GIAO AN TIENG ANH 8 Hoc ky I

- have students look at the dialogue in the book and listen to the tape and fine out the new words. -play the tape once - explain newwords or new phrases[r]

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Period: Date of planning:

Week: 1 Date of teaching:

RIVISION / CHECKING I Objectives:

- Help students review the old knowledge - Focus on writing skill

II Language content: The exercises III Teaching aids: VI Procedures:

1 Warm - up:

Teacher’s activities Students’ activities Content

- ask students some

questions - answer - What you preparefor the first new school year?

- How you feel when you come back to school?

2 Practice:

- introduce the content of the exercises

- write the exercises on the board

- take note

- copy in the book

Choose the beat answer:

1 What … we eat? - How about some snack?

a are b shall c does

2 What … would you like for lunch? - Pork

a fruit b vegetable c meat …… have some beef and fish for

dinner? – OK

a Let’s b Let c lets I don’t like chicken - …… I

a Either b Neither c so

5 You must drink … Water everyday – Yes, doctor

a A little b much c many What is your favorite ….? – Cycling

a sport b pastime c both a, b are correct

7 Does Nam run quickly? – No He runs very …

a quickly b well c slowly I swim very slowly – so …

a am I b I c I Is this a safe road? – Yes, you can

ride…… On it

a safe b safely c safety 10 Nam ….a lot last week Did he?

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- have students work individually the exercises by choosing the best answer

- have students circle the best answer on the board - check and feed back

- work individually the exercises by choosing the best answer

- circle the best answer on the board

11 I … Anew blouse yesterday a buy b bought c buying 12 She invited…… to come to her

birthday party – Great a I b my c me

13 Are you busy …… Saturday? – I’m not sure – Why?

a at b in c on

14 What you think about our TV programs? – Well, there are not many good programs …… teenagers a for b of c in

15 Do you think life here is more … now? – Certainly it is

a comforting b comfortable c comforts

Answer keys:

1b, 2c, 3a, 4b, 5b, 6c, 7c, 8c, 9b, 10c, 11b, 12c, 13c, 14a, 15b

3 Consolidation: - have students ask and answer the questions in the exercises in pairs

- ask and answer the questions in the exercises in pairs

4 Home work:

- Practice the exercises at home

- Prepare Unit 1: “Getting started, Listen and read”

eriod: 2 Date of planning:

UNIT 1: MY FRIENDS

Lesson 1: Getting stared, Listen and read I Objectives:

- Competencies: Introduce the topic of the lesson - review the favorite activities of students

- Practice describing about friends - Develop listening and speaking skills II Language content:

Vocabulary: seem (v)

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- What + N!

- To be (not) Adj + enough + to III Teaching aids:

Pictures, cassette player VI Procedures:

1 Warm -up

Teacher’s activities Students’ activities Content - organize students to ask and

answer about summer holidays in pairs

- have students look at the picture part Getting stared and introduce

Being with friends is one of the most popular leisure activities we have pictures describing the various activities done by different groups of friends Now you work in groups of three or four Each group describe a pictures

- work in pairs

- look at the picture part Getting stared and introduce

- work in groups

- What did you during the summer vacation?

- What you remember most? - Did you have any new friends? - How many people are there in each picture?

- Were are they? - What are they doing? - Are they all the boys?

- What time of the day you think it is?

- Do you like to it?

Picture a: They are playing soccer They are in the field They are all the boys.

Picture b: There are three people. They are reading books They are in the library They are all the girl I think it is Sunday

Picture c: There are two people. They are playing chess They are at home

Picture d: There are four people. They are playing volleyball They are in the yard.

2 Presentation: - elicit some questions

- shows pictures (Hoa, Lan, photo of Hoa and Nien) and introduces the dialogue: “Lan and Hoa are talking about Hoa’s photograph” - play the tape

- introduce newword and structure

- answer

- listen

- liaten to the tape - copy in the book

- Do you remember Hoa? - Where does she come from? - Who does she live with now? - Which grade is she in?

(As you know Hoa comes from Hue She is talikng to Lan about one of her friends in Hue)

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- What + / does + S + look like? - What + N!

- To be (not) Adj + enough + to EX:

 What does she look like?  What a lovely house!

 She is not good enough to this math exercises

3 Practice: - play the tape again

- have students practice the dialogue in pairs

- call some typical pairs to practice in front of class -have students answer the questions

- call students to read the answer loudly

- listen to the tape

- practice the dialogue in pairs

- practice the dialogue in front of class

- answer the questions

- read the answer loudly Answer:

a Nien lives in Hue b No, she doesn’t

c She wasn’t old enough to be in my class

d Nien is going to visit Hoa at Christmas

4 Consolidation: - remind the content of the dialogue, structure with look like and enough

- take note 5 Home work:

- Practice the dialogue

- Make sentences foe each structure - Prepare “Speak”

Period: 3 Date of planning:

UNIT1: MY FRIENDS Lesson 2: Speak I Objectives:

- Help students know the way to describe the build of someone by getting aquatinted with adjectives such as: tall, short, straight, curly …

- Focus on speaking skill II Language content:

Vocabulary: blond (a), curly (a), fair (a), bald (a), slim (a), straight (a) Grammar: - What + / does + S + look like?

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Pictures VI Procedures:

1 Warm -up

teacher’s activities students’ activities Content

- have one pair role play the dialogue

- have students make two sentences base on the structure to describe people

- role play the dialogue - make two sentences base on the structure to describe people

- What + / does + S + look like?

Ex:

- What does Lan look like? - What Ba and Nga look like? Pre - speaking:

- organize the game networks about build and hair

- elicit

In daily life, we always have to communicate with other people thus, it is important to know the adjectives and structures describing a person’s appearances in this we will deal this matter

- have students look at the pictures part page 11

- explain adjectives to describe build

- enlarge some adjectives to describe build

- have students practice the dialogue part1 page 11

- explain and review the structure to ask and describe the build

- play game

- listen to the teacher

- look at the pictures part page 11

- copy in the book - repeat adjectives - practice the dialogue part1 page 11

- take note

tall short fat slim thin long short straight curly bald black blond brown

Vocabulary: blond (a), curly (a), fair (a), bald (a), slim (a), straight (a) Eye: blue, green, brown, sharp Forehead: high, low

Face: round, long, oval Structures:

- What + / does + S + look like? - S + be + adj / S + has / have Ex:

- What does she look like? - She is think and short - She has long and blond hair While - speaking:

- have students look at the pictures a,b,c,d,e,f and make similar dialogue by using the adjectives and dialogue you have practiced to describe the people in the pictures: Van, Mr Lai, Miss Lien, An, Mr Khoi, and Mary

- give the model dialogue

- work in pairs

- make reference

buil d

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- call some pairs to practice the dialogue in front of class - give feed back

- practice the dialogue in

front of class A: What does van look like?B: He is tall and think He has short black hair

4 Post - speaking: - remind the structures to ask and answer about the build of some one

- listen and remember 5 Homework:

- Describe a person that you love (father, mother, brother, sister…) - Prepare Listen

- Prepare “Speak”

UNIT 1: MY FRIENDS Lesson 3: Listen I Objectives:

- Review structures when someone is introduced with others and the way to response - focus on listening skill

II Language content: Structures:

- Nice to / pleased to / good to / glad to / meet (see) you - How you do?

- It’s pleasure to meet you - I’d like to meet …

III Teaching aids:

Cassette player, extra board, paper A4 VI Procedures:

1 Warm -up

- organize students to ask and answer

- give students a paper consisting of questions prepared

- answer the question in pairs

- How tall are you?

- How would you describe your build?

- What color are you eyes? - What kind of hair you have? - What color is it?

- Do you think you have any special features?

- Can you think of a famous woman you describe as beautiful, and a man you describe as husband? Pre - listening:

- elicit - listen and answer - What you say if you want to meet someone?

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- explain structures to introduce and response

- have students read the dialogues and guess phrases That they need to fill the conversations

- listen and copy in the book

- read the dialogues and guess phrases That they need to fill the conversations

- What will you say when you are introduced to someone?

(How you do, nice to meet (see) you)

- What will you say when you introduce someone?

(This is … ) Structures:

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

- How you do?

- It’s pleasure to meet you - I’d like to meet …

3 While - listening: - introduce

We are going to listen dialogues different situation Each dialogue has some missing information you listen to the tape and complete the dialogue

- play the tape three times

- have students compare the answers with a friend

- give the correct answer and listen the tape again

- compare the answers with a friend

- listen and check the answer

a (1) I’d like you to meet (2).Nice to meet you b (3) I’d like you to meet

(4) It’s a pleasure to meet you. c (5) Come and meet

d (6) How you do? Tape transcript:

a Hoa: hello, Nam Nam: Morning, Hoa

Hoa: Nam, I’d like you to meet my cousin, Thu

Nam: Nice to meet you, Thu Thu: Nice to meet you, Nam

b Khai: Miss Lien, I’d like you to meet my mother

Miss Lien: It’s a pleasure to meet you, Mrs Vi

Mrs Vi: The pleasure is all mine, Miss Lien. Miss Lien: Oh, there is the principal Please excuse me, Mrs Vi, but I must talk to him Mrs Vi: Certainly

c Ba: Bao, come and meet my grandmother. Bao: Hello, ma’am.

Grandmother: Hello, young man. Ba: Bao is my classmate, grandmother. Grandmother: What was that?

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d Mr Lam: Isn’t that Lan’s father, my dear? Mrs Linh: I’m not sure Go and ask him. Mr Lam: Excuse me Are you Mr Thanh? Mr Thanh: Yes, I am

Mr Lam: I’m, Nga’s father. Mr Thanh: How you do? Post - listening:

- have students build a new dialogue base on the dialogue fusty finished - give feed back

- build a new dialogue

5 Home work:

- learn the dialogue by heart - prepare Read

Period: Date of planning:

UNIT 1: MY FRIENDS Lesson 4: Read I Objectives:

Help students know the way to describe character of someone through characteristic adjectives

II Language content:

Vocabulary: character (n), social (a), generous (a), hard – working (a), reserved (a), out going (a), sense of humor (n) = humorous (a), kind (a)

III Teaching aids: Picture VI Procedures:

1 Warm -up

- organize students to play game find someone whom character of members in class

- have students make ‘Yes /No questions ( Who usually helps other people)

- have students if they answer (Yes) write name in “name column” and who can write in “name column” fully first in winner

- make ‘Yes / No questions

FIND SOMEONE WHO NAME

Usually helps other people

Doesn’t speak a lot in public

Always goes to the library

Sometimes tells funny stories

Smiles a lot Pre - reading:

- elicit

This game tells you the characters of people in the

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class Which adjectives do you use to describe the one who always helps other people? (Kind/ helpful) or the one who always tells jobs? (humorous)

- provide some new words

- introduce: You are going to read the text about Ba’s friends Each one has his own characters you can scan the reading and tall me how many people the text describe.

- copy in the book New words:

- character (n): cá tính - social (a): xã hội

- generous (a):rộng lượng - hard – working (a): - reserved (a): dành riêng - out going (a):

- sense of humor (n) = humorous (a): khôi hài

- kind (a): While - reading:

- have students read the new words

- call two students to read the new words

- read the text three times - call students read the text in front of class

- have students read the text and answer the questions in part

- call some students to read the answers loudly

- give correct answer

- continue to introduce: We understand little about characters of persons in the text to know more imformation about these persons you read the text again and exercises part 2

- read the new words after teacher

- read the new words - listen to the teacher

- read the text in front of class

- read the text and answer the questions in part

- read the answers loudly

- exercise part

Part 1:

a. Ba talks about three of his friends

b. Bao’s volunteer work does not affect his school work.

c. Khai and Song don’t talk much in public.

d. Bao’s friends sometimes get tired of his jokes.

Part 2:

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answer the questions

- have students compare the answers

- call some students to compare the answers

- give feed back

- compare the answers - compare the answers - copy in the book

lot of friends

b Bao is the most social c Khai likes reading

d A bad thing about Ba’s jokes is that sometimes his jokes annoylàm trái yù his friends

e He spends his free time doing volunteer work at a local orphanage

4 Post – reading: - call some students to read the text

- have students work in the groups discuss the question f

- read the text - work in groups

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

5 Home work:

UNIT 1: MY FRIENDS Lesson 5: Write I Objectives:

By the end of the lesson, students will be able to write a paragraph about their close friends

II Language content: III Teaching aids:

Text book, pictures page 17 VI Procedures:

1 Warm -up

- ask students to look at the pictures on page 17 quickly Then let them keep their books close

- divide class into four groups - give students two questions the group which answers correctly the fastest wins the game

- look at the pictures on page 17 quickly

- work in groups How many people are there in the picture? ( Four)

2 What is each person wearing?

 The woman is wearing a red shirt and green skirt  The man who is standing

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yellow shirt

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

 The boy is wearing blue shorts and a white shirt Pre - writing:

- ask students to read the information about Tam then answer some questions

- read the information about Tam then answer some questions

Questions:

a. What is his mane? (Le Van Tam) b. How old is he?

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c. What does he look like? (He is tall and thin He has short black hair) d. What is he like?

(He is social, humorous and helpful)

e. Where does he live? (He lives at 26 Tran Phu Street, Hanoi)

f. Whom does he live with? (He lives with her mother, father and an elder brother)

g. Who is he friend? (Ba and Bao) While - writing:

- let students write a

paragraph about Tam, using the information they have just got

- ask students to compare with the paragraph in their book on page 15

- ask students to write some information about one of their friends, and then write a paragraph about him or her - get students to share with their partners and correct if possible

- work individually

- compare with the paragraph in their book on page 15 - work individually

- pairs work

Sample:

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his parents and his younger sister, Mai He / she is tall and slender He / she has short black hair He / she rather shy but friendly and helpful He / she has a lot of friend but his / her close friends are … And … Post - writing:

- ask students to write a similar paragraph about himself / herself

- move around the class and help students, then ask some students to speak in front of the class about himself / herself

- work individually

- speak in front of the class about himself / herself

5 Home work:

- Ask students to write anther paragraph about one of their family members - prepare Language focus

UNIT 1: MY FRIEND Lesson 6: Language focus

I Objectives:

By the end of the lesson, students will be able to use simple present tense to talk about general truths and writ some sentences using the structure “(not) + adjectives enough + to-infinitive”

II Teaching aids: Extra board, pictures

III Procedures: Warm -up

- have students work in pairs, remind the form and use of the simple present tense and simple past tense

- remind Simple present tense: To be: is / are / am (+) S (số ít) + is S (số nhiều) + are S + am

(-) S + is / are / am + not (?) Is / Am / Are + S?

Ordinary verb:

(+) S (số ít) + V(s/es) S (số nhiều) + Vo (-) S + / does + not + Vo (?) Do / Does + S + Vo? Yes + S + / does No + / does +not

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in present

Simple past tense: To be: was / were (+) S (số ít) + was S (số nhiều) + were (-) S + was + not S + were + not (?) Was / Were + S + …?

Ordinary verb:

(+) S + V2 / V-ed

(-) S + didn’t + Vo (?) Did + S + Vo?

Yes, + S+ did / No, + S+ didn’t

Use: It expresses an action that happens

in the past.

2 Practice:

- elicit

We have two passages and some verbs that are not in the right form You read the passages and put the verbs in the present simple and past simple tense

- call some students to read the completed passages

work in pairs - read the completed passages

Activity 1:

a lives, sent, 3was, is,

b are, 2.came, 3.showed, introduced

-explain

Apart from expressing the repeated / habitual actions which happen daily, the present simple tense can also be used to describe actions which are always known as truth You will understand more when you finish exercise Complete the dialogue Use the correct form of the verbs in the box You can use some verbs more than once

- have students read the completed the dialogue

- explain more about the simple present tense

- read the completed the dialogue

- take note

Activity 2:

1 sets goes moves is is is

the verbs in exercise are all used in the simple present tense and it expresses the truth

ex: Water boils at 100 degrees Celsius - Students don’t go to school on Sunday - have students look at the pcturepart3

page 17

- ask students to answer the questions in pictures

Give some words:

- heavy set : nịch - hold one’s head : ôm đầu - shoulder bag: túi khoác vai - short

- look at the picture

- work pairs - copy in the book

Activity 3:

a There are people in the picture b There is a tall, heavy set man;

there is a tall, thin woman with short hair, there is a boy sitting on the aground, holding his head, and there is a short man standing across the street

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boy sitting on the ground and holding his head is wearing blue shorts and a white shirt, and the man across the street is wearing blue trousers and a pink shirt - review the structure

- have student exercise

- take note

- pairs work

Activity 4:

(not) + adj + enough + to-infinitive

Đủ/ không đủ … để làm Ex:

- Can you hang this picture over there? - No, I am not tall enough to hang hthe picture over there

b Hoa: Is ba going to drive his father car?

Lan: Don’t be silly Ba is not old enough to drive a car. c Hoa: Do you need any help?

Lan: No, thanks I am strong enough to lift this box.

d Hoa: Why don’t you join pour English Speaking Club?

Lan: I don’t think my English is good enough to be a member 3 Home work:

Prepare Unit 2: getting started, listen and read

UNIT 2: MAKING ARRANGMENTS Lesson 1: getting started, listen and read I Objectives:

By the end of the lesson, students will be able to use the telephone to make and confirm arrangements

Vocabulary: mobile (n), downstairs (n) Structure: - Can I speak to …?

- Would you like …? - Let’s …

1 Warm -up

teacher’s activities students’ activities Content

- ask students to match each object (pictures on page 18 with its name

- match each object (pictures

on page 18 with its name a An answering machine.b A mobile phone c A fax machine

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e A public telephone f An address book Presentation:

- introduce

As we know, telephone has become more and more popular in our social communication Thus, it is necessary foe English learners to have good skill of using and understanding the language use in the telephone In grade 7, we learned how to read telephone number and some other related structures In this period, we will further study this topic.

- play the tape

- review the ways to read telephone numbers, the structure to talk with some one on the phone and the structure about invitation or suggestion

- explain some more structures in the dialogue

- take note

The way to read telephone numbers:

Ex: 847 329: three, eight four seven, three two nine Structure:

- Can I speak to …? - Would you like …? - Let’s …

- She is downstairs >< upstairs

- It’s a bit far from my house (nó cách nhà xa) Practice:

- play the tape

- have students role play - play the again and have students exercise in the book page 19

- have students exchange and compare the answers with classmates

- have students read the answers in front of class and others give comments

- give correct answers

- listen to the tape - role play

- exercise in the book page 19

- exchange and compare the answers with classmates - read the answers in front of class and others give comments

- copy in the answer in the

book Answers:a Nga make the call b Nga introduced herself c Nga invited Hoa to the

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- have students ask and answer the questions and answers in pairs

- work in pairs

d Nga arranged a meeting place

e Nga agree the time

4 Consolidation: - remind the way to read the telephone numbers, structures to talk with someone on the phone, structure about invitation or suggestion

- take note

5 Home work:

- Make questions for underlined parts:

a Nga and Hoa are going to see the movie Dream City b Ba will take the final exam next month

c My father is talking to his friend on the phone d We are going to have a farewell party this weekend

- Prepare Speak

UNIT 2: MAKING ARRANGEMENTS Lesson 2: Speak

I Objectives:

By the end of lesson, students will be able to talk on the telephone about intentions with GOING TO

Structure: Great, me too, I’m sorry I can’t III Teaching aids:

Extra board, chart VI Procedures:

1 Warm -up

- talk to students about using telephone and ask them questions

- listen to the teacher and answer the question as teacher’s ask

- 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 if you are the caller?

2 Pre - Speaking:

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exercise on page 20 - have students to work in pairs to put the sentences in the correct order to make a complete conversation - call some pairs to read the dialogue that is arranged

- give the correct answer

- ask students questions

- explain “Be going to”

page 20

- work in pairs to put the sentences in the correct order to make a complete

conversation

- read the dialogue that is arranged - take note

- answer

- take note

Answers:

1-b: Hello 9210752

2-f: Hello Can I speak to Eric, please? 3-j: Hello Adam How are you?

4-a: I’m fine I’m going to the pop concert at the city Concert Center tonight Would you like to come?

5-i: Which band is it?

6-c: It’s Kids in Town You like it, don’t you?

7-e: Yes What time can we meet?

8-k: Is 7.15 OK? The concert starts at 7.45 let’s meet inside the center, at the cafe corner

9-g: That’s fine See you at 7.15 Thank you Adam

Questions:

- What they intend to do?

(they intend to go to the pop concert) - What time are they meeting? Where? (They are meeting inside the center at 7.15) Form: S + be + going to + infinitive While - speaking:

- have student look at part page 20

- elicit

Ba calls Bao to invite him playing chess and they are arranging the suitable time you find out Bao’s sentences to complete sentences

- call some pairs to read the complete dialogue in front of class

- give feed back

- look at part page 20

- read the complete dialogue in front of class

- take note

Ba: Hello 8257021

Bao: May I speak to Ba, please This is Bao.

Ba: Hello, Bao How are you? Bao: I’m fine thanks And you? Ba: Great me too

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Bao: What about tomorrow afternoon?

Ba: Tomorrow afternoon is fine Bao: I’ll meet you at Central Chess Club.

Ba: At Central Chess Club? Ok Let meet at the front door

Bao: Is 2.00 o’clock OK? Ba: Great See you tomorrow afternoon at 2.00 o’clock Post - speaking:

- have students work in pairs practice the dialogue in part and part

- work in pairs practice the dialogue in part and part 5 Home work:

Ask students to write five things that they intend to next week

UNIT 2: MAKING ARRENGAMENTS Lesson 4: Read

I Objectives:

By the end of the lesson, students will be able to know more about Alexander Graham Bell

Vocabulary: emigrate (v), deaf-mute (n), experiment (n), transmit (v), invent (v) – invention (n), conduct (experiment)

III Teaching aids: demonstrate Picture, cassette player VI Procedures:

1 Pre - reading:

Teacher’s activities students’ activities Content

- elicit

When we talk about Alexander Graham Bell what words about this man appear in your mind?

- explain some newwords

- answer

- discuss and answer

- cop in the book

Questions:

Who is in the picture?

What you know about him? What did he invent? When? - Alexander Graham Bell - He is an inventor

- He invented The telephone in 1876

New words:

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- have students read the new words twice

- introduce the lesson

We are going to read about of the greeted scientists in the world, the inventor of the telephone. Alexander Graham Bell

- deaf-mute (n): người vừa câm, điếc - experiment (n): thí nghiệm - transmit (v):n truyền tín hiệu - invent (v):

- invention (n):

- conduct (n): hạnh kiểm

- demonstrate (v): chứng minh, giải thích - device (n): phương sách

- countless (a) : vô số - exhibition (n): trưng bày

- commercial (a) : thuộc thương mại

2 While - reading: - have students read the passage one and answer the questions

- ask students why the answer is false or true

- give the correct answers

- continue eliciting

Now you read the passage again and put the event in correct order

- have students work in pairs the exercise

- have some pairs read the answers the others listen, give comments and correct

- read the passage one and answer the questions

- copy in the book

- work in pairs the exercise

- read the answers the others listen give comments and correct

1.

a F he was born in Edinburgh Scotland

b F He worked with deaf-mutes at Boston University

c T

d F Bell and Watson introduced the telephone in 1876

e Bell experimented with way of transmitting speech over a long distance

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- give correct answers - copy in the book Alexander Graham Bell: d was born in Scotland e went to live in Canada

a went to live in the United State g worked with people neither speak nor hear

c worked with Thomas Watson b successfully demonstrated his invention

f invented the telephone Post - reading:

- have students read the passage in front of class - have students work in groups or and make a short presentation about Alexander Graham Bell

- read the passage in front of class

- say something about Alexander Graham Bell (base on events in exercise 2)

4 Home work: Prepare write

UNIT 2: MAKING ARRANGEMENTS Lesson 5: Write

I Objectives:

By the end of the lesson, students will be able to write a telephone message II Language content:

Vocabulary: delivery service (n), stationery order (n), reach (v), taken by (v) III Teaching aids:

Extra board VI Procedures:

1 Warm -up

- talk to students taking a telephone message

- taking a telephone message

- Have you ever taken a telephone message?

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

(Date, time, who sent, to whom, content)

2 Pre - writing: - elicit and have students look at the message

- explain new words in the message box Continue

- listen to the teacher’s eliciting and read the message

- read and complete

New words:

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eliciting

This is the passage which was written based on the above message Now you complete the passage by filling the most suitable work in the blank.

- have students compare the answers with the classmate - give the correct answers

the passage

- compare the answers with the classmate

- furniture service (n): chuyễn giao đồ đạt

- taken by (v): ghi lại

- message (n): nội dung tin nhắn - furniture (n): đồ đạt

- stationery order (n): đơn đặt hàng văn phòng phẩm

- reach (v): gặp qua điện thoại

Answers:

1 phone, 2.May 12, 3.speak, 4.took, 5.name, 6.delivery, 7.Mr Ha, 8.at While - writing:

- elicit

Now you read the completed, and then write the message base on the passage.

- have students compare the answers with the classmates - call students write the message on the board - give correct message

- continue eliciting students - have students work in pairs the dialogue in part

- elicit

Now you help Lisa write a message for Nancy using the information in the dialogue. - have students compare the answers with classmates - call some students to read loudly the answers

- write the message - compare the answers with the classmates

- write the message on the board

- work in pairs the dialogue in part - write message - compare the answers with classmates - read loudly the answers

- copy in the book

- 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 Tam

- Date: students complete - Time: students complete - For: Nancy

- Message: Tom called about playing tennis this afternoon He will come over to pick up at 1.30

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4 Post - writing: - have students work in pairs build a new dialogue

(structure are similar the dialogue in part 3)

- have some students read the dialogue loudly - have students give their dialogue to other and write the message to that dialogue

- work in pairs build a new dialogue

- read the dialogue loudly - give their dialogue to other and write the message to that dialogue

5 Home work:

Complete these sentences with the best word: She is out Can I …… Your message?

2 Her mother said that you can …… her after lunch I’m sorry The line is … Would you like to …? He wants to meet you …… June 24

Prepare Language focus

Lesson 6: LANGUAGE FOCUS I Objectives:

Review the important points of the lesson Further practice adverb of place

II Language content: Be going to Adverb of place III Teaching aids:

Extra board, picture language focus part VI Procedures:

1 Warm -up

- ask students some questions - answer -What will you on the weekend? - Are you going to read book/ go the market / watch TV?

-Where you often those? Practice:

- divide class into groups - review the structure ‘be going to’

- have students translate these two sentences into English

- elicit and explain

- work in groups - take note

- translate these two sentences into English - find out the different between

- Ngày mai đến thăm bạn - Ngày mai chơi bóng đá I will visit you tomorrow.

I am going to visit you tomorrow. I will play soccer tomorrow.

I am going to play soccer tomorrow. Will play soccer:

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- have students practice in groups Use the future tense with ‘Be going to’

- give some pairs to give answers

Have students look at part - elicit

The following is a

questionnaire about things you are going to in the future You complete “you” column with checks () if you are going to and crosses () if you are not. - have students compare the answers with a classmates - have students state what their friends going to and not going to in front of the class

- have students remind adverbs of pace

- have students work in pairs, complete sentences given by filling adverbs of place in the right position - have students give the

these two sentences

- Practice in groups Use the future tense with ‘Be going to’ - give answers - copy in the book

- look at part

- compare the answers with a classmates - state what their friends going to and not going to in front of the class

- remind adverbs of pace

- work in pairs, complete sentences given by filling adverbs of place in the right position - give the answers

future This action is decided at the time we speak and have non preparation. Am going to play soccer:

Express an action that will happen in the future, this action has a preparation very well.

Group 1:

a They are going to go fishing b She’s going to read a new novel c She going to her homework (in

Math)

d He is going to watch an action movie on TV tonight

e She’s going to give him a birthday present

Group 2:

What are you going to on the weekend?

Are you going to … YOU YOUR PARTNER see a movie?

play sport?

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answers

- give the correct answers - copy in the book

Group 3: a upstairs b here c downstairs d outside e there f inside Consolidation:

- remind the structure to talk about intentions with be going to and adverbs of place

- take note

4 Home work:

Copy the answer in Language focus in the work book Prepare Unit 3: Getting started, listen and read

UNIT 3: AT HOME

Lesson 1: Getting started, Listen and read I Objectives:

By the end of the lesson, students will be able to understand the dialogue and use model verbs to talk about the housework

Vocabulary: chore (n), cupboard (n), steamers (n), sink (n), saucepan (n), frying pan Structure: review reflexive pronouns and modals (have to, ought to)

1 Warm - up:

- show pictures (getting stared) to students

- as them to look at pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible - which team remembering more verbs is winner

- look at pictures quickly in 30 seconds and try to

remember the verbs in the pictures as many as possible

Answer:

a Wash dishes / the washing up

b Make the bed c Sweep the floor d Cook

e Tidy up

f Feed the chicken Presentation:

- stick the pictures on the board

- have students ask and

- look at the picture - answer

- What is the girl in the first picture doing?

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answer about pictures

- have students write and talk about the chores in the picture in English

- introduce

We have talked and written about chores you often at home Now you listen to the dialogue between Mrs Vui and Nam talking about chores and practice the dialogue with a friend

- play the tape once

- have students pick out new words

- explain modal verbs and reflexive pronouns

- listen to the tape - pick out new words - copy in the book

up?

- Is she making the bed? - What you have to sweep the floor?

- Do you have to feed the chicken?

New words:

- chore (n): việc vặc - cupboard (n): tủ chén

- steamers (n): nồi hấp, nồi đun

- sink (n): bồn rửa bát - saucepan (n): chảo - frying pan (n): chảo rán Must: ngụ ý bắt buộc người nói

Have to: bắt buộc hoàn cảnh khách quan

Ex: I have to your home work

You must you homework

Should, ought to: nên làm việc

Reflexive pronouns: yourself …

3 Practice: - play the tape twice

- have students work in pairs and make the list of the things that Nam has to - give the correct answer

- listen to tape

- practice the dialogue in pairs

- work in pairs and make the list of the things that Nam has to

- copy in the book

- cook dinner - go to the market Nam has to to buy fish and vegetables

- call his Aunt, Ms Chi and ask her to meet his

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grandma’s house Consolidation:

- have students tell more

chores they often at home - tell more chores they oftendo at home - look after brother / sister- water vegetables - look after the house

- lay / clear the dinning table 5 Home work:

Prepare speak

UNIT 2: AT HOME Lesson 2: Speak I Objectives:

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

Vocabulary: rug (n), cushion (n), rice cooker (n) Grammar: Review the preposition of place III Teaching aids:

Pictures VI Procedures:

1 Pre – reading:

Teacher’s activities Students’ activities Content

- let students play game Networks Talk about objectives in the house - have students name objects in the pictures

- tell about objectives in the house

- name objects in the pictures

knife stove clock

cupboard

refrigerator electric cooker While - speaking:

- have students tell preposition of positions - have students work in pairs, talk about the position of each item

- ask students the positions of the items in the pictures

- tell preposition of positions

- work in pairs, talk about the position of each item - answer the positions of the items in the pictures

on, next to, between, above, under …

Questions:

- Where is the calendar? – On the wall above the stove and the sink

- Where is the clock? – It’s above the fridge

- Where is the fruit? – in the bowl

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- continue to introduce

Mrs Vui bought some furniture for her living room but she hasn’t decided where to put them yet Now you work in groups of three or four and arrange the furniture in the most of all, let’s look at the picture to see what Mrs Vui has bought for her living room.

- explain new words

- have students work in groups, put above furniture suitably,

- give some students to give ideas

- take note

- work in groups, put above furniture suitably, - give ideas

- Where are the flowers? – On the table

- Where is rice cooker? – Next to the bowl of fruit

- Where is cupboard? – On the wall, above the counter - Where are knives? – They

are on the wall, under the cupboard

- Where is dish rack? – On the counter, next to the bowl of fruit

New words:

- rug (n): thảm dầy trải sàn - cushion (n): niệm

- rice cooker (n): nồi cơm điện - coffee table (n): bàn ngồi uống cà phê

Structure: Let’s + V ….

I think we ought to + V…

- I think the coffee table should be put between the couch and the armchair - Let’s put the magazines on

the shelf above the books - I think the shelves ought to

be put at one of the corners, opposite the couch

- The TV and stereo should be put on the shelves

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picture / clock above the cough

3 Post - speaking: - remind the way to describe the position of objects in the family

Remind nouns to indicate objects

- listen and remember - listen and remember 4 Home work:

Describe the objects in your room, living room Prepare: Listen

UNIT 2: AT HOME Lesson 3: Listen I Objectives:

By the end of the lesson, students will be able to identify the right item II Language content:

Items: rice (n), noodles (n), sauce pan (n), frying pan (n), garlic (n), onion (n), green peppers (n), pea (n), ham (n)

1 Warm - up:

- call students to describe one of the rooms in the house - give feed back and mark

- describe one of the rooms

in the house Describe the living room/bed room / bath room / kitchen … Pre - listening:

- stick the picture page 34 on the board

- ask students question

- have students name the pictures

- provide objects in the pictures

- elicit

Now you work in pairs and answer the question: “What

- look at the pictures - answer

- name the pictures - Copy in the book

- work in pairs and answer the question

Can you name the objects in the pictures?

Objects in the pictures: - rice (n): côm

- noodles (n): mì

- sauce pan (n): chảo sốt - frying pan (n): chảo rán - garlic (n): tỏi

- onion (n): haønh

- green peppers (n): ớt xanh - peas (n); đậu

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ingredients you need to cook the special Chinese fried rice?”

- call some students to read ingredients to cook the “Special Chinese fried rice”

- read ingredients to cook the “Special Chinese fried rice” While - listening:

- elicit

We are going to listen to a conversation between Mrs. Tu and Lan about the necessary ingredients to cook the “Special Chinese Fried Rice” You listen and decide which are the necessary ingredients and utensil to cook this food by choosing the correct pictures in the book.

- play the tape twice

- have students compare the result with a classmates - call some students to give the answers

- listen to the teacher‘s elicit

- compare the result with a classmates

- give the answers Answer: a Fried rice b Pan

c Garlic and green peppers d Ham and peas

Tape transcript:

Lan: Can I help you cook dinner, Mom?

Mrs Tu: Sure You can cook the “Special Chinese fried rice” for me Use the big pan, please

Lan: Okay How much oil do put in?

Mrs Tu: Just a little Wait until it’s hot and then fry the garlic and the green peppers Lan: O I put the ham and the peas in now?

Mrs Tu: Yes, And you can put the rice and a teaspoon of salt in

Lan: Yummy! It smells delicious

4 Post - listening: - have student work in pairs

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“Special Chinese fried rice”

- give feed back fried rice” - fry the garlic and the greenpeppers - put the ham and the peas in - put the rice and teaspoon of salt in

5 Home work: Prepare: Read

UNIT 3: AT HOME Lesson 4: Read I Objectives:

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

Vocabulary: safety precaution (n), object (n), chemical (n), drug (n), matches (n), electrical socket (n), scissors (n), bead (n)

III Teaching aids: Extra board VI Procedures:

1 Warm – up: Teacher’s

activities

Students’ activities Content

- have students play game “Brain storming”

- play game “Brain storming”

drug electricity knife fire gas

boiling water Pre - reading:

- elicit

In our life, there are many different objects Some of them may be dangerous to children if we don’t keep them carefully Now you work in groups and make the list of dangerous things and discuss: “What must we to keep children safe?”

- play the tape twice - explain the new words

- work in groups

- listen to the tape - copy in the book

Chemicals / drugs / matches / scissors / knives / electrical socket …

New words:

- safety precaution (n): cảnh báo an toàn

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- have students read new words

- read new words

- object (n):

- chemical (n): hóa chất - drug (n): thuốc

- matches (n) diêm

- electrical socket (n):ổ cắm điện

- scissors (n): kéo

- bead (n): hạt, vật trón nhỏ While - reading:

-play the tape again

- come some students to read safety precautions in the house

- have student work in pairs, write True or False Check (the boxes correct the false sentences

- have students compare the answer with a friend

- call students to write answer on the board correct False sentences

- give feed back

- have students read “safety precautions in the home” again and answer the questions using “Why – because”

- have students compare the answers with their friends - call students to write the answers on the board

- listen to tape

- read safety precautions in the house

- work in pairs, write True or False Check (the boxes correct the false sentences - compare the answer with a friend

- write answer on the board correct False sentences - copy in the book

- read “safety precautions in the home” again and answer the questions using “Why – because”

- compare the answers with their friends

- write the answers on the board

Answer 1:

a False: It’s safe to keep medicine in locked cupboards

b True

c False: A kitchen is a dangerous place to play d False: playing with one

match can cause a fire e True

f True

Answer 2:

b Because the kitchen is a dangerous place

c Because playing with matches can cause a fire d Because the children

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objects can injure and kill Post - reading:

- call students to read the passage in pairs, correct mistakes each other

- call students to translate the passage

- give fees back

- read the passage in pairs, correct mistakes each other - translate the passage 5 Home work:

Prepare write

Week: Date of teaching:

UNIT 3: AT HOME Lesson 5: Write I Objectives:

By the end of the lesson, students will be able to write a description of a room in their house

Vocabulary: dish rack (n), towel rack (n), beneath lighting fixture (n), flour (n)

Grammar: Review adverbs, prepositions of position (on the right, in the middle, beneath …)

Pictures, extra board VI Procedures:

1 Warm – up:

Teacher’s activities Students’ activities

Content - call student to write the

words

- call students to read the main content about safe precaution

- give feed back and mark

- write the words

- read the main content about safe precaution

- safety precaution (n): - object (n): vật

- chemical (n): hóa chất - drug (n): thuốc

- matches (n) diêm

- electrical socket (n):ổ cắm điện - scissors (n): kéo

- bead (n): hạt, vật trón nhỏ Pre - writing:

- stick the picture on the board

- ask students question

- look at the picture - answer the question as teacher’s ask

Questions:

a What is there on the left of the room? – There is a desk

b Where is the bookshelf? – Above the desk

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- have students work in pairs, read the passage describing Hoa’s room

- have students underline the phrases about positions - have students look at the eliciting sentence in part page 44

- explain the new words

- elicit

Based on the sample paragraph about Hoa’s room and pictures you now write a paragraph to describe the kitchen by using the prompts to make complete sentences

- work in pairs, read

the passage

describing Hoa’s room

- underline the phrases about positions

- look at the eliciting sentence in part page 44

- copy in the book

-listen to teacher’s eliciting and prepare to exercises

the window and opposite the desk

Prepositions:

- on the left of - above

- near

- on the right side of New words:

-dish rack (n): giá đựng/giác đĩa - towel rack (n): giá treo khăn - beneath (pre.): phía - lighting fixture (n): đèn chùm - flour (n): bột mì

3 While - writing: - have students write description of a kitchen by themselves

- have students compare their writing

- correct students’ mistakes - give correct answer

- write description of a kitchen by themselves

- compare the writing

Answer:

- This is Hoa’s kitchen

- There is a refrigerator in the right corner of the room

- Next to the refrigerator is the stove and oven

- On the other side of the oven, there is a sink and next to a sink is the towel rack

- The disk rack is on the counter on the right of the window and beneath the shelves

- In the middle of the kitchen there is a table and four chairs

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4 Post - writing: - elicit

Base on the above writing, write a short paragraph describing one of the rooms in your house.

- give feed back

- write a short paragraph describing one of the rooms in the house

Ex:

This is my living room there is a table in the middle of the room and four chairs There is a TV on the right of the room Next to the table is the bookshelf

5 Home work:

Have students write paragraph describing a room in the house Prepare: Language focus

Lesson 6: LANGUAGE FOCUS I Objectives:

- Review some information points of grammar - Focus on writing skill

II Language content: - Reflexive pronouns

- Modals: must, have to, ought to - Why - because

Pictures LF1, LF2, LF4 VI Procedures:

1 Warm - up:

- have one student describe the description of their room - give feed back and mark

- describe the description of the rooms (room of the rooms in the house)

Describe of rooms in the house:

living room, bedroom, bathroom, kitchen …

2 Practice: - divide class into groups

- have students look at provided verbs in the box and say the chores in the pictures in English - help students if necessary - elicit

Now you look at the pictures In the book and the verbs in the box, completing the dialogue by putting “Have to or must” in the correct blank

- have students work in pairs read complete the dialogue

- look at provided verbs in the box and say the chores in the pictures in English

- complete the dialogue by putting “Have to or must” in the correct blank

- work in pairs read

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- call some pairs to read the dialogue loudly, others give comments if it is not exact

- give correct answers key

- notice the different between meanings of must and have to

- read the dialogue loudly, others give comments if it is not exact

1 must / have to tidy have to / must dust must /to sweep must / have to clean have to / must empty must / have to feed - ask students questions

- have students look at the pictures part and give advice to the people on the pictures by using ought to

- give example

- have students compare the result with a friend

- have students write advice on the board

Give eliciting answer key

- answer the questions - look at the pictures and give advice to the people on the pictures by using ought to

- copy in the book

- compare the result with a friend

- write advice on the board

- copy in the book

Part 2:

- When we use ought to? What does it mean?

Ought to is used to give advice.

ex: I failed my English test You ought to student harder b You ought to get up early c You ought to eat more

fruit and vegetables d You ought to go to the

dentist - introduce the form and the

usage of reflexive pronouns

- have students work in pairs and complete the conversation by putting the reflexive pronouns in the right blank

- call some pairs to practice the dialogue

- give the correct answer

- copy in the book

- work in pairs and

complete the

conversation by putting the reflexive pronouns in the right blank

- copy in the book

Parts 3:

Form: myself, yourself, himself, herself, itself, ourselves, themselves

Usege: Reflexive pronouns are used to express an action done by directly the subject, not other people or thing. b (1) ourselves

c (2) myself (3) yourself d (4) himself (5) herself e (6) themselves

f (7) yourselves - have students look at the modal

example and the pictures in part

- have asking and answering with the structure why because base on elicit pictures

- call some pairs to read the answers others give comments - give correct answer

- look at the modal example and the pictures in part

- ask and answer with the structure why because base on elicit pictures - read the answers others give comments

- copy in the book

Part 4: Ex:

Why did Hoa go to school late this morning?

Because she watched TV late last night

b Why did Nam have to cook dinner? – Because his mother was home late c Why was Mrs Thoa

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grandmother she was sick

d Why did Ha fail her English exam? – Because she didn’t learn for her exam She played the computer games

e Why didn’t Nga go to the movies? – Because she had to her chores she had to clean the kitchen and sweep the living room

3 Home work:

REVIEW I Objectives:

Review all lesson from unit to unit II Contents:

Unit 1: Simple present tense:

To be: is / are / am (+) S (số ít) + is S (số nhiều) + are S + am

(-) S + is / are / am + not (?) Is / Am / Are + S? Ordinary verb:

(+) S (số ít) + V(s/es) S (số nhiều) + Vo

(-) S + / does + not + Vo (?) Do / Does + S + Vo? Yes + S + / does No + / does +not

Use: it expresses an action that happens in present Simple past tense:

To be: was / were

(+) S (số ít) + was S (số nhiều) + were (-) S + was + not S + were + not

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Ordinary verb:

(+) S + V2 / V-ed (-) S + didn’t + Vo (?) Did + S + Vo?

Use: It expresses an action that happens in the past. Exercises:

(Teacher has students exercises 1, page 16 in language focus) Unit 2:

Be going to Adverb of place

Teacher has students translate sentences into english - Ngày mai đến thăm bạn

- Ngày mai tơi chơi bóng đá I will visit you tomorrow.

I am going to visit you tomorrow. I will play soccer tomorrow.

I am going to play soccer tomorrow. Will play soccer:

Express an action that happen in the future This action is decided at the time we speak and have non preparation.

Am going to play soccer:

Express an action that will happen in the future, this action has a preparation very well.

Exercises: (teacher has students exercises 1page 25 in language focus and exercises pages 26 in language focus)

 teacher has students read about Alexander Graham bell again and exercise part 1, page 22 in unit

 Teacher writes the telephone message Unit 3:

- Reflexive pronouns

- Modals: must, have to, ought to - Why - because

Exercises:

Teacher has students exercises 1, 2, 6page 20, 21 and 25 in workbook

Period: 22 Date of planning:10/10/08

Week: 7 Date of teaching:15,18/10/08

UNIT 4: OUR PAST

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Vocabulary: great - grandma (n), modern equipment (n), folktale (n), tradition stories (n) III Teaching aids:

Picture, cassette player VI Procedures:

1 Warm - up:

- have students look at the title “Vietnam 100 years ago” can you guess our topic in this lesson

- introduce: Today we will learn about life in Vietnam 100 years ago

- have students work in groups , look at the picture and make a list of the things that not belong to the past in Viet Nam 100 years ago - call some groups to name objects that not belong to that past in Viet Nam 100 years ago

- look at the title “Vietnam 100 years ago” can you guess the topic

- work in groups , look at the picture and make a list of the things that not belong to the past in Viet Nam 100 years ago

- name objects that not belong to that past in Viet Nam 100 years ago

- TV - The radio

- The mobile phone - The lighting fixture - The school uniform - Modern clothing - Computer games - High building Presentation:

- elicit: We have just discussed the things that do not belong to the past in Viet Nam 100 years ago Now we go on with groups discussion of your age had to 100 years ago

- call some groups to state - introduce: We are going to listen a dialogue between Nga and her mother about the

things that Nga’s

grandmother used to when she was young girl.

- play the tape

- explain new words and the strictures

- read the new words

- have students read the new words in front of class

- discussion in groups tell what the children had to 100 years ago

- state

- repeat the new words - read the new words in front of class

- listen to tape

- stay at home and help mom - cook meals, clean the house, wash the clothes New words:

- great - grandma (n): cụ bà - modern equipment (n): thiết bị đại

- folktale /tradition stories (n): truyện dân gian, cổ tích Structures:

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- play the tape twice

- have students work in pairs, practice the dialogue

- work in pairs, practice the

dialogue Had to: quá khứ) phải làm (trong Practice:

- have students work in pairs, ask and answer the questions in part page 39

- have students read the answers loudly

- explain the request in exercise

- help students understand the meanings go fact and opinion

- have students exercise - have students compare the result

- work in pairs, ask and answer the questions in part page 39

- read the answers loudly - copy in the book

- exercise - compare the result - copy in the book

Answers:

a She used to live on a farm b Because she had to stay

home and help her mom c She used to cook the meals,

clean the house and wash the clothes

d Her great – grandmother used to lit the lamp and her great – grandfather used to tell them stories

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

Fact: thật

Opinion: Ý kiến cá nhân Ex:

Fact: I learn English

Opinion: English very difficult Answers:

a Fact b Fact c Fact d Fact e Opinion f Opinion Consolidation:

- remember the use of used to

- remind the nouns/ things not belong in the past

- listen and remember

- tell the things not belong in the past

5 Home work:

- Learn new words and remember structures used to - copy the exercise 2, in the work book

- prepare Speak

(40)

I Objectives:

By the end of the lesson, students will be able to USE TO to talk about the things they used to

Vocabulary: straw (n), fresh grocery stove Structure: Used to

III Teaching aids: Pictures VI Procedures:

1 Warm - p:

- ask students questions - answer - Where did Nga’s grandmother use to live?

-Why didn’t she go to school?

- What did Nga’s great-grandmother use to do?

- What did Nga’s great-grandmother and great-father after dinner? Pre - speaking:

- divide class into groups - have each groups look at a picture in part page 40 and list the things they see - correct ideas

- have students work in pairs, looking at the picture and the words listed, talk about differences between life in the past and now by using used to

- answer

- look at a picture in part page 40 and list the things in the picture

- looking at the picture and the words listed, talk about differences between life in the past and now by using used to

- What sports or games use to play when you were younger?

- Did you use to have a nickname? - Did you cry a lot when you were a small child?

- Did you used to play the game blind man’s bluff when you were a child? Picture 1:

- small house

- people work on paddy field - children play at home - stack of straw

- …

Picture 2:

- big car and buildings - car

- shop - TV

- traffic light

- students go to school - …

3 While - speaking: - have students work in pairs about above topic

- introduce the presentation

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- go around and help

Call some students to present in front of class

- give eliciting answers

- present in front of class

- copy in the book

Good morning everybody today I’m very happy to talk to you about the difference between the life in the past and life in present.

Eliciting answers:

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

- People used to walk to travel Now they can go by car or motorbike - There didn’t used to be electricity in the home Now electricity everywhere

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

- Children used to play traditional games Now they play computer games

People used to raise cattle temselves for meat Now they buy it in the supermarket

4 Post - speaking: - elicit

Base o the usage of used to, you work in pairs talking about things you used to do and compare to those at the present.

- have student exercises about minutes

- take note

- talk about things used to last year - copy in the book

Ex:

Last year I used to get up late Now I get up early and morning exercises

Eliciting answers:

- Last year, I used to study in class 72, now I study in class 82

- Last year, I used to study badly, now I study harder

- Last year, I used to go to school by bike, now I go to school by motorbike 5 Home work:

- Write a short paragraph to talk about the habits in the past - Prepare Listen

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I Objectives:

By the end of the lesson, students will be able to understand the main idea of story by listening

Vocabulary: lay / laid eggs (v), shouted excitedly (adv), in amazement, foolish farmer (n) greedy wife (n)

III Teaching aids: Cassette player VI Procedures:

1 Warm - up:

- call one student to state the things he / she used to in the past

- state the things used to in the past

Ex:

I used to get up late / used to cry / used to go to bed early / get up early / drink water during meal

2 Pre – listening: - elicit by asking some questions

- introduce

There are a lot of Vietnamese folktales which have precious moral lessons we are going to listen to one of those stories. You listen to it and decide which of the following is the most suitable moral lesson. - explain new words

- answers

- copy in the book

- Do you always read stories? - Which story impress you most? Why? Which moral lesson you get from this story?

a Don’t kill chickens

b Don’t be foolish and greedy

c Be happy with what we have

d It’s difficult to find gold New words:

- lay eggs (v): đẽ trứng - shouted excitedly (adv): hét lên sung sướng

- in amazement: ngạc nhiên

- foolish farmer (n): người nông dân ngu ngốc

- greedy wife (n): người vợ tham lam

3 While - listening: - play the twice

- have students compare

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your friends

- play the tape once more

- call some students to give the main idea of the story

- ask students question - play the tape again and check the answer

- listen and check the main idea

- give the main idea of the story

- answer

- listen and check

Question:

Which moral lesson you get from this story?

Answer:

b Don’t be foolish and greedy Tape transcript:

One a farmer lived a comfortable life with his family His chickens laid many eggs which the farmer used to busy food and clothing 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! We’re rich!” His wife ran to 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 gold eggs. Unfortunately he couldn’t find any eggs When he finished all the chickens were dead.

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

4 Post - listening: - organize the story telling competition - divide class into – groups

- have students prepare story, write main idea - have each group choose one typical students to retell the story

- prepare story, write main idea

- retell the story

Examiner: Name of teller

Content Fluency Accuracy

5 Home work: Prepare read

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Week: 8 Date of teaching: UNIT 4: OUR PAST

Lesson 4: Read I Objectives:

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

Vocabulary: stout nut (n), little pea (n), harvest festival (n), broken heart (n), prince (n), fairy (n), change something into something (v), rag (n)

1 Warm - up:

- call one students to retell the story in the last period

- retell the story in the last period

One a farmer lives a comfortable life with his family His chickens laid many eggs One of the chickens laid a gold egg His wife wanted more So her husband cut open all the chickens and find more eggs And his chickens were dead.

2 Pre - reading: - elicit by asking some questions

- answer the questions as teacher’s ask

- Do you like folktales?

- What are those stories usually about?

- Can you tell me the name of some stories that you remember?

- Do you know this story?

- What can you guess from the little? (The lost shoe – Tấm, Cám)

3 While - reading: - play the tape

- ask

- provide new words

- listen to the tape - answer

- copy in the book

Questions:

- Who was little pea? - Who was Stout Nut? - Whose shoe was lost? New words:

- stout nut (n): Tấm - little pea (n): Cám

- harvest festival (n): lễ hội mùa

- broken heart (n): đau tim prince (n): hồng tử - fairy (n):ơng tiên

- change something into something (v): biến thành

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- read the new words twice

- call some students to read new words

- have students read the story again and use provided words in the story to complete sentences in part

- have students compare the answers with their friends

- call some students to read the answers in front of the class

- have students reread the story and answer the questions in part - call some pairs to read loudly and answers Other groups give comments - give the correct answers

- listen

- read new words

- read the story again and use provided words in the story to complete sentences in part - compare the answers with their friends - read the answers in front of the class

- answer the questions in part

- read loudly and answers Other groups give comments

- copy in the book

Part 1:

a Little Pea’s father was a farmer b Little Pea’s mother died when

she was young

c Little Pea used to the housework all day after her father got married again d The Prince wanted to marry a

girl from little Pea’s village e Stout nut’s mother did not make

new clothes for Little Pea f The Prince found Little Pea’s

lost shoe Part 2:

a She was a poor farmer’s daughter

b She made Little Pea chore all day

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

d The shoe fitted Little Pea e This is not a true story because

there is a fairy Post - reading:

- call one student to read the story loudly

- read the story loudly - answer

- After reading the story what Vietnamese folktale is it? - Can you tell it in Vietnamese? 5 Home work:

-Read and translate into Vietnamese the story at home - Learn by hart all the new words

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UNIT 4: OUR PAST Lesson 5: Write I Objectives:

By the end of the lesson, students will be able to use Simple Past tense to write a folktale

Vocabulary: graze (v), servant (n), master (n), wisdom (n), black stripe (n),escape (n), tie (v), appear (v)

1 Warm - up:

- call one student to read the story ‘The lost Shoe’

- have students write some words

- ask students some questions

- read the story ‘The lost Shoe’ - write some words

- answer

- stout nut (n): Taám - little pea (n): Caùm

- harvest festival (n): lễ hội mùa - broken heart (n): đau tim

- prince (n): hồng tử - fairy (n):ơng tiên

- change something into something (v): biến thành

- rag (n): quần áo rách rưới Questions:

- Who was little pea?

- What did Stout Nut’s mother make Little pea all day?

- How did Little Pea get new clothes? - Who did the Prince decide to marry? Pre - writing:

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questions - introduce:

In this lesson, we will learn more about this story Firstly, you read the story and complete it by filling the verbs in correct blank.

- have students complete the story

- call students to read completed passage

- give the answer key

- elicit:

Imagine that you are the farmer use the words to write the story start like this: One day I was in the field and…

- copy in the book

- complete the story - read completed passage

- copy in the book

stripes?

- Which story tells you about that? - Can you tell me the story? New words:

- graze (v): gặm cỏ - servant (n): đầy tớ - master (n): ông chủ

- wisdom (n): trí khơn, thơng minh - black stripe (n): vết vằn đen - escape (n) (v): trốn

- tie (v): buộc

- appear (v): xuất

1 Complete the story: appeared / came was

3 said left went tied lit burned escaped

3 While - writing: - have students practice individually, write the story base on the words given - have students work in groups check and correct mistakes each other

- call a preventative group to read the passage just completed

- give eliciting answer key

- practice individually, write the story base on the words given

- work in groups check and correct mistakes each other

- read the passage just completed

- copy in the book

Write the story:

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that I said was my wisdom and I burned the tiger The tiger escaped, but today it still has black stripes from the burns

4 Post - writing: - call one student to read the story

- remind the content of the story and some notes when write a story

- read the story

- take the note content of the story and some notes when write a story

The story in part 5 Home work:

- read the story how the tiger got his stripes at home

- Write a paragraph to describe an event happened last week - Prepare language focus

UNIT 4: OUR PAST Lesson 6: Language focus I Objectives:

By the en of the lesson, students will be able to use preposition of time USED TO (to talk the action which always happens in the past)

II Language content: - The past simple

- Prepositions of time ‘in, on, at, before, between’ - Used to

III Teaching aids: Picture LF VI Procedures:

1 Warm - up:

- call one student to read a paragraph, describe an event happened last week

- read a paragraph; describe an event happened last week

An event happened last week …

2 Practice: 1.

- divide class into groups - remind regular verbs and irregular verbs

- have students work in groups rite the past form of the verb

- call some students to write on the board

- give correct answers -elicit

- separate into groups - take note

- Work in groups write the past form of the verb

- write on the board

- copy in the book Activity 1:

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2.

Now you order to revise the usage and structure of the past simple tense, you work in pairs and complete them by making correct sentences. - have some pairs state completed dialogue

3.

- review preposition

- have students use prepositions in the box to complete sentences

4..

- remind the structure and the usage of used to + V-infinitive

- have students look at the pictures complete the dialogue use ‘Used to’ and the verbs in the box

- have some pairs role play the dialogue in front of the class

- state completed dialogue - copy in the book

- take note

- use prepositions in the box to complete sentences

- copy in the book

- take note

- complete the dialogue use ‘Used to’ and the verbs in the box

- role play the dialogue in front of the class

- copy in the book

e have – had f – did g be - was/were

h ride – rode i eat – ate j sit – sat k come - came

Activity 2:

a Did you eat rice for breakfast?

b I took a bus to school c Where were you last

night?

d I had literature In + year (in 1997) In + month (in June) On + date (on 17)

On + date, month, year (On June 2, 2001)

On +day (on Monday) At + time (at t am.)

Activity 3: a on b in c between d … at … after e before

Activity 4:

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- remind the usage and structure

- have students make sentences with the structure - give feed back

- listen and copy in the book - make sentences with the structure

(+) S + used to + V-inf (-) S + didn’t use to + V-infi Ex: She used to have long hair

I didn’t use to live in Hanoi 4 Home work:

- Copy the answers in the work book

- Prepare: Unit 5: Getting stared, Listen and read

UNIT 5: STUDY HABITS

By the end of the lesson, students will be able to understand the dialogue between Jim and Mon about his study

Vocabulary: report card (n), be proud of somebody, improve (v), Spanish pronunciation (n), try one’s best (v), semester (n)

Structure: Reported speech III Teaching aids:

Picture, cassette player VI Procedures:

1 Warm - up:

- call one student to write sentences using ‘Used to’

- let students play game network about subject

- write sentences

using ‘Used to’ Math English History Music Geography Geography Biology Literature Presentation:

- ask - elicit

We have just revised vocabulary and subjects. In this lesson, we will have further discussion on study habits, firstly, we look at the picture between Tim and his mother.

- ask, - elicit

Now we listen to the tape

- answer

- How many subject you have a week? - What are they?

- What subject you like best? Why? - How often you have that subject

What are they doing in the picture? Answer:

They are talking about Tim’s school report

New words:

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and tell me What they are talking about.

- play the tape

- introduce reported speech

- copy in the book

- take note

- report card (n): phiếu thành tich học tập - be proud of somebody: tự hào - improve (v): nâng cao, cải thiện

- Spanish pronunciation (n): phát âm tiếng tây ban nha

try one’s best (v): cố gắng - semester (n): kỳ thi học kỳ Reported speech:

- direct speech: Minh said “I’m fine” - Indirect speech: Minh said he was fine Change from direct speech into indirect speech we have some changes:

+ Omit the comma after the verb said, omit “ … “

+ Change pronoun I -> he

+ Change tense of verb (am -> was) Practice:

- play the tape again

- call some pairs to role-play the dialogue in front of class - have students exercise decide whether the statements are true or false - have students compared the answer

- have students read and explain the answers

- have students read the dialogue again and answer the questions

- have students compare the answer with classmates - give the correct answers

- listen to the tape - work in pairs

- role-play the dialogue in front of class

- Exercise decides whether the statements are true or false

- compare the answer

- read and explain the answers

- read the dialogue again and answer the questions

- compare the answer with classmates

- copy in the book

2 True or false:

a F (Tim was at home) b T

c F (It’s excellent) d T

e F (He needs to improve Spanish pronunciation) f T

3 Answers:

a Miss Jackson is Tim’s teacher

b Miss Jackson gave Tim’s mother his report card c Tim studied very well this

semester

d Miss Jackson said Tim should work harder on his Spanish pronunciation e She gave him a dictionary Consolidation:

- have students work in groups, tell about heir report card in last semester

- work in groups, tell about heir report card in last semester

- Was your school report card last semester good?

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- call some students to state

the content they discuss - state the content - What you need toimprove? 5 Home work:

Prepare Speak

UNIT 4: STUDY HABITS Lesson 2: Speak I Objectives:

By the end of the lesson, students will be able to talk about their study habits II Language content:

Subjects: civic education, physical education, technology, biology, physics, III Teaching aids:

Lesson plan, extra board VI Procedures:

1 Warm - up:

- ask students to write their ideas on the board

- write their ideas on the board

Speak English to friends in class

watch E TV listen to English Radio program

program

Do grammar read English stories exercises newspaper Pre - speaking:

- have students look at questions in the part speak page 48 and answer base on informations about themselves

- call some pairs ask and answer

- work in pairs and look at questions in the part speak page 48 and answer base on informations about themselves

- ask and answer in front of class

Extra board:

1 When you your homework?

a after school b after dinner c late at night

2 Who help your homework?

a your parents b a friend

c your brother/sister How much time you

spend on these subjects: Math, Vietnam’s, History, English?

a half an hour b two hours

How to improve your

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- give to students some

subjects - copy in the book

c less / more than an hour

4 Which subjects you to improve?

a Biology b Physics

c Chemistry d.Geography

5 What you to improve your English? a grammar exercises b read English story Subjects:

- civic education: giáo dục công dân

- physical education: giáo dục thể chất

- technology: môn công nghệ - biology: môn sinh học - physics: môn vật lý

- watching films in English: xem phim tiếng Anh - go to English club: đến câu lạc tiếng Anh

- speak to foreigners: nói chuyện với người nước ngồi While - speaking:

- have students use above sentences to interview at least people in class

- call students to use reported speech in the ;last period to reported in front of class

- use above sentences to interview at least people in class

- use reported speech in the ;last period to reported in front of class

Ex: Trung is interview Nam is interviewed

Nam said he did his homework after school, spend about one hour studying English everyday, needed to improve his Math …

4 Post - speaking: - divide class into groups - call each group to prepare sentences

- have other groups change into indirect speech

- separate into groups - prepare sentences

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5 Home work: Prepare Listen Period: 30

Date of planning:

UNIT 5: STUDY HABITS Lesson 3: Listen I Objectives:

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

Vocabulary: co-operation (n), making period (n), satisfactory # unsatisfactory (adj), comments (n), teacher’s signature (n)

Extra board, cassette player VI Procedures:

1 Warm - up: Teacher’s

activities Students’ activities Content

- have students tell a paragraph about their timetable - correct students’ mistakes

- give feedback and mark

- tell a paragraph

about their timetable Ex:I often my homework after dinner, my brothers sometimes help me with my homework I often spend on literature subject one hour, English subject half an hour, music half an hour … I am good at music and math, but I am bad at English So I need to watch films in English, grammar exercises

2 Pre - listening: - have students

look at part Listen page 48 and ask - give new words and explain the content of the repot card

- answer

- What is this?

- It is a reported card

- How many words you know? New words:

- co-operation (n): hợp tác, xây dựng - making period (n): thời gian đánh giá - satisfactory (adj): hài lịng

- unsatisfactory (adj): không hài lòng - comments (n): nhận xét

- teacher’s signature (n): chữ ký giáo viên

- days present: số ngày có mặt - days absent: số ngày vắng mặt

- behavior - participation: thái độ - tham gia A: Excellent: xuất sắc, B: good: giỏi tốt C: fair: khá; D: poor: yếu; f: fall: trượt

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khoâng hài lòng While - listening:

- play the tape - ask students to fill in the report - have students compare the result - call some students to read the answers

- play the tape again and check the answer

- listen to the tape - fill in the report - compare the result - read the answers - copy in the book - listen and check the answers

Answer:

1 87 days present days absent participation: S listening: C speaking: A reading: A writing: B Tape transcript:

Miss Lien: Good morning, Mr Lam and Mrs Linh

Mr Lam: Thank you

Mrs Lien: I’m pleased to tell you that Nga has worked very hard this year and her grades are very good Mrs Linh: I’m pleased to hear that

Miss Lien: She missed days of school due to sickness but attendance of 87 days for the whole term is

acceptable Both her participation and cooperation are satisfactory So, there’re no problem there Miss Linh: How is she doing in English? Miss Lien: Her speaking and reading are

excellent and her writing is good If she works a bit harder on the writing skills, she should get an A for writing next term

Mrs.Linh: How about listening comprehension?

Miss Lien: I’m afraid she’s not very good at that I gave her a C

Mrs Linh: How can we help her improve? Miss Lien: Get her to watch English TV if possible, and encourage her to listen to English radio program Also, I have some cassette here which you can borrow

Mrs Linh: Thank you very much Miss Lien We ready appreciate your help Post - listening:

- have students complete a new report card about themselves in the last year base on the report cart in

- complete a new report card about themselves in the last year base on the report cart in listening

Name: Class:

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listening

- give feed back Subject:Co-operation:

Marking term: 5 Home work:

- Make new “school report” about themselves - Prepare Read

UNIT 5: STUDY HABITS Lesson 4: Read I Objectives:

By the end of the lesson, students will be able to understand the text and get specific information

Vocabulary: mother tongue (n), learn by heart (v), underline (v), nightlight (v), revision (v), however, come across (v)

Cassette player, picture VI Procedures:

1 Warm - up:

- have students state their report

- state the school report Ex: My name is Lan I am in class 81 I will tell you about my English subject My speaking and reading are fair but my writing is poor I missed days due to sickness

2 Pre - speaking: - have students look at the picture and guess the today lesson

- write some new words on the board and ask students whether they know those words or not - ask students some questions

- look at the picture and guess the today lesson - answer

- answer

The way to study new words

Questions:

- Do you like to learn English vocabulary?

- What you always when you have new words?

(Underline or high light the words I want to learn…)

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- elicit:

We are going to read about the way to learn English vocabulary You scan the text and underline the words that you don’t know the meanings.

- scan the text and underline new words

- Do you have any speacial ways to learn English vocabulary?

New words:

- mother tongue (n): tiếng mẹ đẻ learn by heart (v): học thuộc lòng - underline (v): gạch chân

- highlight (v): đánh dấu - revision (v): ôn tập - however:

- come across (v): gặp phải Pre - reading:

- ask students what they with those new words - have students read the text again and decide the statements are true or false according to the text - call some students to read the answers and other students give comments

- correct students mistakes

- have students read the text one more time and answer the questions in exercise

- call some students to answer and explain them

- answer

- read the text again and decide the statements are true or false

- read the answers and other students give comments

- copy in the book

- read the text one more time and answer the questions in exercise - answer and explain them

Answer:

a No, learners learn words in different ways

b Because they help them remember the use of new words

c To remember words better Learns write examples, put the words into the meaning on stickers, underline or highlight them

d They may think they can’t so instead, they learn only important words

e Revision is necessary in learning words

f Learns should try different ways of learning words to find out what is best

4 Post - reading: - remind the ways to study vocabulary English

- listen and remember The ways to study English:

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underline or highlight them Home work:

Prepare write

UNIT 5: STUDY HABITS Lesson 5: Write I Objectives:

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

Vocabulary: heading, opening, body of the letter, closing, dear, regards III Teaching aids:

Extra board, a letter VI Procedures:

1 Pre - writing:

- divide class into or groups

- give each groups a letter divides many different part - have students work in groups, discuss and arrange parts of the letter in the correct order

- ask

- elicit: there are parts in personal letter.

- have students look at the letter page 51 and match parts into the position of the letter

- ask

- separate into or groups

- look at the letter - work in groups, discuss and arrange parts of the letter in the correct order - answer

- take

- look at the letter page 51 and match parts into the position of the letter

- answer

Questions:

- How many parts are there in personal letter?

- Do you know how they are called? A Heading – writer’s address and

the date

B Opening – Dear C Body of the letter

D Closing – Your friend / regards / love

Questions:

- Who wrote the letters? - Who received the letter?

- For what subjects did Hoa get good grade?

- Was her Math result good?

- What did her teacher ask her to do? - What is she going to do?

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- have students look at parts page 51 and help Lan write a letter to Donna, her pen pal in Sanfrancisco

- have students write the letter individually - notice students write four parts of a letter completely

- have students compare the writing and correct mistakes each other

- call students to read the letter loudly in front of class

- give eliciting answer

- look at parts page 51 and help Lan write a letter to Donna, her pen pal in Sanfrancisco - write the letter individually

- compare the writing and correct mistakes each other - read the letter loudly in front of class

- copy in the book 24 Truong Chinh street Dong Da district, Ha Noi July 12, 2004

Dear Donna

Thank for letter I’m very pleased to hear that you had a happy mother’s day

I receive my second semester report grades for Geography, Physics and Math, but my English and history results were poor My teacher told me to improve English and history I think I’ll have to study harder next school year

In a few weeks we’re going to celebrate the mid autumn Festival That’s a moon festival in Autumn or Fall in Viet Nam I am going to aunt and uncle by bus this afternoon and I’m going to stay there with them until after the festival I’ll send you a postcard from there I am looking forward to heaving from you soon with warm regards your truly

Lan Post - writing:

- correct students’ mistakes - have students read the letter loudly again

- remind the parts of the letter

- correct the mistakes

- read the letter loudly again

- take note E Heading – writer’s address and the date F Opening – Dear G Body of the letter

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regards / love 4 Home work:

- Prepare Language focus

UNIT 5: STUDY HABITS Lesson 6: Language focus I Objectives:

By the end of the lesson, students will be able to use adverts of manner and modal verb should as an advice

- Adverb of manner - Modal: Should

- Commands, requests and advice in reported speech III Teaching aids:

Picture LF 2, extra board VI Procedures:

1 Warm - up:

- ask students

questions - answer - What should you to have a good health?- What should you to improve English? - How does you study music:

- Do you study history well or badly? Practice:

1.

- call some students to remind the form and the use of adverb of manner - notice some special forms of adjectives (hard, fast…)

- have students work in pairs, complete the dialogue by filling the adverbs of manner in the right position

- have some pairs read the dialogue in front of class

- have students practice the dialogue

- remind the form and the use of adverb of manner

- take note

- work in pairs, complete the dialogue by filling the adverbs of manner in the right position

- read the dialogue in front of class

- copy in the book

1. hard fast badly softly

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- have students look at the picture on the page 52

- have students work in pairs, discuss what Me Hao should for his house by using the verbs given

- have students compare the answer with a friend - give correct answers

- look at the picture on the page 52

- answer

- work in pairs, discuss what Me Hao should for his house by using the verbs given - compare the answer with a friend

- copy in the book

- What you think about Mr Hao’s house?

- Is it old or new? 2.

- Mr Hao should repair the roof - Mr Hao should paint the house - Mr Hao should cut the grass - Mr Hao should replant the tree - Mr Hao should mend the door 3.

- introduce the way to change from direct speech to indirect speech

- notice rule to change direct speech into indirect speech

- take note - take note

1 thay đổi đại từ nhân xưng, đại từ phản thân, đại từ tính từ sở hữu:

Direct Indirect

Ngôi thứ Ngôi thứ ba

Ngôi thứ hai Đổi thành cúngngôi với tân ngữ mệnh đề Ngơi thứ ba Giữ ngun khơng

thay đổi đổi động từ

Simple present Simple past Present

progressine Pastprogressive Future Future in the

past

3 thay đổi khác: từ gần thành từ xa:

This That

These Those

Here There

Now Then

Today That day

Tonight That night Tomorrow The next day

The following day

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- modal example

- have students change the commands and requests into indirect ones

- have students compare the answer

- take not

- change the

commands and

requests into indirect ones

- compare the answer

tieáp

S + asked + object + to + infinitive told

ordered commanded ………. Example:

Miss Jackson said:

“Can you give Tim dictionary” “Please give Tim this dictionary” Tim’s mother reported it to Tim: “Miss Jackson asked me to give you this dictionary”

“Miss Jackson told me to give you this dictionary”

3.

a Miss Jackson asked me to wait outside her office

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

with your Spanish pronunciation d Miss Jackson asked me to meet her

next week 4

- have students report Miss Jackson’s advice to Tim

- notice “Should” unchanged in direct speech

- call some students to read

- report Miss Jackson’s advice to Tim

- take note - read

4.

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

b Miss Jackson said you should practice speaking Spanish everyday c Miss Jackson said you should listen

to Spanish conversation on TV d Miss Jackson said you should

practice reading aloud passage in Spaininsh

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

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I Objectives:

By the end of the lesson, students will be able to understand the dialogue and know some activities of Ho Chi Minh young Pioneer and young organization and know some new words

Vocabulary: help elderly (v), help blind people (v), help handicapped children (v), outdoor activities (n), enroll (v), application form (n), fill out (v), acting (n),

1 Warm - up:

- have students exercises change direct speech into indirect speech

- exercises change direct

speech into indirect speech “I like my dog”2 “We are very tired” Bill will the work for

me" Presentation:

- supply activities of Ho Chi Minh young pioneer and young organization

- elicit:

Nga enroll for some activities given by the young union What does

- answer

- copy in the book

- answer the teacher’s questions

- answer

Questions:

- In Viet Nam, which organizations are there for the young?

- What can we when we enroll this organization?

- Are these activities useful for you and the general public?

 Helping blind people: giúp đỡ người mù

 Helping elderly people: giúp đỡ người già

 Helping handicapped children: giúp đỡ trẻ en tàn tật.

 Clean up the neighborhood: làm sạch khu dân cư.

 Take part in sport: tham gia chơi thể thao

 Take part in cultural activities / art club …: tham gia hoạt động văn hóa, câu lạc mỹ thuật.

 Summer campaign: chiến dịch muà hè.

 Which activities you like best? Why?

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she have to when she enrolls?.

- read the dialogue once - play the tape twice - have students find out new words

- listen to the teacher - listen to the tape

- copy in the book New words:

- outdoor activities (n): hoạt động ngồi trời

- enroll (v): đăng ký học, tham gia - application form (n): đơn xin tham gia - fill out (v): điền thông tin

- acting (n): diễn kịch Practice:

- have students look at the form and complete Nga’s details

- have students practice asking and answering about personal information of Nga - call some students to read the informations in front of class

- work in pairs

- look at the form and complete Nga’s details - practice asking and answering about personal information of Nga

- read the informations in front of class

- copy in the book Name: Pham Mai Nga

Home address: Tran Phuù Street

Phone number: not available Date of birth: April, 22, 1989 Sex: female

Interests: drawing Outdoor, activities and acting

4 Consolidation: - have students ask and one answer about their personal information

- have one student complete the form

- ask and answer - complete the form

- What’s your name?

- What’s your home address? - What’s your telephone number?

- What’s your hobbies? 5 Home work:

- Remember activities of young pioneer and young organization - Practice the dialogue and learn new word at home

- Prepare Speak

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Lesson 2: Speak I Objectives:

By the end of the lesson, students will be able to ask for favors and respond to favors II Language content:

Structures asking for favors:

 Can / Could you help me, please?  Could you me a favor?

 I need a favors

Structures responding to favors:  No problem

 What can I for you?  How can I help you?  I’m really busy III Teaching aids:

VI Procedures: Warm - up:

- call some pairs role play the dialogue page 54

- role play the dialogue page 54 - answer

Questions:

- Who is talking in the conversation? - What is Nga’s home address? - What’s her telephone number? - What’s her date of birth? - What are her hobbies? Pre - speaking:

- elicit

In daily life, we always have to ask for and respond to favors offer assistance and respond assistance What structures you know to express these ideas?

-introduce the structures

- have students practice the dialogue in fairs

- copy in the book

- practice the dialogue in fairs

- answer

Asking for favors:

- Can / Could you help me? - Could you me a favor? - I need a favor

- Can / Could you …?

Responding to favors agree: - Certainly / of course / sure - No problem

- What can I for you? - How can I help you? Offering assistance: - May I help you? - Do you need any help? Let me help you?

Responding assistance agree: - Yes, thank you

- No, thank you I’m fine Disagree:

- No, thank you

- No, thank you I’m fine Questions:

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- What did they need to help? While - speaking:

- elicit

Now you work in pairs Use the structures you have learned and the situations in the book to make up new conversation.

- have some pairs practice the dialogue they build in front of class

- give comments and answer key

- work in pairs Use the structures you have learned and the situations in the book to make up new conversation

- practice the dialogue they build in front of class

- copy in the book Tourist: Can you help me please? Minh: Certainly What can I for you?

Tourist: Can you tell me the way to the nearest police station?

Minh: Sure you go along this road and then turn right Go for about 300 meters It’s on your left

Tourist: Thank you very much That’s very kind of you

Minh: Never mind you are welcome

4 Post - speaking: - have students work in pairs think of a situation and make up a new dialogue using the structures to ask for and respond to favors

- work in pairs think of a situation and make up a new dialogue using the structures to ask for and respond to favors

Example:

A Can you help me, please?

B No, problem How can I help you?

A Can you open the door? I am busy

B Of course

A Thank you very much 5 Home work:

- Make up a new dialogue to use the structure asking for and responding favors - Prepare Listen

UNIT 6: THE YOUNG PIONEERS CLUB Lesson 3: Listen

I Objectives:

By the end of the lesson, students will be able to complete a song II Language content:

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Cassette player, extra board VI Procedures:

1 Warm - up:

- call two students to make up a dialogue to use the structure asking for and responding favor

- make up a dialogue to use the structure asking for and responding favor

The dialogue using the structure asking for and responding favor

2 Pre - listening: - introduce

In our today’s lesson we will listen to an English song about children, now you work in pairs, read the words and have a guess of the words in the blanks.

- collect students’ guess and write on the board

- explain new words

- have students listen and complete the song by filling the missing words

- take note

- give the guess - copy in the book

- listen and complete the song by filling the missing words

New words:

- unite (v): đồn kết - peace (n): hịa bình

- show (v): tỏa ra, trung bày

3 While - listening: - play the tape twice to three times

- have students compare the answers with a classmate - call some students to give the answers

- compare the answers with a classmate

- give the answers

- copy in the book unite peace right love

5 north and south south

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Tape transcript:

Children of our land unite Let’s sing for peace, Let’s sing for right

Let’s sing for the love between north and south Oh, children of our land, unite

Children of the world hold hands

Let’s show our love from place to place

Let’s shout out loud Let’s make a stand,

Oh, children of the world, hold hands

4 Post - listening: - play the tape again and have students sing the song after the tape

- sing the song after the tape 5 Home work:

- Learn the song by heart - Prepare Read

UNIT 6: THE YOUNG PIONEERS CLUB Lesson 4: Read

I Objectives:

By the end of the lesson, students will be able to know more about young organization - by the boy Scouts of America (BSA)

Vocabulary: build character (v), encourage good, citizenship (v), personal fitness (n), coeducational (a), voluntary young organization (n), scout (n),

businessman (n), voluntory (a), differ (v) slightly (adv), established (a) III Teaching aids:

- have students sing the song in the last period and give some new words

- sing the song in the last period and give some new words

2 Pre - reading: - introduce

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Boy Scouts of America and girl Guides Association What do you remember / know about three association. - introduce the new words

- read the new words

- call some students to read new words

- read the passage

- copy in the book

- repeat after teacher - read new words - listen

New words:

- build character (v): xây dựng nhân cách

- encourage good, citizenship (v): khuyến khích cơng dân có ích - personal fitness (n): sở thích cá nhân

- coeducational (a): giáo dục chung cho nam nữ

- voluntary young organization (n): tổ chức niên tình nguyện

- scout (n): hướng đạo sinh - businessman (n): thương gia - voluntory (a): tự nguyện - differ (v): khác biệt

- slightly (adv): mức độ nhỏ - established (a): thiết lập - fitness (n): phù hợp - association (n): kết hợp

3 While - reading: - have students read through the passage to know main ideas of history of Boy Scouts American and Girls Guide Association

- have students read the passage again and exercise

- have students give the answers

- have students explain the answer, show information for answers

- read through the passage to know main ideas of history of Boy Scouts American and Girls Guide Association - read the passage again and exercise

- compare the answers - give the answers

- explain the answer, show information for answers

- copy in the book Answers in exercise 1: a 1907

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- have students read the passage again and answer the questions in exercise - have students exchange the answers

- call some students to read the answers

- read the passage again and answer the questions in exercise

- exchange the answers - read the answers

- copy in the book Answers in exercise 2:

a Scouting begins in England in 1907

b The meeting between a boy scout and Mr William Boyce led to the Scouts Association

c Girls can join in the Girls Guides Association and camp fire Boys and girls d The three aims are

building character, good citizenship and personal fitness

4 Home work:

- read the passage at home

- copy the answer in the note book - prepare Write

UNIT 6: THE YOUNG PIONEERS CLUD Lesson 5: Write

I Objectives:

By the end of the lesson, students will be able to write a letter about a future plan using ‘be going to'

Vocabulary: help the community (v), encourage (v), participate (v), recycling program (n), collect glass (v), save nature resources (v), raise fund for the poor (v) help the street children (v), plan tree and flowers , register

1 Warm - up:

- remind of the structure ‘Be going to’

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- ask students the use

of ‘be going to’ - give example - I’m going to accept their invitation.- I’m going to buy a new bicycle - I’m going to clean the house Pre - writing:

- have students look at the notice page 58 - elicit

This is the notice from Y&Y to its members You read it and tell me what activities its organization is going to do.

- explain new words

- read the new words twice

- elicit

Now you read the notice again and complete Nga’s letter to Linh about Y&Y plan filling the missing information in the blank.

- have students compare the answers - give correct answer

- look at the notice page 58

- read the passage

- copy in the book

- repeat after teacher - read the passage again and complete the letter

- compare the answers - copy in the book

New words:

- help the community (v): giúp đỡ cộng đồng

- encourage (v): động viên, khuyến khích - participate (v): tham gia

- recycling program (n): chương trình tái ché nguyên liệu

- collect glass (v): thu gom thuûy tinh - save nature resources (v): bảo vệ nguồn tái nguyên thiên nhiên

- raise fund for the poor (v): gây quĩ cho người nghèo

- help the street children (v): giúp đỡ trẻ em đường phố

- plan tree and flowers : trồng hoa - register: đăng kyù

having community recycling collect sent recycling save raise

8 participating planing 10 helping While - Writing:

- elicit

Hoa Y&Y Green group is having an environment month they are going to clean the lakes’

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banks, plant trees and flowers in the park. - have students base on the dialogue in the book between Hoa and her aunt Imagine that you are Hoa and write a letter your parents about the activities you are going to - have students compare and correct mistakes each other - call some students to read the letter - give eliciting answers

- listen to teacher’s eliciting and write Hoa’s letter to her parents to her parents telling what she is going to

- compare and correct mistakes each other - read the letter - copy in the book

Dear mom and dad

I’m very happy to tell you that I’m able to join the Y&Y Green Group of my school The Green group is holding an environment month plan We are going to clean the lakes’ banks on weekends We are going to plan trees and flowers in the parks and water them every afternoon after class We are planting young trees and plants to sell to other school

I hope that we can give more green color to the city and earn some money for the school Y&Y

The program is very interesting and useful isn’t it?

I’m still in a very more about the group activities later

Much love Hoa Consolidation:

- ask students some questions about the letter in part

- answer - How many part in the letter? - What are they?

- What is Hoa going to join? - What is she going to do?

UNIT 6: THE YOUNG PIONEER CLUB Lesson 6: Language focus

I Objectives:

By the end of the lesson, students will be able to us simple Present Tense to talk about future activities

- Present tense with future meaning - Gerund

- Modals: may, can, could III Teaching aids:

- ask students some

questions - answer Questions:- Which activities for the young you like best?

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handicapped children?

- When you d these activities? Practice:

- have students look at the spring activities of Y&Y pioneer organization and read it, tell what, when and where they will in the program

- explain new phrase of word

- have students work in pairs, ask and answer about name of activities time, and place base on example in the book - call some pairs to ask and answer in front of class

- look at the spring activities of Y&Y pioneer organization and read it, tell what, when and where they will in the program - copy in the book - work in pairs, ask and answer about name of activities time, and place base on example in the book

- ask and answer in front of class

- copy in the book

New words:

- collect and empty garbage: thu gom đổ rác

- gather to support cultural – sport programs: tập trung cổ vũ hoạt động văn hóa thể thao

Activity 1:

1 When they plant and water the trees along the street?

- On Feb

Where they plant and water the tree? - In the city center streets

What time they start?

- They start at am And finish at 10 pm When they help the elderly and

street children? - On mar 26

Where they help the elderly and street children?

- In the rest home and orphanage What time they start and finish work? - They start at am and finish at pm When they have a big gathering to

support culture – sport programs? - On Apr 15

When they have a big gathering to support culture – sport programs?

- At the central stadium

What time they start and finish work? - They start at pm and finish at pm - ask

- give comments Beside will and be going to, we can use the present simple tense to express an arranged action that will happen in the future.

- have students work in pairs talking about Ba and Lan’s hobbies by using love, like, don’t like and hate remember

- answer

- work in pairs talking about Ba and Lan’s hobbies by using love, like, don’t like and hate

Activities 2:

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that these verbs must be followed by V-ing - call some students to read the answers - give eliciting answers

remember that these verbs must be followed by V-ing - read the answers - take note

- Lan like cooking meals but she doesn’t like gathering

- Ba doesn’t like gathering and he doesn’t like washing up either

- Lan loves watching TV but she hates doing homework

- have students work in pairs talk about their hobbies Using like, hate, love

- call some pairs to ask and answer about their hobbies base on example

- notice the use of gerund

- have students remind the structures asking for and answering favors - have students finish the dialogue by filling words in the box in the blank

- call some pairs to practice the dialogue - have students use the structures asking favors to complete the dialogue

- call some pairs to read the completed the dialogue

- give eliciting answer

- work in pairs talk about their hobbies Using like, hate, love

- ask and answer about their hobbies base on example - take note

- remind the structures asking for and answering favors

- finish the dialogue by filling words in the box in the blank - practice the dialogue

- use the structures asking favors to

complete the

dialogue

- read the completed the dialogue

- copy in the book

Activity 3: a.

A Woman: Can I help you buy a ticket for me?

B Old man: Can you take me cross the road?

C Boy: Could you help me with this Math problem

D Grandpa: Can you water the flowers in the grader?

b.

A: Can I help you?

A: Do you need any help? B: Let me help you

A: Yes, that’s very kind of you Consolidation:

- call some students to talk their bobbies using like, hate…

- have students use structures favor to make a new dialogue

- talk their bobbies using like, hate…

- use structures favor to make a new dialogue

Ex: I like listening to watching TV and swimming

4 Home work:

Review from unit to unit

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Week: 14 Date of teaching: REVIEW

I Objectives:

Review from unit to unit II Language content:

Unit 4: Simple past tense:

To be: was / were

(+) S (số ít) + was S (số nhiều) + were (-) S + was + not S + were + not

(?) Was / Were + S + …? Ordinary verb:

(+) S + V2 / V-ed (-) S + didn’t + Vo (?) Did + S + Vo?

Use: It expresses an action that happens in the past. Used to:

(+) S + used to + V-infi (-) S + didn’t + use + to + V (?) Did + S + use to + V …?

Use: It expresses an action that used to be in the past and doesn’t exit in present. Preposition of time:

In + year (in 1997) In + month (in June) On + date (on 17)

On + date, month, year (On June 2, 2001) On +day (on Monday)

At + time (at t am) Unit 5:

1 thay đổi đại từ nhân xưng, đại từ phản thân, đại từ tính từ sở hữu:

Ngôi thứ Ngôi thứ ba

Ngôi thứ hai Đổi thành cúng với tân ngữ mệnh đề Ngơi thứ ba Giữ ngun khơng thay đổi

2 đổi động từ

Simple present Simple past

Present progressine Past progressive

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3 thay đổi khác: từ gần thành từ xa:

This That

These Those

Here There

Now Then

Today That day

Tonight That night

Tomorrow The next day, The following day

Yesterday The day before

Last night The night before

Notice: câu mệnh lệnh gián tieáp

S + asked + object + to + infinitive told

ordered commanded ……….

Example:

Miss Jackson said:

“Can you give Tim dictionary” “Please give Tim this dictionary” Tim’s mother reported it to Tim:

“Miss Jackson asked me to give you this dictionary” “Miss Jackson told me to give you this dictionary” Unit 6:

Asking for favors: Responding to favors agree: - Can / Could you help me? - Certainly / of course / sure

- Could you me a favor? - No problem

- I need a favor - What can I for you?

- Can / Could you …? - How can I help you?

Offering assistance: Responding assistance agree:

- May I help you? - Yes, thank you

- Do you need any help? - No, thank you I’m fine Let me help you?

Disagree: - No, thank you

- No, thank you I’m fine

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I Objectives:

By the end of the lesson, students will be able to know more about Na’s new neighbor II Language content:

Vocabulary: wet market (n), stadium (n), close by (n), pancakes (n), serve (v) Grammar: The present perfect tense

1 Warm - up:

- let students play game network

- have students tell some service places - review some places and ask question

- have students match the name of places with the pictures

- play game

- tell some service places

- review some places and ask question

- match the name of places with the pictures

Supermarket Market

Hospital Hotel a Grocery store

b Stadium c Wet market d Drugstore e Hairdresser’s f Swimming pool Presentation:

- introduce the lesson You are going to listen a dialogue between Na and Nam You listen it and answer the following questions

- play the tape

- explain new words and the structures

- take note

- listen

- copy in the book

Questions:

- Who is new to the neighborhood? - Does Nam live in the neighborhood? - What is around the corner in the neighborhood?

- Is the food good? Eliciting answers:

- Na is new to the neighborhood - Yes, he does

- A restaurant - Yes, it is New words:

- wet market (n): chợ cá tươi sống - stadium (n): sân vận động - close by (n):

- pancakes (n): bánh bột mì, trứng, bơ rán hai mặt

- serve (v): phuïc vuï The present perfect tense: FORM:

(+) S + has / have + V3 (-) S + has / have + not + V3 (?) Has / Have + S + V3? Yes, S + has/have

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No, S + has/have + not

USE: It expresses an action in the past that exits in the present The present perfect often goes with since or for SINCE + mốc thời gian

FOR + khoảng thời gian

Ex: We’ve been here since last week We’ve been here for about 10 years Practice:

- play the tape twice - have students practice the dialogue in pairs - call some pairs to role play the dialogue - have students reread the dialogue and complete the part - have students compare the answers - call some students to read the answers - give correct answers

- listen to the tape - work in pairs

- role play the dialogue - reread the dialogue and complete the part - compare the answers - read the answers

- copy in the book 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 serve food from Hue f Nam thinks the pancake are tasty Consolidation:

- remind of places in the

neighborhood - remember - market- supermarket - hospital - hotel - restaurant 5 Home work:

- Practice the dialogue at home and learn by heart all new words - Prepare Speak

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I Objectives:

By the end of the lesson, students will be able to talk about how to send parcels or letters

Vocabulary: parcel (n), airmail (n0, surface mail (n) III Teaching aids:

Extra board, picture page 64 VI Procedures:

1 Warm - up:

- shows an envelope and

asking questions - answer - I want to send this letter toHanoi Where must I go? “To the post office”

- I want to send this letter but I have no stamp Where can I buy it

”at the post office” Pre - speaking:

- shows a picture (p64) asking questions

- asks students to open the books to page 64 and explains new words

- read the dialogue

- answer” She wants to send a parcel to Quy Nhon.”

- to open the books to page 64 and copy in the book

+ “This is Mrs Kim Where is she? (Is she at the post office?)”

+ “What does she want to do?” + Do you always send parcel or letter by airmail or surface mail?

New words:

- parcel (n): bưu phẩm, bưu kiện - airmail (n): thư, bưu phẩm gửi đường hàng không

- surface mail (n): thư, bưu phẩm gửi đường thủy đường

- item: vật phẩm - charges: cước phí While - speaking:

- read the dialogue twice - call some pairs to role play the dialogue

- have students look at part page 65

- have students work in pairs and make similar dialogues by using brochures and information in exercise - call some pairs read the

- listen to the teacher - role play the dialogue - look at part page 65 - work in pairs and make similar dialogues by using brochures and information in exercise

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complete dialogue

- give eliciting answer - copy in the book B: I want to sent this postcarddo for you? to HCM city

A: Do you want to send it airmail or surface mail? B: I don’t know how much is

surface mail? A: It’s about 800 dong B: What about airmail? A: Airmail is a bit more

expensive but it’s faster It’s 1.200 dong

B: That’s fine I’ll send airmail

A: all right Post - speaking:

- have students make up ore dialogue in different places

- make up ore dialogue in

different places T: Do you want to send aletter to Hanoi? St: Yes, I

T: Do you want to send it airmail?

St: Yes/No (I’ll send it surface mail)

T: It’s 2,000 dong, please St: Thanks

5 Home work:

- Prepare listen

Week: Date of teaching:

UNIT 7: MY NEIGHBORHOOD Lesson 3: Listen

I Objectives:

By the end of the lesson, students will be able to know what Na is going to on the weekend by listening

Vocabulary: Town Ground (n), English speaking contest (n), the newcomer, cultural house (n)

Cassette player, extra board VI Procedures:

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Teacher’s activities Students’

activities Content

- answers a Do you like to go out this weekend? b Where you want to go?

c What you want to enjoy? While - listening:

- ask students question - introduce

Na has moved to a new neighborhood She is talking to Nam about the activities she will on the weekend Firstly you look at the places and programs in your book. - explain the new words. - play the tape

- answer

- take note

Do you remember Na? New word:

- Town Ground (n): sân vận động thành phố - English speaking contest (n): thi nói tiếng anh giỏi

- the newcomer: người đến - cultural house (n): nhà văn hóa

- Millennium cinema: rạp chiếu phim thiên niên kyû

- Vs = versus: đấu với

- young photographers: nhà nhiếp ảnh trẻ While – listening:

- play the tape again - call students to read the answers

- give correct the answers

- have students listen to the tape serial times if necessary and decide whether the statements are true or

false or no

information Correct the false ones

- have students compare the answers - give correct answer

- listen to the tape - read the answers - copy in the book - listen to the tape serial times if necessary and decide whether the statements are true or false or no information Correct the false ones - compare the answers - copy in the book

1 he newcomer Town Ground

3 English speaking contest Culture house

a True b False c False d True e True

f No information g

Tape transcript: Na: Hi, Nam

Nam: Hello, Na what are you going to this weekend

Na: I’m not sure I just don’t know what to and where to go in this neighborhood

Nam: Why don’t we look at “What’s on this weekend?” in the newspaper Na: Good idea Can you suggest what I

should do?

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Na: What’s that? The newcomer, an Australian film, I’ve seen this film before I saw it on Star Movies channel

Nam: You did?

Na: Yes, (pause) Here, the photo exhibition at the Culture House sound exciting

Nam: But it does not often during the weekend And you can not go to the English Speaking contest either It is at Nguyen Khuyen School, and it is on Thursday (pause) Ah, yes Here, the soccer A match between Le Do School and Quang Trung School – the beat U15 teams in our province I will definitely go and see it with Ba and Minh

Na: Where they play?

Nam: At the Town Ground This is a very special event in town, I can tell you Would you like to join us?

Na: Oh, yes I love to I’ve never been to a soccer match before It must be fun to watch a real match at the stadium And I’d like to visit the Town Ground too

Nam: Great I’ll tell Minh and Ba to come to your house, and we will go together Remember the match starts at pm, but we must be there by 3.30 if we don’t want to miss the opening show

5 Home work: Prepare Read

Period:45 Date of planning:

UNIT 7: MY NEIGHBORHOOD Lesson 4: Read

I Objectives:

By the end of the lesson, students will be able to understand the passage about a new shopping Mall

Vocabulary: shopping mall (n), convenient (adj), hot and humid summer months (n), take one’s business (v), a wider selection of products (n)

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Poster, cassette player VI Procedures:

1 Warm - up:

- stick a poster on the board and ask

- look at the poster and answer

- What you know about the text by reading the advertisement?

=> shopping mall

- What can we in shopping mall? - In what way is it different from shopping in the market or shop?

2 Pre - reading: - ask students some questions

- explain the content of the advertisement

- answer

- copy in the book

- Have you ever gone to the shopping mall? What can you see in the shopping mall? The content of the advertisement:

- Shopping mall: trung tâm thương mại, mua bán - every thing under one roof: tất mái che

- 50 air – conditional special store: 50 gian hàng đặt biệt trang bị máy lạnh

- movie theaters: phoøng chiếu phim - 10 restaurants: 10 nhà hàng

- children’s play area: khu vui chơi cho trẻ em - special discounts during the fist two weeks: giảm giá đặc biệt tuần đầu

- open daily: mở cữa hàng ngày While - reading:

- play the tape

- explain some new words

- read the new words - play the tape twice

- call one student to read the paragraph in front of the class

- have students read the text and the advertisement and decide whether the statements are true or false

- have students compare the answers wit partner - call some students to

- repeat the after teacher

- read the paragraph in front of the class - read the text and the advertisement and decide whether the statements are true or false

- compare the answers wit partner - read and write the

New words:

- convenient (adj): tiện lợi

- hot and humid summer months (n): tháng mùa hè nóng ẩm - take one’s business (v): lấy hội làm ăn

- a wider selection of products (n): lựa chọn hàng hóa phong phú

1 True or False:

a F (the mall is open daily Seven days a week

b F (There are 50 store in the mall) c F (not everyone is pleased about

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read and write the answer on the board

- have students read the text again and answer the questions in exercise - have students work in groups

- call some groups to read and write the answers - check and give correct answers

answer on the board - read the text again and answer the questions in exercise

- work in groups - read and write the answers

- copy in the book

d T e T

2 Answer the questions:

a It is very different from the present shopping area All the sops are under one roof that will be very convenient, especially during the hot and humid summer months Customers will shop in comfort and won’t notice the weather

b In the shopping mall there are 50 air conditional specialty stores, movie theaters and 10 restaurants, there is also children’s play area c They think the new shopping mall

will take their business

d The stores in the mall will offer a wider selection of products, some kinds of goods are at cheaper prices

4 Post - reading: - have students work in groups Discuss advantages and disadvantages of go shopping in the mall or supermarket

- call some students to give the answers

- collect ideas

- work in groups Discuss advantages and disadvantages of go shopping in the mall or supermarket - give the answers

Advantages Disadvantages Convenient Expensive More choice of

products Inconvenient(not many, only in big cities) Comfortable …

Good services … 5 Home work:

Prepare Write

UNIT 7: MY NEIGHBORHOOD Lesson 5: Write

I Objectives:

By the end of the lesson, students will be able to write a notice and to use adjectives to make comparison

(85)

Vocabulary: resident (n), store owners (n), effect (n), hardware store III Teaching aids:

Extra board VI Procedures:

1 Warm - up:

- have students read the passage about mall

- read the passage about mall

- answer the questions

Questions:

- What is special about new shopping mall?

- What facilities are available in the shopping mall?

2 Pre - writing: - ask students questions

- introduce

As we know, the new shopping mall has affected the small shops, thus these store owners organize a meeting to discuss the effects of the new shopping mall. You read the notice and tell me the new words.

- explain newwords

- ask students how many part the structure of notice has and what importations it has

- copy in the book

- answer

Question:

- What you remember about the shopping mall, we learn last week?

- Beside its positives effects does it bring about any negative ones?

- What are they

New words:

-resident (n): dân cư

- store owners (n): chủ cửa hàng

- effect (n): ảnh hưởng - hardware store: cửa hàng bán đồ kim khí

A notice usually includes - Topic

- Time - Place

- Participants: While - writing:

- have students write a similar notice for the English speaking club about the English contest base on the above notice

- have students ensure the necessary information

- exchange the answer with a

- write a similar notice for the English speaking club about the English contest base on the above notice - take note

(86)

partner

- call students to give comments about their notices in front of class

partner

- give comments about their notices in front of class - copy in the book

The school English club Holding A SPESKING CONTEST TO CELEBRATE

THE TEACHER’S DAY - Date: November 15

- Time: 7.30 pm to 10.00 pm - Place: Hall 204, Building G Please contact Tran Thi Thu Hang of class 8H at the above address for more information Post - writing:

- have students use the above notice as examples and write a notice for a class meeting , a picnic, a sport club, a group discuss or a Y&Y meeting - have students work in groups

- call some groups to write the notice on the board

- give feedback

- discuss and write notice

- work in groups

- write the notice on the board

- copy in the book Y&Y of 81

ORGANIZING A PICNIC TO CA MAU Date: November 20th Time: 6.30 am

Place starts: School grade Please contact the monitor Nguyen Anh Tuan at 07813 846 583 for further information

5 Homework:

Prepare: Language focus

UNIT 7: MY NEIGBORHOOD Lesson 6: Language focus I Objectives:

By the end of the lesson, students will be able to use present perfect tense II Language content:

Present perfect with for and since

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III Teaching aids: Picture LF VI Procedures:

1 Warm - up:

- have students write the notice for sport club, a group discussion

- give feedback

- write the notice for sport club, a group discussion - copy in the book

The notice for a sport club a group discussion

2 Practice: - remind the formula a, the use of the present perfect - explain

- have students match each verb to it past participle - give correct answer

- remind the form a the use of the present perfect - take note

- match each verb to it past participle

- copy in the book

Activity 1:

Infinitive Past P.P be go eat live attend see write work collect was went ate lived attend saw did wrote worked collected been gone eaten lined attended seen done written worked collected - elicit the use of since and

for in present perfect - have students complete the expressions using for or since

- have students compare the answers with a partner - call some students to read the answer loudly

- take note

- complete the expressions using for or since

- compare the answers with a partner

- read the answer loudly - copy in the book

Activity 2:

Since + a point of time For + a period of time

- for five minutes - since January - since the summer - for hours

- for 10 weeks - since Friday - for 20 years - explain exercise

- have students complete the sentences using the present perfect form of the verbs in the brackets - notice the affirmative the negative to students

- call students to read the answers

- complete the sentences using the present perfect form of the verbs in the brackets

- take note

- read the answers

Activity 3:

a I have lived here since last week

b We haven’t eaten in that restaurant for two years c I haven’t seen her since

yesterday

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e My Dad has worked for his company for 20 years

f Ba has collected stamps since 1995

- have students work in pairs, read the dialogue and complete the dialogue using the correct form of the verb in the box

- call some pairs to complete the dialogue and role play in front of class - give correct answers

- work in pairs, read the dialogue and complete the dialogue using the correct form of the verb in the box - complete the dialogue and role play in front of class

- copy in the book

Activity 4: have been hope

3 have … lived is

5 want looks

7 have … Been have seen - remind some comparisons

of adjective - introduce some structures to compare (different from … the same as, as… as / not so / so …as)

Give correct answers

- take note - take note

- compare the answers - copy in the book

Activity 5: a not as big as b different from c different from d the same as e not as big as f the same as g as long as

h as not modern as i not as cheap as Consolidation:

- remind the formula and the use of the present perfect tense

- give exercise to students

- remind the formula and the use of the present perfect tense

- exercises

1 I (see) my friends since last year

2 She (visit) me for hours They (meet) their parents

since yesterday 4 Home work:

- Remember the use of the present perfect tense - Prepare Unit 8: Getting started, Listen and read

UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 1: Getting started, listen and read I Objectives:

By the end of the lesson, students will be able to talk about the diferent between the country life and the coty life

(89)

Vocabulary: relative (n), peaceful (adj), permanently (adv), medical factcilities (n), accessible (adj), change for better (v)

Cassette player, picture VI Procedures:

1 Warm - up:

- have students make five sentences that have used the present perfect temse

-give feed back and mark

- exercises making sentnecs that used present perfect tense

- take note

S + HAS / HAVE + V3 Ex:

I have studied english for years

She has visited noi since last week

2 Presentation: - introduce the topic the cuontry life and the city life

- have students work in small groips, make two lists of things in the city and things in the country and give more things in kthe city and things in the country - expplain words if necessary

- correct ideas

- have students look at the dialogue in the book and listen to the tape and fine out the new words

-play the tape once - explain newwords or new phrases

- take note

- work in small groips, make two lists of things in the city and things in the country and give more things in kthe city and things in the country

- take note - give ideas

- look at the dialogue in the book and listen to the tape and fine out the new words

City Country

Noisy

Tall building Kinds of goods Entertainments Traffic jam Pollution Busy Crowded Sport–cultural activities … Beautiful views Fresh air Friendly Fresh foods Quiet/peaceful Field Villages Harvest Boring … Newwords:

- relative (n): họ hàng - peaceful (adj): binh

- permanently (adv): vĩnh viễn, mãi - medical factcilities (n): sở vật chất cho y tế

- accessible (adj) tiếp cận

- change for better (v): thay đỗi theo chiều hướng tốt

3 Practice: - play the tape twice

- have students role play the dialogue in front of class - have studenst re - read the dialogue and answer the questions in exercise - have students compare the

- listen

- role play the dialogue in front of class

- re - read the dialogue and answer the questions in exercise

(90)

anser with a partner

- call some stuents to read the answers in front of the class

partner

- read the answers in front of

the class Answers:a Na has been to the countryside (Kim Lien village)

b She was there for the weekend

c The coutryside is peaceful and quite and there is nothing to

d There are no

entertainments (no cinams, no suppermaket, no zoos…)

e Many remote areas are getting electricity, people can now have things like refrigerators and TV, and medical facilities and more accessible

f (students’ answer) Consolidation:

- hjave students work in groups

- have group write five sentences, express what they like or they dislike about the city and the country

- have group write five sentences, express what they like about the city and the coutry and five sentences express what they dislike about the city and the country

- work in groups

- group write five sentences, express what they like or they dislike about the city and the country

- group write five sentences, express what they like about the city and the coutry and five sentences express what they dislike about the city and the country

5 Home work: Prepare Speak

UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 2: Speak

I Objectives:

By the end of the lesson, students will be able to talk about the city life and the country life

(91)

Review the comparison (comparative) of short and long adjectives III Teaching aids:

picture VI Procedures:

1 Warm - up:

- call student to write the nouns and adjectives that refer to the topic of the country and the city

- call two students to role play the dialogue and answer the questions

- write the nouns and adjectives that refer to the topic of the country and the city

- role play the dialogue and

answer the questions - Where has Na been?- How long was the there? - What is her opinion of the countryside?

- Do you prefer the city or the countryside? Why?

2 Pre - speaking: - have students look at two the pictures in textbook - ask

- introduce:

What you see in the pictures are the city years ago and now you work in pairs, talking about changes of the city by comparing two pictures Use the words in the box.

- look at two the pictures in textbook

- answer - What you see in two pictures?

Picture 1:

- small house - bicycle - narrow roads picture 2:

- high building - motorbike, car, taxi - long and wide roads

3 While - speaking: - review the comparative of long and short adjectives - have students work in pairs, talk about the changes of the town

- take note

- work in pairs, talk about the changes of the town

- copy in the book Eliciting answers:

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- The town is becoming more beautiful

- There are more green trees - The streets are becoming cleaner / longer

- The parks are more beautiful

4 Post - speaking: - have students work in groups, talk about changes in town

- have groups state changes in front of class

- work in groups, talk about changes in town

- state changes in front of

class - There are moreentertainments - There market is becoming larger

- There are more houses 5 Home work:

- Write more sentences about changes in hometown - prepare: Listen

UNIT 8: COUNTRY LIFEAND CITY LIFE Lesson 3: Listen

I Objectives:

By the end of the lesson, students will be able to complete the dialogue II Language content:

Who is speaking?, Hold a moment, Do you want to speak to? III Teaching aids:

Picture page 73, 74, cassette player VI Procedures:

1 Warm - up:

- hang the picture in the page 73 on the board

- have students look at the picture and talk about the changes of the town

- look at the picture

- look at the picture and talk about the changes of the town

- copy in the book

- Traffic is getting busier - There are more tall buildings and houses

- The town is becoming more beautiful

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- The parks are more beautiful

2 Pre - listening: - stick the picture page 74 on the board and ask students - introduce

We are going to listen to a dialogue on the phone between Aunt Hang and Lan. There is some missing information Firstly you read the dialogue and have a guess of the missing words.

- write students’ guess on the board

- look at the picture and answer the question

- What are they doing?

- Can you guess what they are talking about?

3 While - listening: - play the tape twice to three times

- have students fill in the missing words

- have students compare the answers with their guesses - play the tape again and check

- fill in the missing words - compare the answers with their guesses

- copy in the book

1 that this it’s where from coming week arriving Thursday 10 late 11 afternoon 12 speak 13 mom 14 get

Tape transcript: Lan: Hello

Aunt Hang: Hello Is that Lan? Lan: Yes, Who is this? Aunt Hang: It’s Aunt Hang How

are you?

Lan: I’m fine Where are you phoning from? Aunt Hang: Hue I’m calling to

(94)

coming to visit you next week

Lan: Great! When are you arriving? Aunt Hang: on Thursday We’re

arriving in Hanoi in the late afternoon Lan: Ok Do you want to

speak to my mom? Aunt Hang: Yes, please

Lan: Hold on a moment and I’ll get her Post - listening:

- have students build a new dialogue base on the dialogue tat they just listen - call some pairs to role play the dialogue

- give feedback

- build a new dialogue base on the dialogue tat they just listen

- role play the dialogue - copy in the book 5 Home work:

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