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follow the teacher s guides , listen ,repeat chorally ,individually work in close pairs and open pairs describe a person , then check and correct mistakes understand the expressio[r]
(1)Giao An
Week Unit : MY FRIENDS
Period Lesson:1: Listen And Read Date
Aim :Reading the dialogue for detaits and revision of simple present and simple past Tenses
Objective: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 tenses
Teaching aids;Test book ,cards Procedure :
T Content Teacher s activities Pupils activities
5
5
15
15
Warmer: Pelmanism
meet come live think send came met sent lived thought
Pre-reading: *Vocabulary: -to seem
-a next door neighbor -to look like
+Checking:ROR *T/F statements: 1Nien is Lan s friend 2She s is twevle years old 3She lives in Ha Noi 4She is beatiful girl While-reading:
*Reading to check the ideas
*Reading to give correct answers to this questions : ( on page 11 )
Post-reading : Gap-filling
Hoa _(1) in Hue last year ,but now she _(2) in Ha Noi Yesterday ,Hoa s friend Nien _(3) Hoa a letter.Nien _ (4) Hoa s neighbor when Hoa lived in Hue She _(5) younger than Hoa She _(6) to Ha Noi in December Homework: (1 on page 16 )
Put sts into two teams ,show sts to s ee ten cards with numbers on one side and the verbs on the other
Follow the steps for presenting and checking vocab
Uses a porter , run through , asks sts to work in teams and tell their prediction Give feedback.Asks sts to read the dialogue and check their ideas
Run through , Asks sts to read the dialogue again and give the answers Monitors check and corrects
Uses a poster Gives clear instruction Asks sts to the gap –fill Checks ,corrects
Gives homework
Choose two numbers 1-7:meet-met
Continue until all the cards are finished
Follw the teacher s guides
Look at the poster sit in teams and guess T/F
Read the dialogue carefully and check the ideas
Work in pairs Read the dialogue again and give the answers
Follows the teacher s guides Do the gap-fill individually then compare with a partner.Check and correct
Takenote
(2)Week: Unit 1: MY FRIENDS Period: Lesson 2:Speak _ Listen Date:
Aim : Listening for detaits to complete the dialogue and speak to describe someone Objective : By the end of the lesson ,sts will be able to describe someone complete the dialogue by listening
Teaching aids : text book , pictures Procedure :
T Content Teacher s activities Pupil s activities
5’
10’
Warmer : Brainstorming
The adjectives used to describe body build and hair
Presentation : model sentenses _ She has long blond hair _ She is short and thin *Form :
S + have / has + Adj + hair S + am/ is / are + Adj
*Use : describe someone s body build and hair
*Concept check : meaning , use ,form ,pronunciation
Prac tice :
*work cue drill ( guessing game :pictures on page 11_12 )
a he /tall / thin b she /short / slim c long / black d curly / blond
Production : describe a person in your class
Pre-listening :
*Use the given expressions to complete four dialogues on page 12_13
While_listening:
*Listening to the tape carefully *Complete the dialogues Key : I’d like you to meet Nice to meet you I’d like you to meet It’s a pleasure to meet you Come and meet
How you Post_listening: play roles *Practice the dialogues
puts sts into two teams ,asks them to write down the adj shows sts a picture of Mary and ask them to describe her hair and her body build models analyzes writes the form then checks understanding
uses cards , runs through , gives models , follows the steps for word cue drill
gives the instruction , checks and corrects mistakes
runs through the expressions , gets sts to guess and fill in the gaps individually gives feedback lets sts listen to the tape some times and check their prediction then gets sts to work in pairs to complete the dialogues ,cheks and corrects
calls some sts to play the roles and correct their pronunciation , lets sts work in pairs to practice the dialogues
gives homework,
sit in two teams ,write down the adj
look at the picture describe Mary listen and repeat chorally and individually analyze and say the form
follow the teacher s guides , listen ,repeat chorally ,individually work in close pairs and open pairs describe a person , then check and correct mistakes understand the expressions , the gap_fill individually
listen to the tape carefully and chek the prediction,then sit in pairs and complete the dialogues check and correct mistakes
sit in pairs , work in open pairs and close pairs
(3)Homework: describe your friend’s build and hair
Week: Unit 1: MY FRIENDS
Period: Lesson 3: Getting started_Read Date:
Aim: Reading for specific information
Objective: By the end of the lesson , sts will be able to know more about Ba’s friends
Teaching aids: text book ,pictures Procedure:
T Content Teacher ‘s activities Pupils’ activities Warmer :Chatting
* Answer the question:
What are these students doing ? What time of the day you think is it?
Do you like soccer/ reading books…?
Whom you like playing with ? Pre-teach vocabulary ;
-character (n)
-orphanage (a place where children without parents live )
-reserved (adj) -sociable (adj)
-(to) tell jokes :( tell a story which makes people laugh )
-sense of humor :
* Checking : What and where
Pre-reading : T/F statements prediction 1.Ba only has three friends – Bao,Song, Khai
2.Ba and his friends has the same characters
3.Bao, Song ,Khai are quite reserved in Public
4.They all enjoy school and study hard While-reading:
*Reading the text to check the ideas *Reading the text to exercise on page 14: Multiple choice
*reading the text to give correct answers Post-reading:chain game
*talk about one of your friends ,using the adjectives you have just learnt to describe
Asks sts to look at four pictures on page 10 and talk about the activities they want to after school or in their free time
Follows the steps for presenting and checking vocabulary
Sticks the poster on the board.Set the scene ;runs through, asks sts to guess which statements are true ,which are false Gets sts to work in two teams Gives feedback
Asks sts to read the text and choose the best answer
Asks students to read the text and give correct answers Puts sts in groups of 8, asks them to describe their friend ,checks and corrects mistakes
Look at the pictures and answer the questions individually
Follows the teacher’s guides listen ,repeat ,copy carefully
Read the statements and guess them T/F Work in two teams : A-B
Read the text to check the ideas Read the text to choose the best answer
Understand the questions ,re
ad the text again and give correct answers (work in groups of 8)
Sit in groups ,use the adjectives to
(4)Homework: write about your close friend
Gives homework Takenotes
Week: Unit : MY FRIENDS
Period: Lesson :Write _Language Focus Date
Aim: Writing about omesefl and about other people
Objective :Bythe end of the lesson ,students will be able to write a paragraph about their close friends
Teaching aids: pictures , posters
Time Content Teacher’s activities Pupils’ activities Warmer: Kim’s game
(the picture on page 17) a How many people
are there in the picture ?
b What is each person wearing?
Pre_writing: Reading *reading the information about Tam then answer some questions
a What is his name? b How old is he ? c What does he look like ?
b What is he like ? f Whom does he live with ?
g Who is his friend? While_writing :
*write a paragraph about Tam
t hen compare with the paragraph on page 17
Asks sts to look at the picture quickly (20 seconds) ,puts sts in two teams ,the group which answers correctly the fastest wins the game Asks sts to read the information about Tam then answer some questions
Checks and corrects
Asks sts to write about Tam then compare with the paragraph on page 15 Asks sts to writesome information about one of their friends then write a paragraph, compare with
a partner
.Monitors,checks and corrects mistakes
Look at the picture quickly,sit in two groups and give correct answers carefully and quickly Work individually, read and answer the questions about Tam
Work individually Write a paragraph about Tam,then compare with the paragraph on page 15 Write about one of close friends ,share with a partner and correct if possible
Correct mistakes
(5)*write some information about one of your friends ,then write a paragraph about him or her
*Sample:
His/Her name is … he / she is years old.He/She lives at
in with his
grandmother,Mai.He/Sh e is tall and slender.He/She has short black hair.He/She rather shy but friendly and helful He/She has a lot of friends but his/her close friends are and… Post_writing:
*write a similar
paragraph about
yourselves then speak in front of the class
*declayed correction Homework:
Asks sts to write about themselves, then speak in front of the class.Checks and corrects
Gives homework
paragraph and speak in front of the class
(6)Week: Unit MAKING ARRANGEMENTS Period: Lesson 1:Getting started_Listen and read Date:
Aim: Reading for details about a conversation on the phone
Objective: By the end of the lesson ,students will be able to use the telephone to make and confirm arragements
Teaching aids ; posters ,pictures Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Matching( English word _its meaning)
*Answers: a-5, b-6 ,c-1, d-2, e-4, f-3 Pre-reading: Open Prediction
While –reading
*Read the conversation to check the ideas *comprehension questions
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? Post-reading: Role play
*practice the conversation in close pairs and open pairs
*change the information which is underlined if possible
Homework: write a similar dialogue on your notebooks
Asks sts to match each object (pictures on page 18) with its name
Sets the scene: “Hoa and Nga are talking
on the
telephone.They are talking about going
to see a
movie”.Gives feedback
Asks sts to read the conversation to check their ideas
.Gives correct
answers
Runs through
questions asks sts to read the conversation to give correct answers Monitors, checks and corrects
Gives clear
instruction, checks and corrects mistakes Gives homework
Do the matching ( whole class) Listen to the teacher’s guides and guess what Hoa and Nga did
Work in two teams
Read the
conversation to check the ideas
Understand the questions and read the conversation to give correct answers (work in groups of 4)
Play role (close pairs and open pairs) Takenote
Name Activities Made the call Introduced herself
Invited the other to the movies Arranged the time
(7)Week: Unit 2: MAKING ARRANGEMENTS Period Lesson 2: Speak_Laguage focus 1,2 Date:
Aim: Practicing talking on the phone
Objective: By the end of the lesson ,students will be able to talk on telephone about intentions with “going to”
Teaching aids: cards ,posters Procedure;
Time Content Teacher’s ctivities Pupils’ activities Warmer:Chatting(about using telephone)
a Do you have a telephone at home? b How often you make a phone call? c What would you say when you pick up
the phone to answer it?
d What would say if you are the caller? Presentation :Ordering sentences (1 on page 20)
*Answers: 1-b ,2-f ,3-j ,4-a ,5-i ,6-c ,7-e ,8-k ,9-g, 10-h ,11-d
*Form: S + be + going to + infinitive *Use: Express an intention
*Concept check : meaning , using ,pronunciation,structure Practice: Word cue drill
a see a movie (yes) b play sports (yes) c meet your friends (no) d help your mother (no)
Production: Transformation writing *Rewrite the sentences, using “S + be + going to + infinitive” (1 on page 25)
Homework: on page 20
Talks about using telephone
Asks sts to put the sentences in the correct order to make
a complete
conversation Gives correct answers Asks sts some questions to check
sts’understanding and focus on the structure”going to” Follows the steps for word cue drill
Gives instruction clearly .Checks and corrects mistakes Gives homework
Talk about using telephone (whole class)
Work in pairs to tthe ordering
Understand and focus on the structure
Copy carefully
Listen and repeat
chorally then
individually Work in pairs
Work in pairs and write what the people are going to
(8)Week: Unit 2: MAKING ARRANGEMENTS Period : Lesson: Read
Date:
Aim: Reading the paragraph for detaits about Alexander Graham Bell
Objective: By the end of the lesson, students will be able to know more about Alexander Graham Bell
Teaching aids: posters, pictures of Bell Procedure:
Time Content Teacher’activities Pupils’activities Warmer :Brainstorming
*What is the telephone used for? *Answers:
a to have a message b to call someone c to make arrangements d to talk to a person who lives far from
e to get information at the airport or railway station quickly Pre-teach vocabulary:
-(to) emigrate: go to another country to live -(to) transmit
-(to) conduct = (to) carry out -(to) demonstrate
- device (n):
-a deaf-mute :a person who is unable to hear and speak *Checking: What and where Pre-reading:T/F statementsprediction (1 on page 22)
While-reading:
*Read the text and check the prediction then correct false statements *Ordering: (2 on page 22)
Post-reading: Writing it up
*Write a paragraph about Bell’s life, using the information from the text
Homework : write about a person you know
Asks sts to answer the question
Follows the steps for presenting vocabulary and checking words
Runs through, asks sts to work in pairs and guess T/F
Asks sts to read the text and check their prediction then
correct false
statements
Asks sts to write a paragraph, then checks and corrects mistakes
Gives homework
Come to the board and write answers
Follows the teacher’s guides listen, repeat and copy carefully
Work in pairs and guess T/F
Read the text and check the ideas, then
correct false
statements
Work individually, write a paragraph then check and correct mistakes Take notes
(9)Week: Unit 2: MAKING ARRANGEMENTS Period: Lesson 4: Write
Date:
Aim : Writing a message
Objective : By the end of the lesson, sts will be able to write a telephone message Teaching aids: posters
Procedure :
Time Content Teacher’activities Pupils’activities Warmer :Jumbled words
a tocusmer = customer b daymid = midday c megessa = message d furtunire = furniture e viceser = service Pre-writing
*Vocabulary: -a customer: -a delivery -stationery(n):
, -(to) pick someone up: *Checking : ROR
*Reading and gap filling:
-read the message and fill in the gaps in the passage on page 23
-answers: called, May 12, speak, took, name, delivery, Mr Ha, at
While-writing
*read passage on page 23 to get information and write the message :
Thanh Cong Delivery Service -Date: June 16
-Time: After midday -For: Mrs Van
-Message: Mr Nam called about his stationery order He wanted you to call him at 8634082
-Taken by: Mr Toan
Post-writing: write a message(3on page 24) *write a message for Nancy: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30 Taken by Lisa
Homework: write a message
Write the words whose letters are in a random order on the board
Follows the steps for presentingvocabulary and checking words
Asks sts to read the message and the gap-fill
Asks sts to read the paragraph to get the information and write the message
Asks sts to write the message for Nancy from the dialogue Checks, corrects mistakes
gives homework
Two teams go to the board and write the correct words
Follow the teacher’s guides, listen repeat and copy carefully
Read the message and the gap-fill
Read the paragraph
to get the
information and write the message
(10)Week: Unit 2: MAKING ARRANGEMENTS Period: Lesson 5: Listen-Language Focus Date:
Aim: Listening for details and further practice in adverbs of place
Objective: 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::posters Procedure:
Tim Content Teacher’activities Pupils’activities Warmer: Telephone transmitting or Bingo!
(telephone numbers) Pre-listening:guessing game
*Guess the message (the form on page 21) While –listening:
*Listen to the tape twice and fill in the message, compare with the guess
*Answer:
-Kingston Junior High School -For: the principal
-Message: Mr Mary Nguyen wanted to see you at 45 in the morning
-Telephone number: 64683720942 Presentation:Jumbled words
outdesi = outside rehe = here sidein = inside heter = there stairsup=upstairs stairsdown=… Practice:complete the speech bubbles (3 on page 26)
*answer:
-Where is Tuan? I think he is upstairs -No, he isn’t here
-He isn’t downstairs and he isn’t upstairs -Perhaps he ‘s outside
-No, he isn’t there
-I’m not outside I’m inside,Ba
Homework:write six sentences about your house, using adverbs of place Ex: My room is upstairs…
Organizes the game Set the scene:”a woman phoned the
principal of
Kingston junior high school, but he was out” Let sts listen to the tape and check the message
Hang the poster of the adverbs of place with disordered letters on the board Set the scene:”Ba is playing hide and seek with his cousin,Tuan” Asks sts to work in pairs then compare with another pair,then practice the speech Gives homework
Play the game Look at the form of
the telephone
message and guess the message(work in pairs) then listen to the tape and check the guess
Go to the board and
write the
meaningful
words,one sts one words
Sit in pairs, use the adverbs of place to complete the speech then compare with other pairs
Practice the speech
Takenotes
Week: Unit 3: AT HOME
Period: Lesson 1: Listen and Read –Language Focus Date:
Aim: Reading the dialogue for details and practice the modal verbs: must, have to, ought to
Objective: by the end of the lesson, students will be able to understand the dialogue and use modal verbs to talk about the housework
(11)Time Content Teacher’activities Pupils’activities Warmer: Kim’s game
*6 pictures on page 27 *Answers:
a Wash dishes/ the washing up b Make the bed
c Sweep the floor d Cook
e Tidy up
Pre-teach vocabulary:
-a steammer -chore -a cup board -a sink -a sauce pan
*Checking: What and where Presentation: model sentences Nam has to : -cook dinner
-go to the market to buy fish and vegetables
-call his aunt, Ms Chi and ask her to meet his mother at grandma’s house *Form: has/have to + infinitive=must +inf *Concept check: meaning, use, pronunciation, and form
Practice: pictures cues drill(on page 27) a the washing up b make the bed c sweep the floor d cook dinner e tidy my room f feed the chickens Production: Gap-fill(1 on page 34)
*Complete the dialogue, use “must/have to” *Practice the dialogue
*Answers:1 have to do, must tidy,3 have to dist,4 must sweep,5 have to clean,6 must empty,8 must feed
Homework: write the things you have to on Sunday
Asks sts to look at the pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible
Follow the steps for presenting vocab and checking words
Set the scene of the dialogue Get sts to listen to the dialogue while looking at their books then complete the list of the things Nam has to
Analyzes and writes the form
Follows the steps for pictures cues drill
Asks sts to look at the pictures and complete the dialogue then practice it in pairs
Gives homework
Look at the pictures , remember the verbs in the pictures then go to the board and write them
Follow the teacher’s guides,listen,repeat and copy carefully
Listen to the tape while looking at the books then complete the list of the things Nam has to Analyze,say the form,copy carefully
Follow the
teacher’guides
Look at the pictures and complete the
dialogue then
practice it in pairs
(12)Week: Unit 3: AT HOME Period: Lesson 2: Speak Date:
Aim: Practicing speaking
Objective: 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: picures Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Kim’s game (the picture on page 28)
*the things in the picture of a kitchen
-bowl, plate, rice cooker, stove, cupboard, clock, calendar, fridge, saucepan, sink, steamer, knife, frying pan, …
Pre-speaking: answer the following questions _Where is the clock? +It’s above the fridge _Where is the fruit? +It’s in the bowl _Where is the flowers? +It’s on the table *The prepositions of place: on, in, at, above, under, behind, in front of, on the left, …
While-speaking: pair_work
*Look at the picture, work with a partner, talk about the position of each item(1 on page 28) Ex: The calendar is on the wall, above the stove
The knives are on the wall, under the cupboard
Post-speaking: Group-work
*Look at the pictures and talk about your ideas Ex: S1: Let’s the clock on the wall, between the shefl and the picture
S2: OK./ You are right (agree)
No, I think we’d better/ ought to put it on the table (disagree)
or I think it should be on the table *Declayed correction
Homework: Describe your living room/ bedroom
Puts sts into two teams,asks sts to study the things in the picture(30 seconds),takes away the picture,asks sts to write down as many things as they can remember Asks sts the positions of the items in the picture
Gets sts to work in pairs, talking about the position of each item
Monitors ,checks and corrects
Set the
scene:”Mrs.Vui
bought new
furniture for her living room, but she cannot decide where to put it.You should help her to arrange the furniture”
Gives homework
Sit in two teams, study the things in the picture, then go to the board and write down as many things as posible
Answer the
questions, tell the prepositions of place
Sit in pairs, talk about the position of each item
Listen to the teacher’s guides Sit in groups, talk about their ideas
(13)Week: Unit 3: AT HOME
Period: Lesson 3: Read_Language Focus Date:
Aim: Reading for detaits about safety precautions in the house and further practice in questions and answers-Because
Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why-Because
Teaching aids: pictures, realias Procedure:
TIme Content Teacher’sactivities Pupils’sactivities Warmer: Brainstorming
*Danger in the house for children -boiling water -fire -drug -knife -gas -electricity Pre-reading;
*Vocabulary: _a precaution: _a socket: _a match: _an object: _safety (adj): _(to) destroy _(to) injure
*checking: matching
*True/ False statements prediction : Answers: a F, b T, c F, d F, e T, f.T While-reading:
*Reading the text to check the ideas *Comprehension questions:
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 Because the dangerous objects can injure or
kill children
Post-reading: Discussion
a Safety precautions in the street b Safety precautions at school Homework: on page 36
Asks sts to think about danger in the house for children then go to the board and write
Follows the steps for presentingvocabulary and checking words
Runs through the statements and asks them to guess which is true, which is false then check their ideas
Runs through the questions ,asks sts to read the text and give correct answers Monitors, checks and corrects
Puts sts in groups of 8, asks them to discuss
Gives homework
Think about danger in the house for children then go to the board and write
Follow the teacher’s guides, listen,
repeat, copy
carefully
Read the statements and guess which is true or false then read the text and check the ideas Read the questions , read the text again and give correct answers
Check and correct
Sit in groups, discuss about safety precautions
(14)Week: Unit 3: AT HOME
Period: Lesson 4: Language Focus Date:
Aim: Further practice in Reflexive Pronouns
Objective: By the end of the lesson, students will be able to use the Reflexive Pronouns Teaching aids: word cards, posters
Procedure:
Time Content Teacher’sactivities Pupils’activities Warmer: Brainstorming
*Things you can do: *Things you can’t do: -tidy up -repair the machine -water flower -fix the TV set -do our homework -paint the house -cook………
Presentation: model sentences I my homework myself
*Form: We use I with myself You yourself He himself She herself We ourselves They themselves It itself
*Emphasis pronouns: Used to emphasize a person or a thing
*Concept check: use, meaning, pronunciation Practice: word cue drill:
a you/ do/ homework
-Did you your homework? -Yes, I did it myself
b he/ fix/ washing machine c Mary/ cook/ dinner
d these students/ paint/ the pictures Production:
*Gap-fill: (3 on page 35-36) *Practice speaking in pairs
Homework:writing sentences,using Reflexive pronouns and emphasis pronouns
Asks sts to go to the board and write the things they can or can’t do.(puts sts in two teams)
Set the scene:”You your homework and no one helps you.What you say?”.Explains the reflexive pronouns
Asks
Runs through,asks sts to practice the questions and the answers
Asks them to work in open pairs and closed pairs
Asks sts to fill in the blanks with suitable reflexive pronouns or emphasis pronouns (work in groups)then practice speaking in pairs
Gives homework
Sit in two teams,go to the board and write
Listen to the teacher, repeat individually and chorally ,analyze say the form then copy carefully’
Answer Whole class
Open pairs and closed pairs
Do the gap-fill in groups
Practice speaking in pairs
(15)Week : Unit 3: AT HOME
Period : Lesson 5: Listen-Language Focus Date :
Aim :Listening and further practice in modal verb-ought to
Objective :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
(16)Week : Unit 3: AT HOME Period : Lesson 6: Write Date :
Aim :Writing a description of a room
: Objective :By the end of the lesson, students will be able to write a description of a room in their house
Teaching aids:pictures, posters Procedure
Time Content Teacher’s activities Pupils’s activities Warmer: Chatting(ask something about the
room on page 32) -which room is this? -what is this?
-where is it ? Pre-reading: * Vocabulary:
_folder _beneath _towel rack _dish rack Checking: rub out and remember *Reading: comprehension questions a what is there on the left of the room? b.where is the bookself?
c what is there on the right side of theroom? d where is the wardrobe?
While-writing: describe Hoa’s kitchen,using the given cues(2 on page 33) This is Hoa’s kitchen
There is a refrigerator in the right corner of the room Next to the refrigerator is the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window and beneath the selves On the selves and on the counter beneath the window,there are jars of sugar, flour and and tea.In the middle of the kitchen, there are a table and four chairs The lighting fixtur is above the table,and directly beneath the lighting fixture is a vase with flowers
Post-writing: speaking
Talk about your room/ living room/ kitchen Homework: write a description of their bedroom/ living room
Asks sts to answer the questions
Follows the steps for presenting vocabulary and checking words
Runs through, asks sts to read the description of Hoa’s room then ask the questions
Asks sts to write description of the kitchen on page 33
Asks sts to work in pairs
Gives homework
Answer the
questions
Follow the teacher’s guides, listen,
repeat, copy
carefully
Read the description then answer the questions(pair work)
Describe Hoa’s kitchen, using the given cues
Share with the partners
Correct the mistakes
(17)Week : Unit :OUR PAST
Period 20 Lesson 1:Listen Read 1-2-3 Date:
Aim: Reading the dialogue about the life of many years ago
Objective: By the end of the lesson, students will be able to tell the activities people used to in the past
Teaching aids: pictures, posters Procedure:
time Content Teacher’s activities Pupils’ activities Warmer: Getting started (picture on page 38)
*write the names of the things that not belong to the past : the TV,the radio,the mobile phone,the light fixture,modern clothing/ school uniforms
Pre-reading : *Vocabulary:
_(to) look after =(to) take care of _equipment (n)
_folk tale _traditional(adj) _great grandma
*Checking :what and where *Fact or opinion( on page 39) a F, b F, c F, d F, e O, f O While-reading
*reading the dialogue to check the ideas *reading the dialogue to answer the questions (2 on page 39)
a She used to live on a farm
b Because she had to stay at home and help her Mom to look after her younger brothers and sisters
c.She used to cook the meals, clean the house and wash the clothes
d.Her great grandma used to lit the lamp and her great grand father used to tell stories
e.She asked her grandma to tell her the tale “The lost shoe”
Post-reading: survey
Did you use to… Name
Get up late ?
Ride bicycle too past? Go to school late?
Homework write th result of their survey
Asks sts to look at the picture and write the names of the things that not belong to the past Follows the steps for presenting and checking vocab
Haves sts read the statements and decide which is fact or opinion Asks sts to read the dialogue and answer the questions
Look at the picture ,go to the names of the things
Listen,repeat, copy carefully
Read the dialogue and check the ideas
(18)Week: Unit 4:OUR PAST
Period: 21 Lesson 2: Speak 1-2, Language Focus Date:
Aim: Speaking about the way things used to be and the way they are now
Objective: By the end of the lesson, students will be able to use USED TO to talk about the things they used to
Teaching aids: pictures, word cards Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer:Jumbled words
-electricity -lececitrity -entertainment -terentainment -market -ketmar -supermarket -persuketmar Presentation: model sentences
_”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: …
Practice: word cue drill
a live/ Hue/ Hanoi b get up/ late/ early c walk to school/ bicycle
d have/ long hairs/ short hairs Ex: _Did you use to live in Hue? _No I used to live in Hanoi Production: Discussion
Compare pictures on page 40, using “used to” to talk about the actions in the past
a Where did they live in the past?And now? b How did they travel?And now?
c What’s about the electricity ? d What’s about their life?And work? e Did children use to go to school? f What’s about their entertainment?
Homework:write about the things you used to last year
Write the words whose letters are in a random order on the board
Recall the dialogue between Nga and her grandma,asks:”Where did Nga’s grandma always live?”
Elicits,analyzes, and writes the form Checks meaning,form use, …
Runs through, gives models, gets sts to work in open pairs then closed pairs
Puts sts in groups of 10, asks them to discuss and answer the questions
Checks and corrects
Gives homework
Go to the board and write the correct words
Answer:”She always lived on a farm” or “She used to live on a farm” Analyze, write the form
Answer the
questions Listen, repeat Closed pairs Open pairs
Sit in groups
Discuss and give the correct answers
(19)Week: Unit 4: OUR PAST Period: Lesson : Read 1-2 Date:
Aim: Reading the story “The lost shoe” for details
Objective: By the end of the lesson, students will be able to understand and retell the story “The lost shoe”
Teaching aids: posters, word cards Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Brainstorming
Name some folk tales that you have read Pre-reading:
*Vocabulary
-cruel (adj) -upset (adj) -fairy (adj) -magical(adj) -rag (n) -immedially (adv) -(to) fall in love with
*checking: rub out and remember *T/F statement predictiuons:
a Little Pea’s father is a poor farmer b Her farther got married again after his wife died
c Her new mother was beautiful and nice to her
d She work ed hard all day
e She didn’t have new clothes to take part in the festival
While-reading:
*Reading the text to check the ideas *Comprehension questions:(2 on page 42) a She was a poor farmer’s daughter b She made her the chores all day c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes
d He decided to marry Little Pea because the shoe (which the Prince was keeping) fitted her
*Gap-filling:(1 on page 42) Post-reading: Retell the story
“Little Pea ‘s father was a poor farmer…
Homework: Rewrite the story
Asks sts to name some folk tales that they have read Follows the steps for presenting vocab and checking words
Runs through, asks sts to guess which is true, which is false Asks sts to read the text and check their ideas
Gives feedback
Runs through the questions, asks sts to work in groups
answering the
questions Gives feedback
Monitors, check and correct mistakes Asks sts to work in pairs, filling the blanks with suitable words from the story Asks sts to work in pairs ,telling the story again in details Gives homework
Name some fokl tales that have been read
Listen, repeat, copy carefully
Work in two teams Read the text and check the ideas
Sit in groups, read the text again and give the correct answers
Sit in pairs, the gap-fill
Look at the statements in the gap-filling exercise and add more
(20)Week: Unit OUR PAST
Period: 23 Lesson 4: Listen, Language Focus 1-2 Date:
Aim: Listening and further practice in Past Simple Tense
Objective: By the end of the lesson, students will be able to understand the main ideas of a story by listening and further practice in Past Simple Tense
(21)Week: Unit 4: OUR PAST Period: 24 Lesson5: Write 1-2 Date:
Aim: Writing a short imaginary story
Objective: By the end of the lesson, students will be able to use simple past tense to write a folk tale Teaching aids: posters, cards
Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Chatting
a Do you want to read imaginary stories? b Name some of them
c Which story you like best?
d Have you ever read the story”how the tigers got his stripes”?
Pre-writing: *Vocabulary:
_wisdom (n) _ stripe (n) _straw (n) _servant (n) _(to) escape _(to) graze _(to) light – lit – lit
*Checking: matching
*Read and complete the story:
appear, as, said, left, went, tied, lit, burned, escaped
*Comprehension questions: a Where was the man?
b What did the buffalo when the tiger appeared?
c What did the tiger want to know?
d What did he before going home?Why? e What did he when he returned?
While_writing: write the story(2on page 43) One day, as I was in a field and my buffalo grazed nearby, a tiger came…
Post-writing: tell the story
-team A plays the role of the tiger -team B plays the role of the buffalo
Homework:Write the story again, imagine you are the tiger, the buffalo
Asks sts some
question about
imaginary stories
Follows the steps for
presenting and
checking words
Runs through, asks sts to the gap-fill.Gives feedback Runs through,asks sts to answer the questions
Checks ,corrects Asks sts to write the story individually then share with their partners and correct mistakes Checks and correct
Puts the sts in two teams Gives clear instruction
Checks ,corrects Gives homework
Answer the
teacher’s questions
Listen, repeat, copy carefully
Sit in pairs and the gap-fill
Then, answer the comprehension questions
Imagine to be a man in order to write the story individually then share with a partner.Check and correct mistakes Sit in two teams and tell the story
(22)Week: Unit 4: OUR PAST
Period: Lesson 6: Language Focus 3-4 Date:
Aim: Further practice in prepositions of time and “used to”
Objective: By the end of the lesson, students will be able to use prepositions of time and “used to”(to talk about the action which always happens in the past)
Teaching aids: posters Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: matching
in a January 2.on b p.m at c Wednesday between d November 1997 after/ before e a.m and p.m Practice:
*Gap –filling: a on, b in, c between, d at, after, e before (3 on page 44)
*Complete the dialogue(3 on page 45) a used to stay
b used to have c used to be d used to live
Further Practice: correction
a My father used to play football when he has spare time
-…when he had spare time b She used live in Ha noi
-She used to live in Ha Noi
c My parents will arrive in o’clock -…at o’clock
d He was born in June the third -…on June the third
Homework: write sentences,using”used to”
Asks sts to match the items on the left with those on the right by drawing a line connecting them
Asks sts to the gap-fill.Checks,corrects Asks sts to complete the dialogue.Checks and correct
Read aloud some sentences, asks sts to listen carefully and try to find out the mistake
Gives homework
Do the matching
Do the gap-fill individually, then compare with a partner Complete the dialogue and practice it in pairs
Listen carefully
Correct the sentence when hearing a mistake
(23)Week: Unit 5: STUDY HABITS
Period: 26 Lesson 1: Getting Started – Listen and read Date:
Aim: Reading the dialogue for details
Objective: By the end of the lesson, students will be able to understand the dialogue between Jim And his Mom about his study
(24)Week: Unit 5: STUDY HABITS
Period: 27 Lesson 2: Speak and Listen Date:
Aim: Practising speaking and listening
Objective: By the end of the lesson, students will be able to talk about their study habits and to listen for specific information to fill in a report card
Teaching aids: casette, posters Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Brainstorming
*How to improve English:
-speak English to friends in class -watch English program on TV -do grammar exercises
-read English stories
-read English newspapers/magazines -listen to the English radio program Pre-listening:
*Vocabulary:
_behavior (n) _a participant (n) _satisfactory _cooperation (n) _attendance (n) _(to) appreciate *checking :matching
*Prediction: look at Nga’s report (on poster) and predict the missing information 87 days present, days absent, Participation: Spanish pronunciation, Listening : comprehension, speaking: A, reading:A, writing: B
While-listening:
*listeniing and checking the ideas *comprehension questions:
a Who are Nga’s parents?
_They are Mr Lam and Mr Linh b What’s Nga’s teacher’s name? _Miss Lien
c What subject was reported?For what term?
_English
d What are the comments?
_Speaking english quite well However she does need to improve her listening skill
e What does S stand for?What’s about F,U,A.B.C,D
_S stands for satisfactory, F for Fail, U for unsatisfactory, A for Excellent, B for Good, C for fair, D for Poor
Post-listening: discussion (1 _5 on page 48) Ask and answer about study habits
Asks sts to write their ideas on the blackboard
Follows the steps for presenting and checking the words
Asks sts to look at Nga’s report and predict the missing information and then , listen to the tape and check the ideas
Runs through the questions, asks sts to listen again and give correct answers
Monitors, checks and corrects
Puts sts in groups of 8, asks them to discuss about study habits Checks and corrects
Write ideas on the blackboard
Listen, repeat, copy carefully
Look at Nga’s report card, predict the missing information, then, listen to the tape and check the ideas
Understand the
questions ,listen to the tape again and give correct answers
Work individually
(25)Homework: write something about your
partner’s study habits Gives homework Take notes
Week: Unit 5: STUDY HABITS Period: 28 Lesson 3: Read
Date:
Aim :Helping students to read the text for ideas
Objective: By the end of the lesson, students will be able to understand the text and get specific information
Teaching aids: posters Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: chatting
Do you like learning English?
How many new words you try to learn a day?
What you when you read a new word?
How you learn /remember new words?
Pre-reading: *Vocabulary:
_mother tongue(n)tiếng mẹ đẻ _(to) underline: gạch chân(dòng chữ) _(to)highlight :làm bật
_(to) come across :lướt qua _(to) stick :dán
*Checking: what and where
*Brainstorming: ways language learners learn new words
_learn by heart
_translate it into mother tongue _learn through example sentences
_write it on a small piece of paper and stick everywhere in the house
_write each word on one piece of paper ans put it into the pocket to learn whenever While-reading:
*True / False statements:(1 on page 50) a F, b T, c F, d T
*Comprehension questions:
a No They learn words in different ways
b Because they help them to remember the use of new words
c They write examples, put the words and their meanings on stickers, underline or highlight them
d They may think they can’t so
Asks sts some questions about their English learning
Follows the steps for
presenting and
checking vocabulary
Asks sts to work in pairs to make a list of the ways how a language learner can learn new words Monitors ,checks and corrects
Asks sts to read the statements then read the text and decide which is true or false Feedback
Runs through the questions, asks sts to work in groups of to give correct answers Gives feedback
Answer the questions
Listen, repeat, copy carefully
Sit in pairs, make a list of the ways how a language learner can learn new words Check and correct
Read the statements, then read the text and decide which is true or false
Sit in groups of
Read the
(26)Instead, they learn only important words e Revision is necessary in learning words f Learners should try different ways of learning words to find out what is the best Post-reading : Survey
Ways of learning word Ba Ha … 1.Make a list of words,
their meanings and learn them by heart Write example sentences with new words
3 Stick new words somewhere in the house
4 Underline or highlight the words Read stories ins English
6 Learn words through songs
/
/
Homework: write the ways of learning words that you think are the best for you
Asks sts to work in groups of or to interview one another and tick the ways they have used to learn new words
Asks sts to report about their group Ex:”Ba learns words by making a list……”
Gives homework
Sit in groups of or and take a survey Then report the survey in front of class
(27)Week: Unit 5: STUDY HABITS Period 29 Lesson 4: Write 1_2 Date:
Aim: Writing letters to friends
Objective: By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend
Teaching aids: posters Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Chatting
a Have you ever written to someone? b To whom you usually write? c What you often write about? Pre-writing:
*Vocabulary:
_Lunar New Year Festival _enjoyable(adj)
_(to) celebrate
*Checking: rub out and remember
*Ordering: Put the parts of the letter in the correct order
a Opening b Closing
c The date d Body of the letter e Signature f Writer’s address *Labeling: label each section with the correct letter (1 on page 50)
*Comprehension questions:
a Who wrote the letter? To whom? b What are there in the heading? c What is the main part of the letter? d What did Hoa receive a few days ago? e Is Hoa good at Math?
f What subject is Hoa good at?
g Where is she going to celebrate the Lunar New Year Festival?
While-writing: Substitution writing(2 on page 51):
15 Thanh Giong Street, Hanoi, June 10th, 2004.
Dear Donna,
Thanks for your letter I’m glad to hear you had an interesting / enjoyable Mother’s Day
We received our second semester report last month I got good grades for Geography, Physics and Math but my English and History results were poor My teacher advises me to improve English and History I think I have to study harder next school year
In a few weeks, we are going to celebrate the mid Autumn festival That is an Autumn moon festival in Vietnam This afternoon, I’m going
Asks sts some questions dealing with writing letters
Follows the steps for
presenting and
checking vocabulary
Asks sts to put the parts of the letter in the correct order Gives feedback
Runs through the questions, asks sts to work in pairs and answer the questions Gives feedback
Asks sts to imagine that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information Gives feedback
Answer the questions
Listen, repeat, copy carefully
Put the parts of the letter in the correct order Then, read the letter on page 51 to check the order
Sit in pairs, read the letter again and give correct answers Check and correct mistakes
(28)to Ha Long Bay with my aunt and uncle by bus and I’m going to stay there with them until the festival comes I’ll send you a postcard from there
Write soon and tell me all your news Best,
Lan
Post-writing: Correction
Homework: write a letter to your friend to tell him /her about your second semester report and about your Summer holiday
Asks sts to read aloud their letters and correct the mistakes
Gives homework
Correct mistakes
Takes notes
(29)Period: 30 Lesson : Language Focus 1-2 Date:
Aim : Further Practice adverbs of manner and the modal : should
Objective : By the end of the lesson, students will be able to use adverbs of manner and modal : should as an advice
Teaching aids: cards words Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: Pelmanism
good warm soft quickly softly
quick well warmly slow slowly
Presentation: model sentences
_Lan has a soft.voice and she usually speaks softly
_Ba swims well and she is a good swimmer *Form: S + V + a/an + adj +noun
or S + be + adj S + V + adv
*Use: Adj modifies the noun after it and the Subject
Adv modifies the verb of the sentences Practice:
*complete the dialogues Use the adverbs of manner in the box.( on page 52)
hard, fast, badly, softly Presentation 2: situation
_there is grass in Mr Hao’s house _he should cut the grass
*Form: S + should + infinitive *Use: give an advice
*Meaning : nên làm
Practice: what should Mr.Hao with his house? a Mr Hao should repair the roof
b Mr Hao should paint the house c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door
Homework: write sentences using “should +inf.”
Sticks ten cards with numbers on one side and the adj/adv on the other, makes sure that the sts can see the numbers
Asks sts to use any word from the game
Pelmanism to
complete the
sentences
Helps sts distinguish the use of the adj and adv
asks sts to work in pairs and use the adverbs to fill in the gaps
Asks sts to look at Mr.Hao’s house and say what he should Gives the explanation of the modal “should” Asks sts to use the verbs to advise Mr Hao what to Asks sts to practice in pairs
Gives homework
Turn the cards over, if they match If not, turn the cards over again and the next team continues
Complete the
sentences
Analyze, say the form
Distinguish the use of the adj and adv
Work in pairs.Use the adverbs to fill in the gaps
Look at the house and say what he should
Analyze, say the form
Use the verbs to advise Mr Hao what to
Practice in pairs
Take notes
(30)Period 31 Lesson 6: Language Focus 3-4 Date:
Aim: practicing commands, requests and advice in reported speech
Objective: By the end of the lesson, students will be able to use reported speech with commands, requests and advice
Teaching aids: posters Procedure:
Time Content Teacher’s activities Pupils’ activities Warmer: what and where
Vocabulary in unit Presentation :dialogue build *Dialogue 1:
Miss Jackson: Can you give Tim this dictionary? Tim’s mother: Yes, of course.Thank a lot Miss Jackson: His grades are good .But he should work harder on his Spanish pronunciation *Dialogue 2:
Tim’s Mom: Miss Jackson asked me to give you this dictionary
Tim: Yes I know
Tim’s mother: Miss jackson said you should work harder on your Spanish pronunciation Tim: I’ll try my best to improve it *Checking understanding:
_Miss Jackson said:”Can you give Tim this dictionary?”
_Tim’s mother reported :”Miss Jackson asked me to give you this dictionary.”
*Form: To ask/ tell + someone + to something
_Miss Jackson said “Tim should work harder on his Spanish pronunciation”
_Tim’s mother reported “Miss Jackson said you should work harder on your Spanish pronunciation”
Practice
*Drill 1: on page 53
a Miss Jackson asked me to wait for her outside her office
b Miss Jackson told me to give you your report card for this semester
c Miss Jackson asked me to help you with your Spanish pronunciation
d Miss Jackson told me to meet her next week *Drill 2:
a Miss Jackson said you should spend more time on Spanish pronunciation
b Miss Jackson said you should practice speaking Spanish every day
c Miss Jackson said you should listen to Spanish conversation on TV
d Miss Jackson said you should practice reading
Asks sts to review the vocabulary
Set the scene: Tim’s mother and Tim’s teacher are talking about Tim’s study Asks sts to complete the dialogue and practice it in pairs Tim and his mother are at home and talking about what Miss Jackson said Asks sts to practice it in pairs
shows sts to know how to use reported
speech with
commands, requests and advice
Asks sts to report
Miss Jackson’s
commands and
requests
Asks sts to report
Miss Jackson’s
advice to Tim’s mother
Monitors, checks and corrects mistakes
Review the vocab by this game
Complete the
dialogues
Practice the dialogues
Understand how to use reported speech
with commands,
(31)aloud passage in Spanish
e Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words
Homework: review commands, requests and advice in Reported Speech