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Objectives: By the end of the lesson, students will be able to write a telephone message. Teaching aids: Text book, pictures, poster... Procedure:.[r]
(1)Unit 1
Lesson 1: - Listen and read (p 10 - 11) - Language focus 1(p 16)
Aim: Reading the dialogue for details and revision of simple present, simple past tense
Objectives: By the end of the lesson, students will be able to know more about Hoa - Lan - Nien and to review simple present and simple past tense
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Pelmanism:
II Pre- reading: 1 Pre - teach vocabulary: a) to seem (v): (translation)
b) a next - door neighbor (n): (explanation: a person who lives next to your house) c) to look like (v): (translation)
* Check: Rub out and remember
2 Pre - questions:
- Give ss some questions and ask them to work in pairs to answer them a) Is Nien Lan' s friend or Hoa' s friend?
b) How old is Nien? c) Where does Nien live? d) Is she a beautiful girl? - Give feedback
III While - reading:
- Ask ss to read the dialogue between Hoa, Lan and Nien on p 10 and check * Answers:
a) She is Hoa' s friend b) She' s 12 years old c) She lives in Hue d) Yes, she is
1 Comprehension questions:
- Ask ss to read the dialogue again and answer the questions in exercise on p 11 in pairs *Answers:
a) Nien lives in Hue b) No, she doesn' t
c) It is "She wasn' t old enough to be in my class." d) She' ll visit Hoa at Christmas
2 Gap - filling:
- Ask ss to use the simple present and simple past tense to complete paragraph 1(a) on p 16 - Give out some verbs
* Answers:
meet come live think send thought
(2)1) lived 4) was
2) lives 5) is
3) sent 6) comes
- Ask ss to work individually and then compare their answers with their partners' - Give feedback
IV Post - reading: * Writing:
- Ask ss to write a paragraph about Hoa and Lan
- Give ss some cues and ask them to use the simple present or simple past tense to write * Cues:
a) Lan/ Hoa' s best friend
b) They/ same class/ Quang Trung school c) Last year/ Hoa/ to school first time
d) Lan/ show/ around/ introduce/ to new friends - Let ss discuss with their partners
- Choose some answers and corrext them in front of the class V Homework: - Ask ss to exercise in work book
Unit 1 Lesson 2: - Speak (p.11) - Listen (p 12 - 13)
Aim: Listening for details to complete the dialogue and speak to describe someone. Objectives: By the end of the lesson, students will be able to describe someone and complete the dialogue by listening
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Brainstorming:
- Ask ss to think of the adjectives used to describe body build and hair curly
fair thin straight
short
strong fat blond
overweight slim fair wavy
slender
II Presentation:
(3)- Show ss the picture of Mary and ask them to describe her hair, her body build Ex: She has long blond hair.
She is short and thin. * Form:
S + have/ has + ADJ+ hair S + be + ADJ
III Practice: 1 Word cue drill: a) he/ tall/ thin He is tall and thin
b) she/ short/ slim c) he/ short/ fat d) long/ black e) curly/ blond f) straight/ brown
2 Practice speaking: - Show the poster of people on p 11 - 12
- Call one student to describe one person, the others have to guess who he/ she is Ex: S1: This person is short and thin She has long blond hair.
S2: Is this Mary? S1: Yes.
- Ask ss to describe six people on the poster
IV Pre - listening: - Ask ss to exercise "Listen a - b - c - d" on p 12 - 13
- Get ss to guess and to complete dialogues on p 12 - 13, using the given expressions - Give feedback
V While - listening: - Let ss listen to the tape twice
- Get ss to work in pairs to complete the dialogues and compare with their prediction * Answers:
a) I' d like you to meet - Nice to meet you.
b) I' d like you to meet - It' s a pleasure to meet you c) come and meet
d) how you do
- Ask ss to practice speaking the dialogues
VI Post - listening: - Call some ss to play the roles and practice the dialogues - Correct their pronunciation
- Let ss work in pairs to practice the dialogues (closed pairs) VII Homework:
Unit 1
Lesson 3: - Getting started (p 10) - Read (p 13 - 14)
Aim: Reading for specific information
Objectives: By the end of the lesson, students will be able to know more about Ba' s friend
(4)Procedure:
I Warm up: * Chatting:
- Ask ss some questions:
a) What are these ss doing?
b) What time of the day you think it is? c) Do you like soccer/ reading books? d) Whom you like playing with?
II Pre - reading: 1 Pre - teach vocabulary: a) a character (n): (translation)
b) an orphanage (n): (explanation: a place where children without parents live) c) reserved (adj)
d) sociable (adj) (translation)
e) to tell jokes (v): (explanation: tell a story which makes people laugh) f) sense of humor (n): (translation)
* Check: What and where
2 T/ F statements predictions: - Stick the poster of T/ F statements on the board
- Set the scene: These statements are about Ba and his friends, read them and guess which statements are true, which are false.
- Get ss to work in pairs
a) Ba only has friends: Bao - Song - Khai b) Ba and his friends have the same characters c) Bao- Song - Khai are quite reserved in public d) They all enjoy school and study
e) Give feedback
III While - reading: - Ask ss open their books and read the text on p.13
- Let ss check their prediction
Guess Correct a
b c d
F F F T - Ask ss to correct false statements
a) Ba has a lot of friends but he spends most of his time with Bao, Song, Khai b) They have different characters
c) Only Song and Khai are quite reserved reserved
sociable jokestell
character
orphanag
(5)1 Multiple choice: - Get ss to exercise on p.14 in pairs
* Answers:
a) Ba talks about of his friends
b) Bao' s volunteer work doesn' t affect his school work c) Khai and Song are rather shy
d) Ba' s friends sometimes get tired of his jokes
2 Comprehension questions: - Ask ss to exercise on p 14 in pairs
- Call some pairs
IV Post - reading: - Ask all ss to work in closed pairs
- Ask ss to work in groups and talk to one another about their friends, using adjectives they have learnt to describe
V Homework: - Write and learn by heart the new words
- Write a paragraph to describe your close friend (about 15 sentences) Unit 1
Lesson 4: - Write (p.15) - Language focus (p 17) Aim: Writing about oneself and about other people
Objectives: By the end of the lesson, students will be able to write a paragraph about their close friend
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Kim' s game:
- Ask ss to look at the picture on p.17 quickly and then let them keep their books closed - Give ss questions:
1) How many people are there in the picture? 2) What is each person wearing?
II Pre - writing: * Reading:
- Ask ss to read the information about Tam then answer some questions 1) What is his name? Le Van Tam
2) How old is he? 14
3) What does he look like? He is tall and thin He has short black hair. 4) What is he like? He is sociable, humorous and helpful. 5) Where does he live? He lives at 26 Tran Phu street, Hanoi.
6) Whom does he live with? He lives with his mother, father and an elder brother. 7) Who is his friend? Ba and Bao
III While - writing:
(6)- Ask ss to compare with the paragraph in their books on p 15
- Ask ss to write some information about one of their friends, then write a paragraph about him or her
- Get ss to share with their partners and correct
IV Post - writing:
- Ask each student to write s similar paragraph about himself/ herself - Ask some ss to speak in front of the class
V Homework: - Write another paragraph about one of their family members
Unit 1
Lesson 5: - Language focus (p 16) - Language focus (p 17)
Aim: Further practice in simple present tense and the structure: (not) + adjectives enough + to - infinitive.
Objectives: By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure "(not) + adjectives enough + to - infinitive".
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Categories:
- Ask ss to find out the adjectives beginning with the letters that the teacher gives
a b c d
awful big clever dirty
g h i j
great heavy interesting jealous
k l m n
kind lovely mean new
o p q r
old poor quiet rich
II Presentation 1: 1 Pre - teach vocabulary:
a) a planet (n): (example: the sun, the moon, the earth what are they?) Mars
Mercury proper name (translation) b) silly (adj): (translation)
* Check: Slap the board
II Practice 1:
1 Revision of simple present tense: - Review simple present tense: formation, usage
- Focus on one of the usage of simple present tense.- Give ss verbs: be - move - set - go - rise - Ask ss to complete the dialogue between Ba and Tuan, his young cousin
- Get ss to work in pairs * Answers:
(7)- Correct their pronunciation, focus on the pronunciation of verbs ending with S/ ES III Presentation 2:
* Set the scene:
- Ask ss to hang the picture on the board and ask: " How I say and how I answer? Complete the exchange."
Can you this over there?
No, I not .5 to the over there.
* Answers: - Can you hang this picture over there?
- No, I am not tall enough to hang the picture over there. * Form: " (not) + adjectives enough + to - infinitive"
* Meaning: cha/ không đủ để làm
III Practice 2: 1 Word cue drill: a) Read English books/ good
b) Drive a car/ old c) Carry this bag/ strong d) Solve this problem/ clever - Let all ss work in pairs
2 Further practice: - Ask ss to exercise on p.17 in pairs
- Give feedback and ask ss to practice the dialogue
IV Homework: - Write and learn by heart the new words
- Ask ss to write sentences using: "(not) + ADJ + enough + to - V" Unit 2
Lesson 1: - Getting started (p 18) - Listen and read (p 19)
Aim: Reading for details about a conversation on the phone
Objectives: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up: - Ask ss to match each object with its name
* Answers:
a) an answering machine b) a mobile phone
c) a fax machine
d) a telephone directory e) a public telephone f) an address book
- Give the definitons of these objects on a poster and ask ss to match the object with its definition * Definition:
(8)2) to find someone' s telephone number 3) to write addresses and telephone numbers 4) to make a phone call in a street telephone box 5) to leave and take messages
6) to make phone call anywhere you like * Answers:
a - c - e -
b - d - f -
II Pre - reading: * Open prediction:
- Set the scene: "Hoa and Nga are taling on the phone They are talking about going to see a movie.
- Ask ss to guess:
1) Who made the call? 2) Who introduced herself?
3) Who invited the other to the movies? 4) Who arranged a meeting place? 5) Who arranged the time?
6) Who agreed to the time? - Give feedback
III While - reading:
- Ask ss to read the conversation between Nga and Hoa on p.19 and give them feedback * Answers:
1) Nga made the call 2) Nga introduced herself
3) Nga invited Hoa to the movies 4) Nga arranged a meeting place 5) Nga agreed to the time
1 Comprehension questions: - Give ss some questions and ask them to work in pairs to answer them
a) What is Hoa' s telephone number?
b) Which movie are they going to see? Where? c) How is Hoa going to see the movies?
d) Where are they going to meet? What time? * Answers:
a) Her telephone number is 3847329
b) They are going to see the movie Dream City at Sao Mai Theater c) Hoa is goooing by bike
d) They are going to meet outside the theater at 6.30 - Get some pairs to ask and answer the questions (open pairs) - Let all ss work in pairs (close pairs)
2 Matching the phrases with their meanings:
a) Hold on 1) Nó đợc chiếu đâu?
b) Is 6.30 all right? 2) Kh¸ xa
c) Where is it on? 3) 6h30 phút đợc chứ?
d) A bit far from 4) (Cầm máy) chờ
IV Post - reading: * Role play:
(9)* Suggested dialogue: Lan: 854146
Mai: Can I speak to Lan please? Lan: Yes Lan speaking.
Mai: Hello Lan This is Mai.
Mai: I' m going to see a movie at 7.30 this evening Would you like to come?
Lan: Of course But I have to ask my Mom Hold on OK She says I can go, where' s it on?
Mai: At Sao Mai Movie theater. Lan: Let' s go by bike.
Mai: OK Let' s meet outside the theater. Lan: Is 7.00 OK?
Mai: All right See you at 7.00 Bye. Lan: Bye.
V Homework: - Write a similar dialogue on their notebooks
- Learn by heart your dialogue in pairs
Unit 2 Lesson 2: - Speak (p 18)
- Language focus - (p 19) Aim: Practicing talking on the phone
Objectives: By the end of the lesson, students will be able to talk on the telephone about intensions with GOING TO
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up: * Chatting:
- Ask ss some questions:
1 Do you have a telephone at home? How often you make a phone call?
3 What would you say when you pick up the phone to answer it? What would you say if you are the caller?
II Presentation: - Ask ss to exercise on p.20 in pairs
* Answers:
1 - b - f - j
4 - a - i - c
7 - e - k - g 10 - h 11 - d
- Ask some questions to check their understading and focus on the structure GOING TO Are they talking on the phone? (Yes)
2 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)
4 What form of the verbs yo u use to talkabout intensions? (be going to)
(10)III Practice: 1 Word cue drill: *Model sentences:
Are you going to see a movie? Yes, I am/ No, I am not
a) see a movie b) play sports
c) meet your friends d) help your mother e) your homework f) watch TV
- Model cues then ask ss to repeat chorally then individually - Ask some ss to practice asking and answering
- Ask ss to work in pairs
2 Further practice:
- Ask ss to Language focus on p.25 They have to work with a partner and say what people are going to
- GIve an example first
Ex: T: Nga has a movie ticket What is she going to do? S: She' s going to see a movie.
- Let ss work in pairs - Give feedback
Answers: a) They are going fishing b) She' s going to read the new novel c) She' s going to her homework
d) He' s going to watch an action movie on TV tonight e) She' s going to give him a birthday present
IV Production: * Role play:
- Set the scene: "Ba and Bao are making arrangements to play chess." - Ask ss to work with their partners to complete the dialogue
- Give feedback
- Ask ss to play the roles of Ba and Bao to practice the dialogue
- Ask ss to make the similar arrangments and practice talking with a partner V Homework:
- Write and learn by heart the new words
- Write things that they intend to next week
Unit 2 Lesson 3: Read (p 21 - 22)
Aim: Reading the paragraph for details about Alexander Graham Bell
Objectives: By the end of the lesson, students will be able to know more about Alexander Graham Bell
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up:
* Brainstorming: to call someone
to have a message
(11)to communicate to chat with friends
to make arrangements
to talk a person who lives far from
II Pre - reading: 1 Pre teach vocabulary: 1) to emigrate (v): (example: go to anther country to live 2) to transmit (v): (translation)
3) to conduct (v): (synonym: What' s the synonym of to carry out?) 4) to demonstrate (v): (translation)
5) a deaf - mute: (explanation: a person who is unable to hear and speak.) * Check: What and where
2 T/ F statements prediction:
- Hang the poster of T/ F statements on the board and ask ss to work in pairs and guess which statements are true and which are false
a) Alexander Graham Bell was born in the USA
b) He worked with deaf - mute patients in a hospital in Boston c) Thomas Watson was Bell' s assistant
d) Bell and Watson introduced the telephone in 1877
e) Bell experimented with ways of transmitting speech between deaf - mutes over a long distance
f) Bell demonstrated his invention at a lot of exhibitions - Give feedback
III While - reading: - Ask ss to read the text on p.21 - 22 and check their prediction - Have ss correct false statements
*
Ordering:
- Ask ss to look at the book on p.22
- Get the ss to read the events of Bell' s life and put them in the correct order - Ask them to compare with their partners
* Alexander Graham Bell: 1) was born in Scotland. 2) went ot live in Cananda.
3) went to live in the United States.
4) worked with people who could nnnnnnnneither speak nor hear. 5) worked with Thomas Watson.
6) successfully demonstrated his invention. 7) invented the telephone.
Guess Answer Correction
a b c d e f
F F T F F T
He was born in Edinburgh in Scotland.
He worked with deaf - mutes at Boston University. He introduced telephone in 1876.
(12)IV Post - reading: * Write - it - up:
- Get ss to wirte a paragraph about Bell' s life, using the information from the text - Let them swap their writings and correct
V Homework: - Write and learn by heart the new words
- Write a paragraph about Bell' s life and learn by heart it
Unit 2 Lesson 4: - Write (p 23 - 24) Aim: Writing a message
Objectives: By the end of the lesson, students will be able to write a telephone message. Teaching aids: Text book, pictures, poster.
Procedure:
I Warm up: * Jumbled words:
1) MUCUESTOR = customer
2) AYDDMI = midday
3) ESSGMEA = message
4) NIFURRETU = furniture
5) RVSEICE = service
II Pre - writing: 1 Chatting: - Talk to ss about taking a telephone message
a) Have you ever taken a telephone message? (Yes/ No)
b) When you take a message, what should be mentioned in the message? (Date, time, who sent, to whom, content)
2 Pre - teach vocabulary:
a) a customer (n): (explanation: a person who comes to buy something at a shop ) b) a delivery: (translation)
c) a stationery: (example: papers, pens, rulers, envelopes) d) to pick sb up(v): (translation)
* Check: Rub out and remember
III While - writing: * Reading and gap filling:
- Ask ss to read the message and fill in the gaps in the passage on p.23 - Let ss work in pairs
* Answers:
" A customer phoned the Thang Loi Delivery Service on May 12 just before midday She wanted to speak to Mr HA but he was out So Mr Tanm took a message for Mr Ha The customer' s name was Mrs Lien and she wanted to know about her furniture delivery She wanted Mr Ha to call her She said Mr Ha could reach her at 8645141 after lunch."
(13)- Let ss write and then share with a partner * Answers:
Thanh Cong Delivery Service
Date: June 16 Time: After midday
For: Mrs Van
Message: Mr Nam called about his stationery order He wanted you to call him at 8634082
Taken by: Mr Toan
IV Post - writing: - Ask ss to write another message
* Set the scene: "Tom phoned Nancy, but she was out Lisa, Nancy' s sister took a message for Nancy Help Lisa to write a message."
- Ask ss to read the dialogue between Lisa and Tom then write the message - Let ss work in pairs
* Answers: Date: Time: For: Nancy
Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30
Taken by: Lisa - Give feedback
V Homework: - Ask ss to write the message on the notebooks
- Write and learn by heart the new words
Unit 2 Lesson 5: - Listen (p 23 - 24) - Language focus (p 26)
Aim: Listening for details and further practice in adverbs of place
Objectives: By the end of the lesson, students will be able to complete a telephone message by listening and further practice in adverbs of place
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up: * Telephone transmitting:
II Pre - listening:
- Ask ss to look at the form of the telephone message on p.21 and set the scene: "a woman phoned the principal of Kingston junior high school, but he was out."
- Have ss guess the message - Let ss work in pairs
- Give feedback
III While - listening:
(14)* Answers:
Kingston Junior High School Date:
Time:
For : the principal
Message: Mr Mary Nguyen wanted to see you at 9.45 in the morning Tel: 64683720942
IV Presentation: * Jumbled words:
TDEOUSI ERHE
SIIDEN STUPAIRS
HETRE WONSTAIRDS
- Hang the poster of the words with disodered letters on the board and tell the ss that they are adverbs of place
- Ask ss to go to the board and write the meaningful words * Answers:
OUTSIDE HERE
INSIDE UPTAIRS
HERE DOWNSTAIRS
- Make sure ss know the meanings of these adverbs V Practice: - Ask ss to exercise on p.26
* Set the scene: " Ba is playing hide and seek with his cousin, Mr Tuan Use the adverbs of place to complete the speech bubbles."
- Let ss work in pairs then compare with another pair VI Homework: - Write sentences about your house, using adverbs of place
Unit 3
Lesson 1: - Listen and read (p 27 - 28) - Language focus (p.34)
Aim: Helping ss to read the dialogue for details and to practice the modal verbs: must, have to, ought to
Objectives: By the end of the lesson, students will be able to understand the dialogue and use modal verbs to talk about the housework
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up: * Kim' s game
II Pre - teach vocabulary: a) to feed the chicken (v): cho gà ăn (visual)
b) a steamer (n): nåi h¬i (picture) c) a sauce pan (n): chảo (picture)
d) chore (n): việc làm hàng ngµy (translation) * Check: What and where
III Presentation:
(15)- Ask ss to complete the list of the things Nam has to - cook dinner
- go to the market to buy fish and vegetables
Nam has to - call his Aunt, Ms Chi and ask her to meet his mother at grandma' s house
* Form: HAS/ HAVE TO + Infinitive = MUST + Infinitive * Meaning: Phải (làm g×)
* Use: Exchange: What you have to do? I must the washing up.
IV Practice: - Use the picture cues drill:
a) the washing up b) make the bed c) sweep the floor d) cook dinner e) tidy my room f) feed the chickens
- Give ss words: feed - empty - - tidy - sweep - clean - dust
- Ask ss to look at the pictures and complete the dialogue between Nga and Lan, using must or have to together with the verbs given.
V Further practice: * Answers:
Nga: Can you come to the movies, Lan? Lan: No, I have to my chores Nga: What you have to do?
Lan: I must tidy my bedroom, then I have to dust the living room and I must sweep the kitchen floor, too
Nga: That won' t take long What' s else?
Lan: I have to clean the fish tank and then I must empty the garbage Finally I must feed the dog
Nga: OK Let' s start Then we can go out - Ask ss to work in pairs, practicing the dialogue - Write the things you have to on Sunday
VI Homework: - Write and learn by heart the new words
- Write a passage about the things you to on Sunday Unit 3
Lesson 2: - Speak - (p 28 - 29) Aim: Practicing speaking
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
Teaching aids: Text book, pictures, poster. Procedure:
I Warm up: * Kim' s game
(16)- Ask ss the positions of the items in the pictures
Where is the clock? It' s above the fridge? Where is the bowl of fruit? It' s on the table
Where are the flowers? They are on the table.
Where is the rice cooker? It is next to the bowl of fruit.
Where is the cupboard? It' s on the wall, above the counter.
Where are the knives? They are on teh wall, under the cupboard. Where is the dish rack? It' s on the counter, next to the bowl of fruit.
III Practice:
- Get ss to work in pairs, talking about the position of each item Eg: The calendar is on the wall, abouve the stove
The knives are on the wall, under the cupboard
IV Further practice:
* Set the scene: "Mrs Vui bought new furniture for her living room, but she can not decide where to put it You should help her to arrange the furniture."
- Ask ss to look at the picture and talk about their ideas
Ex: - Let' s put the clock on the wall, between the shelf and the picture.
- OK I think the coffee tableshould be between the couch and the armchair. - Let' s put the telephone next to the couch.
- I think we should put the magazines above the books on the shelves. - I think the shelves ought to be at one of the corners, opposite the couch. - Ask ss to practice speaking
V Homework: - Write and learn by heart the new words
- Describe your living room
Unit 3
Lesson 5: - Read - (p.31 - 32)
Aim: Reading for details about safety precautions in the house and further practice in why - questions and answers - Because
Objectives: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why - Because
Teaching aids: Text book, pictures, realias. Procedure:
I Warm up: * Brainstorming:
- Divide the class into teams - Ask some ss to write on the board
drug
electricity
boiling water Danger in the home knife
(17)fire gas II Pre -reading: 1 Pre -teach vocabulary: a) a pre'caution (n): phòng ngừa, đề phòng (translation) b) a 'socket (n): ổ cắm điện,đui đèn (realia) c) an 'object (n): vật, đồ vật (translation)
d) a match (n): que diªm (picture)
e) electrical (adj): thc vỊ ®iƯn electricity (n) (translation)
f) scissors (n): c¸i kÐo (realia)
g) a bead (n): hạt, vật tròn nhỏ (translation) * Check: Rub out and remember
2 True/ False statements prediction:
- Ask ss to read the statements and guess which is true, which is false, without opening the books a) It is safe to leave medicine around the house.
b) Drugs can look like candy.
c) A kitchen is a suitable place to play.
d) Playing with one match can not start a fire.
e) Putting a knife into an electrical socket is dangerous. - Give feedback
III While - reading: 1 Reading the text:
- Ask ss to open the books read in pairs and check their predictions - Ask ss to correct if the statement is false
2 Comprehension questions: - Ask ss to work in pairs to find out the answers of these questions
a) Why must we put all chemicals and drugs in a locked cupboard b) Why mustn' t we let children play in the kitchen?
c) Why mustn' t children play with matches? d) Why we cover electrical sockets?
e) Why must we have to put all dengerous objects out of children' s reach? - Ask some pairs to practice
* Answers:
a) Because children often try to eat and drink them. b) Because the kitchen is a dangerous place.
c) Because playing with one match can cause the fire.
d) Because children often try to put something into electrical sockets and electricity can kill. e) Becausse the dangerous objects can injure or kill children.
- Ask ss to write the answers in their notebooks
IV Post - reading:
- Hang pictures and ask ss to work in groups to talk about safety precautions in each picture, using must or mustn' t
I Guess I read a
b c d e f
(18)- Ask some ss of each group to talk about safety precautions in each picture * Discussion (if there is enough time)
- Ask ss to work in groups, discussing about the topic: + Safety precautions in the street
V Homework: - Write and learn by heart the new words
- Practice in why questions with Because - answer by doing the exercise language focus
Unit 3
Lesson 4: Language focus (p.36) Aim: Further practice in Reflexive Pronouns
Objectives: By the end of the lesson, students will be able to use the Reflexive Pronouns. Teaching aids: Text book, pictures, realias.
Procedure:
I Warm up: * Brain storming:
do homework tidy up
cook cook
water flower clean the floor repair the machine
fix the TV set paint the house
II Presentation:
* Set the scene: "You your homework and no one helps you What you say?" I my homework myself.
Things you can
Things you can' t Board
Date Unit Read (lesson 4) I New words
II Read (p.31 - 32) Guessing
(19)- Explain the Reflexive Pronouns
* Form: We use I with myself.
You yourself/ yourselves He himself
She herself We ourselves They themselves It itself -Emphases pronouns: Used to emphasize a person or a thing
Eg: She cut herself.
John saw himself in the mirror. III Practice: * Word cue drill:
a) you/ do/ homework
Did you your homework? Yes I did it myself.
b) he/ fix/ washing machine
Did he fix the washing machine? Yes He fixed himself.
c) Mary/ cook/ dinner
Did Mary cook the dinner? Yes She cooked it herself. d) These ss/ paint/ the pictures
Did these ss paint the pictures? Yes They painted them themselves. e) you/ do/ your chores
Did you your chores? Yes We did ourselves. - Ask ss to run through the vocabulary first
- Ask them to practice the questions and then the answers - Ask ss to work in open pairs then closed pairs
IV Further practice: * Complete the dialogue:
- Ask ss to fill in the blanks with suitable reflexive pronouns or emphasis pronouns - Give feedback
- Ask ss to practice speaking in pairs
a) - Did someone help Ba to draw that picture? - No He did it himself
b) The repairman can' t fix the washing machine until tomorrow Come on We' ll have to try and it ourselves
c) - What' s the matter, Hoa? - I cut myself
- Let me see Oh, it' s all right d) - Why are you crying, Nga?
- I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well
- Why did they kill themselves? - It' s a long story
e) - Boys and girls, you' ll the experiment this afternoon - Will you come to help us?
(20)V Homework:
- Write sentences with Reflexive Pronouns and sentences with emphasis pronouns Unit 3
Lesson 5: - Listen (p 30)
- Language focus (p.35) Aim: Listening and further practice in modal verb - ought to
Objectives: By the end of the lesson, students will be able to identify the right item by listening and further practice in modal verb: ought to
Teaching aids: Text book, pictures, realias. Procedure:
I Warm up: * Brainstorming:
chickens beef
rice cake
bread candy
noodles garlic
II Pre - listening: * Prediction:
- Get ss to look at p.30 and guess things they use to cook the "Special Chinese Fried rice" - Give feedback
III While - listening: - Ask ss to listen to the tape and check their predictions * Answers:
a) Fried rice b) pan
c) Garlic and green peppers d) ham and peas IV Presentation:
* Set the scene: " Hoa is very sad because she failed her English test What you say to advise her?"
"You should study harder."
- Can you tell me another word for "should"? - ought to
* Use: "ought to" as well as "should" is uesd to give advice to someone * Form: OUGHT TO + infinitive
* Meaning: nªn
V Practice: - Ask ss to give advice to people in the pictures (p.35) * Answers:
a) I failed my English test You ought to study harder. b) I am late
You ought to get up earlier.
(21)c) I am fat
You ought to eat more fruit and vegetables. d) My tooth aches
You ought to see a dentist. - Get ss to practice exchanges in pairs
V Production: * Noughts and crosses:
* Answers:
a) His tooth aches.
He ought to go to the dentist' s. b) Hoa is late.
She ought to get up earlly. c) My room is untidy. You ough to tidy your room. d) The floor is dirty.
You ought to clean it. e) Bao is overweight.
He ought to eat less meat and exercise. f) She is thin.
She ough to study harder.
g) The washing machine doesn' t work. You ought to fix it.
Homework: - Write some advice when your friend feels sick
Unit 3 Lesson 6: Write (p 32 - 33) Aim: Writing a description of a room
Objectives: By the end of the lesson, students will be able to write a description of a room in their house
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Chatting:
- Ask something about the room on p.32 Which room is this?
What' s this? Where is it?
II Pre - writing: 1 Pre - teach vocabulary: a) a folder (n): cặp tài liÖu (visual)
His tooth/
ache Hoa/ late My room/ untidy The floor/
dirty overweightBao/ She/ thin My English/
bad
Her grades/ bad
(22)b) beneath (prep): dới thấp, dới (antonym: above) c) dish rack (n): giá đựng bát đĩa (visual)
d) lighting fixture (n): đèn chùm (picture) * Check: Rub out and remember
2 Reading:
- Ask ss to read the description of Hoa' s room, then ask some comprehension questions * Questions:
a) What is there on the left of the room? b) Where is the bookshelf?
c) What is there on the right side of the room? d) Where is the wardrobe?
* Answers:
a) There is a desk on the left of the room. b) The bookshelf is above the desk.
c) There is a window on the right side of the room.
d) The wardrobe is beside the window and opposite the desk. III While - writing: - Ask ss to describe Hoa' s kitchen using the given cues * Answers:
This is Hoa' s kitchen
There is a refrigerator in the right corner of the room. Next to the refrigerator are the stove and the oven.
On the other side of the oven, there is a sink and next to the sink is a towel rack. The dish rack stands on the counter, on the right of the window and beneath the shelves.
On the shelves and the counter beneath the window, there are jars of sugar, flour and tea.
In the middle of the kitchen, there is a table and chairs.
The lighting fixture is above the table, and beneath the lighting fixture is a vase with flowers.
- Ask ss to share with their partners
- Correct the mistakes from some descriptions
IV Post - writing:
- Ask ss to talk to their partners about their room/ living room/ kitchen V Homework:
- Write and learn by heart the new words
- Ask ss to write the description of their bedroom/ living room
Unit 3
Lesson 6: Language focus (p 34 - 36)
Aim: Reflexive pronouns, modal verbs: must, ought to, have to
Objectives: By the end of the lesson, students will be able to use Reflexive pronouns, modal verbs
(23)I Pre - teach vocabulary: a) to tidy (v): dän dÑp (translation)
b) to dust (v): phđi bơi, qt bơi (explanation) c) fish tank (n): bĨ c¸ (picture)
d) chore (n): công việc nhà, việc vặt * Check: Rub out and remember
II Presentation 1: * Set the scene: " Do you know the synonym of must?"
" Yes It is Have to"
* Form: Has/ Have to + infinitive = Must + infinitive. * Meaning: Phải làm
* Note: - Must din t bắt buộc xuất phát từ ngời nói - Have to diễn tả bắt buộc ngoại cảnhđa đến
- Must khơng dùng đợc q khứ tơng lai dùng have to thay III Practice:
- Hang pictures and ask ss to say what she has to - Have some ss to show each picture and say
- Ask ss to language focus in pairs - Ask some pairs to practice
* Answers:
1) have to / must tidy 2) must/ have to dust 3) have to/ must sweep 4) have to/ must clean 5) have to/ must empty 6) have to/ must feed
IV Presentation 2:
* Set the scene: " Hoa is very sad because she failed her English test What you say to advise her?"
"You should study harder."
- Can you tell me another word for "should"? - Ought to
* Use: Ought to is used to give advise to someone * Form: Ought to + infinitive
* Meaning: Nªn
V Practice: - Hang pictures on the board
- Ask ss to give advise to people in the pictures in pairs - Call some ss to say
* Answers:
a) You ought to study harder b) You ought to get up earlier
c) You ought to eat more fruit and vegetables d) You ought to see a dentist
VI Presentation 3:
* Set the scene: "You your homework and no one helps you What you say?" "I my homework myself."
(24)* It used to emphasize a person or a thing
VII Practice:
- Ask ss to fill in the blanks with suitable reflexive pronouns or emphasis pronouns - Give feedback
- Ask ss to practice speaking in pairs * Answers:
1 ourselves myself yourself himsself herself themselves yourselves
Homework: - Write and learn by heart the new words
- Do exercise - 2- - in work book
- Make sentences with reflexive pronouns and modal verbs Unit 4
Lesson 1: Listen and read (p 38 - 39) Aim: Reading the dialogue about the life of many years ago
Objectives: By the end of the lesson, students will be able to tell the activities people used to in the past
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Getting started:
- Ask ss to look at the picture on p 38 and write the names of the things that don' t belong to the past
* Answers: + The TV + The radio
+ The mobile phone + The light fixture
+ Modern clothing/ school uniforms
II Pre - reading: 1 Pre - teach vocabulary: a) to look after (v) (synonym)
b) equipment (n) (example) c) a folk tale (n) (example) d) traditional (adj) (translation) e) a great gradma (n) (explanation) * Check: What and where
2 T/ F prediction:
- Ask ss to read the statements on poster and predict they are true or false a) Nga is used to live on a farm
b) Nga' s grandma didn' t go to school
(25)e) "The lost shoe" is a shrt story
III While - reading:
- Ask ss to read the dialogue between Nga and her Grandma and check their prediction - Ask them to correct the false statements
- Give feedback
1 Comprehension: - Get ss to work in pairs, asking and answering questions * Questions and answers:
a) Where did Nga' s gradmother use to live? She used to live on a farm.
b) Why didn' t she go to school?
Because she had to stay at home and help her Mom to look after her younger brothers and sisters.
c) What did Nga' s Graet Grandma do?
She used to cook the meals, clean the house and wash the clothes. d) What did Nga' s Great grandma and Great grandfather after dinner?
Her Great grandma used to lit the lamp and her great grandfather used to tell stories. e) What did Nga ask her grandma to at the end of the conversation?
She asked her grandma to tell her the tale "The lost shoe". - Give feedback
- Ask them to work in open pairs and closed pairs
2 Fact or opinion:
- Have ss read the statements part on p.39 and deciddde which is a fact and which is an opinion
- Give feedback
IV Post - reading: - Survey
Guess Answer Correction a
b c d e
F T F T F
Grandma used to live on farm She had a hard life
It is an old folk tale
F O
a) I used to live on a farm b) There wasn' t any electricity c) Mom had to everything
without the help of modern equipment
d) My father used to tell us stories
e) The best one was the lost shoe f) Traditional stories are great
X X X X
X X
Did you use to Name - Get up late
- Ride bicycle too fast - Go to schol late - Eat too much candy
(26)- Give feedback: Ask ss some questions to check " Who used to get up late/ ride bicycle too fast ?" - Write it up
V Homework: - Write and learn by heart the new words
- Ask ss to write the result of their survey
Unit 4 Lesson 2: - Speak - (p.40)
- Language focus (p.45)
Aim: Speaking about the way things used to be and the way they are now
Objectives: By the end of the lesson, students will be able to use USED TO to talk about the things they used to
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Jumbled words:
RIELETCICTY = Electricity
MENTTAENTERIN = Entertainment
RKMAET = Market
PERMASUEKT = Supermarket
II Presentation:
- Recall the conversation between Nga and her Grandma, then ask: "Where did Nga' s Grandma always live?" She always lived on a farm."
"Another word for always lived" "Used to live"
- Ask ss to use USED TO to make questions and answers " Where did Nga' s grandma use to live? She used to live on a farm."
* Form: S + USED TO + INFINITIVE S + didn' t use to +infinitive Did + S + use to + infinitive?
* Use: used to express a past habit, or an action usually happened in the past * Meaning: ĐÃ thờng làm
III Practice: * Word cue drill:
a) Live/ Hue/ Hanoi
(27)- Did you use to get up late? - No I used to get up early d) Walk to school/ bicycle - Did you use to walk to school? - No I used to go to school by bicycle e) Study/ evening/ early morning - Did you use to study in the evening? - No I used to study in the early morning
IV Production: - Get ss to work in open pairs then closed pairs
- Compare pictures on p.40, using "USED TO" to talk about the actions in the past - Elicit some ideas so that ss can talk about them
a) - Where did they live in the past? And now?
- People used to live in small houses Now they live in big houses and buildings. b) - How did they travel?
- People used to walk Now, they can go by cars or motorbikes. c) - What about the electricity?
- Now there is electricity everywhere. d) - What about their life/ work?
- People used to work hard all the time Now they have a lot of time for entertainment. e) - Did children use to go to school?
- Most children used to stay at home Now they all go to school. f) - What about their entertainment?
- Children used to play traditional games such as hide and seek, skip rope outdoors Now they have a lot of modern games - video games.
V Homework:
- Write about the things you used to last years using USED TO
Unit 4
Lesson 3: Read - (p 41 - 42) Aim: Reading the story "The lost shoe" for details
Objectives: By the end of the lesson, students will be able to understand and retell the story "The lost shoe"
Teaching aids: Text book, pictures. Procedure:
I Warm up: * Brainstorming:
TÊm C¸m
Hồng tử cóc Cây tre trăm đốt
(28)Đôi hài vạn dặm
II Pre - reading: 1 Pre - teach vocabulary: cruel (adj): (translation)
2 upset (adj): (synonym) fairy (n): (translation)
4 magical (adj): (translation) magically (adv) a rag (n): (realia)
6 to fall in love with (v): (translation) immediately (adv): (translation) * Check: Rub out and remember
2 T/ F statement predictions:
- Ask ss to read the statements on posters and guess which is true, which is false and then share with their partners
- Give feedback
a) Little Pea' s father is a poor farmer.
b) Her father got married again after his wife died. c) Her new mother was beautiful and nice to her. d) She worked hard all day.
e) She didn' t have new clothes to take part in the festival. III While - reading: 1 Check the predictions:
- Have ss read the story "The lost shoe" on p.41 and check their prediction and ask them to correct their the false statements
2 Comprehension questions: - Ask ss to work in pairs answering the questions in exercise on p.42 - Give feedback
a) - Who was Little Pea?
- She was a poor farmer' s daughter.
b) - What did Stout Nut' s mother make Little Pea all day? - She made her the chores all day.
c) - How did Little Pea get her new clothes?
- Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes.
d) - Whom did the Prince decide to marry?
- He decided to marry Little Pea because the shoewhich the Prince was keeping fitted her. e) - Is it a true story? How you know?
3 Gap filling:
- Ask ss to work in pairs to fill the blanks with suitable words from the story * Answer:
Guess Answer Correction a
b c d e
T T F T F
Her new mother was cruel to her
(29)a) Little Pea' s father was a farmer
b) Little Pea' s mother died when she was young
c) Little Pea had/ used to housework all day after her father got married again d) The Prince wanted to marry/ choose 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
IV Post - reading: * Retell the story:
- Ask ss to work in pairs, telling the story again in details - Ask some ss to retell the story
V Homework: - Rewrite the story and learn by heart it
- Write and learn by heart the new words
Correction - Give ss their test
Unit 4 Lesson 4: - Listen (p 41)
- Language focus 1- (p 44) Aim: Listening and further practice in Past Simple Tense
Objectives: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice in Past Simle Tense
Teaching aids: Text book, pictures, cards. Procedure:
I Warm up: * Pelmanism:
rode eat ate sit sat come
II Pre - listening: 1 Pre - teach vocabulary: a) foolish (adj): (translation)
b) greedy (adj): (translation) c) gold (n): (relia)
d) to lay - laid - laid: (picture) e) amazing (adj): (translation)
amazement (n) * Check: What and where
2 Prediction: - Ask ss to predict the moral lesson of the story.
(30)- Ask ss to look at four titles and guess which is the most suitable to the story. a) Don' t kill chickens
b) Don' t be foolish and greedy c) Be happy with what you have d) It is difficult to find gold - Give feedback
III While - listening: 1 Checking the prediction: - Have ss to listen to the tape twice and check their prediction * Answers: "Don' t be foolish and greedy"
Tapescript:
" Once a farmer lived a comfortable life with his family His chicken laid many eggs which the farmer used to buy food and clothes for his family
One day, he went to collect the eggs and discovered one of the chickenslaid a gold egg He shouted excitedly to his wife: "We are 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 any egg When he finished, all the chickens were dead There were no more eggs of any kind for the foolish farmer and his greey wife
Unit 5
Lesson 1: -Getting started (p 46) - Listen and read (p 46- 47) Aim: Reading the dialogue for details and reported speech
Objectives: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study and giving advice
Teaching aids: Text book. Procedure:
I Warm up: * Getting started:
- Ask ss about their lesson schedule: a) How many subjects you have? b) What are they?
c) What subject you like best? Why? d) What subject are you good at?
e) How often you have literature/ English/ math? II Presentation 1 Pre - teach vocabulary: a) a report card (n): phiÕu ®iĨm (realia)
b) to pronounce: phát âm pronunciation (n) (explanation) c) to improve (v): c¶i thiƯn (translation)
(31)e) to try one' s best: cè g¾ng hÕt søc (translation) f) to promise: høa (explanation)
* Check: Matching
2 Presentation dialogue:
* Set the scene: This is Tim and this is TIm' s mother They are talking about Tim' s study Nowwork in pairs to guess which is True, which is false
- Ask one student to write T/ F on the board
III Practice:
- Ask ss to open the books and read in pairs to check their predictions - Ask one student to wirte T/ F on the board and correct if it is false * Answers:
a) Tim was at home c) His report is excellent
e) He needs to improve his Spanish pronunciation
- Ask ss to read the dialogue and answer the questions on p 47 in pairs - Ask ss to answers the questions on p.47:
a) Who is Miss Jackson? - She is Tim' s mother. b) Who is Tim' s teacher? - She is Miss Jackson.
c) What did Miss Jackson say Tim should do?
Miss Jackson said Tim should work harder on his Spanish pronunciation. - Give some examples
Reported speech:
Miss Jackson said you should work harder on your Spanish pronunciation * Check: Meaning, use, form, pronunciation
- Ask ss to practice in pairs to ask and answer the questions on p 47 IV Post - listening:
- Ask ss to work in group of to report their teacher' s advice V Homework:
Unit 7
I guess I read a) Tim was out when his mother called him
b) Tim' s mother met his teacher at school c) Tim' s report is poor
d) Tim' s mother wants him to improve one thing
e) Tim needs to improve his Spanish grammar f) Tim promised to try his best in learning
Spanish
(32)My neighborhood Lesson 3: Listening (p.65 - 66)
Aim: Listening for specific information
Objectives: By the end of the lesson, students will be able to:
Know where Na is going to on the weekend and why? Talk about the places people should go
Teaching aids: Text books,
Posters, worksheets, markers Computer, screen
Anticipated problems:
Ss may not hear all the information without looking at the dialogue.
Ss may be very noisy in group-working and checking. Procedure:
Stage Warm
up
Pre listening
Steps/ Activities - Ask Ss to answer the questions:
1 How are you? And you?
3 What about your Sunday? Where did you go? * Network:
movie theater zoo
circus - Ask Ss to write the places on the board
I Pre - teach vocabulary:
1. an exhibition (n): triÓn l·m (visual) 2. kick off (v) = start (v) (synonym)
3. a fan (n): cổ động viên, ngời hâm mộ (visual)
Work arrangement
T - whole class
T whole -class
(33)* Check: Rub out and remember
II Gap fill prediction: * Set the scene
Hello, I am Na
Eliciting questions:
- Look at the screen Who is this? - What day is it?
- What is it?
- Why did Na buy a newspaper?"
(Hanging the poster and introducing advertisements and the missing information.)
Whole class Individual
work
T - whole class
T - whole December
16 Sunday
Where to go?
(34)While listening
- Ask Ss to read the missing information
- Have Ss put the information into advertisements by guessing - Stick cards on the board
1 Listening task - Fill in the blanks: * Instructions:
- Ask Ss to look at their books, listen and fill in the blanks
* Listening:
- Let Ss listen and check their prediction - Ask Ss if they have any change?
* Checking: - Model answer
- Ask one student to help
* Answers:
The Newcomer Town Ground English speaking contest Culture House - Ask Ss to write the correct answers in their books
2 Listening task 2: Tick T/ F or No information:
* Instructions: (Eliciting questions)
- You want to have more information about Na?
- Please open the books page 66 and look at exercise - Read exercise
- How many sentences are there? - What must we do?
( Helping students if there are any problems and distributing posters and markers to Ss.)
* Listening:
class
Individual work
Whole class
Whole class
Individual work
T - whole class Group work
Group work
Ss - Ss Culture House
Town Ground
(35)- Ask Ss to listen to the tape and tick on the posters - Ss discuss in minute
- Explain the game “Ring the bell ” * Checking:
- Ring the bell and call fastest groups to stick posters on the board - Model answer a
T: Na doesn't know the neighborhood very well S: True
T: Look at the screen (operating computer for the 1st answer) - Call one student to be a secretary
- Monitor students' checking
* Answers:
a. T She doesn’t know what to and where to go in the neighborhood
b. F She has seen that film before c. F It doesn’t open during the weekend d. T It is on Thursday
e. T She has never been to a soccer match before f. No information
3 Listening task 3: Answer the questions:
* Instructions: (Eliciting questions)
- Do you want to know where Na will go?
- I have questions here Two Ss will have worksheet (Distributing worksheets of questions to the Ss)
- Ask students to read questions individually
- Ask Ss to read loudly
- Help students if there are any problems * Listening:
- Ask Ss to listen to the tape - Have Ss ask and answer in pairs * Checking:
- Model answer a
( Reading question a and calling students to answer)
T - whole class
Individual work
Whole class Pair work
(36)Post
listening T: Why can't Na go to the Culture House? S1: Because it doesn't open during the weekend S2: Because it opens on Thursday
( Operating computer for answer a)
- Ask Ss to look at the screen and watch the correct answer - Ask one student to help with the checking
* Answers:
1. Na can’t go to the Culture House because it doesn’t open during the weekend
2. The English speaking contest is on Thursday
3. Na decides to go to a soccer match because she has never been there before
4. It starts at p.m
5. Na must be there at 3.30 because she doesn’t want to miss the opening show
1 Listening summary:
- Ask students for specific information about Na: a) At last where Na will go?
b) What time will she be there?" * Checking:
- Ask Ss to listen and say the answers again.( Operating the computer.)
* Answers:
a) Na will go to a soccer match. b) She will be there at 3.30.
2 Discussion about "Where to go this weekend ?
* Instructions: (Eliciting questions) ( Operating the computer.)
- This is Hoang, my student Do you remember him?
T - whole class
(37)Home work
- How many places are there? - Tell me what they are
( Pulling the Network board out and checking the places.)
- Have Ss watch the Video clip and choose a place for Hoang and the teacher to go
- Give the reasons why? - Have Ss work in groups * Checking:
- Call some group(s) to present (depending on the time) ( Giving comments and saying her choice.)
1 Learn by heart and make sentences with the new words Answer the questions in the notebooks
3 Write the place Hoang and the teacher should go ( 8-10 sentences )
(38)
-
Unit 9
Lesson 1: - Getting started (p 80) - Listen and read (p 80 - 81)
Aim: Reading for details about the situations which require first - aid
Objectives: By the end of the lesson, students can know what they would in the situations which require first - aid
Teaching aids: Pictures, cassette, gap fill chart, drawing Procedure:
I Warm up:
* Kim' s game:
- Ask ss to open the books and look at the things on p 80 and tell them these things are often used for first aid
- Divide the class into groups
- Ask ss to close their books and go to the board to write the names of the things they've just seen from memory
II Pre - reading: 1 Pre - teach vocabulary:
1 an ambulance (n): (visual)
Board
Unit 7- My neighborhood
Lesson 3: Listening (p.65 -66) I New words:
II Gap fill prediction: III Listen:
1 Fill in the blanks (Ex - p.65)
2 Tick T/ F or No information (Ex - p.66) Answer the questions
IV Discussion: (Groups of or 6)
Where should Hoang and the teacher go this weekend ? Why? V Homework:
1 Learn by heart and make sentences with the new words Answer the questions in the notebooks
(39)2 an emergency (n): (situation) concious (adj): (translation) to bleed (v): (visual) * Check: Slap the board
2 Gap fill prediction: - Hang the chart with the paragraph on the board
"There was an emergency at Lan's school A student off her bike and hit her head on the road She was but she cut her head and
the was badly Lan telephoned Bach Mai hospital and asked the nurse to send an to Quang Trung school Lan was asked to keep the
student while waiting for the ambulance." - Ask ss to predict the words in the gaps
- Call some ss to go to the board and write their words III While - reading:
- Have ss open their books, listen to the tape while reading the dialogue - Check if ss' predictions are right or not
* Answer:
1 fell concious cut
4 bleeding ambulance awake * Comprehension questions:
- Ask ss to read the dialogue again and select the topics covered in the dialogue (p 81) - Tell ss to write their answers on a sheet of paper and hand in after finishing
- Collect ss' papers and correct * Answer: a - b - c - e - f
IV Post - reading: Role play: - Have ss in turns play the roles to demonstrate the dialogue
2 Write - it - up:
- Ask ss to write a story using the information from the dialogue - Tell ss to begin their story with:
"Yesterday there was an emergency at " - Monitor and help ss with their work
- Have ss find some more words (about 4/5) for situations which require first - aid V Homework:
(40)Unit 9 Lesson 2: - Speak (p 81 - 82)
- Language focus - 3- (p 87 - 88)
Aim: Practice in making and responding to offers, promises and requests Objectives: By the end of the lesson, students can make and respond to requests,
offers, and promises
Teaching aids: Pictures onp.82 - 87 - 88, chart, posters Procedure:
I Warm up:
* Revision: Network
* Answer: have a nose bleed have a burn have a cut
have a bee sting,
II Presentation: Set the scene: - Ask ss questions to elicit the models
- Have ss repeat or times before writing them on the board - Underline the key words
Questions:
1 I want you to get me a bandage How can I say? I'd like you to come to my party How can I say?
(41)3 I tell my mother that I'll surely finish my work before bedtime How can I say? Model sentences:
1 Will you please get me a bandage? Would you like to come to my party?
3 I promise I'll finish my homework before bedtime Concept check:
- Get ss to work out the rules for themselves by asking questions
- After formulating the model sentences, elicit some more phrases with the same use from ss to make a request:
Will
Would you (please) + bare infinitive ? Could
Can
Responses:
- Sure/ OK/ All right
- I'm sorry I can't./ I'm afraid not to make an offer:
Will/ Won't you
Shall I bare infinitive ? Can I
What can I do/ get for you? Can I get you ?
Responses:
- Yes, please./ That would be nice - No, thank you
3 to make a promise: I promise I'll / I won't I will I promise I promise to
Responses: I hope so./ Good./ I'm glad./ Don't forget - Get ss to copy
III Practice: Matching: - Hang the chart with the statements on the board
- Ask ss to look at the pictures on p.82 and match the situations with the statements The girl has a burn on her hand
2 The girl has a bad fever
3 The boy has just broken the vase The boy has a headache
5 The boy has a snake bite * Answer:
1.a 2.d 3.e 4.b 5.c Picture drill: - Identify the situations in the pictures
(42)Picture d offer Picture e promise
- Model picture a then get ss to repeat (chorus individual) - Call one student to demonstrate Picture b with the teacher * Open pairs:
- Get or pairs to demonstrate the exchanges of the rest * Closed pairs:
- Get ss in turns to practice all the exchanges (a e)
- Monitor and correct, encourage ss to make sentences for themselves - Collect the ss' ideas and write them on the board
IV Production: * Language focus - -
- Ask ss to listen to the dialogue and repeat if they think the sentence is right and keep silent if the sentence is wrong
- Read the dialogue aloud, sentence by sentence * Answer:
1 will will won't shall will 'll
- Ask ss to look at the pictures and dialogues on p.87 - 88 and fill in the gaps with the right words
- Monitor and correct
- Call some pairs to play the roles in front of the class
- Ask ss to Language Focus then practise speaking with a partner V Homework:
Unit 9 Lesson 3: - Listen (p 82)
Aim: Listening to a paragraph for details about the activities taking place in an emergency room
Objectives: Help ss know how to listen for details Teaching aids: Pictures on p.82, chart,cassette
Procedure:
I Warm up:
* Guess from context: What actions?
- Ask ss to look at the picture on p.82 and write out all the verbs describing the actiions of the people in it.
- Tell ss the group having the most right verbs is the winner. * Answer:
(43)2 a parademic (n) a wheel chair (visual) to wheel (v)
4 a stretcher (visual)
5 a crutch crutches (visual) - Have ss copy
* Check: What and where
2 Matching:
- Ask ss to look at the picture in their booksagain and match the letter s to the correct words in the box
* Answer:
A ambulance D eye chart
B wheelchair E scale
C crutches F stretcher
III While - listening: 1 Open prediction: - Rub out the letters but leave the words
- Tell ss they are going to listen to a paragraph about the activities taking place in an emergency room which contains the words on the board
- Put the words in the table
- Have ss copy and guess the order of the words - Play the tape and ask ss to listen
- Ask ss to give their answers and correct
2 T/F statements: - Stick the chart with the statements on the board
- Ask ss to read the statements carefully and check if they understand the meaning of the statements
- Ask ss to work in pairs to decide which of the statements is true and which is false - Play the tape and have ss listen
- Ask ss to give their answers and correct * Answer:
1.F ( a paradamic not a doctor) 2.T
3.F (empty wheelchair not with a patient ) 4.T
5.F (stop her baby crying)
IV Post - listening: * Write it up:
- Ask ss to write the story about the activities in the picture, using the Present continuos V Homework:
You guess On tape ambulance
wheelchair crutches eye chart scale stretcher
(44)- Ask ss to rewrite the above story in the Past tense - Let them exercises in the workbook
Unit 9 Lesson 4: - Read (p.83 - 84)
- Language focus (p.86)
Aim: Reading for instructions about some more situations requiring first - aid
Objectives: At the end of the lesson ss can use in order to and so as to to indicate purposes
Teaching aids: Pictures, chart, cardboards Procedure:
I Warm up: * Revision: Bingo
- Ask ss to give nouns for emergencies which require first - aid and write them on the board
II Pre - reading: 1 Pre - teach vocabulary: to lie flat (v) (mime/ drawing)
2 to elevate (v) (gesture)
3 a victim (a person who needs first - aid) to overheat (v)
5 tissue damage (translation) to ease (v) = to stop (v) - Have ss copy
* Check: Rub out and remember
2 Network: - Draw the network
- Ask ss to think of what to in these emergency cases - Collect and write the ss' ideas on the board
(45)III While - reading: - Have ss open the books and read the instructions on p 83
- Ask some ss to dgo to the board and add the missing information 1 Matching:
- Ask ss to read the statements on p.84 and match Leadings A, B, C to them * Answer:
A a,c,e B b C d
2 Grid: - Draw the grid on the board
- Ask ss to read the instructions again and fill in the information
- Call some ss to go to the board to write their answers
Cases Do Don't
Fainting - Leave the patient lying flat
- Elevatethe patient's feet - Don't force him/her to sit or stand Shock - Give him/her a cup of tea
when he/she revives - Don't overheat the victim withblankets or coats - Don't give the victim any food or drink or drug Burns - Cool the burn immediately to
minimize the tissue damage - Put the affected part under a running cold tap
- Ease the pain with ice or cold water packs
- Cover the burned area with a thick sterile dressing
- Have ss copy the grid in their notebooks
3 Model sentences: - Ask the question to elecit the answer
Ex: Why should we cool the burn immediately?
We should it so as to minimize the tissue damage in order to bare infinitive
- Model then have ss repeat, choral individual * Concept checking:
* Form: so as to/ in order to + bare infinitive * Meaning: §Ĩ
* Use: to indicate purposes - Let ss copy
(46)- Prepare cards, each consists of question and answer written in cues Why/ you/ open/ umbrella? (past simple)
- to protect myself from the rain (full answer) Why/ Mary/ write/ notice/ board? (past simple)
- to inform her classmates about the changes in schedule
3 Why/ Mr Green/ have to/ get up early/ morning? (present simple) - to get to the meeting on time
4 Why/ your elder brother/ study very hard (present continuous) - to pass the final exam
- Show the frst card board and say utterance or times (choral individual) - Go on with the second cardboard
- Open pairs: Get or pairs to demonstrate the exchanges then correct - Stick all the cards on the board and ask ss to pair work
- Closed pairs: Ask the whiole class to work in pairs - Monitor and correct
IV Post - reading:
- Write the model on the board and ask ss to ask and answer questions using their own words V Homework:
- Ask ss to write the questions and full answers - Let ss the exercises in the workbook
Unit 9
Lesson 5:Write - -3 (p.84 - 85) Aim: Writing a thank you note
Objectives: At the end of the lesson ss know how to write a thank you note Teaching aids: Posters, drawing
Procedure:
I Warm up: * Revision: Shark attack
II Pre - writing: 1 Pre - teach vocabulary: to thank for STH
2 to cheer up to come over - Have ss copy
* Check: Slap the board
2 Set the scene: - Ask ss to close their books and listen
Nga was sick and she had to go to hospital After she left the hospital, she wrote a thank you note to Hoa.Why and what did she write?
3 True - false predictions: - Hang the poster with the statements on the board
1 Nga writes to thank Hoa for some candy Hoa's gift cheered Hoa up
3 Nga'd like Hoa to see her at the hospital Nga is very bored now
(47)- Get ss to give their predictions and write on the board
- Ask ss to look at the letter on p.84 and complete it with the right verb forms - Monitor and help ss to give their answers and correct
- Ask ss to read the whole letter and check if their predictions are right - Correction
* Answer: 1.F
2.T 3.F 4.T 5.F
III While - writing: *Questions and answer:
- Tell ss they are going to write a thank you note to a friend and invite him/hefr to go on a picnic with them
- Put the poster with the questions (p.85) on the board What did your friend give or send you?
On what occasion?
What was/were it/ they like?
How did you feel when you received the present? How you feel now?
Do you want to invite your friend to somewhere? If so then when?
How will you contact your friend?
- Ask some ss to answer the questions orally - Have ss practise speaking to each other - Monitor and correct
- Ask ss to join the sentences into a paragraph to make it a thank you note
- Tell ss to write their letters on a sheet of paper to hand in or in their exercises notebooks IV Post - writing:
* Exhibition:
- Divide the class into groups and choose a letter randomly in each group - Ask groups to copy chosen letters on pposters then put them on the board - Compare the posters and correct
- Call some more ss to read their letters for the class - Give feedback and correct
V Homework: - Write and learn by heart the new words
(48)Unit 10 Lesson1:- Getting started (p.89)
- Listen and read 1- (p.90)
Aim: To give ss information about the environment problems
Objectives: At the end of the lesson ss will be able to something to protect the environment and save natural resources
Teaching aids: Posters, flashcards, a chart, cassette Procedure:
I Warm up: * Getting started: Brainstorm:
(49)