across?

5 What is necessary in learning words? How should you learn words? - Expected answers:

1 No, they don’t They learn words in different ways To remember how to use the word in the right way

3 They write each word and its use on a small piece of paper and stick it somewhere in the house so as to learn it at any time

4 Because they only want to learn important words Revision

6 (optional)

Translate it into Mother

tongue Learn by

heart

Ways language learners learn

new words Learn through

example sentences

Write it on a small piece of paper and stick everywhere

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- Ss work in groups of 4, write about their ways of learning English

POST – READING Writing

Write a paragraph about how you learn English IV Consolidation: (2 minutes)

- T asks students to state the main points in learning English V Homework

- Prepare the next part of the lesson: Write - Do exercise & in Workbook

UNIT 5: STUDY HABITS LESSON 4: WRITE - (P 50, 51)

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

- T asks students to play Kim’s game: T shows 10 pictures in one minute for students to memorize

- Ss from teams go to the board and write down the names of the pictures

- T asks students some questions related to letters: + Have you ever written to someone?

+ To whom you usually write? + What you often write about?

- T has Ss repeat after the T

- T asks Ss to put the parts of the letter in the correct order

- T asks Ss to read the letter on p 51 to check their order

- T asks Ss to work in pairs, answering the questions

WARM-UP Kim’s game

- Expected answers: Christmas New Year grandmother postcard letter report card History English Math

- Mid-Autumn Festival [explanation] - Enjoyable (adj) [translation] - (to) celebrate [example] - Best regards [question] = How people end a (formal) letter? - result (n) [translation] Checking vocabulary: Matching

II Ordering

a Opening d Body of the letter b Closing e Signature c The date f Writer's address - Expected answers:

1 (f) Writer's name (c) The date (a) Opening

4 (d) Body of the letter (b) Closing

6 (e) Signature III Labeling Expected answers:

B – Heading – writer’s address and the date D – Opening – Dear ,

A – Body of the letter

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- T asks Ss to practice asking and answering questions

- T gets Ss to exercise on p 51, Ss have to imagine that they are Lan and write a letter to her pen pal Donna in Sans Francisco, using the given information

- T asks Ss to change their letter with a partner so that they can correct mistakes for each other Then some Ss read aloud their letters and for the whole class and T to comment

a Who wrote the letter? To whom? b What are there in the heading? c What is the main part of the letter? d What did Hoa receive a few days ago? e Is Hoa good at Math?

f What subject is Hoa good at?

g Where is she going to celebrate the Lunar New Year Festival? - Expected answers:

a Hoa wrote a letter to Tim, her pen pal b There are the writer's name and the date c The body of the letter is the main part d She received her first semester report e No, she isn’t

f Science, English and History

g She is going to celebrate the festival with her grandmother WHILE - WRITING

Substitution writing: Sample:

15 Thanh Giong Street, Hanoi, June 10th, 2004 Dear Donna,

Thanks for your letter I'm glad to hear you had an interesting / enjoyable Mother's Day

We received our second semester report last month I got good grades for Geography, Physics and Math but my English and History results were poor My teacher advises me to improve English and History I think I have to study harder next school year In a few weeks, we're going to celebrate the mid - Autumn festival That is an Autumn moon festival in Vietnam This afternoon, I'm going to Ha Long Bay with my aunt and uncle by bus and I’m going to stay there with them until the festival comes I'll send you a postcard from there

Write soon and tell me all your news Best,

Lan

POST - WRITING Correction

- T asks students to state the main parts of a friendly letter V Homework

- Prepare the next part of the lesson: Language focus – - Do exercise & in Workbook

LESSON 5: LANGUAGE FOCUS 1, (P 52)

A Aim: By the end of the lesson, students will be able to use adverbs of manner and modal SHOULD as an advice. B Methods: Communicative approach

- T prepares ten cards with numbers on one side and the adjectives / adverbs on the other

- T divides the class into teams and gets them to play the game

WARM-UP Pelmanism

Good Warm Bad Fast Badly

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- T sets the scene: "use any word from the game Pelmanism to complete the following sentence"

- T helps Ss to distinguish the use of Adj and Adv

- T asks Ss to work in pairs to the exercise on p 52 Ss use the adverbs in the box to fill in the dialogue

- Ss give answers and T comments

- Ask Ss to practice the dialogue in open pairs then closed pairs

- T sets the scene: “look at Mr Hao's house and answer the following questions.”

- Ss give answers

- T gives the explanation of the modal SHOULD

- T gives Ss the question "What should he with his house?"

- T asks Ss to use the verbs to advise Mr Hao what to

- T asks Ss to practice the exchange in pairs - Open pairs – Closed pairs

PRESENTATION 1 I Vocabulary:

- (to) replant [explanation] = to put trees from this place into another place - (to) mend [synonym] = (to) fix, repair

- (to) behave [translation] - (to) have a sore throat [mime] * Checking: ROR

II Adjectives – Adverbs:

Ex: Lan has a (1) voice and she usually speaks (2) - Expected answers:

(1) soft - (2) softly

- Form: S + V + a/an + Adj + noun Or S + be +Adj

S + V + Adv

- Use: Adj modifies the noun after it and the subject. Adv modifies the ordinary verb of the sentence

PRACTICE Exercise page 52

- Expected answers:

a Does Mrs Nga speak English? Oh, yes She speaks English well b Ba always gets excellent grades - That's because he studies hard c that's our bus!

- Run fast and we might catch it

d I'm very sorry I know I behaved badly - It's all right

e I can’t hear you, Lan

- Sorry, but I speak softly because I have a sore throat PRESENTATION 2

1 Questions:

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? - Expected answers:

a No, it isn’t - b Yes, it is

c It is broken - d Yes There is lots of grass in his garden e Yes, he should

2 Should:

- Form: S + should + infinitive - Use: give an advice

- Meaning: nên (làm gì)

PRACTICE

Question: What should Mr Hao do? Answer: He should repair the roof Paint the house.

- Expected answers:

a Mr Hao should repair the roof b Mr Hao should paint the house

Replant ?

Paint? What should he do

with his house? Replant

? Cut?

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c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door IV Consolidation: (2 minutes)

- T asks students to state the main usage of Should, Adjective and Adverb V Homework

- Write sentences using SHOULD + INFINITIVE and the following cues: a Do morning exercise / regularly

b Study hard c Get up early d Ride bike / carefully e Keep room tidy

- Prepare the next part of the lesson: Language focus – - Do exercise & 10 in Workbook

LESSON 6: LANGUAGE FOCUS 3, (P 53)

A Aim: By the end of the lesson, students will be able to use reported speech to give advice, suggestions and directions B Methods: Communicative approach

- T has Ss play the game Simon says

- T sets the scene: Do you still remember what Simon has just said? Please go to the board and write them down

- Ss take turn to write them down on board

- T presents the form of introducing verbs: said, told and asked.

- T elicits the words and models thrice - Ss repeat twice

- T introduces Tim's mother and Tim's teacher, Miss Jackson, by drawing their faces They are talking about Tim's study

- T asks Ss to complete the dialogue between them then work in pairs to practice the dialogue

- T introduces Tim and his mother They are at home and

WARM-UP Game: SIMON SAYS

1 Stand up Clap your hands Stop

4 Sit down Nod your head Snap your fingers

7 Open your books and notebooks PRESENTATION I Setting the scene:

Simon said: “Sit down”



Simon told us to sit down

The teacher said: “You should stop making noise”



The teacher said we should stop making noise * Form: Told/ask + O + (not) to + V(bare) Told + s.o + (that) + S + V Said (that) + S + V Said to s.o + S + V * Usage: to report

II Vocabulary:

- a passage [realia] - a conversation [realia] - (to) pronounce [translation] * Checking vocabulary: ROR

PRACTICE Drill 1:

Miss Jackson: (1) you give Tim this (2) Tim's mother: Yes (3) (4) Thanks (5) (6)

Miss Jackson: His grades are (7) But he (8) work (9) on his Spanish (10)

- Expected answers:

1 can - dictionary - of - course - a - lot - good - should - harder - 10 pronunciation

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talking about what Miss Jackson said

- T checks understanding:

+ What did Miss Jackson say to Tim's mother? + What did Tim's mother report it to Tim? + What else did Miss Jackson say? + What did Tim's mother report it to Tim? - Ss answer:

+"Can you give Tim this dictionary?"

+ " Miss Jackson asked me to give you this dictionary" - "Tim should work harder on his Spanish pronunciation"

- "Miss Jackson said you should work harder on you Spanish pronunciation"

- T asks Ss to work in pairs to exercise on p 53 (explain the situation clearly)

- T asks Ss to work in open pairs, closed pairs - T calls some pairs to perform in front of class

- T asks Ss to work with their partners to exercise on p 53: report Miss Jackson's advice to Tim's mother in their conversation

- T calls on Ss to practice in pairs and correct their pronunciation

- T asks Ss to work in closed pairs

Tim's Mom: Miss Jackson asked me (1) give this (2) Tim: Yes, I know

Tim's mother: Miss Jackson said (4) (5) work (6) on (7) Spanish (8)

Tim: I'll try (9) best to (10) it - Expected answers:

1 to - you - dictionary - you - should - harder - your - pronunciation - my - 10 improve

PRODUCTION 1 Exercise (p.53)

- Expected answers:

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 J asked me to help you with your Spanish Pronunciation d M.J told me to meet her next week

2 Exercise (p.53) - Expected answers:

a M.J said you should spend more time on Spanish pronunciation b M.J said you should practice speaking Spanish every day c M.J said you should listen to Spanish conversation on TV d M.J said you should practice reading aloud passage in Spanish e M.J said you should use this dictionary to find out how to pronounce Spanish words

- T asks students to give some examples about reported speech V Homework

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PERIOD 32: Date: October 30th, 2011 UNIT 6: THE YOUNG PIONEERS CLUB

LESSON 1: LISTEN AND READ - LANGUAGE FOCUS (P 54, 61)

A Aim: 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

- T prepares pictures of activities that the Ho Chi Minh Young Pioneer and Youth Organization participate in, sticks them on board in 30 seconds and gets Ss play Kim’s game

- Ss are divided into teams - T gives feedback

- T asks Ss some questions about their activities and their summer holidays

+ What you usually on your summer holiday? + Are you members of the Young Pioneers and Youth Organization/

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

+ What activity you like most? - Model times and have Ss to repeat

- Set the scene: Nga is a student in grade She wants to enroll in the activities for summer

- Ask Ss to listen and read the dialogue at the same time

- Get them to work in pairs and complete Nga's particulars

- Ask Ss some questions to check their understanding: + What's her name?

+ Where does she live? + When was she born? + What are her hobbies? - What is after "likes"? - What is after "enjoy"?

- What we call "drawing" and "acting"? - What is the form of "gerunds"?

- When we use gerund?

- Model the first cues, Ss repeat chorally and then individually

- Ask some pairs of Ss to practice asking and answering (closed pairs)

WARM-UP Kim’s game - Expected answers:

1 helping blind people helping elderly people helping handicapped children cleaning up beaches

5 caring for animals taking part in sports

PRESENTATION I Pre - teach vocabulary

- (to) enroll [translation] - an application form [visual] - Youth Pioneer (n) [explanation] - Youth Organization (n) [example]

= Doan Thanh Nien Cong San Ho Chi Minh, Doi Thieu Nien Tien Phong Ho Chi Minh, etc

- handicapped children (n) [picture] - (to) care for [synonym] = (to) take care of

Checking vocabulary: Slap the board II Listen and read the dialogue Expected answers:

+ Name: Pham Mai Nga + Home address: Tran Phu Street + Phone number: Not available + Date of birth: April 22, 1989 + Sex: Female

+ Interest: drawing, outdoor activities, acting

PRACTICE III Gerunds and To-infinitive

- Form:

Like, love, enjoy, hate + gerund (V-ING) - Drill: Word - cue drill

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- Ask Ss to copy down the chart on p 61

- Ask Ss to work in groups of three to ask their friends and tick on the chart

- Give feedback by asking Ss to report their friends' hobbies

Ex: Nam loves playing soccer He doesn’t like cooking and especially hates washing dishes

d chat with friends / the housework e cook meal / decorate the house - Exchange: What are your hobbies?

I like/ love playing soccer and volleyball PRODUCTION Survey:

Do you like Nam Mai

love () like () don’t like () hate ()

love () like () don’t like () hate () - play soccer

- washing up - cooking meals - gardening - watching TV - camping

- Report:

- T asks students to list some verbs having Gerunds and give examples V Homework

- Prepare the next part of the lesson: Speak A and Language focus 3a

UNIT 6: THE YOUNG PIONEERS CLUB

LESSON 2: SPEAK A - LANGUAGE FOCUS 3A (P 55, 62) A Aim: By the end of the lesson, students will be able to ask for and respond to favors.

- Ask Ss to work in teams and play the game - Ask Ss the meaning of the word FAVOR

- Expected answers: giúp đỡ, chiếu cố, ân huệ - What you say to ask for a favor?

+ Can / could you help me? + Could you me a favor? + need some help

+ Certainly / Of course / sure + When you ask for favor?

+ How you say to respond to favor? - Ask Ss to copy down the phrases

- Ask Ss to work in pairs to exercise 3a p 61 -61 - Get Ss to practice speaking in pairs

WARM-UP Shark's attack

FAVOR

PRESENTATION

Asking for favor Responding for favor - Can/Could you help me

please?

- Could you me a favor? - I need a favor

- Can/Could you ?

- Certainly/of course / sure - No problem

- What can I for you? - How can I help you? - I'm sorry I'm really busy PRACTICE

- Expected answers:

A Could you help me please? Yes, certainly

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- Set the scene then ask Ss to make a dialogue between Mrs Ngoc and Hoa Mrs Ngoc is carrying a heavy bag, but she's hurt her arm so she needs some help

- Ask Ss to practice the dialogue in pairs

- Ask Ss to make similar dialogues about some of the following situations

- Ask Ss to make another dialogue and then practice in pairs

What can I for you?

Can you take me across the road? C I need a favor

How can I help you/

Could you help me with this math problem? D Can you help me please?

Yes, of course

Can you water the flowers in the garden? PRODUCTION Dialogue:

Mrs Ngoc: Could you me a favor, please? Hoa: Sure, what can I for you?

Mrs Ngoc: Can you help me to carry my bag I've hurt my arm Hoa: Certainly I'll help you

Mrs Ngoc: Thank you very much That's very kind of you Situations:

A Your neighbor needs help tidying his yard because he had broken his leg

- Expected answers:

Your neighbor: Could you help me, please? You: Of course How can I help you?

Your neighbor: Can you help me to tidy the yard? I've broken my leg

You: Certainly I'll help you

Your neighbor: Thank you very much That's very kind of you B Your friends needs help fixing her bicycle because she has a flat tire

- T asks students to state the main structures of FAVOR V Homework

- Prepare the next part of the lesson: Speak B and Language focus 3b

UNIT 6: THE YOUNG PIONEERS CLUB

LESSON 3: SPEAK B - LANGUAGE FOCUS 3B (P 56, 62) A Aim: By the end of the lesson, students will be able to offer and respond to assistance. B Methods: Communicative approach

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Teacher’s and students’ activities On the board - T divides class into teams, each team takes turns to

go to the board and write down the words from the Word square

- Ss play in teams - T checks their answers

- Ask Ss to listen to the dialogue between a receptionist and tourist (p 56)

- Ask some questions to check Ss' understanding: What does the receptionist say?

2 What's for?

3 Another way to offer assistance?

4 How you say to respond to assistance? - Ask Ss to copy down the following phrases

- Ask Ss to repeat chorally and then individually all the phrases in the chart

- Ss work in pairs, make dialogues to offer and respond to assistance based on the situations

- Ask Ss to complete the dialogues in exercise 3b (p 62)

- Call on some Ss to practice the dialogue in front of the class

- Ask Ss to practice three dialogues in pairs - Ask Ss to work in closed pairs

- Ask Ss to work in pairs, and then perform in front of class

- T gives feedback

WARM-UP

A P P L I C A

S O C O O K T

S L B S E I I

I I A T L N O

S C G M C D N

T E R O V A F

A A U N T M O

N P L E H E R

C A G Y O A M

E N R O L L I



APPLICATION FORM

 ENROLL, COOK

 ASSISTANCE, KIND, POLICE, BAG, LOST MONEY, MEAL



FAVOR

- assistance (n) [explanation] = help

- (to) offer [synonym] = (to) suggest

*Checking Vocabulary: ROR II Presenting the structures:

- Situation: A receptionist wants to help a tourist who needs to go to the nearest bank

Receptionist: May I help you?

Tourist: Yes Can you show me the way to the nearest bank? Receptionist: Sure Turn right when you get out of the hotel Turn left at the first corner It’s on your right

Tourist: Thank you very much. - Expected answers:

1 May I help you? For offering assistance

3 Do you need any help? Let me help you Yes No, thank you

* Form:

- T asks students to state the main structures of ASSISTANCE

V Homework

- Prepare the next part of the lesson: Listen PERIOD 35:

Date: October 31st, 2011

UNIT 6: THE YOUNG PIONEERS CLUB LESSON 4: LISTEN (P.

56)

A Aim: By the end of the lesson, students will be able to listen to a song to fill in the gaps

I Class organization: minute

PRACTICE 1 Situations for assistance:

a a tourist needs to find a police station because she lost money

b your aunt needs to buy some vegetables because she is busy cooking meal 2 Language Focus 3b:

- Expected answers: A: May I help you?

B: Yes Thank you Could you fill in this form for me? A: Do you need any help?

B: No, thank you I'm fine A: Oh, this bag is heavy B: Let me help you

A: Yes That's very kind of you

PRODUCTION Dialogue build

In pairs, think of situations to offer and respond to assistance and play the roles in front of class

Offering assistance responding assistance - May I help you?

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

- Yes That's very kind of you - No, thank you

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II Revision: (5 minutes) WARM-UP III New lesson:

1 Setting the scene: Included in the WARM-UP 2 Main activities:

Teacher’s and students’ activities

- T divides class into teams, T plays the CD once and the team that gives signals first will answer the name of the song The team that has more correct names will be winner

- Ss play in teams - T gives feedback

- Ask Ss to guess the words to fill in the gaps in the songs (p 56), and then share with their partners

- Ask Ss to listen to the song twice to fill in the missing words then share with their partners

- T calls some Ss to read out loud their answers - Ss compare the answers with a partner

- T sticks the chart on board and asks Ss to the exercise in pairs

- T calls some pairs to give their answers - T gives feedback

Listen and guess what songs they are: - Expected answers:

1 yesterday once more over and over happy new year yesterday love is blue season in the sun love story

I Pre - teach vocabulary:

- (to) unite [translation] - peace (n) [antonym] # war

- right (n) [translation] * Checking vocabulary: ROR II Guess the missing words

Children of our land Let sing for

Let's sing for

Let's sing for love between Oh children

Children of the

Let's show our love from Let's shout out

Let's make a stand Oh children of the

Fill in the gaps with the correct forms of the verbs in brackets (in chart)

1 Let’s (work) together I love (travel)

3 The train (leave) at 7.30 p.m I want (visit) Ngoc Son Temple Mary enjoys (go) to the movies She lets her child (play) outside - Expected answers:

1 work traveling

3 is leaving / will leave / left / is going to leave to visit

5 going play IV Consolidation: (2 minutes)

- T asks students to sing the songs V Homework

- Prepare the next part of the lesson: Read PERIOD 36:

Date: October 31st, 2011 UNIT 6: THE YOUNG PIONEERS CLUB

LESSON 5: READ (P 57)

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about youth organization - the Boy Scouts of America (BSA) B Methods: Communicative approach

-Divide the class into teams Ss from each team will write the right words The team which finishes first with more right words will win the game

- model times and get Ss repeat

- T sets the scene: “You are going to read a passage about the Boy Scout of America”

- Stick the poster with the statements on the BB and have Ss guess which is T, which is F

- Give feedback

- Ask Ss to read the passage on p 57 and check if their prediction is correct or not

- Ask them to correct false statements

- Have Ss work in pairs to the exercise on p 57

- Ask Ss to work in pairs, practicing asking and answering

Jumbled words

- Write words whose letters are in disorder Racchtaer Pexailn

2 iojn Nessmsibuan Mai Thauolgh - Expected answers: Character join aim explain businessman Although I Pre - teach vocabulary:

- (to) encourage [explanation] - citizenship [translation] - coeducational (adj) [translation] - voluntary (adj) [translation] - (to) establish [synonym] = to start, to create an organization - personal fitness [synonym] = health

- organization (n) [explanation] = group, association

Checking vocabulary: Slap the board II T / F Statements Prediction

1 The Boy Scout of America is a youth organization Scouting began in America

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

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

III Reading Guess Answer 1

2 3. 4. 5.

T F F F T

IV Fill in the missing dates - Expected answers: a 1907

b 1909 c 1910 d 1994

V Questions: (p.57) - Expected answers:

1 Scouting began in England in 1907

2 The meeting between a boy scout and Mr William Boyce led to the Scout Association crossing the Atlantic in 1910

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- Call on an excellent student in class to practice with the teacher:

+ T - interviewer + S - member of BSA

- Call some pairs to play the roles of the interviewer and the member of BSA

- Ask Ss to work in open pairs and closed pairs

4 They are building characters, good citizenship and personal fitness

Interview a member of the Boys Scouts of America. Interviewer

1 When did scouting begin?

2 When were the aims established?

3 Can a girl join the BSA?

4 How many members

does the scouting

Association have now? Is it the largest voluntary Youth Organization in the world?

6 Are you pleased to join the BSA?

- T asks students to summarize the main ideas of the passage V Homework

- Prepare the next part of the lesson: Write - Write the summary of the BSA.

PERIOD 37:

Date: October 31st, 2011 UNIT 6: THE YOUNG PIONEERS CLUB

LESSON 6: WRITE - (P 58, 59)

A Aim: By the end of the lesson, students will be able to write a letter about a future plan using "be going to"

- Ask Ss the usage of "be going to"

- Get Ss to make the sentence: "I'm going to + verb" The verbs have to begin with a letter from A to Z - Go on until the last student with the sentence: "I'm going to yell."

- Have Ss repeat after T twice

Revision of the structure "be going to" "I'm going to + verb"

- Give example: T: I'm going to S1: I'm going to S2: I'm going to

I Pre - teach vocabulary

- (to) raise fund [explanation]

= you organize a music show to get money for the poor - a bank [visual]

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- Ask Ss to read the notice on p 58

- Ask Ss some questions to check their understanding - Ask Ss to work in pairs to answer questions

- Ask Ss to practice asking and answering questions - Ask some questions to set the scene:

+ Who writes the letter? + To whom does Nga write? + Is Nga a member of Y and Y? + What does Nga write to Linh about? - Expected answers:

+ (Nga) + (Linh) +(yes)

+ She writes about the programs of her school Y and Y that is going to participate in

- Ask Ss to work in pairs to fill in the gaps in the letter - Set the scene: Hoa talks to her aunt about the Y & Y Green Group, about the activities that she is going to - Ask them some questions to check their understanding - Set the scene: they are going to plant young trees to sell to some schools

- Ask Ss to help Hoa write a letter to her parents - Get Ss to work in group of -5 to write a letter on poster

- Move around the class and choose letters from groups

- Ask them to stick theirs posters on the BB

- Get the whole class to read the letters and correct them

- environment (n) [translation] * Checking vocabulary: What and Where II Reading the notice

- Questions:

1, What members of the Y and Y have to in the recycling program?

2 What is the purpose of the recycling program?

3 What other programs can members of the Y and Y participate in?

- Expected answers:

1 They have to collect glass, paper and cans to send them for recycling

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

3 They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks or in the parks

III Complete the letter

- Expected answers:

have - recycling - collect - send - recycling - save - participating - planting - helping.

VI Reading the dialogue + Why does Hoa look happy?

+ What is she going to in the environment month? +What are they doing to earn money for their school Y & Y? Expected answers:

Dear Mom and Dad,

I’m very happy to tell you that I’ll be able to join the Green Group of my school

The Green group is holding an environment month and there will be a lot of interesting activities to in this program We will clean the lakes’ banks on the weekends, and plant trees and flowers in the parks and water them every afternoon after class In addition, we are planting young trees and plants to sell to other schools

I hope that we can give more green color to the city and earn some money for our school Y & Y The program is really interesting, isn’t it?

I’ll write to you and tell you more about the group activities later I’m okay and still work very hard Aunt Lien is very pleased with me

I hope you are both well With love,

Hoa

Letter exhibition

- T asks students to summarize the main steps of a letter V Homework

- Prepare the next part of the lesson: Getting started and language focus

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PERIOD 38:

Date: November 10th, 2011

Name: TEST

2 Score:

Class: 8/

I Choose the words whose underlined part is pronounced differently from the rest (1 p.)

1/ a graze b rag c

escape d safe

2/ a excited b needed c

played d wanted

II Different stress (1 p.)

1 a cruel b upset c

enroll d unite

2 a highlight b wisdom c

drawing d escape

III Multiple Choice: (3 p.)

1 The Boy Scouts of America is a youth

a citizenship b organization c

activity d event

2 In “The lost shoe”, Little Pea’s father was a

a prince b fairy c

farmer d a, b, c are false

3 Mary was born in France French is her

a mother tongue b second language c

foreign language d mother language

4 I’m going to Laos………….January.

a in b on c at

d from

5 Tim needs to his Spanish pronunciation.

a work b improve c

try d do

6 I went to your school this morning and your teacher gave me your ……….It’s good.

a report card b pronunciation c

study habit d application form

7 Some language learners try to learn all the new words…………heart.

a in b on c

by d at

8 Put the sections of a letter in correct order: – – – 4

 a Body of the letter

 b Heading (date and address)

 c Closing (regards, )

 d Opening (dear ,)

9 Mrs Nga speaks English quite ………, she can help us speak with those men.

a better b goodly c

good d well

10 Tim’s report is poor

a good b bad c

excellent d high

IV Read the passage and decide if the statements are true (T) or false (F): (2.5 p.)

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difficulties in learning English My pronunciation of English words was really bad and my English grammar was worse I did not know how to improve them One afternoon, after the lesson, my teacher of English told me to wait for her outside the classroom She took me to the library and showed me cassettes of pronunciation drills kept in a glass bookcase She also told me how to use an English-English dictionary to improve my English grammar “Now, I think you know what you should do”, said she I did not know that only one year later I would win the first prize in the English speaking contest held for secondary school students in my hometown.

 The writer used to be bad at English when he started

his lower secondary school

 His teacher of English punished (trừng phạt) and

scolded (la mắng) him a lot because of this

 The writer doesn’t know how to learn English and he

is still very bad at English now

 With the help of his teacher, the writer improves his

English a lot now

 He won the first prize in the English speaking contest

V Rewrite the following sentences: (2.5 p.)

1 “Please wait for me outside the classroom”, the teacher said to me



The teacher………

………

2 Tam is very good at speaking English



Tam speaks…

……… …

3 “Lan should work harder on her Math” Miss Lien said to Lan’s father



Miss Lien told Lan’s father.

………

4 I need your favor Can you help me carry my bags, please?



……….

………. “Don’t move the table,

Trung!” I said



……… ……… ………

PERIOD 39:

Date: November 10th, 2011 FEEDBACK

I (0.5 point each) 1 b c

II (0.5 point each) 1 a d

III (0.3 point each)

1 b c a a b a c b – d – a – c 9 d 10 b

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1 T F F T T V (0.5 point each)

1 The teacher told me to wait for her outside the classroom

2 Tam speaks English well

3 Miss Lien told Lan’s father Lan should work harder on her Math

4 Certainly / Of course / Sure / No problem / I’m sorry. I’m really busy

5 I told Trung not to move the table. PERIOD 40:

Date: November 16th, 2011 UNIT 7: MY NEIGHBORHOOD

LESSON 1: GETTING STARTED - LISTEN AND READ (P 63, 64)

A Aim: By the end of the lesson, students will be able to know more about Na's new neighbor

- Ask Ss to match the names of places with the suitable pictures

- Ask for their meaning to make sure Ss know exactly what they mean

- model times

- Rub out the new words one at a time

- Each time you rub out an English word, point to the Vietnamese translation and ask "What's this in English?" When all English words are rubbed out, go through the Vietnamese list and get students to call the English words

- Present some main points of present perfect tense

- Set the scene: Nam and Na are talking about the place where they live But Na is new there

- Give Ss two questions and ask them to work in pairs to answer them Give feedback

- Ask Ss to listen and read silently the dialogue between Nam and Na then ask them if their answers are correct or not

- Ask Ss to the exercise on p 64

Getting started

a grocery store b stadium c wet market d drug store e hairdresser's f swimming pool I Pre - teach vocabulary

- a wet market [picture]

- (to) serve [explanation: give somebody food or drink]

- a pan cake [translation] - a grocery store [picture] Checking vocabulary: ROR

II Present perfect tense with FOR and SINCE a Form: S + HAVE/HAS + PP + O

b Meaning: “đã (t c FOR and SINCE:

- FOR + lượng thời gian (for years) - SINCE + mốc thời gian (since 2005) III Pre - Questions

1 How long has Nam lived in that neighborhood? Where does Na want to go?

- Expected answers:

1 He has lived there for 10 years Na wants to go to a restaurant

(55)

- Give Ss some answers and ask them to make questions

- Ask some Ss to ask and answer the questions

- Ask Ss to write a passage about their neighborhood by answering the following questions

- Move around the class and help Ss

- Expected answers:

a Na is new to the neighborhood b She and her family arrived last week c Na's mother is very tired

d There is a restaurant in the area e The restaurant serves food from Hue f Nam thinks the pancakes are tasty V Answer given

a Nam has lived here for 10 years b Yes My mother is too tired to cook c The restaurant serves Hue food d Hue food is very good

- Expected answers:

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?

Writing

a How long have you lived in your neighborhood?

b Do you like it? Why? (people are friendly/ the environment is good / safe, )

c Is there a restaurant / post office / market / bank / shop in your neighborhood?

d How you to keep your neighborhood clean? IV Consolidation: (2 minutes)

- T asks students to summarize the conversation between Nam and Na

V Homework - Prepare Speak PERIOD 41:

LESSON 2: SPEAK (P 64, 65)

A Aim: By the end of the lesson, students will be able to talk about how to send parcels or letters

- Ask Ss to look at the pictures in 20 seconds and try to write down as many words related to the pictures as possible through retrieval

- Show pictures again to check

- Show a letter and ask Ss some questions: + What is this?

+ Where can I post it to my friend?

Kim’s game

Expected answers - airmail

(56)

+ How can I post it? + How much?

+ Is it more expensive when I send a parcel? + Have you ever sent a letter or a parcel?

- model times and have Ss to repeat

- Mrs Kim wants to send a parcel to Qui Nhon, so she has to go to the post office

- Give Ss some questions

- Ask Ss to read the dialogue and find out the answers - Call on some Ss to ask and answer the questions

- Call on a student to ask and answer the questions - Call on a student to play the role of Mrs Kim and practice the dialogue with teacher

- Call on some pairs of Ss to practice the dialogue Correct their pronunciation

- Set the scene and ask Ss to make the dialogue

- Ask Ss to make the dialogue between Mrs Lan and the clerk in the post office

- Elicit and encourage Ss to make the dialogues themselves

- Get Ss to practice the dialogue in pairs

- Give other situations and ask Ss to make similar dialogues The box on p 65 will help Ss know the price - Divide the class into groups to practice their dialogue Correct their pronunciation

- Ask pairs from each group to practice the dialogue - Get Ss to work in pairs, practicing three dialogues Teacher moves around and helps Ss

- post office - parcel

- car (transport letters) - postcard

I Pre -teach vocabulary

- air - mail [explanation] = letter or parcel sent by air

- surface mail [explanation] letter or parcel sent by ship, bus or train, - charge (v, n) [explanation] = fees, money to pay for a service

- a parcel [picture] - (to) weigh [explanation] = check to know how heavy a thing is

Checking vocabulary: ROR II Reading Comprehension

1 Does Mrs Kim send the parcel by air mail or surface mail? Why?

2 What's the weight of her parcel? How much does she pay? Expected answers

1 Mrs Kim sends the parcel surface mail because it is much cheaper

2 Her parcel is five kilograms She pays 19, 200 dongs III Concept checking

à We use Simple Present tense to express an action that happens in the future.

Students make a dialogue in pairs Mrs Lan wants to post a letter airmail. Clerk: Can I help you?

Mrs Lan: I want to send a letter to Kontum

Clerk: Do you want to send it airmail or surface mail? Mrs Lan: I send it air mail How much is it?

Clerk: Let me see Mmm, 15 grams, it’s only 1,200 dongs Mrs Lan: Here you are

Clerk: Thank you

Make similar dialogues, based on the following information: Postcard / HCM City / airmail / 15g

2 Parcel / Ca Mau / airmail / kg Parcel / Buon Me Thuot / surface / kg

- T asks students to state the main structures of mail transactions V Homework

- Prepare Listen PERIOD 42:

LESSON 3: LISTEN (P 65, 66)

(57)

what Na is going to on the weekend B Methods: Communicative approach

- Call a pair to the board to make a dialogue about post office service

- model times and get Ss repeat

- Ask Ss to look at advertisements of "what's on this week?" and get Ss to guess what is in the blanks -4

- Set the scene: "Na is new in the neighborhood She is talking to Nam about what she's going to on the weekend'

- Ask Ss to listen to the tape and fill in the blanks in each advertisement

- Let Ss listen to the tape twice and give the answers - Ask Ss to read the statements in the exercises page 66

- Get Ss to guess which is true, which is false and which has no information

- Ask them to share their ideas with their partners - Let Ss listen to the conversation again and tick in the correct boxes: true / false or No information

- Ask Ss some questions to check their understanding of the conversation

- Let Ss listen again if necessary

- Ask Ss to work in groups to talk to their friends about what Na is going to this weekend

- Ask volunteers from each group to tell the whole class about Na

Revision:

1 Vocabulary:

- an advertisement [picture] - a contest [synonym] = a competition

- a newcomer [explanation] = a person who has just moved to live in a new place - an exhibition [explanation] = a show

- a fan [explanation] = those who admire a famous person

* Checking: What and where 2 Brainstorming and guessing: Movies Activity Place Places I Listening task 1:

Expected answers: The Newcomer Town ground

3 English speaking contest Culture House

II Listening task 2: True / false / no information

a Na doesn’t know the neighborhood very well ( b Na doesn’t like movies (x)

c Na will go to the photo Exhibition (x)

d Na won’t go to the English Speaking Contest ( e Na will go to the soccer match with Nam ( f Nam is a soccer fan (NI)

III Comprehension questions: a Does Na like movies?

b Why won’t she go to the film "The Newcomer"? 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?

-Expected answers: a Yes

b Because she has seen it before

c Because it doesn’t open during the weekend d Nam, Ba and Minh

(58)

Na looks at the advertisements to decide what to and where to go this weekend She likes movies but she won’t see the film at Millennium Cinema because she has seen it before She won’t go to the photo exhibition because it doesn’t open at weekends She cannot go to the English Speaking Contest either because it is on Thursday Finally, she decides to go to the corner match with Nam because she thinks it must be fun to watch a real match at the stadium and she wants to visit the Town Ground too

- T asks students to talk about Na’s plan for the weekend V Homework

- Write a short paragraph about what Na is going to - Prepare READ

PERIOD 43:

LESSON 4: READ (P 67, 68)

A Aim: By the end of the lesson, students will be able to understand the passage about a new shopping Mall

- Give the definitions and get Ss to find out the words as quickly as possible

- Give Ss good marks if they have correct answers

- model times

- Set the scene: In Nam's neighborhood, there is a new shopping mall

- Ask Ss to think about the convenience of the mall

- Ask Ss to read the text silently and compare their ideas

Guessing the words (Revision)

1 A place where you can buy vegetables and fruits A place where you can buy books

3 A place where you can buy books A place where you can come to eat

5 A place where you can come to see the movies A person who comes to the store and buys something - Expected answers:

1 Supermarket - Grocery store Bookstore - Restaurant Movies theater - Customer I Pre - teach vocabulary

- goods [picture] = a product

- a shopping mall [picture] - a resident [explanation] = people who live in a place

- (to) be concerned about [synonym] = (to) be worried

- discount (n) [explanation] = to reduce price

Checking vocabulary: What and Where II Brainstorming

- Expected answers: + wide selection of goods The convenience of the

new shopping mall Customers don’t

(59)

or get more information - Give feedback

- Have Ss look at the statements in the exercise page 68

- Get them to read the text again and decide which statements are true, which statements are false

- Ask Ss to the exercise on p 64 - Have Ss correct false statements

- Ask Ss to work in pairs to answer the questions in the exercise on p 68

- Ask some Ss to ask and answer the questions

- Give a situation and ask Ss to discuss

+ lower prices

+ buy many things at the same time + Have fun or relax while shopping III 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 the new mall d It will be more comfortable to shop in the mall than in the present shopping area

e Some of the stores on Tran Phu Street may have to close - Expected answers:

a F - b F - c F - d T - e T a The mall is open daily b There are 50 stores in the mall

c Not everyone is pleased The owners of the small stores on Tran Phu Street are not happy

IV Comprehension questions - Expected answers:

a It is different from the present shopping area All the shops are under one roof So customers will shop in comfort and won’t notice the weather, especially during the hot and humid summer months. b There are 50 air conditioned specialty stores, movies theaters and 10 restaurants There is also a children's play area.

c They think the mall will make their business.

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

Discussion

"Do you want to have a new mall in your neighborhood? If there is one, what will happen to the residents?"

- T asks students to summarize the passage V Homework

- Prepare Write PERIOD 44:

LESSON 5: WRITE (P 68)

A Aim: By the end of the lesson, students will be able to write a notice

- Divide class into teams and let Ss play the game - Give feedback

(60)

- Model times

- Set the scene: "The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effects of the new mall"

- Get Ss to read the notice and answer some questions to check their understanding

- Let Ss know the way to write a notice, not write full sentences

- Ask Ss to read passage on page 68

- Ask Ss some questions to check Ss' understanding and get them to use short answers

- Ask Ss to write the notice individually - Monitor and help them write

- Ask Ss to share with their partners - Check some notices and correct them - Write the model notice on the board

- Do exercise on page 68 in pairs

 MEETING, STORE

 MALL, ROOF, DISCOUNT, NOTICE, GOODS, SHOP

 EFFECT



INFORMATION 1 Vocabulary:

- an effect [translation] - hardware store [picture] - (to) hold [explanation] = (to) organize

- (to) contact [explanation] = (to) get information

* Checking: ROR 2 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 the meeting?

- Expected answers:

a To discuss the effects of the new hall

b They will hold the meeting on May 20 at p.m

c They will hold a meeting at 12 Hang Dao Street, Binh's hardware store

1 Comprehension questions:

How to write a notice: short and simple

+ What is the English Speaking Club going to hold? + Where and when will it be held?

+ What time?

+ Who is the person to contact? - Expected answers:

+ a Speaking Contest

+ At hall 204 on November 15th + From 7.30 p.m to 10.00 p.m + Tran Thi Thu Hang of class 8H 2 Write a notice:

The School English Speaking club

HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER'S DAY

Date: November 15

Time: 7.30 p.m to 10.00 p.m Place: Hall 204, Building G

Please contact Ms Tran Thi Thu Huong of Class 8H at the above address for more information

Sample notice:

MEETING TO MAKE PLANS FOR CAMPING TRIP Date: March 20

Time: 7.00 a.m Place: Room 6,

Please contact Quynh Chau of Class 8/7 at the above address for more information

- T asks students to state the main points of a notice V Homework

- Prepare Language focus PERIOD 45:

Date: November 16th, 2011 UNIT 7: MY NEIGHBORHOOD LESSON 6: LANGUAGE FOCUS (P 69-71)

(61)

- Ask Ss to play the game Ex: expensive - cheap

- Model times and get Ss repeat

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

- Ask Ss to the exercise on page 70 - 71 - Give feedback

- Ask Ss to exercise on page 69

Pelmanism different modern 1 Vocabulary

- (to) attend [synonym] = join, take part in

- a backpack [realia] - a company [picture] *Checking: ROR

2 Comparison a Form:

The same as (not) as as Different from Like

b Meaning: to compare things - Expected answers:

+ The red book is the same as the yellow one + The red book is as big as the yellow book

+ The yellow book is different from the brown dictionary + The yellow is not as/so big as the brown dictionary 1 Exercise 5:

- Expected answers:

a not as big as - e not as big as b different from - f the same as c different from - g as long as d the same as - h not as modern as i not as cheap as

(62)

1 Exercise 3:

a have lived b haven’t eaten c haven’t seen d have attended e has worked f has collected 2 Exercise 4:

1 have been hope have you lived is want looks have you ever been saw IV Consolidation: (2 minutes)

- T asks students to state the main forms of comparison V Homework

- Prepare Getting started, Listen and read PERIOD 46:

Date: November 28th, 2011 UNIT 8: COUNTRY LIFE AND CITY LIFE

LESSON 1: GETTING STARTED - LISTEN AND READ (P 72, 73)

A Aim: By the end of the lesson, students will be able to talk about the city life and the country life

- Talk to Ss about life in the city and life in the country by asking some questions

- model times and get students to repeat

- Get Ss to talk about city life and country life

Chatting:

1 Where you live?

2 Do you want to live in the city? Why? Do you want to live in the country? Why? I Pre - teach vocabulary

- a relative [example] = uncles, aunts, cousins

- peaceful [synonym] = calm/quiet

- permanently (adv) [explanation] = it means existing all the time / never ended - accessible [explanation] = easy to get to

- medical facilities [explanation] = hospital / clinic / medicine / doctor’s office Checking vocabulary: Rub out and remember

II Revision of present simple tense, past simple tense and present perfect

a Present simple tense b Past simple tense c Present perfect tense

III Brainstorming (Getting started)

City life Noisy quiet

(63)

- Ask Ss to read the dialogue between Na and Hoa and compare their ideas

- Give feedback

- Get Ss to work in pairs to answer the questions in exercise on p 73

- Ask Ss to work in pairs to answer the questions - Open pairs / Closed pairs

- Divide the class into groups Two groups include Ss who prefer the city life and the others include Ss who prefer the country life

- Ask Ss to work in groups to answer the questions - Ask Ss from groups to show their ideas before class

- Expected answers:

+ tall buildings + beautiful views + plenty kinds of goods + fresh food + polluted air + fresh air + traffic jams + friendly + entertainment + peaceful + busy

IV Comprehension questions a Where has Na been? b How long was she there?

c What is her opinion of the countryside?

d Na says "there is nothing to do", what does she mean by this? e What are some of the changes that Hoa mentions?

- Expected answers:

a Na has been to Kim Lien Village b She was there for the weekend

c To her, the country side 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, medical facilities are more accessible

V Discussion

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

- T asks students to summarize the dialogue between Hoa and Na V Homework

- Prepare Speak and Language Focus - Write a paragraph about the city / the country PERIOD 47:

Date: November 28th, 2011 UNIT 8: COUNTRY LIFE AND CITY LIFE LESSON 2: SPEAK AND LANGUAGE FOCUS (P 69, 70) A Aim: By the end of the lesson, students will be able to practice speaking about the changes of a place

- Divide the class into teams

- Ask Ss to go to the board and circle the word they find The team which circles more will win the game

Word square

E X

O O

U L

I D

Y N

S E

U W

(64)

- Set the scene: "Hoa's grandmother is 78 Five years ago, she was 73 and she was stronger than she is now" - Ask Ss to make a sentence about her health

- Explain the form - use of the Present Progressive Tense

- Prepare six cards of cues

- Model first cues, the whole class repeats chorally, then some Ss read out individually

- Give a new cue, ask another student to repeat

- Go on until most of the Ss in class can remember the structure

- Ask Ss to look at the pictures on p 73 and talk to their partners about the changes of the town The words in the box under the pictures may help Ss

- Write the word prompts on the BB so that Ss can speak easily

- Get Ss to work in pairs - Monitor and help Ss speak

- Ask Ss to work in groups to talk about changes in their hometown / neighborhood

- Call on volunteer from each group to show their ideas before the class Other groups can add in their ideas

- Ask Ss to work in pairs

- Find adjectives - Expected answers:

Modern - busy - noisy - tall - expensive – beautiful – dirty – old – new – clean - far

1 Vocabulary:

- dirty (a) [antonym] # clean

- modern (a) [antonym] # old / ancient

- better (a) [antonym] # worse

- cleaner [antonym] # dirtier

*Checking: ROR

2 Present progressive tense: Form: am / is / are + V-ing

Use: used to describe changes with "get" and "become". - Expected answers:

"Hoa's grandmother is getting weaker" Drill

a The boys / get / tall

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

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

f The school yard / become / cleaner - Expected answers:

a The boys are getting tall b The old men are becoming weak c It is getting dark

d The weather is getting cold e The students are getting better f The school yard is becoming cleaner 1 Speaking 1

Ex:

Traffic busy Sky cloudy Houses high City beautiful Trees green (trees) - Expected answers:

+ The traffic is getting busier

+ There are more tall buildings and houses + The houses are getting more modern + The town is becoming more beautiful + There are more green trees

+ The streets are becoming cleaner / larger / noisier + Goods are getting more expensive

2 Speaking 2

Make five sentences to show changes in your neighborhood IV Consolidation: (2 minutes)

- T asks students to state the main form of present progressive tense V Homework

- Prepare Listen and Language focus -2

- Write sentences to describe the changes in your city PERIOD 48:

(65)

the dialogue by listening and Further Practice in Present Continuous to talk about the future

- Prepare cards with phrases on them

- Write verbs on the BB (play, do, watch, go, clean, have, phone, speak)

- Divide the class into teams - Hand out each team cards

- Ask Ss to stick the cards with phrases besides the suitable verbs E.g.: play - table tennis

- The team which is faster is the winner

- Model times and get students to repeat

- Ask Ss to use the suitable verbs in the Present Progressive Tense to complete the dialogue in the exercise on p 78

- Get Ss to work in pairs

- Call some pairs to practice the dialogue before class and teacher corrects

- Concept checking:

+What tense we use in dialogues? + What is the form?

+ Look at the adverbs of time in the dialogue Are they at present or in the future?

+ Present Progressive Tense is used to talk about the future

- Set the scene: "Aunt Hang is talking to Lan on the phone She is coming to visit Lan in Hanoi"

- Ask Ss to listen to the tape and complete the dialogue on p 74

- Let Ss listen twice and find out the missing words individually

- Ask Ss to share their answers with their partners

Matching

- Expected answers: Play table tennis Do homework Watch a program Go to violin lesson Clean the house Have a meeting

Phone my aunt, Mrs Hang Speak to Mom

1 Vocabulary

- (to) delay [antonym] = (to) put off / postpone

- a destination [translation] - departure (n) [translation] - a status [translation] - revised time [explanation] = the time that has been changed

- arrival (n) [explanation] = coming

- origin (n) [translation] *Checking: Slap the board

2 Language Focus - Expected answers: a am playing b are doing c am watching d am going e are cleaning f am having Concept checking:

+ Present Progressive Tense + am / is / are + V-ing + in the future

- Tape transcript: Lan: Hello.

Aunt Hang: Hello Is Lan: yes Who is

Aunt Hang: It's Aunt Hang How are you? Lan: I'm fine

Aunt Hang: Hue I'm calling to tell you Uncle Chi and I are coming to visit you

Lan: Great When are you Aunt Hang: On

(66)

- Call on some Ss to practice the dialogues on page 77 - Give them the shipping information and ask them to make similar dialogues

Lan: OK Do you want to Aunt Hang: Yes, please. Lan: Hold on a moment and I'll

- EX:

S1: Is the boat to Qui Nhon leaving at 11.30? S2: Is that Good Fortune?

S1: That's right

S2: I'm very sorry It’s been delayed S1: Oh no!

S2: Now, it's leaving at 13.55 IV Consolidation: (2 minutes)

- T asks students to state the main form of present progressive tense and its uses

V Homework - Prepare Read (p.75) PERIOD 49:

LESSON 4: READ (P 75)

A Aim: By the end of the lesson, students will be able to understand the text about one of the social problems

- Write the words with disordered letters on the BB (or use the poster)

- Divide the class into teams Ask Ss from each team to go to the board and write the correct words The team which is faster with more correct words wins the game

- Model times

- Get Ss to talk about city life and country life - Ask Ss to think of the difficulties of farmers' life

Jumbled words: - fulentipl - taneru - loofd - roestdy - laputipoon - viroped - suertl - ciliestiaf

I Pre - teach vocabulary

- rural (adj) [explanation] = something related to the countryside] - urban (adj) [antonym] # rural

- (a) strain [explanation] = stress / pressure

- (a) typhoon [picture] - (a) drought [explanation] = hot and dry weather for a long time - (to) struggle [translation] - (a) migrant [explanation]

= a person who moves from one place to another especially in order to find work

- (to) increase [explanation] = (to) go up / raise

Checking vocabulary: What and where II Brainstorming

Floods Typhoons Get little

(67)

- Ask Ss to guess how farmers deal with difficulties

- Let Ss read the text silently and answer the questions: "What many farmers to solve their problem?" - Expected answers:

"They move to the city so that they can get well - paid jobs"

- Ask Ss to work in pairs to complete summary on p 75, using the information from the passage

- Ask Ss to exercise on p 75

- Give a situation and Ask Ss to work in groups and discuss

- Ask Ss from groups to show their ideas before class

- Expected answers: + droughts + the weather + hard work + no vacations

+ lack of clean water / electricity + insects destroy harvests

III Gap - filling - Expected answers:

Leaving home city rural city problems schools hospitals -problem - world

IV Finding the words - Expected answers: a rural b plentiful c increase d strain e tragedy f urban Discussion

If you were the Prime Minister, what would you for farmers?

- Expected answers:

+ build streets, theaters, stadium in the country + build schools, hospitals

+ provide clean water, electricity, facilities + build factory

+ provide more jobs +

- T asks students to state the main difficulties of rural life V Homework

- Prepare Write (page 76) PERIOD 50

LESSON 5: WRITE (P 76)

A Aim: By the end of the lesson, students will be able to write letters to their friends about their neighborhood

- Ask Ss to put the outline for an informal letter in the correct order

- Prepare cards with outlines on them

- Call six Ss to hold them and stand in a random order Ask some other Ss to rearrange them in the correct

Revision Heading: + Writer's address + Date

+ Dear , Opening

(68)

order

- Write the answers on the BB so that Ss can remember the outline of a letter

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

- Call some students to read aloud their answers - Give feedback

-Ask Ss to write letters to friends about their neighborhood

- Ask them to compare with their partners and correct if they can

- Choose some letters to correct before class

3 Body of letter Closing Questions

- Expected answers:

a I live in small town / big city / village

b My house looks very nice / small with 4/5 rooms and a nice / small garden

c From my bedroom window, I can see a small park with many green trees and colorful flowers

d It's far from my home so I have to ride my bike / It's very near so I can walk

e There is a park / a swimming pool / some restaurants, a post office / a library

f I like the park best because I can walk with my sisters after dinner/ every morning / I like the library best because I can read many interesting books, or study or learn how to use the computer there

Sample:

(Writer's address) (date)

Dear ,

I live in , a small town My family has a large house with four rooms and a small garden My sister and I share one bedroom. From the bedroom window, I can see a beautiful park with green trees, flowers and a pond We don’t live far from my school so I usually walk there.

In my neighborhood, there is a swimming pool and a beautiful park On the weekend, I often go swimming with my friends Early in the morning, I always jog with my sister around the park But the thing I like best in my neighborhood is the public library near my school There I not only can study and read books but also watch video and learn how to use the computer Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me.

I'd like to say goodbye now I'm looking forward to hearing from you soon.

Love, (Signature)

Correction:

- T asks students to state the main parts of a letter V Homework

- Prepare Language Focus – PERIOD 51

Date: December 1st, 2011 UNIT 8: COUNTRY LIFE AND CITY LIFE LESSON 6: LANGUAGE FOCUS -5 (P 79)

A Aim: By the end of the lesson, students will be able to use comparative and superlative forms of adjectives

(69)

- Ask Ss to find out short adjectives and long adjectives they have learnt

- Divide the class into teams, one using yellow chalk and red chalk

- Remind Ss of the forms of comparative and superlative adjectives

- Ask Ss to exercise on page 79 - Give some examples:

+ The air in the city is fresher than in the city

+ The medical facilities in the city are more accessible than in the country

- Move around the class and help Ss write comparison sentences

- Let each S read aloud one of the sentences they have made

- Ask them 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? - Expected answers:

+ an apartment, a villa and a house

+ The apartment is years old, the villa is years old and the house is new

+ 900.000 dongs for the apartment; 6.6 million dongs for the house and 7.8 million dongs for the villa

- Divide the class into teams and ask them to play the game Noughts and Crosses One team is Noughts (O) and the other is Crosses (X)

- Draw this chart on the board and the game begins

Brainstorming

- Expected answers: + accessible + busy + beautiful + easy + convenient + cheap + difficult + good + intelligent + bad + comfortable + poor + delicious + fresh + interesting + small + Comparative:

Short adjective - ER + than + object MORE - long adjective + than + object Ex: Vietnam is smaller than China + Superlative

THE + short adjective - EST THE MOST + long adjective

Ex: Vietnam is the most beautiful country in the world + Irregular adjectives

Good/well - better - the best Bad - worse - the worst Many - more - the most Little - less - the least

Make comparison between the city and the country about: food, traffic, transport, air, entertainment, medical facilities, schools, electricity with the adjectives: easy, expensive, cheap, good, bad, poor, big, accessible, fresh

1 old

4 expensive

7 big

- Expected answers:

a The villa is older than the apartment

b The house is more expensive than the apartment c The villa is bigger than the apartment

d The apartment is smaller than the villa e The apartment is hotter than the house f The house is the biggest

g The villa is the most beautiful h The apartment is older than the house (Ss can make more sentences)

Long adjectives Expensiv

(70)

- T asks students to state the form of comparisons V Homework

- Write sentences comparing your house with your neighbors' PERIOD 52, 53

REVISION AND THE FIRST SEMESTER EXAMINATION TEST

PERIOD 54:

Date: December 1st, 2011

FEEDBACK ON THE FIRST SEMESTER EXAMINATION TEST

I b d c

4 a

5 c c b

8 d

II spend did / buy

3 to give has worked

5 bought

III d b d

4 a

5 c c

IV He comes from France

2 No, he doesn’t Sometimes he catches a bus Yes, they are

4 They communicate in English

V old enough to go to school by motorbike two hours to go to school

3 to smoke when he was young to help Mary with her pronunciation PERIOD 55:

Date: January 4th, 2011

UNIT 9: A FIRST - AID COURSE LESSON 1: GETTING STARTED - LISTEN AND READ (P.

80, 81)

A Aim: By the end of the lesson, students will be able to know what they would in the situations which require first - aid

I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson:

- Ask Ss to open their books and look at the things on page 80 (for 20'') Tell them these things are often used for first aid

- Divide the class into teams Ask them to close their book and go to the BB to write the names of the things they've just seen from memory

- The group having more right English words is the winner

- Ask Ss to discuss and write down what they would in these situations which require first-aid

Kim's game

- Expected answers: emergency room sterile dressing medicated oil ice

5 water pack alcohol

- Expected answers:

+ Use cold water / ice to ease the pain + use alcohol / medicated oil / sterile dressing

(71)

- model times

- Ss repeat after the T: in chorus and individually

- Copy down

- Hang the chart with the paragraph on the board - Ask Ss to predict the words in the gaps

- Call on some Ss to go to the board and write their words

- Have Ss open their books, listen to the CD while reading the dialogue

- Check if Ss' predictions are right or not

- Ask Ss to read the dialogue again and select the topics covered in the dialogue (page 81)

- Tell Ss to write their answers on a sheet of paper and hand in after finishing

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

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

- Tell Ss to begin their story with: "Yesterday there was an emergency at "

- Monitor and help Ss with their work

+ use Medicare oil, I Pre - teach vocabulary

- (an) ambulance (picture) - (an) emergency

(T: when we need an ambulance?) - unconscious (adj)

- (to) bleed - the bleeding (picture) - a handkerchief (realia) - wound (n) (picture) * Checking vocabulary: Rub out and remember II Gap fill Prediction

"There was an emergency at Lan's school A student (1) off her bike and hit her head on the road She was (2) but she cut her head and the (3) was (4) badly Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) to Quang Trung School Lan was asked to keep the student (6) while waiting for the ambulance."

1 fell conscious cut bleeding ambulance awake III Comprehension questions - Expected answers:

A - b - c - e - f

IV Role Play

V Write it up

"Yesterday there was an emergency at "

- T asks students to summarize the story V Homework

- Prepare Speak PERIOD 56:

UNIT 9: A FIRST - AID COURSE LESSON 2: SPEAK

A Aim: By the end of the lesson, students will be able to make and respond requests, offers and promises

(72)

- Draw the network with an example on the BB and use it as a game

- Deliver posters to Ss and ask them to write as many words as possible on their posters

- Ask Ss to stick their posters on the BB after they finish - Tell them the group to have more right words is the winner

- Model three times and get Ss repeat

- Ask Ss questions to elicit the models

- Have them repeat or times before writing them on the board

- Underline the key words

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

- After formulating the model sentences, elicit some more phrases with the same use from Ss

- Get Ss to copy

- Hang the chart with the statements on the Bb

- Ask Ss to look at the pictures on page 82 and match the situations with the statements

- Identify the situations in the pictures - Model picture a then get Ss to repeat

- Get or pairs to demonstrate the exchanges of the rest

- Get Ss in turns to practice all Theme exchanges (a - e) - Monitor and correct, encourage Ss to make sentences for themselves

- Collect the Ss' ideas and write them on the BB

- Expected answers: + have a nose bleed + have a burn + have a cut

+ have a bee sting, I Vocabulary:

- (to) promise (translation) - a bandage (realia) * Checking: ROR

II Set the scene: Questions:

1 I want you to get me a bandage How can I say? I'd like you to come to my party How can I say?

3 I tell my mother that I'll surely finish my work before bedtime How can I say?

* Model sentences

1 Will you (please) get me a bandage? Would you like

3 I promise I'll * Concept checking 1 To make a request: Will

Would you (please) + bare infinitive ? Could / Can

Response:

+ Sure / OK / All right

- I'm sorry I can't / I'm afraid not 2 To make an offer:

Will / Won't you

Shall I bare infinitive ? Can I

Would you like + to infinitive ? What can I / get for you? Responses:

+ Yes, please / That would be nice. - NO, thank you.

3 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.

III Matching

1 The girl has a burn on her hand The girl has a bad fever

3 The boy has just broken the vase The boy has a headache

5 The boy has a snake bite - Expected answers: 1.a - 2.d - 3.e - 4.b - 5.c IV Picture drill

(73)

(generally in a list)

- Ss work in pairs, each pair makes dialogues: one request, one offer and one promise

- Call some pairs to present on BB

e promise

Role play IV Consolidation: (2 minutes)

- T asks students to state the main structures of promise, offer and request

V Homework

- Prepare Listen + Language Focus PERIOD 57

UNIT 9: A FIRST - AID COURSE LESSON 3: LISTEN AND LANGUAGE FOCUS (P 82, 86) A Aim: By the end of the lesson, students will be able to listen for detail and use structures of purposes

- Ask Ss to look at the picture on page 82 and write out all the verbs describing the actions of the people in it - Tell Ss the group having the most right verbs is the winner

- Model thrice and get Ss repeat

- Have Ss repeat the works in chorus then rub out word by word but leave the circles

- Go on until the circles are empty

- Get Ss (5 at a time) to come to the BB to fill in the circles with the right words again

- Ask Ss to look at the picture in their books again and match the letter A, B, C, D, F

- Rub out the letters (A, B, ) but leave the words - Tell Ss they are going to listen to a paragragh about the activities taking place in an emergency room which contains the words on the Bb

- Have Ss copy and guess the order of the words - Play the CD and ask Ss to listen

- Ask Ss to give their answers and correct - Stick the chart with the statements on the Bb

Guess from the context: What actions? - Expected answers:

(to) drive, wheel/ move / push, weight, wait, lie, stand, lean I Pre - teach vocabulary

- (an) eye chart (picture) - eye sight (n)

- (a) paramedic (picture)

= He takes care of patients but he isn't a doctor nor a nurse - (a) wheelchair (picture)

- (to) wheel (to push a wheelchair) - (a) stretcher (picture) - (a) crutch - crutches (picture) - (a) scale (picture) Checking: What and where

II Matching - Expected answers:

A - ambulance D - eye chart B - wheelchair E - scale C - crutches F - stretcher III Ordering Prediction Put the words in the table:

(74)

- Ask Ss to read the statements carefully and check if they understand the meaning of the statements - Ask Ss to work in pairs to decide which of the statements is true and which is false

- Ask Ss to give their answers and correct

- Ask Ss questions to elicit the models - Presents the models

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

- Get Ss to the exercise in pairs

- Call some pairs to read aloud the answers

IV True / False Statements

1 A doctor is wheeling a patient into the emergency room The patient's head is bandaged

3 A nurse is pushing a wheelchair with a patient sitting on it The eye chart consists of 28 letters ranging in the different size The baby's mother is trying to stop the nurse from weighing her baby

- Expected answers:

1 F (a paramedic not a doctor) T

3 F (empty wheelchair not with a patient) T

5 F (stop her baby from crying) V Language Focus 1:

□ Model sentence

- Why should we cool the burn immediately?



We should it □ Concept checking

Form: in order to + bare infinitive Meaning:

Use: to indicate purposes □ Do exercise on page 86 - Expected answers: f

2 c b e a d IV Consolidation: (2 minutes)

- T asks students to state the verbs related to hospital and structures of purposes

V Homework - Prepare Read (p 83) PERIOD 58

UNIT 9: A FIRST - AID COURSE LESSON 4: READ

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

- Ask Ss to give situations for emergencies which require first-aid

- Have students choose any words on the board and write them down on a piece of paper

- Call out the words until someone has ticked all the four words and shouts “bingo” He/she wins the game

Bingo

Suggested words

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

(75)

- Present new words on the board - Guide Ss to read them in chorus

- Check Ss' memory by technique "Slap the board" - Collect and write the Ss' ideas on the board

- Have Ss read the instructions on page 83 and add the missing information

- Ask the questions to elicit the answers

- Monitor and correct

- Ask students open their books and read the instruction on page 83

- Ask some students to go to the board and add the missing information

- Ask Ss to read the text again and match the headings

- Draw the grid on the board

- Ask students to read the instructions again and fill in the information

- Call on some students to the board to write their answers

- (to) elevate # (to) lower (gesture) - (a) victim (explanation) = person who needs first-aid

- (to) overheat (explanation) = make s.t too hot

- fainting (n) (picture) - (to) force (translation) - (to) revive (explanation) - shock (n) (mime) - (a) blanket (picture) - (to) minimize (antonym) # (to) maximize

- (a) water pack (picture) - sterile dressing (n) (picture) * Checking technique: Slap the board

II Network:

cool the burn with ice

Checking Network:

Read the instructions on page 83 and add the missing information III Matching:

Read the statements on page 84 and match three headings A, B, C to them

- Expected answer A: a, c, e

B: b C: d IV Grids:

Read the instructions again and fill in the information Cases

Fainting

Shock

(76)

- Ask Ss to look at the grids and retell the story - Call some students to retell

Retell the story

- T asks students to state the main first-aid requirements for burn, shock and fainting

V Homework

- Prepare Write (p 84, 85) PERIOD 59

UNIT 9: A FIRST - AID COURSE LESSON 5: WRITE

A Aim: - By the end of the lesson, students know how to write a thank-you note

- Draw the figures of sea wave, steps, a boy/girl, a shark - Draw dashes, each dash for a letter of the word to be revised

- Present new words and guide Ss to read them - Have Ss copy

- Set the scene to introduce the situation

- Hang the poster with the statements on the board - Ask students to read the statements and decide which of statements are true and which are false

Shark attack

EASE VICTIM ELEVATE I Vocabulary:

- (to) thank (so) for (s.t):

e.g.: she thanked me for my gift

- (to) cheer (so) up (Explanation) - (to) come over (translation) * Checking: ROR

* 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?

(77)

- Ask students to look at the letter on page 84 and complete it with the right verb forms

- Monitor and help students with the tense forms - Call on some students to give their answers and correct

- Tell students they are going to write a thank-you note to a friend and invite him/ her to go on a picnic with them

- Put the poster with the questions on the board - Ask students to answer the questions orally - Have students practice speaking to each other - Monitor and correct

- Ask students to join the sentences into a paragraph to make it a thank-you note

- Tell students to write their letters on a sheet of paper to hand in or in their exercise notebooks

- Divide the class into groups and choose a letter randomly in each group

- Ask groups to copy chosen letters on posters then put them on the board

- Compare the posters and correct

- Call on some more students to read their letters for the class

- Give feedback and correct

1 Nga writes to thank Hoa for some candy Hoa's gift cheered Nga up

3 Nga'd like Hoa to see her at the hospital Nga is very bored now

5 Nga writes the letter at the hospital - Expected answer

1 F F

III Complete the thank-you note Nga sent to Hoa after she left the hospital Use the correct tense forms of the verbs in brackets. - Expected answers

1 was were helped come am I'm phone IV Answers the questions:

Write a thank-you note to a friend Invite your friend to go on a picnic with you Use the questions

What did your friend give/send you? On what occasion?

What was/were it/ they like?

How did you feel when you received the present? How you feel now?

Do you want to invite your friend to somewhere? If so, then when?

How will you contact your friend?

Exhibition:

- Comparing - sharing - Correction

- T asks students to state the main steps of a thank-you note V Homework

- Ask students to use the same format to write another letter to another friend for another occasion

- Prepare Language Focus 2, 3, PERIOD 60

UNIT 9: A FIRST - AID COURSE LESSON 6: LANGUAGE FOCUS 2, 3, 4

A Aim: - By the end of the lesson, students will be able to make and respond to requests, offers and promises

- Divide Ss into groups, each group takes turn to write down the words on BB

- The group having more correct words will be winner

(78)

- Recall structures of request, offer and promise from students

- Ask Ss to listen to the dialogue and repeat if they think the sentence is right and keep silent if sentence is wrong - Ask students to look at the picture and dialogues on page 87, 88 and fill in the gaps with the right words - Monitor and correct

- Call on some pairs to play the roles in front of the class - Ask Ss to Language focus then practise speaking with a partner

- Ask Ss to exercise in workbook - Call some students to give their answers

T

- Expected answers

Promise, turn on, request, offer, cushion, hang, cut, pour, empty, pen, news

I Revise structures of request, offer and promise: 1 To make a request:

Will

Would you (please) + bare infinitive ? Could / Can

Response:

+ Sure / OK / All right

- I'm sorry I can't / I'm afraid not 2 To make an offer:

Will / Won't you

Shall I bare infinitive ? Can I

Would you like + to infinitive ? What can I / get for you? Responses:

+ Yes, please / That would be nice. - NO, thank you.

3 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. II

Language focus 2: Repetition Drill: Will ('ll), or Shall or won't.

- Expected answers:

1 will - will - won't - shall - will - 'll III Language focus 3:

- Expected answers: b Will you give it

c Will you answer the telephone d Will you turn on the TV, please e Will you pour a glass of water f Will you get me a cushion IV Language focus 4: - Expected answers:

a Will you empty the garbage can, please? I will empty the garbage can right now b Will you paint the door, please? I will paint the door this afternoon c Will you study hard, please? I will study harder

d Will you carry the bag for me, please? I shall carry the bag for you

e Will you hang the washing, please? I shall hang the washing for you f Will you cut the grass, please? I will cut the grass for you V Exercise 6

- Expected answers:

b Would you like something to eat? c I promise I will study harder

d I promise to bring it back before 6.30 p.m e What can I get for you?

f Can you call the ambulance?

(79)

- T asks students to state the main structures of requests, promises and offers

V Homework

- Do all exercises in the workbook

- Prepare unit 10 (getting started, listen and read) PERIOD 61

Date: January 23rd, 2011 UNIT 10: RECYCLING

LESSON 1: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, (PAGE 90)

A Aim: - By the end of the lesson, Ss will be able to something to protect the environment and save natural resources

- Collect the ideas from the students

- Ss think of ways to reduce the amount of garbage - Students work in groups of and write their answers on the posters and put the poster on the board after they finish The team having the most satisfactory ideas is the winner

- Give feedback

- Present new words on the board - Have Ss copy

- Guide Ss to read them in chorus

- Write the Jumbled words on the board and divide Ss into teams to play the game

- Set the scene: “A representative from Friends of the Earth, Miss Blake, is talking to the students of Quang Trung school Friends of the Earth shows people how to protect the environment and save natural resources”. - Ask students to work in pairs to decide if the statements are true or false

- Write the Ss' guesses on the board

Reuse plastic bags

* Expected answers - recycle old bottles, cans - reuse bottles

- use paper to wrap food

- not buy goods that are overpackaged -

I Vocabulary:

- representative (translation) - (to) protect (explanation) = to keep so/ s.t safe from danger

- (to) recycle (explanation) = to make old things be able to be used again - (to) reuse (explanation) = to use s.t again

- natural resources (picture) coal, mines, oil, gold,

- (to) contact (explanation) = to communicate with

- instead of (translation) - (to) overpackage (translation) * Checking techniques: Jumbled words

II True/ False predictions

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

2 Miss Blake asks the students to remember things: reduce, reuse, and recycle

3 Reduce means buying the products which are over packed We cannot reuse things like envelopes glass, plastic bottles, and old plastic bags

5 Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all

(80)

- Ask students to open their books, listen to the tape while reading the dialogue

- Call on students to correct the false statements

- Ask students to look at the questions on page 90 and work in pairs

- Monitor and help students with their work

- Call on some pairs to ask and answer the questions - Give feedback

- Write the topic on the board

- Ask students to express their opinions/ideas on this topic

- Write the students’ ideas on the board into a list - Give feedback, correct and have students copy

Read the dialogue and check their prediction. □ Correct the false statements.

Statements

2

III Comprehension questions * Expected answers

a Reduce means not buying products which are overpackaged b We can reuse things like envelopes, glass, plastic bottles and old plastic bags

c Recycle means not just throwing things away 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 the local library or asking your family and friends

e Students’ answers Discussion

- T asks students to summarize the main points of the dialogue V Homework

- Write the questions and full answers in your exercise notebooks - Prepare: speak and listen

PERIOD 62

Date: January 23rd, 2011 UNIT 10: RECYCLING

LESSON 2: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, (PAGE 90)

A Aim: - To help students practice giving and responding to instructions and listening for specific information about making compost

- Show the picture to the students and ask them to observe it carefully, let them look at the picture for about 20 seconds then put it away

- Divide the class into teams

- Ask students to go to the board and write as many words showing things in the picture as possible

- Tell the students the team with the most right words is the winner

Kim’s game * Possible answers

(81)

- Present new words on the board - Show the meaning of new words - Guide Ss to read them in chorus

- Check Ss' memory by technique "Bingo"

- Tell students they are going to listen to the words for items and put them into the right groups

- Draw the table on the board and ask students to copy it - Model some words

- After listening, ask students to work in pairs and give their answers

- Read the words again and correct

- Put the mapped dialogue chart on the board - Elicit the exchanges from the students

- Have some pairs practice each exchange before going on to another exchange

- After finishing the dialogue, ask a good pair to demonstrate the whole dialogue

- Open pairs: Ask some pairs to demonstrate the dialogue

- Closed pairs: Ask students to work in pairs, replacing the information (in brackets) with the words in the dictation list

- Tell students they are going to listen to an expert who gives the instructions to make compost

- Ask students to open their books and read the multiple choice questions on page 91

- Check if students understand the questions

- Play the tape or times, students listen and the exercise

- Have students give their answers and correct

I Vocabulary:

- Fertilizer (explanation)

= Farmers often use this thing to make their plants or trees grow well

(to) fertilize

- Compost (question)

= what you call the fertilizer made from spoiled food, leaves, vegetable matter

A compost heap

- Fabric (realia) = clothes (what are these clothes made of?) - Leather (question) = Our shoes, sandals are often made of - Metal (n) (picture) - (to) belong to (translation) - grain (n) (picture) - shade (n) (picture) * Checking: Bingo

II Dictation - list:

III Mapped Dialogue Which group ( belong to?

What can we with clothes)?

Is/ Are (fruit vegetable matter)?

What will we with ( IV

Multiple choice

Listen to four questions during the recording Check the correct answers

* Expected answers a A b B c A d B

- T asks students to summarize how to make compost V Homework

- Practice the dialogue with your partner, replacing the information - Do the exercises in the workbook

PERIOD 63

Date: February 7th, 2011 UNIT 10: RECYCLING LESSON 3: - READ (P.92)

A Aim: - Reading for details about how things are recycled. B Methods: Communicative approach

Group Items

Paper Used paper (old newspaper, books, cardboard boxes) Glass Bottles, glasses, jars

(82)

- Put the word square chart on the board

- Tell students the topic is about the environment and there are 14 hidden words

- Divide the glass into groups

- Ask students to write their answers on a piece of paper and hand in when they finish

- Tell students the group with the most right words is the winner

- Elicit words from students - Guide Ss to read new words

- Check Ss' memory by technique "Rub out and Remember"

- Tell students they are going to read a page in a newspaper giving some recycling facts to protect the environment

- Write the questions on the board and ask students to guess what they are going to read

- Write the students’ guesses on the board

- Draw the grid on the board and have students copy it - Ask students to open their books and read the text - Ask students to work in pairs to make a list of recycling facts mentioned in the text

- Call on some students to write the information in the grid on the board

- Ask students to work individually to answer the questions on page 93

-Let students compare their answers with their partners - Give feedback

- Open pairs: Ask some pairs to ask and answer the questions

- Closed pairs: Ask students to work in pairs to practice

A word square

E N

N B

V E

E J

L U

O S

P R

E A

R E

D E



environment, garbage, pure, used paper, protect



envelope, dust, green tree, can, plastic, paper bag, reduce, reuse, recycle

I Vocabulary:

- a car tire [picture] - a can [picture] - floor covering [explanation] = things used as a carpet in a house

- a deposit [translation] - (to) refill [explanation] = to fill st empty again

- (to) melt [antonym] # (to) freeze

- dung (n) [picture] - glassware (n) [picture] * Checking vocabulary:

II Open prediction:

What people with used things? What can they make from them? Car tires:

Milk bottles Glass Drink cans

Household and garden waste III Grids

*Expected answers: Used things Car tires

Milk bottles Glass Drink cans

Household and garden waste

IV Comprehension questions Expected answers:

a They clean them and refill with milk

b Glass is broken up, melted and made into new glassware

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

(83)

- Ask Ss to look at the Grids and the comprehension questions above to retell the story

e If I have a recycling story to share, I will call or fax at 265 456 Retell the story

- T asks students to state the main ideas of the passage V Homework

- Prepare Write PERIOD 64

Date: February 9th, 2011 UNIT 10: RECYCLING LESSON 4: - WRITE (P.93, 94)

A Aim: - By the end of the lesson, Ss will be able to write a set of instructions, using the sequencing

- Call a student to the board and ask him/her the vocabulary and questions

* Set the scene: “You are going to read a text about how to recycle used paper.”

- Ask students to put the verbs on the board randomly in a flow chart

- Ask students to work in groups to guess the order of the actions

- Call on about groups to write their answer on the board

- Explain the process of recycling, using mimes or Vietnamese and correct

- Ask students to open their books, read the text on page 93 and fill in the verbs

- Monitor and correct the exercise in the text book - Give feedback

- Ask students to close their books

- Write the sequencing on the board and have students to

Revision:

Checking the last lesson

- Vocabulary: a car tire, a can, floor covering, a deposit, refill, melt, freeze, dung, glassware

- Read the passage and answer some questions: What people with empty milk bottles?

2 What happens to the glass when it is sent to the factories? I Vocabulary:

- (to) soak: explanation (to put st in liquid for a time so that it becomes completely wet)

- (to) mash: mime - a wire mesh: translation - a bucket: drawing * Checking vocabulary: II Ordering prediction

1

Expected Answers: 1- soak

4- pull out III Gap-filling Expected Answers: use

5 wrap wait IV Recall:

(84)

practice speaking first

- Call on students to say the sentences from memory - Get students to write the text in brief using the sequencing

- Call on some students to read their writing for the class - Give feedback and correct

- Ask students to work in group of

- Have them look at the pictures in P94 and make the instructions on how to prepare the tea leaves, using the given words in the box and the cues under the pictures - Ask them to write on the posters, then stick them on the board after they finish

- Give feedback

After that, Finally, Expected Answers:

First, soak old newspaper in a bucket overnight Then, mash the paper by a 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 and dry it in the sun

Writing the instruction Expected Answers:

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

c Then, dry the leaves in the sun

d Finally, put the dry leaves in a pot for future use IV Consolidation: (2 minutes)

- T asks students to state the main steps of recycling paper V Homework

- Ask students to write the instructions in their exercise notebook - Prepare Language Focus 1,

PERIOD 65

Date: February 9th, 2011 UNIT 10: RECYCLING

LESSON 5: - LANGUAGE FOCUS 1, (P.95, 96) A Aim: - By the end of the lesson, Ss will be able to form the Passive in the Present Simple Tense and Simple Future Tense

- Divide class into groups, each group takes turn to write down the complete words on board

- Give feedback

- Elicit the model sentences from students and then have them repeat

- Ask students to work in group of and find the form to

JUMBLED WORDS eeyrccl – recycle sagsl – glass ieepc – piece eiachmcl - chemical emlt - melt

6 eiispcfc - specific I Vocabulary:

- (to) dip (explanation + mime) = to put st in liquid

- (to) blow (mime) - (to) break (mime) - detergent liquid (picture) - intended shape (translation) * Checking vocabulary: II Presenting the Passive * Model sentence

T: What people with car tires?

S1: Car tires are recycled to make pipes and floor coverings * Concept checking

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change an active sentence to a passive one - Ask students to give the form

- Ask students to read the instructions and look at the pictures on page 95

- Have students work in pairs and put the pictures in the correct order according to the instructions

- Call on some pairs to give their answers

Ask students to rewrite the instructions (LF1) in the passive form

Let them compare their writing and ask some students to go to the board and write their sentences

- Set the scene: “A famous inventor, Dr Kim, is going to build a time machine One of his assistants, Hai, is asking him questions about the invention He wants to know when Dr Kim will start the project How can he say the sentence in the passive?”

- Show the students the questions (prepared on a poster) and ask them to fill in the gaps, using the passive

- Prepare separate cardboards, one for Dr Kim, one for Hai

- Tell students half of them are going to play the role of Hai to interview Mr Kim, and the others are Mr Kim - Model: give one of the cardboards to a good student and ask him/her to demonstrate the interview Teacher: Dr Kim – student: Hai

- Stick the cardboards on the board and get about pairs to demonstrate

- Deliver hand-outs to the whole class and ask them to pair work

Use: It is used when the subject is affected by the action of the verb Active: S V O

Passive: Example:

My parents are loved

III Ordering pictures Answer key:

a b.4 IV

Rewriting Answer key:

b Then the glass is washed with a detergent liquid c The glass pieces are dried completely

d They are mixed with certain specific chemicals e The mixture is melted until it becomes a liquid

f A long pipe is used It is dipped into the liquid, then the liquid is blown into intended shapes

* Model sentence: * Concept checking:

- Use: Passive form in the future simple - Form: Will / shall + be + past participial

V Language focus 2:

1 It to the public when it is finished (show) .it by the end of the year (build) it before Tet (finish)

4 .it by you (make) Answer key:

1- will be showed 3- will be finished VI Interview:

1 When/ will/ the project/ start?

2 Many people/ want/ see/ time machine

3 Will/ it/ build/ by the end/ year?

4 Will/ it/ made/ by you? Let’s begin tomorrow IV Consolidation: (2 minutes)

- T asks students to state the forms of passive voice V Homework

- Ask students to use the sequencing in LF1 to rewrite the instructions and write complete dialogue in Interview into their notebooks - Prepare Language Focus 3,

PERIOD 66

Date: February 10th, 2011 UNIT 10: RECYCLING

LESSON 6: - LANGUAGE FOCUS 3, (P 96, 97) A Aim: - By the end of the lesson, Ss will be able to express their feelings using Adjectives

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- Write numbers on the board, from to

- Tell students each number is for a question but of them are lucky numbers If students choose a lucky number, they not have to answer any question but they get point and they can choose another number - Divide the class into teams

- Set the scene: Ba gives Nam a lot of directions at a time so Nam finds it difficult to follow Ba’s directions. What does he say to Nam?

- Ask students to open their books and complete the dialogues on page 96

- Call on some pairs to demonstrate the dialogues and correct

- Set the scene: Nam passed the English exam and his grandparents are delighted at it What did they write to him?

- Elicit the model

- Ask students to read the letter on page 97 and match the words

- Call on some students to go to the board to draw the lines

- Ask students to work in pairs to complete the letter using the words in the box

LUCKY NUMBERS Lucky number

2 Say this sentence in the passive “People speak English everywhere” Say this sentence in the active

“Cartoons are liked by most children” Lucky number

5 Lucky number

6 Say this sentence in passive “We not use things carefully” Say this sentence in the active “Are candies liked by the children?” Say this sentence in the passive “Mr Han teaches Math” Say this sentence in the passive “Vegetarians not eat meat” I Vocabulary:

- delighted (a) (synonym) = excited

- certain (a) (synonym) = sure

- (to) relieve (translation)

- (to) look forward to + V-ing (explanation) = (to) expect, want st to happen

- a scarf (realia)

- (to) confirm (translation)

* Checking vocabulary: Slap the board II Pre-teach structure:

* Model sentence

It’s difficult to follow your directions. * Concept checking:

Form: It + be + adjective + to infinitive

III Gap-fill: Answer key: easy to understand hard to believe dangerous to go important to wait IV Language Focus 4: * Model sentence:

We are delighted that you passed the English exam. * Concept checking:

Form: S + be + adj + that/noun clause * Matching

Relieved Congratulations Look forward to confirm

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- Get some students to give their answers

- Give feedback and correct was happyAnswer key: am relieved is afraid Are you sure am certain IV Consolidation: (2 minutes)

- T asks students to state the forms of adjective phrases V Homework

- Ask students to rewrite the letter beginning with: “Nam’s grandparents are delighted that he ” - Do all the exercises in the workbook

- Prepare Listen and Read (Unit 11) PERIOD 67

Date: February 10th, 2011

UNIT 11: TRAVELING AROUND VIETNAM LESSON – GETTING STARTED, LISTEN AND READ A Aim: By the end of the lesson, Ss will be able to use some expressions to express their interest

- Write the topic on the board: Places of interest - Put the chart with jumbled words on the board

- Ask students to open their books and match the names with the pictures

- Call on some students to give their answers

- Put the chart with the questions on the board

- Check if students understand the questions and have them a few minutes to think about the questions

- Ask students to listen to the tape while reading the dialogue on page 99

- Have students work in pairs to answer the questions - Call on some pairs to give their answers

- Ask students to listen and say out True or False

Jumbled words:

Answer key:

Ngo Mon gate; Ha Long Bay; the Temple of Literature, Nha Rong Harbor

a- Ngo Mon Gate b- Nha Rong Harbor c- The Temple Literature d Ha Long Bay

I

Pre- teach vocabulary: - a crop (explanation)

= something such as grain, rice, fruit is grown in one season - a sugar cane (question)

= What is used to make sugar? - a water buffalo (picture) - direction (translation) * Checking vocabulary: II Pre - questions:

1 Where does Hoa meet the Jones?

2 Is it the first time the Jones have visited Vietnam? How they travel to Ha Noi

4 What they see along the road to Ha Noi? What would Tim like to do?

* Answer key:

1 Hoa meets the Jones at the airport Yes, it is

3 By taxi

4 They see a boy riding a water buffalo, rice paddies, corn and sugar cane fields

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- Read the sentences aloud and wait for students answers

- Ask some students to correct the false sentences and have students write in their notebooks

- Ask students to read the dialogue again, discuss with them and ask them to pick out the sentences containing the situations mentioned below

5 He’d like to take a photo III True/False statements

a This is the first time Hoa has met Tim’s family b Hoa helps Mrs Jones with her luggage

c The Jones family is traveling from the airport in a bus d Shannon has never seen rice paddies before

e The car is traveling past farmland

f Only rice and corn are grown around Ha Noi * Answer:

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

Discussion

+ To express interest + To express a request * Answer:

+ To express interest It’s nice to meet you finally Wow! This is very exciting + To express a request

Would you mind sitting in the front seat of the taxi, Mr Jones? Would you mind if I took a photo?

- T asks students to summarize the dialogue between Hoa and Tim’s family

V Homework

- Do exercises 1, in the workbook - Prepare Speak + Language Focus 3, PERIOD 68

UNIT 11: TRAVELING AROUND VIETNAM LESSON – SPEAK + LANGUAGE FOCUS 3, 4 A Aim: By the end of the lesson, Ss will be able to make and respond to formal requests using “mind” and make suggestions B Methods: Communicative approach

- Choose a student and ask him/her to go to the front of the class with his/her back to the board so that she/he can not see what is written on the board

- Write the information in the board

- Ask the rest of the class try to help the students guess what is written on the board by asking the questions until he/she says out right words on the board

* What does it say?

Ex: On the board: Yes, I do

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* Set the scene: “Hoa went to the airport to pick the Jones And Hoa wants Mr Jones to sit in the front seat of the taxi, How does she say? And how does Mr Jones answer? And How does Tim say when he wants to take photo?”

- Prepare cardboards with cues including ticks () and crosses ()

- Run through vocabulary

- For the first and second cues: - T models – students repeats chorally – individually

- For the rest of the cues: - Ask students to work through the rest of the cues: new cue- new student - Put the exchange together

- T demonstrates with one good student, then one cue, call one pair to practice

- Open pairs: Get or pairs to demonstrate the exchanges

- Closed pairs:

- Stick all cardboards on the board

- Get the whole class to work in pairs to practice all the exchanges

* Set the scene: “You are a tourist on vacation in Ho Chi Minh city You want to visit a market This is a conversation between you and the tourist officer” - Put the dialogue chart on the board

- Elicit the exchanges from students and have them repeat - Open pairs: Ask some pairs to demonstrate the dialogue

- Closed pairs:

- Have students open their books and use the information on page 101 to practice other dialogues

- Students in pairs should be assigned to work on different information each

I Vocabulary:

- (to) go ahead (translation) - possible (translation) - (to) sound (translation) - (to) put out (antonym) = (to) light

- (to) suggest (translation) * Checking: ROR II.

Pre- teach structure: * Model sentence

1 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:

1- Would you mind Could you mind

2- Would you mind if I + Verb

(in past simple tense) ? Do you mind if I + Verb

(in present simple tense) ? * Responses

- Agreement:

No, I don’t mind/ No, of course not/ Not at all/ Please do/ Please go ahead

- Disagreement

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:

III Cardboard drill: a move/ car ( b put out/ cigarette (

IV Mapped dialogue: Excuse me

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

That sounds interesting Thank you

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V Homework

- Choose the information on p.101 and write down complete dialogues, using your own words

- Prepare Listen PERIOD 69

UNIT 11: TRAVELING AROUND VIETNAM LESSON - LISTEN

A Aim: By the end of the lesson, Ss will be able to listen for details about the directions to some certain places

- Ask questions and call the students who put his/her hands up first to answer

- Tell students each place consists of questions, points for the first questions, points for the second and points for the 3rd

- Elicit some common structures to ask and give directions

* Set the scene: “The Jones family is going around Ha Noi and they are talking about the directions to places in the map Now guess if what places can match with what letter”

- Put the map on the board and ask students to identify the places

- Play the tape or times

- Tell students to work in pairs to compare their answers - Get students to give their answers and correct

- Play the tape once again and ask Ss to fill in the

* What’s this place? 1 Da Lat:

1 It is called the city of Eternal Spring It has a lot of waterfalls and lakes

3 You can find the most kinds of flowers here 2 Nha Trang

1 It’s a seaside resort

2 It has a very big monument of Buddha It has an oceanic Institute

3 Sapa

1 It has an mountainous resort It has tribal villages

3 Sometimes it has snow 4 Ha Long Bay

1 It is recognized as a world heritage site by UNESCO It has a lot of caves

3 It consists of a lot of islands I Vocabulary:

- highway (n) (explanation)

= a main road for traveling long distances, especially one connecting and going through cities and towns

- tourist information center (n) (picture) - (to) walk over (translation)

* Checking vocabulary: ROR

II Structures for asking and giving directions: - (to) walk over

- (to) take the first/second on the left/right - (to) past (the pagoda )

- How I get to ? - Prepositions of places III Listening Prediction:

IV Listening and matching: Answer:

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missing information - Give feedback

- Have Ss listen to the tape once and summarize the dialogue

V Listening and filling in the gaps:

1 The boy wants to go back to the The hotel is on Road

3 The girl feels The is on Ho Tay Road The mother wants to visit the The bus station is opposite the

7 The mother has to walk over the to get to the pagoda

*Answer key: hotel Phong Lan hungry restaurant pagoda

6 tourist information center bridge

Summarizing the dialogue based on the cues: The boy wants

2 The girl wants The father wants The mother wants IV Consolidation: (2 minutes)

- T asks students to state the main ideas of the dialogues V Homework

- Write down your summary in your notebook - Do exercise 3,

- Prepare Read PERIOD 70

UNIT 11: TRAVELING AROUND VIETNAM LESSON - READ

A Aim: By the end of the lesson, Ss will be able to get information from simple tourist advertisements

- T asks students to look at the pictures quickly in ten seconds

- T divides the class into groups, ask them to write the words on board

Kim’s game Answer key: - Nha Trang - Da Lat - HCM City - Sapa

- Ha Long Bay - Hue

- Ha Noi - Hoi An I Vocabulary:

- accommodation (explanation) (a place to live, work or stay in) - giant (synonym)

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- Ask students to read the advertisements about the resorts (p.102, 103) and check () the topics mentioned in the grid (p.104)

- Get students to work in pairs to compare their answer - Ask students to give their answers

- Put the poster on the board and ask students to match the words or phrases in column A to column B

- Ask students to go to the board and draw the lines to connect the words

- Get students to open their books, read the text on page 105 and check () the boxes

- Ask students to work in pairs, one plays the role of a tourist and the other plays the role of a tourist officer to ask for and give the information about the tourist sites - Show the word cue chart on the board and get a good students to model

- Ask students to use the information in the advertisements to make other dialogues and practice speaking

- Students in pairs should be assigned to work on only one topic

Ex: Group 1: Nha Trang, Group 2: Sa pa

- Get some pairs with different topics to demonstrate their dialogue

- tribe (picture)



tribal (adj) - slope (drawing) - (a) jungle (explanation) = a very thick forest

- limestone (picture)

- magnificent (a) (translation) - oceanic institute (n) (picture) * Checking vocabulary: II Grid:

Answer key:

- Nha Trang- flights to Hanoi, railway, hotels, local transport, and tourist attractions

- Da Lat- hotels, local transport, waterfalls, tourist attractions - Sapa- hotels, local transport, mountain slopes tourist attractions, villages

- Ha long Bay- World Heritage, tourist attractions, sad beaches, railway, hotels, caves, local transport

- Restaurants, types of food- no place III Matching:

A Nha Trang Da Lat Sa Pa Ha Long bay Nha Rong Harbor Answer:

1 d 5.b IV Grid:

V Interview

Would you mind telling me something about

Is there anything special?

How about the

accommodation?

How can I travel around the city?

Thank you very much

- T asks students to state the main features of four cities V Homework

-Rewrite the advertisements to make them into short paragraphs, like this:

“Nha Trang is a wonderful seaside resort for summer holiday ” - Do exercise 5,

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UNIT 11: TRAVELING AROUND VIETNAM LESSON - WRITE

A Aim: To help students practice writing a narrative using a guided composition

Teacher’s and students’ activities - Ask Ss to work in teams and play the game - Ask Ss the meaning of the words in the game

- Put the missing words in a box on the board and have students study first

- Show the chart and ask students to fill in the gaps with the words in the box

- Ask students of each group to go to the board and write the words as fast as possible

- Explain the definition in Vietnamese - Elicit words from students

- Guide Ss to read new words

* Set the scene: “Last week, while on a vacation in Da Lat, the Jones family had quite an unforgettable adventure on Xuan Huong lake What did they do? And what happened to them?”

- Ask students to open their books, read the first part of the story on page 105 and rearrange the sentences on page 106 to complete the story

- Call on some pairs to give their answers and correct - Ask students to look at the pictures again and rearrange the events in the correct chronological order to make it a story

-Call on some students to give their answers and correct - Ask students to work in group of and use the pictures already rearranged and the given words to write the story about Uyen on a poster

- Monitor and help students with words or structures while they are writing

- After students finish, ask them to stick their poster on the board

- Ask students to look at the posters and find out the mistakes

- Ask students to notice the past simple tense is often used in a narrative

A shark’s attack Answer key: brief; events

I Gap-filling:

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 reader’s and the ending should be

II Vocabulary:

- (to) stumble (picture and explanation) - (to) go off (picture)

- an alarm clock (picture) - (to) realize (translation) * Checking vocabulary: ROR III Rearranging the sentences: *Answer keys

1 c a

IV Ordering pictures *Answer keys d b V Write-it-up

VI.

Exhibition Expected answers:

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off As she was leaving home, it started to rain heavily Uyen tried to run as fast as she could Suddenly she stumbled over a rock and fell down Her schoolbag dropped into a pool and everything got wet The rain stopped as she got to her classroom Luckily, Uyen had enough time to finish her exam

- T asks students to state the main features of a narrative V Homework

- Write the whole story in your notebook - Do exercise 7,

- Prepare Language Focus 1, PERIOD 72

Date: February 16h, 2011

UNIT 11: TRAVELING AROUND VIETNAM LESSON – LANGUAGE FOCUS 1, 2

A Aim: By the end of the lesson, Ss will be able to use present and past participial to make sentences

- Put the missing words in a box on the board and have students study first Ask students to open their books and observe the picture on page 109 carefully

- Let students look at the picture for 20” and ask them to close their books

- Divide the class into teams and ask each team to go to the board and write from memory the names of the things they’ve just seen in the picture

- Tell them the team having the most right words is the winner

- Have students open their books again, go through the words and correct

- Ask students to open their books and look at the picture on page 108

* Set the scene: “It’s time for recess and the people at Quang Trung school are in the schoolyard What are they doing?

- Ask questions and call on students to answer them correct

Teacher: What’s Mr Quang doing? Student: He’s walking up the stairs

- Elicit the target language by asking the question T: Who is the man walking up the stairs?

* Run through the voc:

- Show the cardboards and have students run through the situations again

* Memory game Answer key:

Box, lamp, truck, doll, flowers, elephant, bear, rabbit.

I Vocabulary: - (to) wrap in (mime) - (to) dress in (synonym) = (to) wear

- (to) keep in (translation) - (to) make in (translation) * Vocabulary checking: ROR

II Presenting the structures: present participial Model sentence

The man walking

(present participial phrase) * Concept check:

* Form:

* Use: A present participial can be used as an adjective to modify a noun with active meaning

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* For the first and second cues

- T models the sentence – students repeat chorally – individually

* Example exchange:

The man walking up the stairs is Mr Quang * For the rest of cues

- Show the cardboards to students and ask them to say the next sentence

- New cue – new student

- Ask students to look at the words in the box and the picture on page 109 to the matching

- Ask students to look at the picture on page 109 again and answer the questions

Elicit the target language by asking the question T: How much is the old lamp made in China?

- Get students to copy

- Have students look at their books, listen to the questions and answer

1 Run through voc:

* For the first and second cues

- T asks – students answers chorally – individually * For the rest of the cues

- New cue: One student asks – one answers 2 Open pairs

- Call some pairs to demonstrate for the class 3 Closed pairs

Ask students to work in pairs asking and answering the questions

- Ask students to use the right form of the verbs in the box to fill in the gaps

1- Mr Quang/ walking up the stairs 2- Miss Lien / carrying a bag 3- Nam/ talking to Miss Lien 4- Ba/ sitting under the tree 5- Lan/ standing by the table 6- Nga and Hoa/ playing chess

IV Presenting the structures: past participial 1 Matching

A Box Truck Lamp Doll Flowers toys

1 Where is the old lamp made in? What colour is the box painted? What is the truck recycled from? What color is the doll dressed in? What are the flowers wrapped in? Where are the toys kept?

Model sentence The old lamp

* Concept check * Form:

Regular verb + ed past participial Irregular verb (column 3)

* Use: A past participial can be used as an adjective to qualify a noun with passive meaning

2 Questions –Answer drill:

T: How much is the box painted green? S: The box painted green is one dollar

1 Truck made from recycled cans/ 2$ Doll dressed in red/ 2$

3 Flowers wrapped in blue paper/ 1$ Toys kept in a cardboard box/ 10$

V Gap fill:

Sit break live water sing The girl at 50 Tran Hung Dao is my friend The garden every morning is full of flowers The cat on the table is hers

4 The vase yesterday is my father’s favorite one The woman on the stage is my neighbor

* Answer keys:

1 living watered sitting broken singing IV Consolidation: (2 minutes)

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V Homework - Do the rest exercises

- Prepare Getting started, Listen and Read (unit 12) - Get ready for 45-minute test

PERIOD 73 + 74

Date: February 16h, 2011

45-MINUTE TEST AND FEEDBACK

I Choose the word that has the underlined part pronounced differently from that of the others (1 )

1 A seat B great C seaside

2 A windows B doors C plate

3 A allowed B hoped C clos

4 A think B though C bath

II Choose the most suitable words or phrases to complete the sentences (2.5)

1 Farmers collect household and garden waste to make

A glassware B fabric C compost

D floor covering

2 English in many countries in Asia

A speaks B is speaking C has

spoken D is spoken

3 You'll get back your when you bring the cans back for recycling

A deposit B payment C

account D envelope

4 This is the first time Sharron rice paddies

A is seeing B saw C see

D has seen

5 It's to travel around Vietnam

A interested B interesting C

interest D interestingly

6 Yesterday I……… off a bicycle and hit my head on the road

A fall B fell C

fallen D felt

7 John is interested……… the history of Vietnam

A on B at C in

D about

8 Would you mind……… in the front seat of the taxi, Tam?

A to sit B sit C to sitting

D sitting

9 Would you mind if I……… down the music? It’s too loud

A turned B turn C am

turning D would turn

10 The old lamp……… in China is five dollars

A to be making B making C make

D made

III Read the passage: (3)

Yesterday, when I was riding along a busy street, I saw an accident A woman was knocked down when she crossed the street at a zebra crossing Many people stopped to offer their help A

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zebra crossing (n): vạch trắng dành cho người knock down (v) : húc ngã

1 Check True (T) or False (F) statements:

a A boy was knocked down when she crossed the street at a zebra

crossing 

b The policeman and some people tried to stop the bleeding



c The woman was taken to the hospital by the ambulance



2 Choose the right answer: Where did the accident happen?

a on a sidewalk b at a crosswalk c in a main streetd on a pavement

2 Who telephoned for an ambulance?

a the writer b the policeman c the young man d the driver

3 They tried to talk to her so that ………

a she couldn’t fall asleep b she could ease her pain

c she could recognize them d she couldn’t be afraid

IV Rewrite these sentences: (2.5) Making him laugh is very difficult → It

is……… May I turn on the TV?

→ Do you

mind……… Please don’t play your music so loudly

→ Would you

mind……… Being on time is very important

→ It

is……… Break the glass into small pieces

→ The glass

……… V Listen and put the sentences in order: (1)

1 Here you are Platform eighteen Single

4 Single or return

5 Thanks Which platform is it? That’s £49.50, please

7 A ticket to Paris, please the six o’clock train Thank you Sign there please

ANSWER KEY: I (0.25/each) b – c – b – a

ii (0.25/each) c – d – a – d – b – b – c – d – a – 10 d

III (0.5/each) F – T – T / c – c – a IV (0.5/each) It is very difficult to make him laugh Do you mind if I turn on the TV?

3 Would you mind not playing your music so loudly It is very important to be on time

5 The glass is broken into small pieces

V (0.25/2 correct answers) – – – – – – – PERIOD 75

Date: February 16h, 2011 UNIT 12: A VACATION ABROAD

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A Aim: By the end of the lesson, Ss will be able to read for details about making plans for a vacation abroad and aware of how to make, accept and decline invitations

- Show the photocopied pictures to students, one by one, and ask students to guess what country it is

- Ask if they know what three first pictures are - Elicit words from students

- Guide Ss to read new words

* Set the scene: “Mrs Quyen is going to the USA for a vacation She is ringing her friend, Mrs Smith, to tell her about the trip”

- Put the chart on the board and ask students to read the statements

- Ask students to work in pairs to decide if the statements are true or false

- Get students to give their answers and write them on the board

- Have students open their books, listen to the tape while reading the dialogue on page 112

- Call on some students to correct the false statements

- Draw the grid on the board and have students copy it - Ask students to open their books and read the dialogue - Ask students to work in pairs to complete Mrs Quyen’s schedule with the information taken from the dialogue

- Call on some students to go to the board to write the information in the grid on the board

- Ask students to look at their books and answer the questions on page 113

- Let students compare their answers with their partners - Call on some students to answer

- Tell students to read the dialogue again and pick out the statements indicating the following situations:

* Guessing game: Answer key:

a the USA b Australia c Thailand d Britain

I Vocabulary:

- (to) include: translation - (to) come over: explanation - (to) pick so up: explanation - abroad: explanation

(to) live/ be/ go/travel abroad * Vocabulary checking: ROR

II True/ False prediction

a Mrs Quyen is calling Mrs Smith from the airport in San Francisco

b Mrs Smith invites Mrs Quyen and her husband to stay with her while they are in town

c Mrs Quyen doesn’t accept Mrs Smith’s invitation wants to stay with a Vietnamese friend of hers

d Mrs Quyen and her husband will be in the USA for days e Mrs Quyen and her husband will come over to Mrs Smith’s place for dinner one night

f Mr Thanh, Mrs Quyen’s husband, goes abroad for a business meeting

III Checking True/False statements: *Answer keys:

Sentence a

b c d e f IV Grids: *Answer keys:

Date Schedule

III Comprehension questions: * Answer key:

a No, they won’t Because they are coming on a tour, and their accommodation is included in the ticket price, so they will stay at the hotel

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making an invitation, accepting an invitation, declining an invitation, making a complaint

- Call on some students to give their answers and have students copy

c Mrs Smith will pick her up at her hotel Answer keys:

Making invitation: “Would you like to come over for dinner one night”

Accepting an invitation: ”Yes, we’d love to but we’ll only be in town for nights”

Declining an invitation: “That’s very kind of you but we’re coming on a tour ”

Making a complaint: “Oh dear He’s always working” IV Consolidation: (2 minutes)

- T asks students to state the main ideas of the talk between Mrs Smith and Mrs Quyen

V Homework - Do exercises and - Prepare Speak PERIOD 76

Date: February 18, 2011 UNIT 12: A VACATION ABROAD

LESSON – SPEAK

A Aim: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad using tourist brochures and flight information B Methods: Communicative approach

- Tell students that the student who can answer the question will get one or two good marks

Call on some students to go to the board to draw the lines to match the tables with the titles

- Leave the table on the board and ask students to look at them

* Quiz: Answer key:

1 What’s the end of everything? (letter G)

2 What word starts with T, ends with T and is full of T? (teapot) What’s in the middle of New York city?

(York)

4 Which river in America has eyes? (Mississippi)

I Vocabulary:

- an itinerary: explanation - a gallery: situation - a flight: explanation - via (prep): explanation - facilities: translation - a brochure: realia Travel brochure:

* Vocabulary checking: Slap the board II Matching:

1 Itinerary

(100)

- Go through the tables, asking students questions for information about the flights, accommodation, and tourist places

- Set the scene: “These people are making a plan for their trip from Los Angeles to Boston Let’s it with them”

- Put the mapped dialogue chart on the board - Elicit the exchanges from students

- Have some pairs practice each exchange before going on to another exchange

- After finishing the dialogue, ask a good pair to demonstrate the whole dialogue

- Ask students to make a plan for their coming summer holiday by filling the information in their itinerary - Call on some pairs to demonstrate their plans for the class

* Suggestions:

 For the flight information table

+ How many flights a week can you take from Los Angeles to Boston?

+ Which flight can you take every day of the week?

 For the hotel advertisement table

+ Which of the hotel cheaper?

+ How much is a double room in Revere hotel? How about the Atlantic hotel

 For the travel brochure

+ Where can you visit? IV Mapped Dialogue:

Where shall we stay? Where should we visit? What time should we leave Los Angeles?

V Transformation: Example:

Depart (Hue): Arrive (Ho Chi Minh city): Accommodation: Sightseeing: Depart (HCM city): IV Consolidation: (2 minutes)

- T asks students to state the main structures for exchanging information about travelling and tourists

V Homework

- Write the itinerary into your notebook - Do exercises and

- Prepare Listen PERIOD 77

LESSON – LISTEN

A Aim: Practice listening to the weather forecast for information about the weather in big cities in the world

- Get students one by one to go to the front of the class, each student says out a word until they make a meaningful sentence At the end, ask the whole group to repeat the sentence

(101)

- Write the topic on the board

- Ask students to find the words related to the topic Collect students’ words and write them on the board - Go through the meaning of the words and have students copy

- Ask students some questions to lead in the lesson - Suggestions

- Put the gap-fill table on the board - Have students copy in their notebooks

- Set the scene: “You are going to listen to the weather forecast about the cities in the table and have to fill in the gaps with the information you hear”

- Play the tape or times

- Tell students to work in pairs to compare their answers - Get students to give their answers and correct

- Have students ask and answer the questions about the weather and temperature using the information in the table

- Models with a good student - Write the exchanges on the board - Open pairs:

Call on some pairs to demonstrate the exchanges - Closed pairs:

Have the whole class practice speaking using the information in the table

I Vocabulary: - humid: synonym = wet

- snowy: picture - minus: example - centigrade: example

* Vocabulary checking: Rub out and remember II Brainstorm:

Possible answer:

Cloudy, cool, cold, warm, hot, dry, fine, humid, rainy, snowy, sunny, wet, windy, stormy

III Chatting:

1 Have you ever listened to the weather forecast on TV or on the radio

2 What does it often tell you about?

3 Do you think it’s necessary to listen to the weather forecast? Why? Why not?

4 What you know about the high and the low temperature? IV Gap fill:

City Sydney Tokyo London Bangkok New York Paris

V Role Play:

A: What’s the weather like in Sydney today? B: It will be dry and windy

A: How about the temperature?

B: The low will be 20 and the high 26 degrees IV Consolidation: (2 minutes)

- T asks students to state the main structures for asking about weather

V Homework

- Ask students to use the information in the table to write a weather report, beginning with:

“Here is today’s weather forecast for the international travelers In Sydney, it will be ”

- Do exercises and - Prepare Read PERIOD 78

LESSON – READ

A Aim: By the end of the lesson, Ss can obtain some knowledge about some places of interest in the USA

(102)

- Prepare 11 cardboards numbered from to 11 on one side and the words on the other side

- Inform the rules of the game

- Stick the cardboards on the board showing the numbered side

- Divide the class into teams and ask each team to choose numbers, one in the first row, and one in the second row If the words in the both cards match in sequence of an adjective with a noun, this team will get a point

- Draw the grid on the board

- Ask students to copy the grid in their notebooks - Ask students to read the postcards from Mrs Quyen to her children and fill in the gaps with the information taken from them

- Call on some students to go to the board and write the information in the grid on the board

- Ask students to look at the questions on page upload.123doc.net and answer the questions

- Tell them to compare their answers with their partners - Call on some pairs to give their answers and give feedback

* Pelmanism: Adjectives - Nouns

I Vocabulary: - volcano: picture - lava: picture

- (to) pour out: drawing - (to) carve: mime

- (to) be situated: translation - rock: picture

- shore: picture - wharf: synonym = harbor

 Vocabulary checking: Slap the board

II Grids: a Hawaii b New York c Chicago

d Mount Rushmore e San Francisco * Answer Key:

Place a Hawaii b New York c Chicago d Mount Rushmore e San Francisco

III Comprehension questions * Answer Key:

a She went there by plane

b She saw the famous prison on the island of Alcatraz

c It is the mount where the heads of four American Presidents are carved into the rock, and it can be seen from more than 100 km away

d It is also called “The windy city” e She went shopping

- T asks students to state the main points of the cities in the passage V Homework

(103)

- Do the exercises in the workbook: 7, - Prepare Write

PERIOD 79

LESSON – WRITE

A Aim: By the end of the lesson, Ss will be able to write postcards to their friends about their trip

Teacher’s and students’ activities - Write the numbers on the board

- Tell students each number is for a question but of them are lucky numbers For a lucky number Students will get points

- Ask students to answer briefly

- Set the scene: “From the USA, Mrs Quyen send a postcard to her friend Sally to tell her about the trip” - Ask students to look at the postcard on p.upload.123doc.net and complete the gaps with the appropriate words

- Call on some students to go to the board and write the words they guess

- Give feedback and correct - Write the topic on the board

- Ask students to look at part (p.upload.123doc.net) - Go through the instructions by using questions - Draw the grid on the board

- Let students copy the grid

- Ask students to read the postcard again and fill in the gaps with the sentences showing the information on the left

- Call on some students to go to the board and write their answers in the grid

- Ask students to write the grid in their notebook

* Lucky numbers Questions:

1 Where did Mrs Quyen and her husband spend their holiday? Lucky number

3 What did they see on mount Rushmore? Who did they visit when they were in USA? Lucky number

6 What did Mrs Quyen while her husband visiting the statue of Liberty?

7 Lucky number

8 What did Mrs Quyen buy?

9 What did she send to her children from the USA? 10 Lucky number

I Vocabulary: - luggage: picture

- (to) complain: translation - heaviness: antonym = lightness

- hospitable: explanation = welcoming, friendly * Checking vocabulary: ROR II

Gap fill: * Answer key:

1 in people her nice / lovely for heaviness

III Grid:

* Information needed to write a postcard Ex: What you write about the place? What you write about the weather? * Answer Key:

Necessary information for a postcard

Place

How you feel about the people?

(104)

Set the scene: “Imagine you are a tourist on vacation in a certain place/city in Viet Nam Write a postcard to a friend about your trip, using the information in the grid” - Tell students to write a postcard on a piece of paper - Monitor and assist students with their writing

- Call on some students to the front of the class and ask them to read their postcards to the whole class

Who you visit/see What you see? What you buy IV Writing:

V Exhibition: Sample postcard: Dear Jane,

I’m having a really good time in Hanoi, the capital of Vietnam The people are hospitable and helpful and the weather has been

wonderful: cool and sunny

In Hanoi, I visited some of my old friends, Tom and Sally It was very nice to see them We visited The History Museum and some art galleries in Hang Bai street and had lunch together at a vegetarian restaurant

I bought a lot of souvenirs and postcards for you and other friends See you soon

With love, Mary IV Consolidation: (2 minutes)

- T asks students to state the information needed to write a postcard V Homework

- Write the postcard in the notebook - Do the exercises in the workbook: 9, 10 - Prepare Language Focus

PERIOD 80

Date: February 19, 2011

UNIT 12: A VACATION ABROAD LESSON – LANGUAGE FOCUS

A Aim: By the end of the lesson, Ss will be able to talk about activities using the Past progressive and Present Progressive Tenses B Methods: Communicative approach

Teacher’s and students’ activities - Give instruction

- Call on some Ss to the write on the board and correct - Ss look at the picture and then remind what the people in the pictures are doing

(Kim’s game)

Say what the people in the pictures are doing take a shower write a letter eat dinner walk with a dog read book talk to grandma I Vocabulary:

(105)

- Set the scene to introduce the model sentence by eliciting the answer from Ss, get Ss to repeat and write the sentence on the board:

“Set the scene: Look at picture! What was Ba doing at o’clock last night?”

- Ss listen and repeat the sentence in chorus - Show the cardboards and go through the verbs - Model the first sentence and have Ss repeat - Ss work through the rest of the cues

- Ss look at the pictures then match the half – sentences in column A to those in column B

- Elicit the model from Ss, using Vietnamese - Have Ss repeat and write the sentence on the board - Model the first picture and have Ss repeat

- Model the first sentence and have Ss repeat: The Le family was sleeping when the mailman came.

- Ask Ss to work through the rest of the cues

- Ask Ss to look at the picture and have Ss repeat - Model the first picture and have Ss repeat - Call on some Ss to go to the board to write the sentences

- crowd: picture

* Checking vocabulary: ROR II

Presenting Present Progressive Tense: - Model sentence:

Ba was talking be V_ing

- Form: was/ were + V_ing

- Use: to indicate an action that was in progress at a point of time in the past

III Word cue drill

1 Ba / take a shower Hoa / have dinner Bao / read a book Nga / write a letter Na / walk with her dog

6 Lan and her grandma / talk to each other IV Matching:

Answer key:

a C; b F; c E; d B; e D; f A * Model sentence:

The Le family Concept check:

- Form: Main clause Con adv clause S.P When S.past While P.C

- Use sequence of tenses: An action was talking place in the past when another action took place

Picture cue drill Answer key:

b While Hoa was eating, the telephone rang c when Nam won the race, the crowd was cheering d Mrs Thoa was cooking when Tuan arrived home

e When Lan arrived at school, the school drum was sounding f It was raining when the plane got to Hanoi

Model sentences:

Form: is/ am / are + always + V-ing Use: To express a complaint * Exercise:

a Bao is always forgetting his homework b Mrs Nga is always losing her umbrella c Nam is always watching TV

d Na is always talking on the phone e Liem is always going out

- T asks students to state the form and main usage of present progressive tense with “always”

V Homework

- Write complete sentences into your notebooks - Do all exercises in the workbook

- Prepare Getting started, Listen and read

PERIOD 81

(106)

LESSON – GETTING STARTED, LISTEN AND READ A Aim: By the end of the lesson, Ss will be able to ask for explanation of events

Teacher’s and students’ activities - Write the names on the board

- Give the information and then ask question

- Ss look at the board, listen and answer the question

Set the scene: Ba invites his friend to a traditional festival in the north of Vietnam Do you know what kind of festival it is? (It is the rice- cooking festival)

- Ask Ss to guess what they are going to read by asking question then write Ss' answers on the board

- Elicit the example and write them on the board - Ask Ss to open their books (p.121-122), read the dialogue, and listen to the tape

- Check Ss' guesses are correct or not

- Ask Ss to read the statements (page 122) and check (√) the boxes, using the information in the dialogue

- Get Ss to give their answers and correct the false sentences

Have Ss to copy down

- Ask Ss to read the dialogue again and try to summarize the rice-cooking festival

Getting started:

Write the names on the board: Tom, David, Lisa, Oliver, Robinson Tom likes swimming and sunbathing Where should he go? Why?

2 David is interested in ancient cities → ? Lisa likes mountain-climbing→ ? Oliver is keen on pottery→ ?

5 Robinson is fond of crowded places→ ? I Vocabulary:

- (to) fetch: lấy mang

= (to) go to get sth and bring it back) - (to) yell: la, hét

- (to) urge: thúc giục move quickly) - (to) rub: cọ xát - (to) award: thưởng

(He is the winner of the competition They (award) him the first prize)

→ (to) award someone something= (to) award something to someone

- a rice-cooking festival (picture)

- (to) separate (mime + explanation) * Checking vocabulary: Slap the board

II Open prediction:

1 How many competitions people take part in in a rice-cooking festival?

2 In water-fetching competition, what people do? How about the fire-making competition?

Water fetching rice cooking Fire making

III Question checking: Expected answers:

1 They take part in competitions

2 They have to run to the river to take a bottle of water as quickly as possible In the fire-making competition, two team members try to make a fire by rubbing pieces of bamboo together

IV T/F statements (p.122) Answer key:

a F Only one team member take part in the water-fetching contest b F One person has to collect one water bottle

c T

(107)

- Call some Ss to present on board V Retelling the story: IV Consolidation: (2 minutes)

- T asks students to retell the rice-cooking festival V Homework

- Write the summary into your notebooks - Do exercises & in your workbook - Prepare Speak and Listen

PERIOD 82

UNIT 13: FESTIVALS LESSON – SPEAK & LISTEN

A Aim: By the end of the lesson, Ss will be able to practice talking about preparation for Tet and listening for details

Teacher’s and students’ activities - Use pictures to elicit the words

- Divide class into teams, stating the rules of the games

- Monitor and give feedback

- Present new words and then guide Ss to read them in chorus

- Check vocabulary by technique “Bingo”

- Ask Ss to read the dialogue on page 123 and put the sentences in correct order - Call Ss to give their answer Give feedback and correct

- Ss read the dialogue on page 123 and put the sentences in the correct order

- Give feedback

- Ask Ss to close their books

- Put the chart with the cues on the blackboard

- Elicit the exchanges from the Ss

- Have some pairs practice the exchange before going on to another exchange - After finish the dialogue, ask a good pair to demonstrate the whole dialogue

Crossword:

W A T E R

H U N

V A L

R I C E

M I D

C

B I R T H

I Vocabulary: - pomegranate: - peach blossom: - marigolds:

- dried watermelon seeds: hạt dưa (realia) - spring rolls: (picture) - harvest festival: (picture) * Checking: Bingo

II Ordering Answer key:

A→ F; B → G; C→ H; E → I; D → J

III Mapped dialogue: Mrs Quyen

A: you/tidy /bedroom? B: market/have to / oranges/ pomegranates

C: Sure /will

(108)

+ open pairs + closed pairs

- Ask Ss to choose one of the festivals (p.123) and make their dialogues

- Call some pairs to demonstrate their dialogue to the class

- Set the scene: "The Robinson family is making preparation for Tet They want to buy things to make it a traditional Tet as Vietnamese people do"

- Ask Ss to open their books and read the statements

- Ask Ss to predict the words in the gaps Write Ss' guesses on the board

- Ask Ss to listen to the dialogue - Call on some Ss to give the answers - Ask Ss to exercise on page 124 - Correct

- Listen to the CD again and fill in the Grids - Monitor and give feedback

E: That's/ very good/Bye Speak 2:

- a village festival - a school festival - a harvest festival ………

IV Gap-fill prediction:

V Gap-filling: * Answer key:

a) Mr Robinson / Flower market b) traditional

c)Dried watermelon seeds d) Make spring rolls VI Grids:

- T asks students to state the main preparations of the Robinsons for Tet holiday

V Homework

- Write your own dialogue on your notebook - Do exercises & in your workbook - Prepare Read

PERIOD 83

Date: March 21st, 2011

UNIT 13: FESTIVALS LESSON – READ

A Aim: By the end of the lesson, Ss will get some knowledge about Christmas

Teacher’s and students’ activities - Play the CD and let Students listen to songs once - Divide class into teams, stating the rules of the games

- Monitor and give feedback - Elicit the new lesson: Christmas

Game: What

1 We wish you a merry Christmas Jingle Bells

3 Santa Claus is coming to town Silent night

5 Mary’s boy child Last Christmas

Mr Robinson Go to the flower market to buy peach blossom and a bunch of marigolds)

Mrs Robinson Go to Mrs Nga's to learn how to make spring rolls

(109)

- Check vocabulary by technique “Filling in the gaps”

- Ask Ss to read the statements and guess which Christmas specials they are about

- Call Ss to give their answer

- Ask Students to open their books and read to find out the answers

- Ss read the passages again and complete the table - Give feedback

- Ask Ss to read the passages once more and then close the books to play a game

- State the rule of the game - Feedback

- Show answers - Open pairs - Closed pairs

- Turn on the CD and let students listen and sing after the singer

- Call some students to perform in front of the class

7 When a child is born I Vocabulary:

- (to) base on (translation) - Christmas carol (n) (picture + example) - description (n) (translation)

- (to) decorate (video) - a custom (translation) - a poem (picture + example) - (to) design (video + example) - (to) perform (synonym) * Checking: Fill in the gaps I often design

2 Jingle Bells, Silent night are They are decorating

4 ‘Khi tu hu’ is a

5 Sending cards to friends at Christmas has become a Christmas carols are

7 Santa Claus is poem

II Label the statement prediction: appeared in the early 1500s

2 appeared in a poem of Clement Clarke Moore .became popular about 180 years ago

4 was a part of the Christmas tradition at the end of the 19 century

5 .was first put in Riga

6 gave children gifts on Christmas Eve III Checking:

Answer key: Christmas tree Santa Claus Christmas carols Christmas cards Christmas tree Santa Claus

IV Complete the table: Christmas specials Christmas Tree Christmas Cards Christmas Carols Santa Claus

V Questions:

Game: Sharks’ attack Answer key:

1 It came to the USA about 210 years ago

2 Because he wanted to send Christmas greetings to his friends They were first performed 800 years ago

4 Clement Clarke Moore wrote it

5 He is based on the description of Saint Nicholas in the poem Visit from Saint Nicholas.

(110)

- T asks students to state the main points of Christmas V Homework

- Do exercises & in your workbook - Prepare Write

PERIOD 84

Date: March 25th, 2011

UNIT 13: FESTIVALS LESSON – WRITE

A Aim: By the end of the lesson, Ss will be able to practice in writing a report on a festival they have joined

Ask Ss to look at the picture on page 126, then close their books

Divide the class in to teams, in turn, answer the questions

Ask Ss to listen to the questions and answer

1 How many people are there in the picture? What are the people doing?

3 Name all the things in the picture

4 How many people participate in the game? - Present new words and then guide Ss to read them in chorus

- Check vocabulary by technique “ROR”

- Divide class into teams and state the rule of the game - Monitor and correct

Memory game Answer key:

1 They are participating in the rice- cooking competition

2 Rice, basket, pans, bamboo sticks, paper fans, chopsticks, a flag

I Vocabulary:

- communal (a) (translation) - a competition (synonym) = a contest

- (to) organize (synonym) = (to) celebrate

* Checking: II Questions: * Lucky numbers

1 What you call the festival where people cook rice?(rice-cooking festival)

2 How many competitions participate in the rice-cooking festival? What are they? (3/ water-fetching, fire-making, and rice-cooking) LN

4 Do they use pieces of wood to make fire? (No Pieces of bamboo)

5 LN

6 What people have to before they cook rice? (separate the rice from the husk)

7 What people to fetch water? (bottles) LN

(111)

- Ask Ss to use the information in the dialogue on page 121 to fill in the gaps the report on page 127

- Ask Ss to write a report on a festival they have joint recently

- Have Ss look at the questions on page 127

- Let Ss practice speaking first by answering the questions from a→ g

- Have Ss connect the sentences to make it a report - Monitor and help Ss with their work

- Call on some Ss to read their report aloud

- Ask some students to write their work on board for the whole class to comment

the rice-cooking festival? (9 One for water- fetching, two for fire-making, and six for rice-cooking)

III Gap fill Answer key: rice-cooking water-fetching water

7 bamboo separate

IV Questions and answers:

V Exhibition Suggested festival:

This report shows how the Perfume pagoda festival is held The perfume Pagoda Festival lasts from the

People conduct dragon dance in the yard of Trinh pagoda and sail the royal barge The festival is held in places: Huong Tich, Tuyet Son and Long Van The festival is most crowded from the 15 20th day of the 2

pagoda to Trong pagoda is full of visitors coming up and down IV Consolidation: (2 minutes)

- T asks students to state the main points of a festival V Homework

- Write the report in your notebooks - Do exercises & in your workbook - Prepare Language Focus 1,2

PERIOD 85

UNIT 13: FESTIVALS

LESSON – LANGUAGE FOCUS 1&2

A Aim: By the end of the lesson, Ss will be able to use the passive in the past present and future tenses

- T divides Ss into teams and asks them to choose numbers T turns the cards over to see if they match E.g.: teach - taught, give them one mark If not, T turns

Pelmanism put

(112)

the cards over again and the next team continues until all the cards are opened

- Check vocabulary by technique “What and where”

- Elicit the structures from Students - Monitor and correct

- Ask Ss to look at exercise on page 128

- Have Ss fill in the gaps with the right form of the verbs in the box

- Ask Ss to look at the exercise on page 128 and 129 and fill in the gaps with right form of the verbs in the box

- Call some Ss to go to the board and write their answer (only the verb form)

- Ask Ss to exercise in their workbook

- Call some students to write their answers on board - Monitor and correct

I Vocabulary: - (to) jumble (picture) - (to) scatter (mime) - (to) pull (mime) - a mushroom (picture) * Checking:

II Revision:

Ex: Christmas carols were performed in churches The jar has been broken

An English contest will be held in May A road is built

III Language focus 1 Answer key:

a were performed c is made e was awarded

IV Language focus 2 Answer key:

1 jumbled

3 broken 4.scattered 5.pulled

V Exercise in Workbook (p.109): Answer key:

a The rice was separated from the husk b A fire is made by their camp by the boys

c This house was built more than one hundred years ago d Every year millions of tons of rice are exported by Vietnam e Their Lunar New year is celebrated by Vietnamese people around January or February

f After Tet holiday trees are usually planted by Vietnamese people in their neighborhood

g How many festivals are celebrated in your community? h How many motorbikes are imported a year by Vietnam? i His book was published by the publisher in 1996 j Our desk was repaired during the weekend IV Consolidation: (2 minutes)

- T asks students to state the main form of passive voice V Homework

- Do exercises & 10 in your workbook - Prepare Language Focus 3,

PERIOD 86

UNIT 13: FESTIVALS

LESSON – LANGUAGE FOCUS 3&4

A Aim: By the end of the lesson, Ss will be able to practise in reporting what was said and know more about compound words B Methods: Communicative approach

Tenses Form

(113)

- T asks students to look at the pictures quickly in 10 seconds

- T divides the class into groups, the group which answers correctly and the fastest wins the game

- Check vocabulary by technique “Jumbled words”

- Elicit the structures from Students - Monitor and correct

- Elicit the examples and write them on the board

- Deliver poster to Students

- Ask Ss to the exercise on page 130 and write their answers on the posters

- Have Ss to put their posters on the board - Give feedback and correct

- Set the scene: Yesterday, Lan's grandmother, Mrs. Thu, needed a plumber A man came to her door and said, "I'm a plumber"

- Write the quoted on the blackboard - He said "I'm a plumber"

- Ask Ss to report what the man said and write on the board

- Ask Ss to pay attention on the changes

- Ask Ss to look at exercise on page 130 and it - Let Ss resay the sentences first then ask them to write down

- Call some Ss to go to the board and write sentences - Correct

Kim’s game Rice-cooking Water-fetching Fire-making Bull-fighting Cock-fighting Boat-racing I Vocabulary:

- a bull (picture)

- (to) fight (against) (mime) - (to) export (antonym) # (to) import

- a plumber (picture) - a faucet (picture) - attractively (translation) * Checking:

II Presenting compound words: compound adjectives

Concept check:

Use: to form a compound adjective Form: noun + verb-ing

III Transformation drill Answer key:

a) a fire-making contest b) a bull-fighting festival c)a car-making industry d) a flower-arranging contest e) a rice-exporting country f) a clothes-washing machine IV Presenting reported speech: Model sentences:

- He said he was a plumber (reported/ indirect speech) a Tenses:

Quoted speech - Present Simple

- Will → Would - must

b Pronouns: depending on the subject of the main clause c Adverbs of place and time:

This → that Now → then Here → there Today → that day Tomorrow → the next day Yesterday → the day before Ago → before d Spelling

V Language Focus 4: Answer key:

- b He said he could fix the faucets - c the pipes were broken

- d new pipes were very expensive - e Mrs Thu had to pay him then IV Consolidation: (2 minutes)

- T asks students to state the main form of compound words and the changes in reported speech

a a a (article)

rice- water- fire-(noun)

cooking fetching matching (verb-ing)

(114)

V Homework

- Do exercises 11 in your workbook

- Prepare Getting started, Listen and Read (unit 14)

PERIOD 87

UNIT 14: WONDERS OF THE WORLD

LESSON – GETTING STARTED, LISTEN AND READ A Aim: By the end of the lesson, Ss will be able to seek a language game to complete a summary

1 Setting the scene: Included in the WARM-UP

2 Main activities:Teacher’s and students’ activities

- T elicits from the Ss: Wonders of the world

- Check vocabulary by technique “ROR”

-Set the scene" Nga, Nhi, Hoa are playing a language game called guessing game How does this game work? Rearrange the statements in the right order of the game - Put the statements on the chart

- Ask Ss to read the statements and put them in the right order

- Ask Ss to open their books and read the dialogue - Check if Ss ' answers are right or not

- Have Ss read the dialogue again and complete the summary(2)

- Ask Ss to compare their answers with their partners

- Ask Ss to read the summary again and write the word on the board

- Ask Ss to match the words in column A with the explanations in Column B

Brainstorming: Wonders of the world Suggestions:

- The Pyramids - Great Wall - Ha Long Bay - Hue Citadel - Eiffel Tower… I Vocabulary:

- (to) guess (synonym) = (to) predict

- a clue (explanation) - (to) suggest (translation) - a rule (translation) * Checking:

II Ordering prediction: How to play the guessing game

1 B asks questions to find out who or what it is A think of a famous person or place

3 A give B a clue

4 B wins if he / she can guess the correct answer B loses if he/she cannot guess the correct answer B can only ask Yes/No question

III Ordering checking Answer key:

2 - – – – – IV Gap fill

Answer key game

3 clue Vietnam America

7 right V Matching Answer key: 1.d 2.c VI Guessing game

Topic: Famous tourist sites

A B 1.Suggest(v)

2.Golden(adj) 3.Clue(n) 4.Bored(adj)

a a piece of information that helps you discover the answer to the question b what you often feel when you have nothing to

(115)

- Ask some Ss to give their answers - Ask students to play the guessing game IV Consolidation: (2 minutes)

- T asks students to state the main idea of the conversation V Homework

- Do exercises in your workbook - Prepare Speak + Language focus

PERIOD 88

UNIT 14: WONDERS OF THE WORLD LESSON – SPEAK + LANGUAGE FOCUS 2

A Aim: By the end of the lesson, Ss will be able to make a report on famous places using reported speech and further practice in present perfect tense

Teacher’s and students’ activities - T informs the topic and time limit

- Write 10/15 famous world places within minutes - Deliver posters to Ss

- Tell Ss to put their posters on the board - Give feedback and correct

- Check vocabulary by technique “ROR” - Put the chart with statements on the board

- Ask Ss to read the statements and the names of the famous places in the box on page133 and the matching

- Check if Ss understand the statements Call some pairs to give their answers Give feedback

- Ask Ss to write Yes /No questions about 10 places in the box, using the information in the matching

- Call some pairs to ask and answer the questions

Who is the fastest? Suggestions:

- The Pyramids - Great Wall - Ha Long Bay - Hue Citadel - Eiffel Tower… I Vocabulary:

- Great Wall of China (n) (picture) - Great Barrier Reef (n) (picture) * Checking:

II Matching:

1 It was designed and built by the French civil engineer with 300 meters in height

2 It is in South Center Asia, 8.848 meters high above the sea level It was built from246- 209BC and some people say it can be seen from the moon

4 It is the bell striking the hour in the clock tower of the House of Parliament in London

5 It is a skyscraper in Mahatan, New York city

6 It is a famous place in Quang Binh Province organized as a World Heritage Site by Unessco

Answer key: Eiffel Tower Mount Everest Great Wall in China Big Ben

5 Empire State building USA Phong Nha Cave

III Question and answer drill Suggestions:

1 Is Eiffel Tower in Paris?

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- Set the scene:

T: Is Hue Citadel in the Central Vietnam? S: Yes, it is

T: I asked Lan if Hue Citadel was in Vietnam She said (that) it was

- Set the scene: Yesterday, Nga and Nhi talked about My Son, one of the world culture Heritage of Vietnam. Beside answering some questions, Nga gave her some additional information about My Son Report what Nhi asked Nga, using reported speech.

- Call some Ss to resay the use of the Indirect Yes /No question

- Show the questions on the board

- Model the first question and ask Ss to listen

- Call on one student to read the question, another student read the reported speech Go on asking Ss to the rest questions

- Call on some Ss to go to the board and write their reported sentences

3 Are PETRONAS Tower in England? - No, it isn't Is the Great Barrier Reef in Australia? - Yes, it is IV Grammar drill

Model sentences:

- I asked Lan if Hue Citadel was in the Central Vietnam and she said it was

→Reported speech of Yes/No Question

Form: Main clause + if/ whether + Indirect (Yes/No) Question. Notes:

- to say→ to ask/ want to know

- If the verb in the main clause is in the past tense, the sentence in the indirect question must be changed:

Direct question Present Simple Past Simple Present Perfect V Language Focus 2 Model sentence:

- Do you know My Son, Nga?

→ Nhi asked Nga if /whether she knew My Son Answer key:

b Nhi asked Nga if /whether it was far from Hanoi

c Nhi asked Nga if /whether My Son was in Quang Nam province d Nhi asked Nga if /whether many people lived at My Son e Nhi asked Nga if /whether many tourists visited My Son every year

f Nhi asked Nga if /whether she wanted to visit My son one day

- T asks students to state the main forms of interrogative reported speech

V Homework

- Do exercises in your workbook - Prepare Listen + Language focus

PERIOD 89

Date: April 2nd, 2011

UNIT 14: WONDERS OF THE WORLD LESSON – LISTEN + LANGUAGE FOCUS 3

A Aim: By the end of the lesson, Ss will be able to listen to an advert to identify mistakes and use “Question word + to-inf”

Teacher’s and students’ activities - Ask Ss to work in teams and play the game - Ask Ss the meaning of the word AUSTRALIA - Present new words and then guide Ss to read them in chorus

SHARKS’ ATTACK Australia I Vocabulary:

(117)

- Check vocabulary by technique “What and where”

- Set the scene: You are going to listen to an advertisement on the tape There are four mistakes in the advertisement in your book What are they?

- Have Ss read the advertisement for a few minutes - Ask Ss some questions about the geography names in the paragraph

- Play the tape 2- times Get some Ss to give their answers

- Play the tape the last time, give feedback and correct

- Model the first sentence and ask Ss to listen - Ask Ss to say the next sentence

- Have Ss practice the rest sentences with the same steps - Ask Ss to go to the board and write complete sentences

- Call some pairs to ask and answer the questions

= a tour that is planned in advance by a tourist travel agency - crystal-clear = completely clear and bright: suốt pha lê - coral (n) (realia/translation): san hô

- (to) snorkel (picture): bơi lặn có sử dụng bình dưỡng khí - southern (a) (explanation)

= (to) belong to the south * Checking:

II Listening prediction Students’ prediction

III Listening and checking: Answer key:

Look no further than beautiful the beach at the Coconut Palm

rainforest, swim in the crystal-clear water of the Coral Sea and snorkel amongst the coral of the Great Barrier Reef Marine Park - a world Heritage Site

Call (007)6924 3927 IV Word cue drill Oral drill

tell /how /go there

→ Nga told Nhi how to go there

(Form: S + V + Question word + to infinitive)

V Language Focus 3 Answer key:

b Nga showed Nhi where to get tickets c Nga pointed out where to buy souvenirs

d Nga advised Nhi how to go from My Son to Hoi An e Nga told Nhi what to there during the visit IV Consolidation: (2 minutes)

- T asks students to state the main forms of Wh-to V Homework

- Do exercises in your workbook - Prepare Read

PERIOD 90

Date: April 2nd, 2011

UNIT 14: WONDERS OF THE WORLD LESSON – READ

A Aim: By the end of the lesson, Ss will be able to get some knowledge about wonders of the world

(118)

- Ask Ss to work in teams and play the game: go to the board and write seven wonders of the ancient world

- Check vocabulary by technique “Slap the board”

- Put the chart on the board

- Set the scene: You are going to read a passage about seven wonders of the ancient world Read the statements and guess if they are true or false.”

- Have Ss read the statements for a few minutes - Ask Ss to decide if the statements are true or false - Write Ss' guess on the board

- Ask Ss to read the text on page 134 to check their prediction

- Call some Ss to correct the false statements

- Ask Ss to go to the board and write complete sentences

- Ask Ss to choose the best answer to complete the sentences

- Put the answer chart on the board - Ask Ss to choose A, B, C, or D

- Ask Ss to read the text again and fill in the grid with the information taken from the text

- Call some Ss to give their answers

1 Great Pyramid of Giza

2 Hanging Gardens of Babylon

3 Temple of Artemis at Ephesus

4 Statue of Zeus at Olympia

5 Mausoleum of Halicarnassus

6 Colossus of Rhodes

7 Lighthouse of Alexandria

I Vocabulary:

- (to) compile (translation): biên soạn, tập hợp

- (to) claim (translation/ explanation: to say sth is true): tuyên bố - (to) honor (= to show respect): kính trọng

- religion (n) (translation): tôn giáo - (to) gather (picture)

- attraction (n) (translation) Checking technique:

II True- false statement prediction

1 An Egyptian man compiled a list of what he thought were the Seven Wonders of the World

2 The only surviving is the Pyramid of Cheops in Egypt

3 Today, we can still see the Hanging Garden of Babylon in present-day Iraq

4 Angkor Wat was originally built to honor a Hindu God

5 The Great Wall of China first wasn't in the list of the wonders of the world

6 In the 15th century, the Khmer King chose Angkor Wat as the new capital

III True-False checking: Answer key:

1 F - A Greek man named Antipater did it T

3 F - The only surviving wonder is the Pyramid of Cheeps in Egypt

4 T T

6 F- In the early 15th century, the Khmer King chose Phnom Penh as a new capital

IV Multiple choice Answer key:

a) The only surviving wonder on Antipater's list is the Pyramid of Cheeps

b) Angkor Wat was originally built for Hindu

c) Angkor Wat was a part of a royal Khmer city a long time ago d) In the 1400s, the Khmer King chose Phnom Penh as the new capital

V Grids: IV Consolidation: (2 minutes)

- T asks students to state the main ideas of the passage V Homework

- Collect the pictures of the wonders of the world - Prepare Write

PERIOD 91

Date: April 7th, 2011

UNIT 14: WONDERS OF THE WORLD LESSON – WRITE

A Aim: By the end of the lesson, Ss will be able to write a letter to a friend about a place they have visited

C Teaching aids: Teacher: textbook, poster, pictures

Wonders of the world Country Hanging garden of Babylon

2 _ _ _ _ _

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- Ask Ss to think of one of the wonders of the world and write it on a piece of paper

- Call on a student to the front of the class with his/her paper

- Have the rest of the class ask him/her yes - no questions to guess the wonder

- The student having the right guess will take the place of the last student

- Check vocabulary by technique “Rub out and remember”

- Get Ss to copy

- Ask Ss to read the letter Tim sent to Hoa about his trip to the Grand Canyon on page 135

- Tell Ss to insert the letter of the missing sentences (A, B, C, or D) to complete the letter

- Call some Ss to read their completed letter in front of the class Give feedback and correct

- Set the scene: Imagine you have visited a place recently Write a letter to a friend of yours and tell him/her about this place

- Draw the outline on the board and elicit the details - Have Ss talk something they have done first by asking questions for them to answer

- Ask Ss to write the letter in their notebooks - Monitor and assist

- Call some Ss to read their letter in front of the class - Give the feedback and correct

- Ask Ss to use outline on the board and the information in their letters to make an interview

- Model: call on a student to stand up and answer the questions

- Ask Ss to play in turn the role of an interviewer and an interviewee

- Call on some pairs to demonstrate their interview

Guessing game: Wonders of the world

I Vocabulary:

- a ranger: nhân viên bảo vệ rừng (explanation: person who takes care of the park)

- edge: rìa, mép - a canyon: hẽm núi - breathtaking(adj)

- Stone Age: thời kỳ đồ đá (translation)

- temperate (adj): có nhiệt độ ơn hoà (translation) - inhabitant (n) (explanation)

= the residents Checking technique: II Insertion Answer key:

III Writing

+ Place (Phong Nha Cave / Cuc Phuong National Park ) + Distance (100 km/ 12 hour by train/ )

+ How to get there (by bus / plain/ ) + Sights (beautiful / breathtaking/ ) + Weather (temperature /sunny/ cool/ ) + How you feel (happy/ relaxed/ )

V Interview

 Where have you just visited?  How far is it?

 How did you get there?  What is it like? / Is it beautiful?  How about the weather?  How did you feel?

- T asks students to state the main ideas of a letter V Homework

- Write the completed letter in your notebook - Prepare Language Focus 1,4

PERIOD 92

(120)

UNIT 14: WONDERS OF THE WORLD LESSON – LANGUAGE FOCUS 1,4

A Aim: By the end of the lesson, Ss will be able to write passive voice in past simple tense and use To-infinitive or bare-infinitive B Methods: Communicative approach

Teacher’s and students’ activities - Ask Ss to say out the vocabulary in last two lessons - Have students choose any words on the board and write them down on a piece of paper

- Call out the words until someone has ticked all the four words and shouts “bingo” He/she wins the game - Present new words and then guide Ss to read them in chorus

- Check vocabulary by technique “Rub out and remember”

- Get Ss to copy

- Ask to resay the form of the passive in the past simple tense

- Have Ss to look at the exercise and choose the right verbs in the box for the gaps in the sentences

- Ask Ss to complete the right passive form of verb - Call some Ss to give their answers

- Give feedback and correct - Elicit the target language from Ss -Get Ss to copy

-Ask Ss to open their books and complete the passage on page 137 with right form of the verbs

- call some Ss to give their answers

-Correct and have a student read the whole paragraph aloud

- Stick the chart on board and ask Ss to work in pairs to complete the chart

BINGO

Temperate, breathtaking, royal, religious, edge pyramid, god, jungle, compile

I Vocabulary: - a summit (picture)

- expedition (explanation) = a trip to explore somewhere - a shelter (picture)

Checking technique: II.Revision:

Ex: The dishes were broken by the cat III Language focus 1:

Answer key: a) was completed d) was presented b) was constructed e)was reached c) was designed

IV To-infinitive and Bare-infinitive: I want to go out for a walk

2 He enjoys swimming very much Verb-ing

3 He can speak many language Model verb+ bare infinitive Concept check:

Want/ask/ tell/ decide/ start/ + to infinitive

 Most of the verb in English are followed by to infinitive

Enjoy/stop/begin/ like/ love finish/ + V- ing

Modal: can, could, will, would, shall, should, may, might, must, ought to

-Get Ss to copy V Language Focus 4: Answer key:

1 to jog go to gather to rain to reach to continue become

VI Put the verbs in the correct form:

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2 We were hungry, so I suggested (have) - dinner early When I'm tired, I enjoy (watch) - TV

4 Would you like (come) - to dinner on Friday? It started (rain) - when they get home

6 Would you mind (close) - the door? Answer key:

1 to take having watching to come to rain closing IV Consolidation: (2 minutes)

- T asks students to state some verbs + to-infinitive and verbs + bare-infinitive

V Homework

- Write sentences of your own, using three forms above - Get ready for 45’ test

PERIOD 93

Name: TEST Mark:

Class: 8/ Subject: English

I

Choose one word whose underlined part is pronounced differently (1)

1 A cloudy B windy

C dry D rainy

2 A prison B sight C

arrive D island

3 A mount B cloud C

house D tour

4 A lava B carol C

valley D gallery

II Choose the most suitable answers to the sentences by circling A, B, C or D (3.5)

5 A man told me how _ to the nearest bus-shop

A going B gone C is

going D to go

6 The teacher a class at o’clock yesterday evening

A is having B are having C was

having D was have

7 The family sleeping when the mailman came

A has slept B is C was

D have slept

8 There are no more fruits All fruits by the children

A will eat B have eaten C

were eaten D is eaten

9 For transport, there are flights to Ho Chi Minh city, except Monday

A weekly B monthly C

daily D hourly

10 The festival is very interesting

A rice-cook B rice cook C

rice-cooking D rice cooking

11 Lan her raincoat home

A always forget B is always forgetting C always forgot D is always forgotten

12 Dalat is as the city of Eternal Spring

A known B know C knew D knowing

13 Sydney is famous for its

A Big Ben Clock B Opera house C Statue of

Liberty D Stonehenge

14 This book to the library yesterday

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returned D returned

15 I asked (A) him (B) weather (C) he knew (D) Hanoi

16 We are (A) watching TV at (B) home at (C) o’clock last Sunday (D)

17 The window was (A) break (B) by (C) the boy last night(D) 18 Tom said that (A) he is (B) going to buy (C) a new car (D) III Read the passage and choose the best answer (2.5)

Christmas is an important (19) _ in many countries around the world One Christmas Eve in the early 1500s, some people decorated a tree and put it in the market place in the Latvian city of Riga This (20) spread throughout Europe, and finally to America (21) _ the 1800s In the mid 19th century, and English man

wanted to send Christmas greetings to his (22) _, so he had someone (23) _ a card 40 years later, cards were a part of the Christmas tradition

19 A activity B least C

festival D less

20 A further B customer C

custom D costume

21 A at B in C

on D by

22 A lend B trend C

friend D face

23 A find B mind C

like D design

IV Rewrite the following sentences using the passive voice (1.5) 24 She will take that book ………

……… 25 My father often drinks wine for breakfast

……… 26 She has changed her

car

V Change these sentences into reported speech (1.5) 27 He said “I have to all my home work tonight.”

……… ………

28 “Do you know Hanoi?” Linh asked Mary …

……… ………

29 She said to me “I really like you.”

………

PERIOD 94

TEST FEEDBACK ANSWER KEY

I (0.25/each)

1 C A D A

II (0.25/each)

5 D C C C C 10 C 11 B 12 A

13 B 14 A 15 C 16 A 17 B 18 B III (0.5/each)

19 C 20 C 21 B 22 C

23 D IV (0.5/each)

24 That book will be taken by her

25 Wine is often drunk by my father for breakfast 26 Her car has been changed by her

V (0.5/each)

27 He said he had to all his homework that night 28 Linh asked Mary if she knew Hanoi

(123)

PERIOD 95 Date: April 13th, 2011

UNIT 15: COMPUTERS

LESSON – GETTING STARTED, LISTEN AND READ. A Aim: By the end of the lesson, Ss will be able to express their opinions about a problem

Teacher’s and students’ activities - Ask Ss to say out the functions of the computers - Write on the board

- Check vocabulary by technique “Bingo” - Get Ss to copy

- Set the scene: “Nam and his father, Mr Nhat are talking about the problem of the computer they’ve just bought What happens to the computer?”

- Have Ss guess which statements are true and which are false

- Give feedback

- Ask Ss to read the dialogue on page 138 and check their guessing

- Explain the words: “ Fact and Opinion”

+ Fact: a thing that is known to be true, especially when it can be proved

+ Opinion: Your feelings or thoughts about someone of something, rather than a fact - Get Ss to read the statements and check the suitable boxes

- Call on some Ss to give their answers - Give feedback and correct

Brainstorming

Computers can help us: - save time - listen to music - learn interestingly - play games - keeping information - getting information I Vocabulary:

- a printer (picture): máy in

- a manual (realia): sách hướng dẫn - (to) connect (hand gesture): kết nối - under guarantee (situation): bảo hành - (to) unplug (mime)

Checking technique: II True / false prediction:

1 The printer isn’t working

2 Nam has already turned the printer on

3 Nam knows how to connect a printer but he hasn’t connected it correctly

4 The manual helps them to find out the problem of the printer

5 Mr Nhat bought the printer in HCM city and it’s still under guarantee

6 Mr Nhat thinks the company wouldn’t anything with his printer because it’s too far from his place

III True-False checking Answer key:

1 True True

3 False- Nam knows how to connect a printer and he has connected it properly

4 False- Mr Nhat thinks it isn’t very helpful True

6 Mr Nhat thinks the company should something with it IV Reading comprehension:

(124)

- Ask Ss to use reported speech to rewrite the dialogue - Divide the class into groups and assign each group to report about 3- sentences

- Have them write their report on a poster and put it on the board for public check

VI Write it up

- T asks students to state the main points of the dialogue V Homework

- Write the reported speech into your notebooks - Prepare Speak + Listen

PERIOD 96

UNIT 15: COMPUTERS LESSON – SPEAK

A Aim: By the end of the lesson, Ss will be able to use some common useful expressions to express agreement and disagreement B Methods: Communicative approach

- Ask Ss each to think of one of the ways computers are helpful and write it on a piece of paper

- Call on a student to the front of the class

- Get the rest of the class ask him/ her “Do you think that computers are ?”

- Check vocabulary by technique “Slap the board” - Get Ss to copy

- Write the topic on the board: Useful expressions to express agreement and disagreement

- Put the table on the board and elicit Ss’ answers then write them in the table

- Ask Ss to read the dialogue on page 138 and check their guessing

- Put the photocopied pictures/p139 on the right of the board and the words cues on the left (not in order) - Ask Ss to match the words with the pictures - Call on some Ss to go to the board to draw the matching lines

Guessing game: “Do you think that ?”

I Vocabulary:

- time-consuming (a) (explanation) = (waste time)

- challenging (a) (translation) - degree (n) (translation) - amusing (a) (synonym) = funny

- (to) adjust (translation) Checking technique: II Brainstorming:

Useful expressions to express agreement and disagreement I like

I don’t like I think I feel I don’t believe

Degree of agreement I agree, but

Yes, but on the other hand

III Matching

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- Get a student to demonstrate the model (a)

- Ask Ss to use the adjectives in the box /p140 to express their opinions after going through the meaning of some new words

- Ask Ss to use the pictures on the board to practice speaking with their partners

- Call on some pairs to demonstrate for the class - Give feedback and correct

- Ask Students to write full dialogues in their notebooks

IV Picture drill (Oral drill) T: I think driving a car is easy

P: I disagree I think it’s difficult to drive a car or so I 1/ entertaining 2/ time - consuming 3/ challenging

Suggestions a Driving a car Learning to drive a car b Comic books Reading comic books c Playing in the rain d Foreign food

Hamburgers, pizza, French fries

VI Write it up

- T asks students to state the main structures of agreement and disagreement

V Homework

- Do exercise 1,2 in workbook - Prepare Read

PERIOD 97

UNIT 15: COMPUTERS LESSON – READ

A Aim: By the end of the lesson, students will know more about how computers work in a university

- Ask Ss to work in teams, each team takes turns to write the benefits of computers on TV

- Check vocabulary by technique “What and where” - Elicit words from ss and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue until the circles are empty

- Get Ss to repeat the rubbed - out circles by pointing at the empty circles

Brainstorming: Advantages of computers Suggested answers:

- watching TV - reading newspapers

- playing games - listening to music

- I Vocabulary:

- Freshman (n) (explanation)

= the first - year student at a college/university - Jack (n) (realia)

- bulletin board = notice board (picture) - skeptical (adj) (explanation)

(126)

- Have Ss fill in the circles on the board with the right words again (5 Ss at a time)- Get Ss to copy

- Introduce the topic of the text

- Ask Ss to guess what they're going to read - Write the Ss' guesses on the board

- Ask Ss to read the text to check if their guesses are correct or not

- Get Ss to read the text again then read the true/false statements and decide if the statements are true or false - Call on some ss to give their answers and correct the false statements

- Have Ss copy all the right statements in their notebooks

- Have Ss read the questions/p 142 and find the information in the text to answer

- Ask Ss to compare their answer with their partners - Call on some Ss to give their answers for the class - Give feed back and correct

- Students read the passage again and summarize it - Call some students to summarize in front of the class - Monitor and correct

- impact (n): (translation) - a campus (explanation)

= the yard and garden of the university - (to) access (translation)

- (to) store (translation) Checking technique: II Open prediction

* Suggested questions:

1 Where in the library we get / find information? How can we store the information?

3 If we want to discuss something, how can we do? III True/False Statements

Answer key:

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

d (Student don't have to go to computer rooms because college campuses now have computer jacks in every part of the university) IV Comprehension questions

Answer Key:

a) It has no library All the information normally found in a library is now stored in the university's computers

b) All the information normally found in a library or messages normally found on a bulletin board

c) A computer and a telephone (line)

d) With a bulletin board on the Internet, a great number of people (over 20 million) can get access to the bulletin and exchange information quickly

e) Student's answers VI Retell the story IV Consolidation: (2 minutes)

- T asks students to state the points of the passage V Homework

- Write the answers of part IV in your notebooks and the exercises & in the workbook

- Prepare Write and Listen

PERIOD 98

UNIT 15: COMPUTERS LESSON – WRITE + LISTEN

A Aim: By the end of the lesson, students will be able to write a set of instructions on how to use the printer to complete a flow chart and listen to the text about procedure of an automatic Soda machine to complete a chart

Teacher’s and students’ activities - Ask Ss to work in teams and play the game - Ask Ss the meaning of the word PRINTER - Expected answers: Máy in

Play game:

(127)

- Check vocabulary by technique “Slap the board” - Get Ss to copy

- Ask Ss to look at exercise 1/p 142 and the matching - Get some Ss to give their answers and correct

- Get Ss to make sure of some phrasal verbs

- Put the words on the board and ask Ss to fill in the gaps with the right words if possible

- Ask some Ss to give their answers and correct

- Ask Ss to look at the pictures/p 143 and read the cues - Have Ss work in pairs to outline the instructions - Call on some Ss to say out the instructions first - Ask Ss to write the instructions in their notebooks - Have some Ss read their writing before the class - Give feedback and correct

- Ask Ss to look at the flow chart and guess the words in the gaps

- Play the tape (2 or times) and ask Ss to listen - Tell Ss to fill the gaps with the information they have heard from the tape

- Have Ss compare the answers with their partners - Give feedback and correct

- Have Ss write a set of instructions on how to get a drink from a machine, using the flow chart

I Vocabulary:

- paper input tray (n) (picture) - power button (n) (picture) - icon (n) (picture)

- output path (n) (picture) - remove (v) = to put (s.th) away - (to) insert (translation)

- a starting point (n) (translation) - a coin (picture)

- (to) press (mime) Checking technique II Matching Answer Key

a - b - c - d - e - f - III Gap fill

1 (to) wait (so / s.th) (to) remove (s.th)

3 (to) turn (a machine) (to) plug (s.th) (to) load (s.th) Answer Key: (to) wait for(so / sth) (to) remove (sth)

3 (to) turn on/off (a machine) (to) plug in(sth)

5 (to) load (sth)

IV Write the instructions: Answer Key:

+ Plug in the printer and turn on the power

+ Remove the old paper and load the new paper in the paper input tray

+ Wait for the power button to flash

+ Have the pages appear on the computer screen

+ Click the printer icon on the screen and wait for a few seconds + The printed paper will come out of the output path in a minute VI Listen and fill in the flow chart

Answer Key:

a Do you have the correct change? b yes

c What you want to drink? d take it

- T asks students to summarize the flow chart V Homework

- Have Ss write a set of instructions on how to get a drink from a machine, using the flow chart

- Prepare Language Focus 1,

PERIOD 99

Date: April 21st, 2011

UNIT 15: COMPUTERS LESSON – LANGUAGE FOCUS 1, 2

A Aim: By the end of the lesson, students will be able to use "yet" and "already" to express the present perfect

(128)

III New lesson:

- Check vocabulary by technique “ROR” - Get Ss to copy

Set the scene: "Ba's mother has just been back from market She wanted him to some housework while she was at the market Ba made notes in his diary and check the work he has done Look at Ba's diary" - Show the chart (Ba's diary) on the board - Ask questions and elicit the answers from Ss - Have Ss repeat and write the sentences on the board

- Ask Ss to look at Ba's diary and complete the dialogue using Yet and Already

- Call on some pairs to demonstrate the dialogue for the class

- Ask Ss to look at the flight information tables and ask questions to show the models

- Ask Ss to talk turn to ask and answer the questions - Call on some Ss to demonstrate the exchanges in front of the class

- Give feedback and correct - Open pairs

- Closed pairs

- Call some students to read aloud their works for the whole class to comment

- Feedback

I Vocabulary:

- (to) depart (translation) Checking technique II.

Presenting the grammatical points: Model sentences:

T: Has Ba done his homework yet? S: Yes, he has already done his homework T: Has Ba tidied the room yet?

S: No, he hasn't tidied the room yet *Concept Check

Present perfect with yet and already

* Use: Yet: used in question and negative statements Already: used in positive statements

* Positions: Yet: at the end of the sentence Already: between auxiliary

the sentences

III Gap-Fill Dialogue Answer key

I have finished it already;

I haven’t cleaned and tidied it yet; I have already turned it off;

I’ve already called and told her to have lunch with us IV Language focus 2: (p 144-145) Question and answer: T: Has the flight to Vientiane departed yet?

S: Yes, it has already departed

T: Has the flight from los Angeles arrived yet? S: No, it hasn't arrived yet

V Make sentences:

- Make sentences with YET and with ALREADY IV Consolidation: (2 minutes)

- T asks students to state the main use of YET and ALREADY V Homework

- Prepare Language Focus 3,

PERIOD 100

Date: April 21st, 2011

UNIT 15: COMPUTERS LESSON – LANGUAGE FOCUS 3, 4

A Aim: By the end of the lesson, students will be able to compare the present perfect and past simple

Teacher’s and students’ activities - Call a student to the board to revise the last lesson

(129)

Set the scene:

* Use Vietnamese to elicit the models

- Ask Ss to look at the table p/146, read the sentences and check (v) the correct column

- Call on some Ss to give their answers - Give feedback and correct

- Put the chart on the board and ask Ss to read the sentences

- Ask Ss to decide which sentence is in the present perfect and which is past simple

- Ask Ss to complete the dialogues/p 146 orally - Call on some pairs to give their answers - Give feedback and correct

- Students all the exercises in the workbook

- Give example.

I Presenting the structure Model sentence

a I've ever been to Dalat (finished)

b My parents have gone to Dalat for days (incomplete) *Concept check

Use: finished actions - indefinite time

- incomplete actions - for, since, recently Form: have / has + past participle.

II Grammar drill Answer key

a - c - e - f (are finished action) b - d - g (are incomplete action) III Presenting present perfect and past simple: Model sentences

a Her family moved to Ha Noi years ago

b My brother has become more independent since he left home Use:

1: Past simple - finished action with definite time

2: Present perfect - an action (not) taking place from the past to the present

IV Grammar Drill.

1 Have seen; did see; saw haven’t had

3 Have been Have heard happened had fell broke

9 Has arrived; has; did arrive; arrived V Exercises in workbook

- Make sentences with YET and with ALREADY IV Consolidation: (2 minutes)

- T asks students to compare PRESENT PERFECT and SIMPLE PAST

V Homework

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