period 1 period 1 date ¤n tëp ®çu n¨m vµ híng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned

- write a story about Uyen / s past experience and revise the past simple tense. Settlement: Greets and checks attendance II.. - asks them to read the dialogue again to fill in the gaps[r]

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Period: 1

Date:

Ôn tập đầu năm hớng dẫn cách học A./ objectives:

I. Knowlege: At the end of the lesson, Ss will be able to:

- revise the basic grammartical tenses and structures they have learned in grade - know some ways to learn English well

II Skills: writing and discussing

B./ Method: Grammar –based approach C Preparation:

- T: Exercises, posters, games - Ss: Textbook, the old knowledge D./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Simon says

Commands:

- stand up - beat the table

- sit down - point your nose

- clap your hands - hands up / III New lesson:

T/s and Ss/ activities Content

*) Lead-in: Chatting ?What did you on your summer vacation

T: introduces the task of the lesson

1.Act.1:

*) Answer key:

1.A 2.B 3.B 4.B 5.C 6.C 7.B 8.C 9.B 10.B T: hangs on the exercises and helps Ss define the language they should use to complete the task

Ss: define the language in each item

T: asks them to work in groups

Ss: share their ideas in groups and then raise their results

T: gets feedback and helps Ss revise the structures in the task

2 Act.2 :

T: revises Ss with the simple present, simple past present continuous and simple future tense

Ss: give structures and uses

I Choose the best answer from A, B and C

1 We often have Math and English Monday. A on B at C in

2 We are interested taking part in school activities.

A on B in C at

3 How is it from here to your school? It/s kilometers.

A old B far C much 4 beautiful the flowers are !

A What B How C Where

5 You have a toothache You go to the dentist/s. A can B ought C should

6 My brother is a football player He plays it A skill B skillful C skillfully

7 Thomas Edison/s famous is the electric light bulb.

A invent B invention C inventing 8 Jone is student in our class.

A taller B tallest C the tallest 9 Ho Chi Minh city is than Hue. A big B bigger C the biggest 10 The student should get used to up early. A get B getting C to get

II Use the correct tense of the verbs in parentheses.

1 At the moment, he (study) animal/s life

2 Last year, we (go) to America to learn English. 3 Where are the children? They (play) soccer now.

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T: asks Ss to work in groups again to complete it

Ss: goupwork and speak out their answers

T: gets feedback and makes the tenses more clearly Ss: work out the tenses with teacher

3 Act.3

T: writes the exercises on the board and then instructs Ss to define the used language Ss: revise the structures they have learned

T: asks Ss to share their ideas in groups to complete it Ss: complete them in groups and then write their answers on the board

T: invites Ss to write their sentences on the board Ss: correct the answers with Teacher

T: invites the checking and gives feedback

5 David (not/often/watch) TV in the morning 6 I (be/not) in China with my father last year. *) Answer key:

1.is studying 2.went

3.are playing 4.will/is going to 5.doesn/t often watch 6.was not

III Complete the following sentences, using the given cues.

1 Would/like/play/chess/tonight? - Would you like to play chess tonight? 2 You/ought/clean/room/everyday - You ought to clean your room veryday 3 How far/it/your house/market?

- How far it is from your house to the market 4 Ho Chi Minh City/big/Viet Nam

- Ho Chi Minh City is the biggest city in Viet Nam

IV.Consolidation:

- share ideas with Ss about the ways to learn English well V.Homework:

- asks Ss to revise the tenses and the structures at home

- asks Ss to prepare: Unit 1: My friends - Getting stared and listen & Read (Page10)

Period: 2

Date:

Unit 1: my friends

( Lesson 1: getting started and listen & read- P.10) A./ objectives:

- understand the content of the dialogue about Hoa/s friend and know how to use “ Enough”

II Skills: Listening, reading and speaking B./ Method: Communicative approach C Preparation:

- T: Pictures, posters, exercises - Ss: Textbook, the old knowledge D./ procedures:

I Settlement: Greets and checks attendance

II Warm-up: Getting started: Matching (pictures at page 10 )

- T: Shows the pictures and makes the model, and then asks Ss to work in groups

Useful language:

? How many people are there in Pic a, b,

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III New lesson:

Teacher

/

s and Ss

/

activities

Content

*) Lead-in: Uses the picture in textbook ? Who are they (Hoa and Lan).

?Where are they staying (Hue)

?What are they talking about ?(Nien) - introduces the lesson

1.Presentation:

a.Act.1: Practice the dialogue

T: sets the scene, hangs the Qs and asks Ss to read through them

Ss: close the books & read through the Qs T: asks Ss to be about listening the dialogue about Nien

Ss: think about the way to answer the Qs T: plays the tape twice

Ss: listen and then share their answers in pairs

T: gets feedback

Ss: speak out their answers T: plays the tape again Ss: check their answers,

T: asks Ss to play the role with dialogue Ss: read the dialogue aloud

T: invites two pairs to practice Ss: practice the dialogue 2.practice:

a.Act.2: Comprehension questions T: hangs on the task & explains the way Ss: read through the task

T: asks Ss to read the text again and answer the questions in pairs

Ss: read the dialogue and share their ideas in pairs

T: gets feedback & checks Ss/ understanding

Ss: speak out their answers and write them on the board, then explain their answers

3.Further practice:

a,Act.3: Presentation dialogue

Ts: asks the Qs: Is Hoa older than Nien? What question tells you that?

Ss: read the dialogue again and answer the questions

Ts: writes the model and asks Ss to repeat Ss: copy and read out the model

Ts: provides another examples and checks the meaning, form & use

Ss: follow teacher and pick out the way to use Enough, talk about the components in the model sentences

Ts: helps Ss to work out the structure Ss: copy down

b,Act.4: Sentence combination

T: asks Ss to work in groups and then write their answers on the board

Ss: share their ideas in groups and check

I Guiding questions:

1, Was Nien Hoa/s classmate? 2, How old is Nien?

*)Answer:

- No, she was She was Hoa/s next-door friend.

- She is twelve

II Ask and answer the questions (P.11): *) Answer key:

a, She lives in Hue b, No, she doesn/t

c, She is not old enough to be in my class d, She is going to visit Hoa at Christmas

III Using Enough to talk about abilities 1 Model :

Lan: Was she your classmate?

Hoa: No She wasn/t old enough to be in my class.

2.Meaning & form: We use Enough to combine two sentences into one.

S+tobe+Adjective + (for someone) +Enough + V-to-infinitive+

3.Note: For someone = for me/her/him

IV.Use Enough to combine two sentences into one

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the results with T 3 The weather was very warm We can go swimming.

- revises Ss with the way to use Enough

- asks Ss to narrate some information about Nien, basing on the dialogue Ex: Nien was Hoa/s xext-door friend in Hue She/s beautiful She was not Hoa/s classmate because

V.Homework:

- asks Ss to revise the lesson & excercises 1- P.5 and 5-P.9 (workbook) - asks Ss to prepare: Speak and listen-P.11-12

Period: 3

Date:

Unit 1:

my friends

( Lesson 2: speak & listen - P.11-12)

A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to:

- understand and practise describing their friends and someone/s appearance II Skills: Speaking ,Listening and Writing

B./ Method: Communicative approach C Preparation:

- T: Pictures, posters

- Ss: Textbook, new words D./ procedures:

I Settlement: Greets and checks attendance II Revision: Matching (Ss work in groups)

III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

“ When you want to introduce your friend to others, What you talk about?

? How can you describe her or his appearance

T: intrduces the lesson 1.pre-speaking:

a)Act.1: Pre - teach

T: elicits first and says out the words Ss: try out & repeat chorally- individually T: writes and checks

Ss: give the meaning & pronounciation T: checks vocab : R.O.R

Ss: read and rewrite them on the board

b)Act.2: Presentation Picture

T: shows the picture and elicits the language Ss: answer T/s questions

T: asks Ss to repeat the model and then writes the model on the board

Ss: repeat it and copy down

T: elicits the meaning, use, form & pro

Ss: analize the structure, use and the position of adjectives in a noun phrase

T: focuses Ss on the position of Adj in the

I Vocabulary:

- slim (Adj.) (Pict.) - straight (Adj) (Pict.) - curly (Adj)(Pict.) - bold (Adj)(Pict.) - blond (Adj) (Pict.) - brown (Adj)(Pict.) Language:

?How can we say her hair in English

?What color is his T-shirt trousers

II Describe someone/s appearance:

1 Model:

Lan: What does she look like?

Hoa: She is slim She has long black hair She is wearing long clothes

2 Use and form: When we ask and answer about someone/s

appearance, we use:

Tall hair clothes Shoes short fat T-shirt black skirt

Adjectives Nouns - tall

-

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noun phrase

Ss: play the role with the model T: asks Ss to use the model again 2.while-speaking

c)Act.3: Picture-cue Drill (P 11-12)

T: shows the pictures and runs them through Ss: read out the phrases

T: makes the model and leads Ss/ drilling Ss: make the model with teacher

T: asks them to work in groups, encourages Ss to use more language

Ss: groupwork, practising describing the pictures

T: sticks the picures and asks : What does she/he look like?

Ss: go to the board and describe the pictures T: helps Ss to correct if necessary

3.post-speaking:

d,Act.4: Listening task

T: sets the scene and plays the tape twice Ss: listen and fill in the gaps

T: asks Ss to share their results

Ss: work in groups & share their ideas T: plays the tape again

Ss: listen and check their results T: gets feedback

Ss: speak out their choices

T: plays the tape once again and help Ss to correct their answers- predictions

Ss: check and choose the correct ones, then compare it with their predictions

T: asks Ss to practise the dialogues in pairs and then play the role orally

Ss: read the dialogues in apirs and play the role orally

- What does she/he look like?

- She/he is slim/fat/thin She/he has

3 Notes: She has short curly blond hair

III Picture-cue Drill (P 11-12) 1 Example exchange: (Pic a) S1: What does she/he look like? S2: He is tall and thin He has short black hair

IV Listen & complete the conversations (P.12)

*)Answer key:

1, I/d like to meet 4.It/s a pleasure to

meet you

2, Nice to meet you come and meet 3, I/d like to meet How you do!

IV.Consolidation: Guessing game;

- asks Ss to choose the picture and describe him or her The left will listen to him/her and guess by asking the questions: Is that Ann/ ?

V.Homework:

- asks Ss to exercise 3-P.6,7 (workbook) and write a paragragh about their father - asks Ss to prepare: Read - P.13

Period: 4

Date:

Unit1:

my friends

( Lesson 4: read - Page 13)

A./ objectives:

- learn vocab about character, appearance and understand the text about Ba/s friends

- talk about their friends/ character and appearance. II. Skills: Reading &Speaking

B./ Method: Communicative approach C Preparation:

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D./ procedures:

I Settlement:Greets and checks attendance

II Check-up: - asks two Ss to write the paragragh about their father ( homework) - asks the whole to share their ideas

III.New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

T: uses the picture at P 13

? How many people are there/?Who are they/?What they do/? Where they want to go?

T: leads in the lesson 1.pre-reading:

T:elicits the words from the Ss and says them out

Ss: try out & repeat chorally-individually T: writes and checks.

Ss: give the meaning and stress

T: uses “ What & Where” to check vocab. Ss: read & then rewrite the words

b)Act.2: Open prediction

T: hangs on the Grids & explains the task Ss: follow teacher/s.

T: hands out the worksheets and asks Ss to work in groups to guess the information about Ba/s friends

Ss: focus the information on the Grid, work in groups & give their answers on the worksheets

T: gets feedback

Ss: stick their answers on th B.B 2.while-reading

c)Act.3: Read the text & check the pres. T: asks Ss to read the text to check their predictions

Ss: read it in Ms & pick out the information

T: gets feedback and gives the key

Ss: speak out their answers and check their predictions

d)Act.4: Comprehension questions T: hangs the questions on the poster and asks Ss to read the text again to answer Ss: reads it individually and then share their ideas in pairs

T: gets feedback

Ss:speak the answers & write them on B T: helps Ss to correct and asks them to

What and Where

I Vocabulary:

- character(N)/ /(Example) - sociable (adj)/ / (Situation) - kind (adj) (Trans.)

- generous(adj) / / (Trans.) - reserved (adj)/ / (Example) - humorous = a sense of humor

II Predict the information:

1 Prediction:

2 Answer key: (on the table)

III Read and anwer the questions: *)Answer key: (Qs - part 2-P 14))

a, Ba feels lucky enough to have a lot of friend

b, Bao is the most sociable person c, Khai likes reading

d, Ba/s jokes annoy his friends. e, He spends his free time doing

Name Character Things he likes/enjoys

Bao - (1) sociable

- kind

- (2) generous

- (3)doing volunteer work

Khai - (4)reversed - (5) reading at the library

- going to school

Song - reserved - (6) playing soccer

- (7) going to school

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work in pairs

Ss: correct them , ask and answer the questions

3.post-reading: Survey:

T: makes the model & asks Ss to work in pairs

Ss: ask and answer about their friends and make the dialogue to the front

T: explains: What is she/he like?

voluteer work at a local orphanage.

IV Talking about your friends.

Questions:

1 What/s your close friend/s name? 2 How old is he/she?

3 What does she/he look like? 4 What is she/he like?

5 What does she/he enjoy in free time? IV.Consolidation:

- asks Ss to talk about Ba/s friends, basing on the Grid.

V.Homework:

- asks Ss to write a paragragh about their friends, basing on the Qs in Post asks Ss to prepare: WritePost P.15

Period: 5

Date:

Unit 1:

my friends

( Lesson 5: write - Page 15)

A./ objectives:

- revise the language to talk about personal information and write a description about their friends or other people

II Skills: Writing and speaking

- Ss: Textbook, new words D./ procedures:

II Checking:Asks one student to answer some questions about their friends ? What is your friend/s name/ How old is she/ he?/Where does she/he like?/ What does she/he look like?

III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

T: You want to introduce or talk about your close friend to others What will you talk about?

T: intrduces the tasks of the lesson 1.pre-writing:

a)Act.1:Conprehension Questions(Part 1) T: asks Ss to read the text and read through the Form

Ss: read it individually and share their ideas about the Form in pairs

T: elicits the used language and hangs on the questions, explains: What is he like? Ss: make the questions with the Form and read through the questions

T: asks the questions to make the model and then asks Ss to work in pairs

Ss: make the model with teacher and then ask and answer the questions in pairs

I Read and then ask and answer: *) Possible questions:

1, What is his name? 2, How old is he? 3,Where does he live? 4, Who does he live with? 5, What does he look like? 6, What is he like?

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T: invites three pairs to ask and answer to the front

Ss: practice the laguage

b)Act.2:Fill in the Form (Part 2-P.15) T: hangs on the Form, elicits the used language again and makes the model Ss: copy it and make the questions basing the tittle in the Form

T: asks Ss to work in pairs, asking and answering to fill the information of their close friend in the Form

Ss: ask and answer the questions (may be in Act 1) and fill in the information about their friends

T: goes round to help Ss and correct if neccessary

Ss: work with teacher to correct themselves

2.while-writing:

c)Act.3: Write -It - Up

T: gives the model and asks the Ss to write the paragragh ( 60-80 words), using the information in their Form

Ss: follow teacher, using their own information to write it individually T: notes: Appearance, character Ss: focus on the way to use it T: goes round to help Ss

T: asks Ss to compare their daft with their patner

Ss: compare their daft with their friends and correct if neccessary

3.post-writing: Exhibition

T: asks Ss to go to the B.B and write the paragraghs about their friends

Ss: present their work on the B.B

T: asks the whole to give comments and compare with their results

Ss: share and compare their work T: asks them to correct their work Ss: correct with teacher

II Ask and answer to fill in the form

III Write a passage to introduce a close friend of yours.

Example:

My close friend is Tuyen He is thirty- two years old He is fat and he has short black hair

IV Share and compare:

- asks some Ss to go to the front of the class and introduce their close friend with the class, using their writing task

V.Homework:

- asks Ss to complete their paragraghs and excercise 7-P.11 (workbook) at home

- asks Ss to prepare: Language Focus - P.16-17 Period: 6

Date:

Information form

Name: Tuyen Age: 32 Appearance: Fat, short black hair Character: Sociable, helpful

Address: 2 nguyen Du Street, Dong Ha

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Unit 1:

my friends

( Lesson 6: language focus- Page 16-17)

A./ objectives:

- Revise the simple past, simple present, present continuous tense and practise further in Enough

II Skills: Writing and Speaking

- T: Exercises, posters

- Ss: Textbook, the old knowledge D./ procedures:

I Settlement:Greets and checks attendance II warmer:Describe the picture (Picture at P 17).

1 How many people are there in the picture? 2. What does she/he look like?

3. What is she/ he like?

4. What is she/he wearing?

(T makes the model first and helps Ss revise the present continuous, the way to describe someone/s appearance, character before Ss working in groups of four) III New lesson:

Teacher

/

s and Ss

/

activities

Content

1.Act.1:

T: asks Ss to revise the structure and the use of simple present and simple past tense

Ss: give and compare two tenses, focus on the verb form

T: asks them to give some examples Ss: make examples if possible T: instructs them to complete the exercise and asks Ss to work in groups Ss: find out the context in which the tense is used

T: gets feedback and helps Ss to correct Ss: speak out their answers and explain to the class , then correct themselves

2 Act.2: Gap-fill

T: checks the verbs in the box and explains the words: planet, Mars, Mercury, the Earth

Ss: give the meaning of the words and listen to teacher

T: elicits the situation in the dialogue and explains more about the use of simple present

Ss: read through the dialogue and give their ideas

T: asks them to complete it in groups Ss: share their ideas in groups

T: gets feedback & asks the whole to check

Ss: write their answers and correct them T: notices Ss with: Using the simple present tense to talk about the general truth

Ss: note down and copy it

3.Act.3: Using Enough.

I Use the verbs in the simple present and simple past tense (Part1- textbook)

*) Answer key:

a: 1, lives/is living 2, sent 3, was 4, is b: 1, are 2,come 3,showed 4,

introduced

II use the correct form of the verbs in the box (Part.2- textbook)

*) Answer key:

1, sets 2,goes 3,moves 4, is 5, is 6, is

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T: gives the example and asks Ss to combine it, using Enough

Ss: combine it individually

T: elicits the use and structure from Ss first and asks Ss to compare : Enough & Enough for someone + V-to-inf

Ss: pick out the structure, work out the ways and the steps to with Enough T: asks Ss to combine above sentences individually share it in pairs

Ss: define each component, write their own sentences

T: gets feedback

Ss: write their answers on the board T: elicits the checking from the class Ss: check it with teacher, give their ideas with the complete sentences

T: explains about the way to use Enough with Nouns

S+ tobe + Adj + Noun + Enough + (for someone) + V-to-inf +

Ss: copy the way to use Enough with Nouns

*) Example:

The table is small I can move it

 The table is small enough for me to move it

*) Exercises:

1, The bag is big.It can carry everything. - The bag is gig enough to carry every thing.

2,Ba is old He can drive a car. - Ba is old enough to drive a car.

3, The table is not heavy Nga can lift it. - The table is not heavy for Nga to lift it. 4, Her English is good I can understand. - Her English is good enough for me to understand.

5, I have some money I can visit Ha Noi. - I have enough money to visit Ha Noi.

iV.Consolidation:

- asks the Ss to revise the structure of the present continuous, the simple past and compare it with simple present

- asks Ss to 10-minute examination: Write a description about their mother (5-10 sentences)

V Homework:

- asks Ss to revise the lesson at home

- asks Ss to prepare: Unit 2: Getting started & Listen and Read (P.18) Period: 7

Date:

Unit 2: making arrangements

( Lesson 1: getting started and listen & read) A./ objectives:

- learn vocabulary about telecommunicative equipments and practise making arrangements; revise “ be going to + Vbare-inf.” with the intentions

- T: Pictures, posters, cassette player, tape - Ss: Textbook, new words

D./ procedures:

II Warm-up: Getting started: (Pictures at page 18 ) (Task for groupwork)

*) Answer key:

a,an answering machine d,a telephone directory b,a mobile phone e, a public telephone c,a fax machine f, an address book

(shows and run through the phrases; asks Ss to match the pictures with the phrases in groups, then explain the meaning)

III New lesson:

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*) Lead-in: Questions:

? Do you have a telephone at home ? Do you often use it

? What you use telephone for - leads in the lesson

1 presentation:

a.Act.1: Pre - teach

T: elicits first and says out the words

Ss: try out and repeat chorally- individually T: writes and checks

Ss: give the meaning& make sentences T: instructs them to read & invites Ss to read all the words

Ss: run through the words

b.Act.2: Guiding questions

T: hangs the questions , runs them through Ss: read through the sentences and follow T/s instructions

T: instructs them to listen to the dialogue Ss: listen and share their answers in pairs T: plays the tape twice

Ss: read the text to check their answers 2.practice:

c.Act.3: Practise the dialogue (P.19)

T: plays the tape twice and asks Ss to listen with closed books

Ss: listen to the dialogue

T: asks Ss to practise the text in pairs Ss: play the role in pairs

T: invites two pairs to practise the dialogue Ss: read out the dialogue orally

T: helps Ss to correct pronunciations Ss: check and correct themselves

d.Act.4: Comprehension questions T: asks Ss to read the dialogue again to answer the Qs at P.19

Ss: read it and answer them individually T: gets feedback and gives feedback Ss: seapk out their answers and explain 3.Further practice:

e,Act.5: Using “be + going to”

T: asks Ss to pick out the model in the text and checks the use, form & meaning Ss: revise the use, form & meaning

T: instructs them to excercise (a,b,c,d) ( workbook)

Ss: share in pairs and write their answers on the board

T: asks the whole to check Ss: check the answers

I Vocabulary:

- (to) arrange (Situation)

{ arrangement(N) / / EX: Nga arranged the time to see the movie.

- downstairs # upstairs (Situation) - (to) make the call (for someone) (Tran.)

- (to) wait a minute (Trans.)

II Listen and answer the questions:

1, What time does the movie Dream City starts?

- at 6.45

2, Is the film on at Sao Mai Movie Theater? - Yes, it is

3, What time doNga and Hoa meet? - at 6.30

III Listen and practice the dialogue:

IV Read & answer the Qs:(P.19)

*)Answer key: Teacher/s book

V Talking about the intentions in the future.

1 Model:

- I am going to see the movie at 6.45 this evening

2.Form:

S + to be +going to + Vbare-Infnitive

IV Consolidation: Mapped Dialogue

S1 S2

Hello, Hello, How ? thanks I am Would you like ? At

Can I ,please? This and you?

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V Homework:

- asks Ss to revise the lesson & excercises 2,3 P.13,14 (workbook) - asks Ss to prepare: Speak and listen -P.20,21

Period: 8

Date:

Unit 2:

making arrangements

( Lesson 2: speak & listen - Page 20, 21 ) A./ objectives:

- practise making arrangements by telephone and revise the invitation with : Would you like + Vto-inf ?

II Skills: Speaking & writing

- T: posters, Grids

- Ss: Textbook, new words d./ procedures:

II Revision:Mapped dialogue (Consolidation in period 7)

(asks Ss to work in pairs and then make the dialogue to the front) III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in: Questions:

? Do you often use telephone

? Do you use telephone to make arrangements? ? What you tell your friends about

1.pre-speaking:

a)Act.1: Ordering

T: hangs on the conversation and revises Ss with: Can I ?/Would you like ?/ pop concert.

Ss: listen to T and copy down

Ss: work in groups , share their ideas, then write their order on the worksheets

T: asks Ss to guess its order in groups Ss: work in groups , share their ideas, then write their order on the worksheets

T: gets feedback and shares ideas with the whole class

Ss: exploit the conversation with T T: focuses on the form of making arrangements

Ss: take notes, then play the role with the conversation

T: invites three pairs to practice the dialogue 2.while-speaking

b)Act.2: Dialogue completion

T: sets the scene and asks Ss to read through the dialogue first

Ss: read it and listen to T/s explanations T: elicits the language from Ss and notices: Would you like to ?/What about ? Ss: give their ideas about the used language T: asks them to work in pairs to complete the dialogue

I Order the conversation(Part 1- P.20) *) Answer key:

*) Notes:

- Can I speak to Ba, please? May I meet

- Would you like to ?

II. Making arrangements to play chess (Part 2)

*) Possible answer:

Bao: Can I speak to Ba please? This is Bao

Bao: I am fine, thanks And you? Bao: Would you like to play chess tonight?

Bao: What about tomorrow afternoon?

1 b 7 e

2 f 8 k

3 j 9 g

4 a 10 h

5 I 11 d

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Ss: work in pairs to make the dialogue and then share their results in groups

T: gets feedback

Ss: play the role with their dialogues T: gives possible dialogues and asks Ss to practise the dialogue again

Ss: takes notes and build the dialogue 3.post-speaking: Grids

T: hangs on the Form and works with Ss about the parts of the message form Ss: read it through and work out the form T: elicits the information in the gaps Ss: give their ideas for each items

T: gives the worksheets and plays the tape twice

Ss: listen and fill in the gaps T: asks Ss to share their results

Ss: work in groups & share their ideas T: plays the tape again

Ss: speak out their answers

T: plays the tape once again and help Ss to correct their answers

Ss: listen and check their information, then compare it with their predictions

Bao: I/ll meet you at the Central Chess Club.

Bao: Is o/clock OK?

III Listen & fill in the information form.

*) Answer key:

- notices Ss about the ways to make arrangement by telephone

- revises Ss with the invitation: Would you like ? and the simple future V.Homework:

- asks Ss to complete the conversation at home - asks Ss to prepare: Listen - P.21

Period: 9

Date:

Unit 2:

( Lesson 4: read - Page 21,22) A./ objectives:

- learn vocabulary and understand the text about Alexanda Graham Bell & his career

- talk about him and his famous inventions II Skills: Reading & Speaking

- T: Pictures, posters, cassette player, tape - Ss: Textbook, new words

D./ procedures:

I Settlement:Greets and checks attendance II Warmer: Hidden picture

- Teacher shows Bell/s picture but it is hidden with three events Ss work in groups to answer three questions to pick out the picture

1 What is the biggest city in Viet Nam? (Ho Chi Minh city)

Kington junior high school

FOR: The Principal

DATE: Tuesday TIME:9.45

MESSAGE: Mrs Mary Nguyen wants

to see you in the morning

TELE NUMBER: 646 837 209 42

Kington junior high school

FOR: The principal

DATE: TIME: MESSAGE:

(14)

2 Where is the Great Wall? (China)

3 Where is the Twins Towel? (in Malaysia) III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

T: asks Ss to look at the picture and answer the questions

? Who is he/ What does he do?/ Where is he from?

Ss: answer the questions individually 1.pre-reading:

T: elicits the words from the Ss and says them out

Ss: try out & repeat chorally-individually

T: writes and checks Ss: give the meaning

T: instructs Ss to read Ss: run through the words

T: uses “Matching” to check vocab Ss: match the words with the Vietnamese

b)Act.2: Prediction

T: hangs on the poster and asks Ss to read through the statements

Ss: read them through and focus on the information in statements

T: explains: patients, introduce, demonstrate.

Ss: take notes the words

T: asks Ss to predict T/F in groups

Ss: work in groups & give their answers on the worksheets & Write their answers 2.while-reading

c)Act.3: Check the predictions

T: asks Ss to read the text to check their predictions

Ss: read it in Ms & pick out the information in groups

T: gets feedback

Ss: give their answers and explain

d)Act.4: Ordering statements.

T: instructs Ss to choose the correct order by reading the text

Ss: listen to teacher/s instructions.

T: asks Ss to read through the statements and then order them in groups

Ss: read them through and read the text to chose the correct order, then share their ideas in groups

T: gets feedback

Ss: write their orders on the board T: invites Ss to correct the orders 3.post-reading: Interview

T: asks the Ss to work in pairs One is an interviewer The other is Bell

Ss: practise interviewing in pairs and then

I Vocabulary:

- (to) emigrate / / (Trans) { emigration (N)

Ex: Bell emigated to the USA in 1870s - The deaf-mutes:(can/t speak & listen) - ( to) experiment / / (Trans) - (to) transmit speech / / - (an) assistant / / (Picture) - (an) exhibition / / (Exam.) Ex: Bell arranged a lot of exhibitions II T/F statement prediction (Part 1-P.22) 1 Prediction:

2 Read the text & check the predictions.

*)Answer key:

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

III. Put events in the correct order (P,2 -P.22)

*)Answer key:

d - e- a- g - c- b- ,f

(15)

play the role to the front

- asks Ss to make the coversation in interviewing V.Homework:

- asks Ss to read the text again at home and write the answers for “ interview” - asks Ss to prepare: Write- P.23,24

Period: 10

Date:

Unit 2:

( Lesson 5: write - Page 23,24) A./ objectives:

- practise writing a telephone message and write the telephone message for them

II Skills: Writing and speaking B./ Method: Communicative approach C Preparation:

- T: Posters, cellophane, overhead - Ss: Textbook, new words

D./ procedures:

II Checking: Asks one student to answer the following questions: 1 Where is Bell from?

2 When was he born?

3 What did he experiment in America? 4 When did he introduce the telephone? III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

T: Teacher gives the situation: a person telephoned Mr Tuan But he was out You received the call What will you do?

T: introduces the lesson 1.pre-writing:

a)Act.1: Gap - fill

T: introduces the Form and helps Ss to pick out each part

Ss: show their ideas & give their comments T: explains:delivery service, midday, reach Ss: listen and remember

T: asks Ss to complete it in groups Ss: share their ideas in groups

T: gets feedback & correct with the whole class

Ss: give the answers and get feedback

b)Act.2: Presetation text

T: elicits the Form from Ss and then makes it clearer

Ss: give their ideas about making the telephone message

T: asks Ss to work out each part of the form

I Read the message to fill in the gaps (Part 1-P 23)

*)Answer key:

1 telephoned name 2 May 12 delivery 3 speak Mr Ha 4 took at

II.The form of the telephone message. *) Form:

Interviewer

Bell

1 Hello What is your name? 2 Where are you from? 3 When was you born?

- - -I was born

(16)

of a telepnone message

?What will you write in the Date/Time Ss: share their comments with the teacher T: gives feedback and more explanations Ss: follow teacher and take notes

c)Act.3: Grids

T: shows the Form and reads out the passage , notices Ss with: call about, stationery order/take a message.

Ss: read through the form, follow T/s and remember the meanings

T: asks Ss to read the message in groups and fill in the Form

Ss: read it, choose the information to fill in the telephone message in groups

T: gets feedback and asks the whole to share results

Ss: speak out their results and correct it with teacher

b)Act.2: Write - it - up

T: introduces the situation in which Lisa take a message for Nancy

Ss: pay attention to the situation

T: hands out the worksheets and asks Ss to read the dialogue and write a telephone message in groups

Ss: read the dialogue then write the telephone message for Nancy in groups T: goes round to help Ss

Ss: share their ideas with teacher 3.post-writing:

T: collects drafts from Ss and put them in the overhead

Ss: share and compare their work T: helps the whole to correct

Ss: correct their message with teacher T: asks them to copy down

Ss: copy it in their books

III Read the passage & write a telephone passage (Part 2-P.23) *) Answer key:

IV Read the dialogue and write a telephone message for Nancy (Part 3-P.23)

V.

Exhibition

- asks the Ss to generalize the form of a telephone message & the aim of each part

V.Homework:

- asks Ss to complete the message at home - asks Ss to prepare: Language Focus - P.25,26 Vi.supplementary notes:

Period: 11

Date:

Unit 2:

( Lesson 6: language focus- Page 25,26.) A./ objectives:

- consolidate and revise intentions with “ be going to + V-inf .”

- practise futher with adverbs of place

II Skills: Writing and Speaking

Date: Today

Time: In the morning For: Nancy

Message: Tom wants you to play tennis this afternoon He will pick you up a 1.30t

Taken by: Lan

Thanh cong delivery service

Date: June 16 Time: After midday For: Mrs Van

Message: Mr Nam called about his stationery order He want you to reach him at 634 082.

(17)

- T: Posters, exercises - Ss: Old gramartical items D./ procedures:

I Settlement: Greets and checks attendance II Check-up:

- asks three student to write their telephone message that they completed at home

- asks the whole to compare and then gives marks.

III New lesson:

Teacher

/

s and Ss

/

activities

Content

1.Act.1:

T: asks Ss to think about the future meaning and the grammatical items they learned Ss: talk about the situations in which the simple future/ be going to is used

T: gives the example: What does Nga have?/ What does she want to?.

Ss: copy it and answer T/s questions. T: elicits the model and asks Ss to read it Ss: rewrite it and read it chorally

T: revises the use and form again Ss: talk about the use, three forms

T: asks Ss to rewrite the sentences in Part 1, using “ be going to” in pairs

Ss: pairwork , defining the actions and intentions and writing the sentences

T: gets feedback & helps Ss to correct Ss: speak out and write them on the board

2.Act.2:

T: hangs the Table at P 25 and makes the model with Ss

Ss: run through the Table and make the model with teacher

T: revises Ss with Y/N question with “ be going to”

Ss: pick out the structure and the way to answer this question

T: asks Ss to work in groups, asks the questions and write their friend/s name if they say Yes

Ss: go round to ask the questions and write their friend/s name in their Form.

T: invites Ss to report their information Ss: say out their information Ex: Nga is going to play sports on the weekend.

T: helps them to correct and then asks them to talk about what they are going to on the weekend

Ss: correct themselves and then talk about them Ex: I am going to my homework on the weekend.

I Rewrite the sentences, using “ be going to “ (Part 1-P.25)

1) Model:

- Nga has a movie ticket.

She is going to see a movie

2) Structure: Talk about intentions (+) I + am + going to +

V-infinitive+ She/he + is

We/You/They + are

(-) S + tobe + not + going to + Vinf .

(?) Tobe + S + going to + Vinf .?

3)Answer key:

a, They are going to go fishing

b, Trang is going to read a new novel. c, Van is going to her homework in Math.

d, Mr Hoang is going to see an interesting action movie.

e, Hien is going to attend her friend/s birthday party.

II Ask and answer about what you are going to (Part 2-P.25).

*)Model:

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3.Act.3:

T: runs through the words in the box and sets the scene

Ss: read them out and pay attention to the situation

T: checks the meaning, use of the adverbs Ss: give the meaning and use, talking about its position in a sentence

T: asks them to complete Exer.3 in pairs Ss: share their ideas in pairs

T: gets feedback & asks the whole to check Ss: speak out their answers and check the results with teacher

III Use advebs of place to complete the sentences.(Part 3-P.26).

*)Model: Textbook-P.26 *)Answer key:

b, upstairs c, inside

d, outside e, there f, here

*)Act.1: Guessing game

Model sentence: I am going to on the weekend

- asks Ss to give activities they are going to

- gives the model and asks Ss to choose one activity to fill in it

- asks Ss to guess T/s sentence by saying: Are you going to (see a movie) ……?

- If anyone guess it right, he/she will go to the front and others will guess her/his sentence

*)Act.2: asks Ss to write sentences about what they are going to (10-m exam) V.Homework:

- instructs Ss to excercise 2,3-P.14,15,16 ( workbook) at home - asks Ss to prepare: Unit 3: Getting started and listen & read Period: 12

Date:

Unit 3: at home

(Lesson 1: getting started and listen & read) A./ objectives:

- understand the dialogue and revise the vocabulary about chores - understand and use “ Have to” for oblication

- T: Pictures, posters - Ss: Textbook, new words D./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Getting started: (Pictures at page 27 )

T: sticks pictures and elicits the language from Ss Ss: look at the pictures and try to give out the chores

T: gives the phrases and asks Ss to match them with the pictures Ss: match them individually and then read them out

T: gives the model: - What you often at home?

- I often the washing and Ss: ask and answer in pairs then it to the front of the class III New lesson:

Teacher

/

s and Ss

/

activities

Content

*) Lead-in:

You often the washing, cook and today you will know the chores our friend, Nam often does at home.

- leads in the lesson 1 presentation:

(19)

Ss: give the meaning& make sentences T: uses “ What and where” to check vocab Ss: read & then write the words on the B.B

b.Act.2: Practise the dialoguge.

T: sets the scene , reads the dialogue once Ss: listen to teacher

T: asks Ss to work in pairs, practising the dialogue

Ss: play the role as Nam and Mrs Vui T: goes round to help Ss practise it Ss: work with teacher

T: invites two pairs to read the dialogue Ss: practise the dialogue orally

2.practice:

a.Act.1: Comprehension questions.

T: writes the questions on the board & asks Ss to read the dialogue again to answer Ss: read the dialogue again and share their ideas in pairs to answer them

T: gets feedback

Ss: speak out their answers and then check them with teacher

T: asks the whole to check

Ss: ask and answer the questions in pairs T: invites three pairs to ask and answer 3.Further practice:

Presentation dialogue T: asks Ss to pick out the model in the text and checks the use, form & meaning Ss: read the text again and give the use, form & meaning

T: asks Ss to use the model Ss: ask and answer it in pairs

* Notes:

-We can use Have to as the below model Ex: She has not to stay at home

- We use Have to for the subjective oblicaion and Must for the objective one

I Vocabulary:

- (the) chores (Situation)

+ I often the chores in the morning - (a) cupboard / /(Picture) - (a) steamer / / (Picture) - (a) saucepan / /(Picture) - (a) rice cooker (Picture)

- (a) frying pan (Picture)

II Reading the dialogue:

III Read and answer the questions:

Questions and answers:

1, What does Mrs Vui have to after work?

- She has to go and visit her Grandma. 2, What does Nam have to do?

- He has to cook dinner, go to the market and buy some fish and vegetables

IV Using “Have to” for oblication

1. Model:

S1: What does Mrs Vui have to after work?

S2: She has to go & visit her Grandma. 2.Use &Form: When we talk about the obligation, we use:

(+)S + have/has to + Vbare-inf + (-) S + don/t/doesn/t have to+Vbare-inf (?)Do/Does + S+ have to + Vbare-inf IV Consolidation: Word cue Drill (Pairwork)

1 You/do the washing 4 Nga/make the bed 2 You/sweep the floor 5 Nam/cook meals 3 She/ tidy up 6 They/feed the chicken

Example exchange: S1: What you have to do? S2: I have to the washing S1: What does she have to do? S2: She has to tidy up

T: Shows the cards , runs them through then makes the model first S: read out the phrases and follow teacher/s model.

T: instructs Ss to practise; T Ss, Ss T ; closed pairs open pairs V Homework:

- asks Ss to revise the lesson & excercises 1,2,3 P.20,21 (workbook) - asks Ss to prepare: Speak -P.14,15

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Period: 13

Date:

Unit 3: at home ( Lesson 2: speak - Page 28,29) A./ objectives:

- learn vocab about furniture and talk about the positions of furniture in the kitchen and in the living room

II Skills: Speaking & Writing

- T: Pictures, posters, - Ss: Textbook, new words D./ procedures:

I Settlement:Greets and checks attendance II Revision: Matching

(Ss will work in groups & go to the board to match; then read out the words chorally) III New lesson:

Teacher

/

s and Ss

/

activities

Content

*) Lead-in: Network

in on between and

- asks Ss to give the prepositions of place they have learned

- writes them on the B.B and checks the meaning and the use

- introduces the lesson 1.pre-speaking:

a)Act.1: Pre- teach

Ss: try out and repeat chorally- individually T: writes and checks- instruct Ss to read Ss: give the meaning & pronunciation, then read them out

T: checks vocab : uses the pictures and asks: What is this?

Ss: look at the pictures to asnswer

b)Act.2: Talk about the positions( Part 1-P.28)

T: asks Ss to look at the picture and elicits the furniture: What is this/are these?

Ss: look at the picture and answer it: It is a calendar They are knives.

Ss: pick out: Where is the clock? and the way to answer it

T: elicits the model: How can you ask about the position of the clock?.

at opposite

- speak out them individually - tell the class about the meaning and the way to use them

I Vocabulary:

- (a) calendar / / (Picture)

- (a) dish rack - (a) knife - knives - (a) counter / / - (a) rug

II Ask and answer about the place:

* Model:

S1: Where is the clock?

S2: It/The clock is on the wall above the calendar.

A B

1.a telephone 2.a stereo 3.a couch 4.a coffee table 5.an armchair

a GhÕ bành b Máy nghe nhạc c Bàn uống trà d Máy điện thoại e Ghế salong dài

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Ss: run through the model and give the structure, focus on the prepositions

T: writes the model, asks Ss to read and then check the understanding

Ss: ask and answer about the positions of these furniture in pairs

T: gives cues: calendar, cupboard,knives, dinning table, dish rack, flowers and asks Ss to ask & answer about their positions

Ss: asks and answer in pairs , then it to the front

T: gets feedback &corrects if neccessary T: 2.while-speaking

a)Act.1: Talk about arrangements of furniture (Part 2-P.29)

T: hangs on the picture with three fixed furnitures (picture, shelf, rug) and says out suggestion, then sticks the furniture in the picture

Ss: follow teacher and pick out the used language

T: writes the model and notices Ss how to use it

Ss: read it through and give the use and structure

T: asks Ss to work in groups, giving their suggestions

Ss: express their ideas and then notice the positions of the furniture

T: goes round to help Ss and participate into their arrangements

Ss: work with teacher and make the complete picture

3.post-speaking: Tell about your arrangements.

T:invites one groups to go to the board and gives their arrangements

Ss: express their arrangements and then stick the furniture in the picture

T: invites other/ ideas and then makes the complete pictures with the whole class Ss: give their suggestions and make the arrangements complete

III Use “Let/ s … … ”./ to make

suggestions

*)Model: (P.29-Textbook)

*)Notes: We express our ideas or our suggestions, we use:

- Let/s + Vbare-inf . - I think we ought to/should + Vbare-inf

- asks Ss to write the positions of the funiture in the picture (about sentences) on the board, then checks them with the whole class

V.Homework:

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Period: 14

Date:

Unit 3: at home ( Lesson 3: listen - Page 30) A./ objectives:

- understand and order the recipe to make the “ Special Chinese Fried Rice” and the “ Fried Rice “ they made at home

II Skills: Listening & Writing

- T: Realia, pictures, posters, Grids - Ss: Textbook, new words

D./ procedures:

II Checking: Ask one student to look at the picture at P.28 and answer the

questions: Where is the clock/ the dinning table/the counter/the cooker?

III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

- asks S to look at the pictures at P.30: What is this/ What are they?

- introduces the Special Chinese Fried Rice 1.pre-listening:

a)Act.1: Pre - teach

Ss: give the meaning & pronunciation T: checks vocab : asks Ss to match the phrases with the pictures at P 30

Ss: match the phrases with the pictures individually

b)Act.2: Open prediction

T: sets the scene in which Lan is cooking the Special Chinese Fried Rice for Mrs Tu

I Vocabulary

- (the) fried rice ((Trans.) - (a) salt (Picture)

Ex: a teaspoon of salt - (the) ham (Picture) - (a) garlic (Realia)

- (the) green peppers (Realia) *) Matching:

1 fried rice (a) 2 the frying pan (f) 3 ham and peas (d) 4 garlics and onions (c)

5 garlics and green peppers (g) 6 meat and peas (e)

(23)

and asks Ss to predict the main ingredients in this dish

Ss: follow teacher, work in groups and write their predictions on the worksheets

T: gets feedback

Ss: stick their predictions on the board 2.while-listening

c,Act.3: Check the predictions T: plays the tape twice

Ss: listen and note down the answers T: asks Ss to share their results

Ss: work in pairs & share their results T: plays the tape once again

Ss: speak out their answers and explain T: plays the tape once again

Ss: listen and check their predictions

b,Act.2: Ordering

T: hangs on the poster and asks Ss to read through the statements

Ss: read them chorally and focus on the information

T: asks Ss to listen to the tape to order them from to and plays the tape

Ss: listen to the tape once, share the orders with their partner

T: gets feedback

Ss: write their orders on the board (three) T: plays the tape once again and checks the understanding

Ss: listen each sentence to check their result

3.post-listening: Write - it - up

T: asks Ss to work in groups of four to list out the way to make the Fried Rice the usually at home

Ss: work in groups, write the way to make the Fried Rive they did at home

T: invites groups to read out their Fried Rice

Ss: write their dish on the board and then share their ideas with the class

2 Listen and check Predictions: *)Answer key: The Special Chinese Fried Rice

1, oil

2, the garlic and green peppers 3, the ham and the peas.

4, the rice and a teaspoon of salt

III Listen and order the recipe.

IV Write the way to make Fried Rice.

- use Write - it - up to revise the content of the lesson

- revises Ss the way to use Imperatives V.Homework:

- asks Ss to complete their dish at hoem - asks Ss to prepare: Read- P.31

Period:15

Date:

The statements Order to cook it

a Put the rice and a

teaspoon of salt in. 5

b Put the ham and peas in. 4 c Put a little oil in the big

pan 1

d Fry the garlic and the

grren peppers. 3

(24)

Unit 3: at home ( Lesson 4: read - Page 31) A./ objectives:

- learn vocab about the home safety and understand the safety precautions in their home

- Use “ Have to/Must” to talk about their home safety II Skills: Reading & writing

- T: Realia, pictures, posters - Ss: Textbook, new words D./ procedures:

I Settlement:Greets and checks attendance II Revision: Brainstorming

fire electricity

drug wine/beer (T asks Ss to work in groups to list them out)

III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

T: uses the Brainstorming: There are many dangerous things for children in the house.So What you have to or not to make the children safety?

T: intoduces the lesson 1.pre-reading:

a)Act.1: Pre - Teach

T: elicits the words from the Ss & says them Ss: try out & repeat chorally-individually

T: writes and checks

Ss: give the meaning & the stress

T: instructs Ss to read Ss: run through the words

T: uses “ Matching” to check vocab

Ss: share their ideas in pairs and match the words with the Vietnamese meaning

b)Act.2: T/F statement predictions

T: hangs on the statements and notices Ss with: suitable, star a fire,dangerous,

Ss: read through the statements, work in groups & write their answers on the worksheets

T: gives the worksheets and asks Ss to predict them T/F (note: T and F)

Ss: stick their answers on the B.B T: gets feedback

2.while-reading

a)Act.1: check the predictions.

T: asks Ss to read the text to check their predictions

Ss: read it in Ms & pick out the information, share their ideas in pairs

T: gets feedback

Ss: give their answers and correct the False

I Vocabulary

- chemicals(N)/ /(Exa.) - medicine(N)/ / (Realia) - (a) match (N) (Realia)

- (to) injure / / (Trans) - (an) electrical socket (Realia) -(the) dangrous objects (Exam.)

II Predict the information Prediction: (Part 1- P.31)

2 Read the text & check *)Answer key:

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

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b)Act.2: Comprehension questions.

T: asks Ss to read through the Qs and elicits the way to use: Why ? Because

Ss: read through the Qs and give their ideas T: notes Ss with: Must and have to

Ss: take notes about their meaning and use T: asks Ss to read the text again to answer the questions

Ss: read it individually and then share their ideas in pairs

T: gets feedback and writes their answer on the board

Ss: ask and answer the Qs and then check the answers with the class

3.post-reading:

Brainstorm

- put anything into the electrical sockets. - drink or eat chemicals and drugs. - play with matches.

T: asks Ss to work in groups to list out their ideas to make children safety at home

Ss: groupwork to list out what they must or must not do, write their ideas on the

cellophanes, share their ideas with class

III Read the text and answer the questions

*Answer key :(Questions at P 32) b, because the kitchen is a

dangerous place.

c, because playing with the matches can cause a fire.

d, because children cannot put anything into electrical sockets e, because they can injure or kill children.

IV.

- put danerous objects in locked

- cover electrical socket.

- keep all dangerous objects out of children/s reach

- generalizes the main contents of the lesson by using Brainstorm V.Homework:

- asks Ss to write the safety precautions at home - asks Ss to prepare: Write- P.32,33

Period: 16

Date:

Unit 3: at home ( Lesson 5: write- Page 32,33 ) A./ objectives:

- revise the kitchen vocabulary and describe their house, using the prepositions of place

- T: Pictures, posters - Ss: Textbook, new words D./ procedures:

I Settlement: Greets and checks attendance II revision: Network

(Ss will work in groups to list them out T explains: above, below) near opposite between and above

III New lesson:

Teacher

/

s and Ss

/

activities

Content

*)Lead-in:

- T: What are there in your house? - introduces the lesson

We musn/t We must/have to

(26)

1.pre-writing:

a)Act.1: Pre- Teach

T: elicits first and says out the words Ss: try out and repeat chorally- individually

Ss: give the meaning& stress T: checks vocab.: What and Where Ss: read and rewrite them on the board b)Act.2: Ask and answer the questions

T: hangs on the picture at P.32 and elicits the objects from Ss

Ss: look at the picture and speak out the objects individually

T: elicits the question and then writes the model on the board

Ss: give the language to ask about the place and follow teacher

T: checks the understanding and notices Ss with prepositions of place

Ss: talke about the use, meaning and note some prepositions of place

T: asks Ss to read the text and ask and answer the position of objects in pairs Ss: read the tex and ask and answer the question in pairs

T: gets feedback 2.while-writing: a)Act.1:

T: asks Ss to look at the picture and asks: What is it? Where is it?

Ss: look at the picture and answer it individually

T: makes the model and asks Ss to write a paragraph ,using the cues in the text book individually

Ss: write their paragraghs, using the cues at P 33

T: goes round to help them

T: asks Ss to work in groups and write their paragraghs on the cellophanes Ss: discuss in groups, share their ideas and write their work on the cellophanes 3.post-writing:

Exhibition

Ss: share and compare their work T: helps the whole to correct

Ss: correct paragraphs with teacher T: asks them to copy down

I Vocabulary

- (a) wardrobe /…………./ (Pictures.)

- (a) lighting fixture

- (a) towel rack - (a) jar /…… / Ex: a jar of flour - beneath = under

II Talking about places *) Model:

S1: Where is the clock? Or what is there above the bed?

S2: It is above the bed or there is a clock

III Write a description about a kichen (P-33)

*) Example:

This is Hoa/s kitchen There is a refigerator in the right corner of the room Nex to the refrigerator, there is

IV Sharing and comparing

Possible paragragh

This is Hoa/s kitchen There is a refigerator in the right corner of the room Nex

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IV.Consolidation: Write-it-up

- asks the Ss to write a description about their living room (about sentences) and then asks them to write it on the board

- asks the whole to share their results and consolidates the way to use prepositions of place

V.Homework:

- asks Ss to complete the paragraph about their living room at home - instructs Ss to prepare: Language Focus - P.34-37

Period:

17-Date: ………

Unit 3: at home

( Lesson6: language focus- Page - 34-37) A./ objectives:

- Revise and practise further in Reflexive pronouns, modal verbs: Must/have to, ought to; and the adverb clause of reason:Why-because.

II Skills: Writing and Speaking B./ Method: Communicative approach C Preparation:

- Ss: Textbook, old knowledge D./ procedures:

II Checking:Collects and checks the paragraghs that Ss wrote at home

III New lesson:

T

/

s and Ss

/

activities

Contents

1.Act.1: Complete the sentences

T: asks Ss to look at the pictures and gives the model

Ss: pay attention

T: elicits the meaning, form and use again

Ss: revise the meanung, use and form T: asks Ss to work in pairs, match the verbs and complete the dialogue Ss: work in pairs, use the verbs in the box to complete the dialogue

T: gets feedback and asks the whole to correct

Ss: speak out their answers the check them with teacher

T: asks Ss to practise the dialogue in pairs (three pairs)

Ss: play the role as Nga and Lan 2.Act.2:

T: elicits the model from Ss then writes it on the board

Ss: speak out the model and copy it down

T: checks the understanding again Ss: give their ideas about the meaning, use and structure

T: asks Ss to compare ought to with should.

Ss: work in groups, use ought to or should to complete the task orally. T: asks the whole to groupwork to

I Use “ must or have to” and the verb in the box to complete the dialogue ( Part 1-P.34)

*) Model:

o) I have to my chores *) Structure:

S + have to/has to + Vbare inf + *)Answer key:

1, have to/must tidy 2, have to/ must dust 3, have to/must sweep 4, have to/must clean 5, have to/must empty 6, have to/must feed

II Use “ ought to” to give advice.(Part 2 -P.35)

*) Model:

I failed my English test



You ought to study harder

*) Structure:

(+) S + ought to /should + Vbare-inf.+. (-) S + oughtnot to /should not + Vbare-inf.+.

(?) Ought to /Should +S + Vbare-inf.+.

*)Answer key:

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complete Exer

Ss: speak out their answers and write them on the board

T: invites the answers and helps them to correct

Ss: correct themselves

3.Act.3:

T: gives the example & explains the form, meaning and use

Ss: share their ideas and copy down T: asks them to complete Excer 4-P.35 Ss: it in pairs

T: gets feedback

Ss: speak out their answers T: asks the whole to check Ss: check it with teacher

4.Act.4: Talk about the reason, using Why-Because.(Part 4-P.36).

*) Model:

S1: Why did Hoa go to school late this morning?

S2: Because she watched TV last night. T: asks Ss to look at the picture and then gives the model

Ss: speak out the language and copy it down.- Adverb clause of reason- because T: elicits the way to use Why- because then eplains it clearer

Ss: work in pairs, asking and answering with the cues and the pictures

T: hangs on the cues, focuses Ss on the Vpast form and aks them to complete them in pairs

Ss: ask and answer it in pairs, then write their answers on the board

T: invites Ss to give their answers

c, You ought not to eat too much/ You ought to eat many vegetables

d, You ought to go to the dentist

III Use Relextive pronouns to complete the dialogue.(Part 3-P.36).

*)Example:

I  myself He  himself We Ourselves

*) Cues:

b, Why/Nam/have to cook/dinner? - mother/be/home/late.

c, Nam/s mother/home/late? - have to/visit/grandmother. d, Ha/failed/test?

- Play/computer games. e, Nga/be/late/for/movie? - have to/chores

- consolidates Ss with : have to/must, ought to/should, adverb clause of reason V.Homework:

- asks Ss to prepare from Unit to for 45-minute examination + Simple present, simple past, modal verbs, Enough

+ How to describe a person Period: 18

Date: ………

Revision 1

A./ objectives:

- consolidate home vocabulary, the simple present, simple past tense, the present continuous and the simple future tense

“ Enough”

- write their own passage II Skills: Writing and reading

B./ Method: Grammar – based approach C Preparation:

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D./ procedures:

I Settlement: Greets and checks attendance II warmer:Network (Groupwork)

A refrigerator

III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Use the right form of the verbs

in parentheses.

*) Exercise:

- revises the structure and the use of the simple present, simple past the present continuous and the simple future tense - write their structures on the board - hangs on the exercises and instructs Ss to complete them

- asks them to complete it in groups - gets feedback and asks the whole to correct

- gives the correct answers

2.Act.2: Use “ Enough” to combine two sentences into one.

*) Model:

She is clever She can get good marks



She is clerver enough to get good marks

*) Structure:

S + be + Adj.+ Enough +(for someone)+ Vto-inf +

S + be + Enough + Noun + Vto-inf + - gives the sentences and elicits the way to use Enough from Ss

- gives the model and checks the meaning and structure

- writes the exercises on the board and asks Ss to combine them

- gets feedback and invites corrections

3.Act.3: Write a passage about yourselves

*) Cues:

1 What is your father/s name? 2 How old is he?

3 What does he look like? 4 What is he like?

5 What does he like best?

6 What does he often in his free time? - gives the questions and asks Ss to ask

*)Answer key:

- revise the meaning, use and form - copy them in their books

- share their ideas, using the suitable tense of the verbs

- speak out their answers the check them with teacher

- copy the answers

*)Exercise:

1 He is strong He can carry the table 2 I have money I can buy a lot of books 3.The weather is not cool.We can/t go out.

4 It was not warm We couldn/t sit in the garden.

- try to combine them into one

- speak out the structure and thw way to combine two sentences into one, using Enough

- share their ideas in pairs

- write their answers on the board and correct themselves

- make the conversation

Objects in the kitchen

Objects in the living room

1 She often (wash) her face in the morning. 2 Where are the children? They (play) soccer. 3 She ( write) a lot of books last year

4 We (not/live) in Dong Ha two years ago. 5 I (not.usually/listen) to music after meals.

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and answer them in pairs

- invites pairs to ask and answer

- helps Ss to use thei father information with the questions

- asks them to write a passage by answering the above questions - goes round to help them

- ask and answer the questions in pairs - share their ideas and copy down - write their passage individually, then share it in pairs

- asks three Ss to write their passages on the board, then asks the whole to share their ideas

V.Homework:

- asks Ss to prepare from Unit to for 45-minute examination + Simple present, simple past, modal verbs, Enough

+ How to describe a person

Period: 19

Date: ………

45

–

minute examination

A./ objectives: I. Knowlege:

- helps Ss to examinize and evaluate their learning

- helps T to evaluate the teaching way and how well Ss get the aims

II Skills: Writing, reading, vocab and grammar practice B./ Method: Tasked – based approach

C Preparation: - T: Tests

- Ss: old knowledge D./ procedures:

I Settlement: Greets and checks attendance

II.Control:

- gives out the testing paper

- controls the class

III Collection:

- asks Ss to hand in the tests and evaluates the lesson

- asks them to revise the knowlege at home for the test correction

Test

I./ Choose the best answer from A, B and C to fill in the gaps.

1 What you often Monday?

A in B for C on

2 She said Mrs Nga could reach him 886 235

A in B at C on

3 All of the student to homework

A have B must C can

4 I to visit my relatives this summer

A am going to B are going C am going

5 Hoa in Hue last night

A lived B live C lives

6 David is not old enough to school

A go B to go C.going

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Nga: Hello 646 867 456

Lan: (1) ? This is Lan Nga: Hello, Lan How are you?

Lan: (2) ? Nga: I am fine

Lan: (3) ?

Nga: I am sorry I can/t go to the movie tonight. Lan: How (4) ?

Nga: Yes Tomorrow night is fine (5) ? Lan: At 6.30 OK?

Nga: Yes See you at 6.30 tomorrow night

III./ Read the text and answer the statements to be True or False.

Alexander Graham Bell was born in Edinburgh, Scotland on March 3, 1847 He emigrated first to Canada and then to the USA in 1870s In America, he worked with the deaf-mutes at Boston University Soon, Bell started experimented with ways of transmitting speech over a long distance This led to the invention of the telephone Bell and his assistant, Thomas Watson conducted many experiments In 1876 they introduced the first telephone That is a great invention

1 .Bell was born in the USA

2 .He emigrated first to the USA in 1870s

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

4 .Bell and Thomas Watson introduces the first telephone 130 years ago

IV./ Read the Form and write a paragragh

Answer key:

Câu I: (2 điểm)

C 2.B 3.A 4.C 5.A 6.B

C©u II: (3 ®iÓm)

1 Can I speak to Lan, please?

2 I am fine, thanks/thank you And you?

3 Would you like to go to the movie tonight?/ Can you go to the movie tonight? 4 How about tomorrow night?

Câu III: (2 điểm)

F 2 F 3 F 4.T

C©u IV: (3 ®iĨm)

Her name is Lan She is fifteen years old She is slim and has lang black hair She is humorous and helpful She lives at 15 Le Loi Street, Hue city Her telephone number is 851 784

Period: 20 Date:

Student Form

Name: Lan Age: 15

Appearance: Slim; long black hair Charater: humorous, helpful

Address: 15 Le Loi Street, Hue Telephone number: 851 784

Paragragh

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Unit4:

Our past

- revise vocabulary about things in the past and at present and use” used to” to talk about the past habits

- T: Questions, posters - Ss: vocab, the past tense D./ procedures:

I Settlement: (1M)Greets and checks attendance II Warm-up: Getting started: Network(5Ms)

T: hangs on the picture & asks Ss to list out the things that don/t belong to the past. Ss: work in groups and list them out

T: gets feedback and writes things on the board Ss: speak out the things they know

telephone/mobile phone television

cassette lighting fixture III New lesson:

T

/

s and Ss

/

activities

Contents

*) Lead-in:

T: asks Ss to look at the picture and introduces things in the past, then talk about the present

1.Presentation:

a.Act.1: Pre - Teach

Ss: give the meaning& make sentences T: asks Ss to make the sentences

Ss: read them out chorally, then individually

T: asks Ss to read them though

b.Act.2: Practise the dialogue.

T: plays the tape twice

Ss: listen to the tape with the closed books

T: asks Ss to open their books and plays the tape again

Ss: open their books, follow the tape T: invites three pairs to read the dialogue Ss: read the dialogue in pairs

T: help Ss correct their pronunciation Ss: correct themselves

2.practice:

a.Act.1: Comprehension questions

T: hangs on the Qs & explains the way Ss: read through the task

T: asks Ss to read the dialogue again and complete the task

Ss: read the dialogue and work in pairs to

I Vocabulary (10Ms)

- (to) look after = (to) take care of

Ex: My mother usually takes care of the family

- (to) lit the lamp (Situation)

- equipment (N) / / (Example.) Ex: We use a lot of modern equipments today

- folktale (N) (Example) Ex: Tam Cam is a folktale

- traditional / /# modern (adj) II Practise the dialogue (P-38) (6Ms)

III Answer the questions (Part 2-P 93) (13Ms)

*)Answer key:

a, She used to live on a farm when she was a young girl.

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share their ideas

T: gets feedback & checks

Ss: speak out their answers and explain T: asks Ss to ask &answer the Questions Ss: ask and answer about the information 3.Further practice:

a,Act.1: Presentation text

T: asks Qs: What does Nga ask about her Great-grandma?/ Did she cook the meals in the past?/Does she cook the meals now

Ss: read the dialogue and answer T/s questions

T: writes the model and checks the meaning, form & use; notices Ss with “ tobe used to + V-ing ”.

Ss: give their ideas about the target language and notes down

b, Because she had to stay home and help her Mom.

c, She used to cook the meals, clean the house and wash the clothes.

d, They lit the lamp and used to tell stories. e, Nga asked her grandmother to tell her the tale.

IV Talk about the past habits.(7Ms) Model:

Great-Grandma usually cooked the meals But now she doesn/t cook them

 She used to cook the meals Form:

(+)S + used to + Vbare-inf + (-) S + didn/t use to + Vbare-inf + (?) Did + S + use to + Vbare-inf

+

Note: to be/get used to + V-ing + Ex: I am used to getting up early

IV.Consolidation: Word Cue Drill(6Ms) - Our Grandma/ tell us stories

- Vietnamese women/ work hard - My mother/ tell the folktales - I/look after my brother V.Homework: (3Ms)

- asks Ss to revise the lesson & excercises 1,2,6- P.27,28 (workbook) - asks Ss to prepare: Speak –(Finding some changes between two pictures)

Period: 21

Date:

Unit 4:

Our past

( Lesson 2: speak -Page 40,41)

A./ objectives:

- use “ Used to” to talk about the changes between the life in the past and that at present, and talk about their past habits

- T: Questions, Pictures

- Ss: vocab, the past tense, “Used to” D./ procedures:

I Settlement: (1Ms) Greets and checks attendance II revision: (5Ms)Guessing game

Model: I used to when I was a child

T: asks Ss to give activities they used to in the past, then choose one to complete the sentence in secret

Ss: complete it and then make Y/N question to guess their friends/ sentences For example, Did you use to cook meals when you was a child? The one who guesses it right will change the position

III New lesson:

T

/

s and Ss

/

activities

Contents

*)Lead-in:

?Do you have a television set at home. ?Did you have it 10 or 15 years ago.

Example exchange:

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Nowaday, we have so many things that our parents did not have in the past

T: introduces the lesson 1.pre-speaking:

a)Act.1: Brainstorming (6Ms)

T: hangs on the picture at P.40 and sets the scene about the past and now Ss: look at the picture and follow teacher/s instruction.

T: gives cues about people, house, job, transport, children and asks Ss to list their ideas about changes in groups Ss: share their ideas in groups to list out the changes between the past and now T: goes round to work with students and elicits the ideas from them

Ss: work with teacher and then speak out their ideas

T: writes their ideas on the board and adds more

b)Act.2: Presetation text (6Ms)

T: uses the picture to elicit the model and runs it through

Ss: follow teacher and read through the model

T: elicits the languages and checks the meaning, use

Ss: talk about its meaning, use and form T: explains more about the way to use it 2.while-speaking

a)Act.1: Picture cues drill

T: asks Ss to use the information in Brainstorming, run through the words Ss: read them through

T: makes the model, using used to Ss: follow teacher

T: asks Ss to work in groups

Ss: talk about the changes, using: I think in the past , but now in groups

T: asks Ss to show their ideas to the front; corrects if neccessary

a,Act.1: Write-it-up

T: asks Ss to tell your friends what they used to last year

Ss: work in pairs, using the example T: invites three pairs to talk about it and then write their sentences on the board

II Talk about the changes in the past.

*) Model:

In the past, people used to work hard, but now they have more free time.

*) Form: When we talk about the changes in the past, we use:

I/You/They + used to + Vbare-inf {did not use to

III Practice with pictures (P.34)

IV Write your past habits Ex:

S1: Last year I used to get up late, but now I get up early.How about you?

*) Possible ideas:

In the past, people Now, people

- work hard

- go on foot/ walk to the market - live in small houses/cottages -

- have more free time - go by car/motorbike

- live in big houses/buildings - use telephone/mobile phone - see the films on TV

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Ss: write their sentences on the board individually, then check it with teacher

S2: I used to

- asks Ss to revise the ways to use “ used to” through Write-it-up V.Homework:

- asks Ss to excercise 6-P.30 - asks Ss to prepare: Listen- P.41 Period:22

Date:

Unit 4:

Our past

( Lesson 3: listen - Page 41)

A./ objectives:

- understand the dialogue about Nga/s studying English and talk about the problems when they learn English

II Skills: Listening & Speaking B./ Method: Communicative approach C Preparation:

- T: The story, poster

- Ss: vocab, the story: Cay khe

I Settlement:Greets and checks attendance II 15-minute Exam:

III New lesson:

T

/

s and Ss

/

activities

Contents

*)Lead-in:

? Do you know the folktale “Cay Khe”. ? Tell the class its main content

1.pre-listening:

a)Act.1: Pre-Teach

T: elicits first and says out the words Ss: try out & repeat chorally-

individually

Ss: give the meaning & pronounciation T: checks vocab : Matching

Ss: run them through, then match them with the Vietnamese meaning

b)Act.2: Prediction.

I Vocabulary

- foolish(Adj.)/ / (Explanation) - greedy(Adj)/ /(Example) - lay (V)(laid) Ex: Chickens lay eggs. - cut (V) open (Picture)

- gold (Adj) (Realia) - in amazement (Trans.) II Ordering the story:.

Listen to the text and choose the following activities that say Now (N) or Past (P) about Robert.

Robert and his family used to live in a small house, but now he lives in a tall building in the city He works as a photographer and usually travels around the city by motobike but in the past he used to travel by bicycle He was sporty and used to play soccer after work He loves animals very much

1 live in a small house live in a tall building travel by motorbike travel by bicycle

5 play soccer

Statements Your orders Right

order G1

a His wife ran to him and wanted more gold eggs 3 b Once a farmer lived a comfortable life because his chickens laid

many eggs for his family

1 c The husband decided to cut open all chickens and find more gold

eggs 4

d One day, when he collected the eggs, he discovered his chickens

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T: hangs on the statements and explains: comfortable, wife, husband, dead,

Ss: read through the statements and take notes

T: hands out worksheets and asks Ss to write there predictions there

Ss: predict the orders in gourps, write their orders on the worksheets

2.while-listening

a)Act.1: Listen & check the predictions T: asks Ss be about listening to the tape & plays the tape twice

Ss: listen and take note the order of the story,work in groups & share their ideas T: plays the tape once again & gets feedback

Ss: speak out their answers, check and correct their predictions

b)Act.2: Listen and choose the most suitable moral lesson.

T: asks Ss to run through the statements and give their ideas about the moral lesson

Ss: read through the story and share their ideas with their pattners to choose the best moral lesson

T: asks two above questions and gets more ideas of the story from students 3.post-listening: Discussion

Questions: Should we be foolish and greedy?Why or why not?

*) Answer key: (in the poster)

III Listen and answer:

*) Answer key:b, Don/t be foolish. *) Adding questions:

1 Which events tell you they are greedy? 2.Which events tell you they are foolish? *) Possible answers:

- They had a gold egg but wanted more - They cut open all of their chicken Their chickens were dead but they didn/t find any gold eggs.

(Ss share their ideas in groups, then present their ideas to the front.) IV.Consolidation:

- asks Ss to translate the content of the story, basing on the statements

V.Homework:

- asks Ss to exercises 1,2,3-P.27,28 and asks Ss to prepare: Read- P.41 Period:23

Date:

Unit 4:

Our past

( Lesson 4:read - Page 41)

A./ objectives:

- learn vocab andunderstand the details of the folktale The Lost Shoe - express their ideas about the characters in the story

II Skills: Reading & writing

- T: The story, poster

- Ss: vocab, the story: Tam Cam D./ procedures:

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II checking:

T: invites one or two Ss to talk about the main content of the story about the moral lesson and answer the questions:

?What events tell you the wife and husband were foolish/greedy? III New lesson:

T

/

s and Ss

/

activities

Contents

*)Lead-in:

? Do you know Tam Cam

? Tell the class the main content of the story.

T: introduces the content of the lesson 1.pre-reading:

a)Act.1:

T: elicits the words from the Ss and says them out

Ss: try out & repeat chorally-individually

T: writes and checks.

Ss: give the meaning & make the sentences

T: instructs Ss to read.

T: uses “ Matching” to check vocab and asks Ss to correct

Ss: run through the words & match the words with the Vietnamese meaning

b)Act.2: T/F statement prediction

T: hangs on the statements and asks Ss to read them through

Ss: read them through and share their ideas in groups

T: asks Ss to predict them True or False Ss: write their ideas on the worksheets then stick their predictions on the board

T: gets feedback. 2.while-reading

a)Act.1: Read the story and check the predictions.

T: asks Ss to read the story to check their predictions

Ss: read it, share their ideas in groups, then give their right answers

T: gets feedback.

Ss: check them and give their explanations

T: asks the whole to check.

b)Act.2: Comprehension questions.

T: hangs on the questions and asks Ss to run them through

Ss: read them through orally

T: explains questions b and c, then asks Ss to read story in pairs

Ss: focus on them and share their ideas in pairs to answer the questions

T: gets feedback and asks Ss to asks and answer the questions

I Vocabulary

- (to) be cruel / /(Trans.)

Ex: The new wife was very cruel to her - (to) marry (Trans)

- (to) be upset = unhappy Ex: Her father was very upset - (the) harvest festival (Trans.) - (a) prince (Example)

- (a) fairy / / (Picture)

II Predict the information about Little Pea

1.After Little Pea/s mother died, her father married again and had Stout Nut. 2.The new mother was very cruel to Stout Nut.

3 Little Pea had new clothes for the harvest festival.

4 A fairy made beautiful clothes for Stout Nut.

5 Little Pea lost her clothes as she ran to the festival.

6 Finally, the shoe fitted Little Pea and the prince married her.

*)Answer key:

1.T 2.F 3.F 4.F 5.F 6.T

III Read the story and answer the questions:

*)Answer key:

a, She was a poor farmer/s daughter. b, She had to chores all day.

c, A fairy magically changed her rags into beautiful clothes.

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Ss: speak out their answers and explain, then ask and answer in pairs

3.post-reading: Discussion

T: asks Ss to share their ideas in groups, then invites three pairs present their ideas Ss: share their ideas in groups

(Why did the prince marry Little Pea?)

IV Talk about your ideas

Question:

1 How many charaters are there in the story? Who are they?

2 Who you like best/ Who you dislike? Why?

- use Discussion to revise the lesson V.Homework:

- asks Ss to read the text at home again and exercise P.31 (workbook) - asks Ss to prepare: Write- P.37

Period: 24

Date:

Unit 4:

Our past

( Lesson 5: write- Page 43)

A./ objectives:

- understand the detailos of the folktale how the tiger got his stripes and write about the story

- revise the use and form of the simple past tense

- T: The story, exercises - Ss: the past tense, exercises D./ procedures:

II Revision: Asks Ss to write the past form of the following verbs go  went tie  say  burn  leave appear  III New lesson:

T

/

s and Ss

/

activities

Contents

*)Lead-in: Uses the picture of a tiger ? Which animal is it

? Do you like it? Why?

? Do you know why it has the stripes T: introduces the lesson

1.pre-writing:

a)Act.1: Pre -Teach

T: writes & checks, then runs them through

Ss: give the meaning& intonation T: checks vocab.: Matching

Ss: read them through & match them with the Vietnamese meaning

individually

b)Act.2: Gap-fill (Page 42)

T: checks the meaning of the words in the box and notes Ss with the past form of the verbs

I Vocabulary

- wisdom (N) / / (Example) - stripe (N) / / (Picture.) - straw (N) (Realia)

- graze (V) (Picture) - master (N) (Trans.)

- servant (N)/ / (Trans.) - bring(V)( brought, brought) (Trans) II Read the text and fill in gaps

*) Answer key:

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Ss: share their ideas and revise the from of the simple past tense

T: asks Ss to work in groups to complete Ss: share their ideas in groups and

choose the suitable word to fill in gaps T: gets feedback

Ss: speak out their answers and compare with others, then read through the story T: explains more clearly and then asks

one student to read the story again

c)Act.3: Comprehension questions T: asks Ss to read the story again and makes the questions

Ss: read it in individuals and give their ideas

T: share ideas with Ss about the story Ss: focus on the content of the story 2.while-writing:

a)Act.1:

T: asks Ss to focus on the verbs and change them into past form when writing Ss: read and make sure about the

contents and the use of the verb form T: asks them to base on the story, changing He/ A farmer into I

T: goes around to instruct Ss to write the story

Ss: write the story individually, then share their ideas in groups and choose the best one

T: gives out the cellophanes.(about 4) 3.post-writing:

Exhibition

Ss: share and compare their work T: helps the whole to correct Ss: correct paragraphs with teacher T: asks them to copy down

5.went tied 7.lit 8.burned 9.escaped

III Read the story and answer the Qs 1, Where was the man?

2,What was the buffalo doing when the tigered appeared?

3,What did the tiger want to know? 4, What did the farmer with the tiger? 5, Why the tigers have stripes today? IV Write a story:(P.43)

Ex: One day as I was in the field and

V Share and compare the task

- asks the Ss to retell the story, using their drafts V.Homework:

- asks Ss to complete the story at home and give it to T in the next lesson Period: 25

Date:

Unit 4: our past ( Lesson 6: language focus- Page 44-45) A./ objectives:

- Revise and practise further in the past simple, the prepositions of time and revise how to use “Used to” for the past habits

II Skills: Writing and Speaking

Possible story

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- T: Posters, exercises

- Ss: the past tense, exercises D./ procedures:

II revision:Asks Ss to write the past form of the following verbs run ran go  be  fly  5.have  eat  take   come 

III New lesson:

T

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s and Ss

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activities

Contents

1.Act.1:

T: asks Ss to revise the use and structure of the simple past tense, focusing on the form of the verbs

Ss: revise the ways for Affirmative, negative, Y/N Qs and question words sentences

T: asks Ss to complete the dialogues in pairs and then gets feedback

Ss: share their ideas, using the simple past

T: helps Ss to correct and invites three pairs to make the dialogues

Ss: correct themselves, then ask and answer

2.Act.2:

T: checks the meaning and use of the prepositions in the box

Ss: give their ideas

T: asks Ss to complete the sentences in pairs

Ss: share their ideas , speak out their answers and explain how to use

T: gets feedback and summarizes the use of the basic prepositions

Ss: check it with teacher and copy them

3.Act 3:

T: gives the example & asks Ss to rewrite it

Ss: work with teacher

T: checks the meaning and revise Ss with the use and form

Ss: revise the use and form of Used to T: asks them to complete above

excercises in pairs

Ss: share their ideas in pairs, rewrite the above sentences

T: gets feedback

T: asks the whole to check

Ss: write their answers on the board and check it with teacher

I Use past simple to complete the dialogue (Part 1-P.44)

*)Structure:

(+) S + Vpast + object + (-) S + did not + Vbare-inf + (?) Did + S + Vbare-inf + { Yes, S + did/ No, S + did not

- What/ Where/ Who did + S + Vbare-inf + ?

*)Answer key:

a, Did you eat rice/fish ?

b, I got to school by bike/motorbike/ d, Where was you last night?

e, I had Math, English,

II Use the prepositions to complete the sentences.(Part -P.44)

*)Answer key:

a, on b, in c, between d, at - after e, before

*)Notes:

- ON: for date; on the nice morning/ afternoon/

- IN: for month, year, season, in the morning/afternoon

- AT: for time

III Rewrite the following sentences, using “ Used to”

*)Example:

+ I usually went swimming, but now I don/t go swwiming anymore

I used to go swimming

*) Exercises:

+ Nga was fat, but now she is slim

+ She doesn/t cry now because she is old. + My mother was a famour singer, but now she is a doctor.

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IV.Consolidation: Test correction

- hands out the test and gives comments about each parts - asks Ss to share their results, then make them better

- invites Ss to redo part II and IV on the board and asks the whole to share their ideas

V.Homework:

- asks Ss to excercise 6,7-P.30,31 (workbook) at home - asks Ss to prepare: Unit 5: Getting started and Listen and read

Period: 26

Date:

Unit5: study habits

I. Knowlege: At the end of the lesson, Ss will be able to: - understand and know Tim/s studying proccess. - know how to use advice in Reported Speech

II Skills: Listening, reading and speaking B./ Method: Communicative approach C Preparation:

- T: poster, exercises - Ss: vocab., exercises D./ procedures:

I Settlement: Greets and checks attendance II Warm-up:Getting started: Chatting

Questions:

1 What subjects you have today?

2 How often you have Geography/English/ 3 What subject you like best? Why?

( Ss: ask and answer the above Qs in pairs and give their ideas) III New lesson:

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activities

Contents

*) Lead-in: Network

T: asks Ss to look at the picture in textbook

? Who is this (Tim/ his mother)

? What does Tim do? (a student) ? What are they talking about 1.Presentation:

a.Act.1:

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Ss: read them choraaly, then individually T: asks Ss to make the sentences

Ss: give the meaning & make sentences T: instructs Ss to read them through

b.Act.2: Practise the dialogue

T: plays the tape twice

Ss: listen with the closed books

T: asks Ss to play the role with the dialogue then read it in pairs

Ss: read the dialogue in pairs then read it aloud to the front

T: helps the whole to check pronunciations

c.Act.3: T/F statements (Part 2- P.47)

T: hangs on the statements and asks Ss to read them through

Ss: read through the statements

T: asks Ss to read the dialogue to choose the statements be T/F in pairs

Ss: read the dialogue, share their ideas in pairs to find out the results

T: gets feedback and invites for corrections of the false statements

Ss: speak out their choice and correct the flase statements

2.practice:

a.Act.1: Comprehension questions (Part -Page 47)

T: hangs on the Qs & explains the way Ss: read through the task and work in pairs to share their ideas

T: asks Ss to read the text again and answer the five above questions

Ss: ask and answer the questions and then write the right answers on the board T: asks the whole to check

3.Further practice:

a,Act.1:

T: makes the questions:

? What did Miss Lien ask Tim to do?

T: writes the direct sentence and asks Ss to use Reported speech

Ss: try to change it into the indirect sentence Ss: share their ideas and compare two kinds of sentence

T: asks Ss to give the meaning, use and form and compare the direct sentence with the indirect one

Ss: give their ideas and take notes about how to change the persons in indirect sentence T: elicits the way to change the persons in the indirect sentence

T: asks Ss to work in groups of three and complete the exercise 4-P.53- Language Focus

T: asks the whole to check the sentences and help Ss to correct

- (to) improve / /(Sit.) { improvement (N)

Ex: I always improve my English - (a) report card (Example)

Ex: My teacher gives me a report card. - (to) be excellent / / (Exam.)

- (a) semester = (a) term (Example) - (to) be proud of = pleased

- (to) try/do one/s best (Trans.)(to/in) Ex: I always my best to study well.

II Read the dialogue:

III Read the dialogue and choose the statements True or False

*) Answer key:

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

IV Read and answer the questions *) Answer key :

a She is Tim/s teacher.

b.She gave Tim/s mother his report card. c He studied really hard.

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

e She gave him a Spanish dictionary V The advice in Reported Speech + Model:

Miss Jackson said: “ Tim should work

harder on his Spanish pronunciation”

Tim/s mother reported to Tim

Miss Jackson said you should work harder

on your Spanish pronunciation + Structure:

Direct:S +said :”S + should + Vbare-inf.”

Indirect: We have to keep Should, but change the persons

+ Rule:

- reported vrerb: say  said (that)

- persons: Tim/she  you; I  he/she

we they

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- asks Ss to revise the lesson & excercises 6,7 (a-f)- P.35,36 (workbook) - asks Ss to prepare: Speak -P.47,48

Period: 27 (Theo ph©n phèi chơng trình mới)

Date:

Unit5: study habits ( Lesson 2: speak and listen– P 47,48) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - talk about their study and the subjects they learn at school - talk about advice in Reported Speech

B./ Method: Communicative approach C Preparation:

- T: poster, exercises, cards - Ss: vocab., Reported Speech D./ procedures:

I Settlement:Greets and checks attendance II revision:Network

English History

Geography III New lesson:

T

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s and Ss

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activities

Contents

*)Lead-in: Questions

?What/s your favorite subject?Why? ?What classes you have today ?What time you often your homework/

T: introduces the lesson 1.pre-speaking:

a)Act.1: Questions Making

T: hangs on the questions and elicits the meaning and the way to answer them Ss: share their ideas with teacher

T: makes the model and asks Ss to use the information in the box to answer the questions

Ss: answer about their information, using the information in the box T: asks Ss to work in pairs with the questions

Ss: ask and answer to talk about their study

T: invites four pairs to ask and answer Ss: ask and answer to the front and write their answers on the board

b)Act.2: Presentation dialogue.

T: makes the question: Should you your homework,Nga?What did Nga say? Ss: Nga said: “ I should my

homework after dinner”

T: writes the model and elicits the way to change it into indirect speech

Ss: share their ideas with teacher to change it

T: runs though them and checks the

I Ask and answer the questions (Page 48-Textbook)

*)Example:

S1: When you your homework? S2: I often my homework after dinner S1: S2: My friends help me with my homework

S1:

II Advice in Reported Speech.

*) Model:

Nga said: “ I should my homework after dinner”

 Nga said that she should her homework after dinner.

*) Rule: Advice in Reported Speech. - Reported verb: say-said/ told someone Subjects at

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understanding

Ss: read through the model then pick out the steps to change the direct sentence into indirect

T: helps Ss work out the rules 2.while-speaking

a)Act.1: Word cue drill.

T: runs through the words on the cards Ss: read them through

T: makes the model with a student T: asks Ss to work in pairs & goes round to elicit the expressions from Ss

Ss: change the sentences in indirect sentences orally

T: asks Ss to show their ideas

Ss: give the direct sentences and indirect T: corrects if necessary

a,Act.1: Listening

T: hangs on the poster with the report card and hands out the worksheets T: runs through the information and focuses Ss the meaning of each item Ss: work in groups & share their ideas T: plays the tape twice

Ss: listening, share their results

T: gets feedback and plays the tape once again and checks the information

- tense: Should is kept

- change the persons; I  she/he

III Practice: *) Model:

S1: I should practice listening more. S2: He/She said he/she should practice listening more.

*) Card:

- practice listening more

- study words a day

- wait for you before your school

- work hard on my pronunciation

- be proud of you

IV Listen and fill in the report card

*) Answer key:

1 87 days days S C 5.A 6.A 7.B 8.Miss Black

IV.Consolidation: Change the following sentences into indirect speech “ Please go swimming this afternoon” They told me “ Don/t make noise in the class” I said I told them He said: “ I should improve my English” He said “ We should not stay up late “ They said They said V.Homework:

- asks Ss to excercise 5-P.34 - asks Ss to prepare: Listen- P.48 Period:28

Date:

Unit 5:study habits ( Lesson 4: read –Page 49) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand and know some aspects to learn English - choose the best ways to learn English words

II Skills: Reading & writing B./ procedures:

I Settlement:Greets and checks attendance II revision: Brainstorm.

Listen to English programs Read books, magazines Talk to friends in English

III New lesson:

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activities

Contents

*)Lead-in:

- asks the Qs - think about and then speak out their

Report card

Name: Subject: Class: Making period: first term Participation: Days absent: Listening: Speaking: Reading: Writing: Comments: Way to improve English:

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?How many words you learn a day ?What you to remember the words. -introduces the content of the lesson 1.pre-reading:

a)Act.1: Vocabulary

- (the) mother tonge (N,) / / - (to) make a list (Mime)

- (to) learn by heart (Situation) - (to) stick/ stiker (Mime)

- (to) underline / / (Mime) - (to) revise = (to) review(Trans.) { revision(N)

- elicits the words from the Ss and says them out

- writes, checks and instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: T/F statements (Part 1-P.50) - hangs on the statements and explains; meaning, come across

- asks Ss to predict them in pairs - gets feedback

2.while-reading

a)Act.1: Read and check the predictions

*) Answer key:

a F b T c.F d.T - asks Ss to read the text in ms to check their predictions

- invites the answers and asks them to explain

b)Act.2: Answer the questions(Part2 -P.50)

*)Answer key:

a.No They learn words in the different ways.

b.Because these sentences help them to remember the use of the words.

c They write the words & its use on a small piece of paper and stick

somewhere; underline or hightline them. d Because they can remmember all. e Revision is necessary.

- hangs on the Qs & asks Ss to read through them

- asks Ss to read the text to answer them - gets feedback

- asks the whole to check 3.post-reading: Brainstorm

write them on a piece of papper& stick somewhere

make the sentence read it aloud

ideas

(translation)

- try out & repeat chorally-individually - give the meaning & run through the words

- share their ideas and go to the B.B and match the words with the paralel

meaning

- read the statements and focus on the imformation

- share their ideas in pairs - speak out their answers

- read it and share their ideas in pairs - give the right answers and correct the false one, then check their predictions

- read through the questions and get the meaning of: example, necessary, same - read it and share their ideas in pairs - speak out and write their answers on the board, then check it with teacher

Write them many and and read them Only learn inportant words

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- writes down the task & asks Ss to list out the ways to learn new words

- invites two groups to present their ideas then asks the whole to add more

underline important words - share their ideas in groups to list out the best ways

- write their ideas on the board and then share their ideas with the class

- use Braistorm in Post-reading V.Homework:

- asks Ss to read the text at home again and choose the best way to learn - asks Ss to prepare: Write- P.50,51

Vi.supplementary notes:

Period: 29

Date:

Unit 5:study habits ( Lesson 5: write- Page 50,51) A./ objectives:

- write a passage about the benefits of the Internet in people/s life. II Skills: Writing

B./ procedures:

I Settlement: Greets and checks attendance II Revision: Hangs man(Teamwork)

III New lesson:

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activities

Contents

*)Lead-in: Questions: ?Do you often write a letter ?Who you often write to ? What you talk with her/him - introduces the task of the lesson 1.pre-writing:

- (to) receive / /(Trans.) - (a) grade = mark (Example)

- (to) celebrate / / (Example) - (a) postcard (Realia)

- I am pleased/glad + Vto-inf.

- writes and checks

- checks vocab.: What & Where

b)Act.2: Ordering (Part 1-P.50) *) Form of a formal letter:

1 Heading: Writer/s address and the date 2 Opening: Dear (Tim/Mai/Ba ),

3 Body of the letter: Begin with I am pleased to receive

Write soon and tell me about you/

- listen to teacher and answer the questions individually

- try out & repeat chorally-individually - give the meaning and the stress

- read and rewrite the words individually

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4 Closing:Your friend,/ Regards,/ Love./ - asks Ss to close their books and hands out the breaking letter

- asks Ss to work in groups to order the form of the letter

- gets feedback and asks them to read the letter in textbooks to check

- asks Ss to match the sections with the letter to discover the form of the letter - shares the ideas with the class & focuses Ss on: punctuation (comma,dot), address presenting,

a)Act.1: Write a letter to Donna (Part 2-P.51)

- shows the letter in textbook with the underlined information

- instructs Ss to write their address

- focuses Ss on using the cues to change the information in the letter

- asks Ss to write the letter individually, then share their ideas in groups

- gives out the cellophanes(about 4) and asks Ss to write their letter on them 3.post-writing:

Exhibition

- collects drafts & put them in the overhead & helps the whole to correct

- pay attention to T/s instructions

- share their ideas in groups to arrange the letter in the right order

- stick their orders on the board, then read the letter in textbook to check - share their ideas in groups to pick out each section of the formal letter

- work out with T to make it cleare

- focus on the underlined information and compare them with the cues

- take their local address

- run through the information in the box - write the letter individually, then in groups

- share their ideas and choose the best letter to write on the cellophanes,

- look at the letter and then correct each section with teacher

- asks the Ss to revise the way to write a formal letter through their letter V.Homework:

- asks Ss to complete their letter at home and give it to T in the next lesson - asks Ss to prepare: Language Focus - P.45

Vi.supplementary notes: Period: 30

Date:

Unit 5:study habits( Lesson 6: language focus- Page 52) A./ objectives:

- revise and practise further in adverbs of manner, commands, advice and requests in Reported Speech

II Skills: Writing and Speaking B./ procedures:

II Checking:Collects the letters that Ss wrote at home Possible letter

Trieu Nguyen townlet,

Dakrong district, Quang Tri Province November 13, 2006

Dear Donna,

Thanks for I/m pleased to hear you had an 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 were poor My teacher told me to improve my English and Hostory

In a few weeks, the Mid-Autumn festival comes That is the moon festival in Viet Nam I am going to Ha Long Bay to visit my uncle and aunt I will/am going to get there by bus this afternoon I will send you a postcard from there

Write soon and tell me all your new Love,

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III New lesson:

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activities

Contents

*) Lead-in:

- introduces the contents of the lesson 1.Act.1: Use adverbs of manner (Part 1-P.52)

*) Model:

- We often get up at in the morning - I live in Hue

- She speaks English softly.

*) Form and use: adverbs of manner may stand at the end of the sentence and modify the verb.

- Adject + ly = Adverb of manner Ex: quick- quikly; nice- nicely

*) Except:

- good well

- fast  fast; hard hard - Noun+ly  Adjective

Ex: friendly, lovely, lively, monthly

 She smiles in a friendly way

- elicits the examples of adverb of place and time, then introduces adverb of manner

- asks them to compare them and pick out the question: When, where

- checks the meaning, form and give notes

- asks Ss to exercise in pairs and share their results

2.Act.2: Use “ Should “ to give advice

( Part 2-P-52)

*) Example:

Mr Hao should repair the roof

- asks Ss to look at the piacrue and elicits: roof, grass, door

- checks the meaning of the words in the box then gives the model

- asks Ss to look at the picture and say what Mr Hao should

- gets feedback and helps them to correct

3.Act 3: Use commands and requests in Reported speech (Part 3-P.53).

* Model: (Textbook) *) Form:

- S + asked/told + Obj + Vto-inf

not + To-inf

- gives the example & asks Ss to change it into the indirect sentence

- revises the way to change it, and notices them with the person changing

- asks Ss to exercises Part3-P.53 - invites them to write their answers on the board and asks the whole to check

- give the structure - work in pairs

- speak out their answers & correct it - play the role with the dialogues - practice the dialogue orally

- give the examples and follow teacher - pick out the questions are used for adverb of time and place

- share their ideas of the adverb of manner and copy down

- work out the meaning, chose the right adverb and share their results

- answer the question: What is this? - say out the meaning of the words - say it individually: He should paint the

wall

- write their senteces on the board

- change the sentences into indirect sentence

- talk about how to change it

- share their ideas in pairs, then write their answers on the board

- check the answers with teacher IV.Consolidation: 15-minute exam

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1 I/ll see you (at, on, in) Sunday

2 My mother used to (work, to work, worked) hard all day I am used to (get, to get, getting) up early in the morning You (ought, will, have to) prepare your lesson at home She (sweeps, does, feeds) the floor every day

6 Mai enjoys (watch, to watch, watching) children/s programs on TV. Our teacher wants us (speak, to speak, speaking) English more Nga can speak English (good, goodly, well)

9 He have bought a (nice, nicely, niceness) picture

10.She is smiling (happy, happily, happiness) because she gets 10 marks *) Change the following sentences into indirect one.

1 “ Please give me a dictionary” She told me She told me They said: “ You should work harder in English” They said that V.Homework:

- asks Ss to excercise 5-P.39 (workbook) at home

- asks Ss to prepare: Reported Speech for the Review lesson Vi.supplementary notes:

Period: 31

Date:

Unit6: the young pioneers club

- understand know the Y & Y works and talk about their personal information through a application form

II Skills: Reading and speaking B./ procedures:

I Settlement:Greets and checks attendance II Warm-up:Getting started: Matching

T: Checks what Y and Y stands for, then hangs on the picture and asks Ss to match the phrases of activities with the picture

a, helping blind people b, helping elderly people

c, helping handicapped children d, cleaning up beaches

e, caring for animals f, taking part in sports

Ss: Work in groups and give their ideas

T: asks Ss to think about the activities the Y and Y of their school often does Ss: speak out their activities

III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

- introuces Nga and her participation in the Young Pioneers Clup

- leads in the lesson

1.Presentation:

a.Act.1: Vocabulary - (to) enroll ( Trans.)

- (an) application form (Realia) - (a) hobby = (an) interest

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- (an) outdoor activity (Example) - male # female (Example)

- elicits first and says out the words - writes and checks

- uses What and Where to check vocab

b.Act.2: Practise the dialogue

*)Questions:

1 Who does Nga talk with? 2 What does Nga want to?

- sets the scene and plays the tape twice - asks Ss to play the role with the

dialogue

- asks two above questions to check the general ideas of the dialogue

2.practice:

a.Act.1: Read the dialogue and fill in the Form (Part 2-P.55)

*)Answerkey:

- hangs on the Grid and checks each item

- makes the model and asks Ss to read the dialogue to fill in it

- gets feedback

b.Act.2: Ask and answer about Nga/s

personal information.

*) Cues: ( @)

- What/name? - Where/live?

- What/phone number? - When/born?

- What/hobbies?

- elicits the language from Ss

- asks Ss to work in pairs, asking and answering the information about Nga with the cues

- invites four pairs to practise 3.Further practice:

a,Act.1:Talk about your personal information

*)Cues: (@)

- asks Ss to work in pairs, using the cues to talk about their personal information

- try out and repeat chorally- individually - give the meaning & stress

- read and rewrite the words on the board

- listen to it with the closed books - read the dialogue in pairs to the front - read it again and answer the questions

- give their ideas of the information - read it and share their ideas in groups - speak out their answers and check it with teacher

*) Example:

S1: What is her name?

S2: Her name is Pham Mai Nga - speak them out individually

- work in pairs to , using the cues to ask and answer about Nga

- practise orally

- ask and answer in pairs, then make the dialogue to the front

- asks two Ss to summarize Nga/s information, using the information in the Grid

V.Homework:

- asks Ss to revise the lesson & excercises 8,10-P.46 (workbook) - asks Ss to prepare: Speak -P.49

Name: Pham Mai Nga

Home address: Phone number: Date of birth: Sex:

Interests:

Name: Pham Mai Nga

Home address: at Tran Phu Street Phone number: No

Date of birth: April 22, 1989 Sex: Female

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Period: 32

Date:

Unit 6: the young pioneers club ( Lesson 2: speak & listen- Page 56, 57) A./ objectives:

- use “ can/could ; certainly, of course ” to ask for favors, offer assistance and practise responding

- Líten to understand a children/s song II Skills: Speaking & writing

B./ procedures:

II Checking:Asks two Ss to write down their personal information, using the information in their Form

Ex: My name is I live in III New lesson:

Teacher

/

s activities

Ss

/

activities

?When you want others help you something, what will you say.

?When you want to help someone, what will you say.

- introduces the lesson 1.pre-speaking:

a)Act.1: Matching Pic A: go to the market Pic B: go to the post office. Pic C: empty the waste basket Pic D: open the window Pic E: carry the bag

- sticks the pictures and the phrases on the board and ask Ss to match them in groups

- invites answers and helps them to correct

- asks Ss to run through the phrases

b)Act.2: Presentation dialogue

*) Model:

Mrs Ngoc: Could you me a favor,

please?

Hoa: Sure What can I for you?

Mrs Ngoc: Can you help me carry my

bags?

Hoa: Certainly.

Mrs Ngoc: Thank you very much It/s very

kind of you

*) Form: +To ask for favors: - Can/could you help me, please? - Could you me a favor?

- Can/Could you (open) the door?

Responses: Certainly/OK ; I/m sorry - asks Ss to read the dialogues in pairs and elicits the language from Ss , then writes it on the board

- runs though them and check the understanding

- talks about the form and the use, help Ss be clearer with: What can I for you?/ I

- share their ideas in groups and then go to the board to match

- read through the phrases

+ To offer assistance: - May I help you?

- Do you need any help?

Responses: Yes/No, thank you

Yes, that/s very kind of you - read the dialogues and try to give it out - play the role with the model, then give the expressions and responses

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am realy busy 2.while-speaking

a)Act.1: Making the dialogues

*) Cue 1:

Tourist: Could/help/me? You: What/do/you?

Tourist: Could/show/way/the post office? You: Sure Turn/right It/your right

Tourist: Thank/much That/kind/you. - hangs on the cues and ask Ss to build up the dialogue in pairs

- goes round to help Ss

- asks Ss to show their ideas to the front -helps Ss to correct if neccessary

3.post-speaking: Listen to the song and fill in the gaps

*) Answer key:

1 unite peace love south 5 world show out stand

- asks Ss be about listening to the text about the children/s song.

- plays the tape twice

- gets feedback and plays the tape once again and checks the information - makes the question:

1 What does the song talk about?

*) Cue 2:

Nga: May/help/you?

You: Yes/thank/ I/a broken leg Could/carry/bags?

Nga: Let/help/you You: Yes, That/kind/you Nga: You/welcome.

- work in pairs to make the dialogues - share their ideas with teacher

- practise asking for favors and offer assistance

- listen, take notes and work in groups & share their ideas

- speak out their answers and correct their predictions

- answer it individually

- It is about that the children of the world always hold hands, unite for love, peace and right

IV.Consolidation: (Groupwork)

* Making the conversation wit the following situations Tourist: Want to find a police station

Friend: Want to send a letter to Dong Ha V.Homework:

- asks Ss to excercise 1-P.38,39 and asks Ss to prepare: Listen- P.56 Period:33

Date:

Unit 6: the young pioneers club ( Lesson 3: read - Page 57)

A./ objectives:

- understand the details of the text about the Boy Scouts of America

- Talk about activities their HCM Young Pioneers Organization often does

II Skills: Reading & writing B./ procedures:

I Settlement:Greets and checks attendance II revision: Brainstroming (Groupwork)

helping handicapped children Planting trees

helping blind people

cleaning up beaches, streets III New lesson:

Teacher

/

s activities

Ss

/

activities

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*)Lead-in:

- introduces BSA, asks Ss to find out the full name of this organization

- introduces the general information and leads in the lesson

1.pre-reading:

- scouting (N) (Trans.) { a scout :

- character (N) / / (Example)

- citizenship(N) (Trans.)

- coeducational (Adj) (Situation) { coeducation (N)

- voluntary (Adj) / / (Situation)

- (to) encourage / /(Trans.) EX: I encourage him to learn English -elicits the words from the Ss and says them out

- writes and checks., instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: Open prediction (Part 1-P.57) - hangs on the dates and events and sets the scene

- asks Ss to predict the dates from the events in gourps

- gets feedback 2.while-reading

a)Act.1: Read the text & check predictions.

*) Answer key:

a, 1907 b, 1909 c, 1910 d, 1994 - asks Ss to read the text and checks the dates of the events

- asks them to share their ideas again and gets feedback

- checks answers with the whole class

a)Act.1: Read the text and answer the questions.(P.57)

*)Answer key:

a Scouting began in England in 1907. b The meeting between a boy scout and Mr William Boyce.

c Girls can join in the Girl Guides

Association and Cam Fire boys and Girls d They are; building character,

encouraging good citizenship and personal fittness.

- hangs on the Qs on the board & explains: Atlantic, lead to the GGA and CFBG

- asks Ss to read the text individually, then share their ideas in pairs

- gets feedback &asks the whole to check - asks Ss to ask and answer the Qs

- think about and then speak out their ideas

- try out & repeat chorally-individually - give the meaning, make the sentences and run through the words

- go to the B.B and match the words with the Vietnamese meaning

- read them through and focus on the task - share their ideas in groups and write their predictions on the worksheets - stick their answers on the board

- read it and find out the dates individually

- share their ideas in pairs and speak out their answers

- check their predictions

- read trough the questions and take notes

- read it and then share their ideas to answer these questions

(54)

3.post-reading: Brainstorm cleaning up streets

planting trees

(asks Ss to present their ideas on the board and asks the whole to add more)

- correct the answers and copy down - ask and answer the Qs

collecting waste paper, garbage helping elderly people (share their ideas in groups and then writes them on the board- groups) IV.Consolidation:

- asks Ss to summarize the text, using the questions in Comprehension questions V.Homework:

- asks Ss to read the text and write activities their HCM Y & Y often does at home - instructs Ss to prepare: Write- P.58,59

Period: 34

Date:

Unit 6:the young pioneers club (Lesson 4: write- Page 58)

A./ objectives:

- understand and know more about activities that the Y & Y does - write a letter about activities their organization in the future

II Skills: Writing B./ procedures:

I Settlement: Greets and checks attendance II Revision: Brainstorming (Groupwork)

Cleaning up beaches Planting trees, flowers

Helping handicapped or street children III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

? The HCM Y and Y Organization has a lot of activities to help the community Today we will know more about that. 1.pre-writing:

a)Act.1: Vocabulary - (to) recycle (Example) - used glass (N) (Realia)

- (to) save natural resources (Trans.) - (a) fund (Situation)

Ex: We raise funds for the poor - (to) earn (some money) (Situation) - environment (N)/ / (Example) -elicits the words from the Ss and says them out

- writes and checks

- uses Matching to check vocab and asks Ss to correct

b)Act.2: Gap-filling (P.58)

*) Answer key:

1 community save 2 recycling earn

3 collect participating

- listen to teacher

- try out & repeat chorally-individually - give the meaning& make the sentences - read through them and match them with the Vietnamese

Activies that your school/s

HCM Y & Y often does

(55)

4 send planting 5 recycling 10 helping

- sets the scene and asks Ss to read the Notice and fill in the missing information in the letter

- gets feedback and checks the answers with the whole class

- revises Ss with the form of the informal letter

c)Act.3: Answer the questions:

*) Questions:

1.What we in a recycling program? 2.What can we get from this program? 3 What other programs can we

participate in?

- gives the above questions orally and asks Ss to read the letter again to answer - gives main information of each part of the letter

a)Act.1: Write a letter about a future plan (Part b-P.59)

- asks Ss to read the dialogue and asks some questions to discover its main content

- asks Ss to write a letter individually, basing on it

- goes around to instruct Ss

- gives out the cellophanes(about 4) and asks Ss to write their letters in groups 3.post-writing:

Exhibition

- collects drafts from Ss and put them in the overhead

- helps the whole to correct - asks them to copy down

- share their ideas in groups, reading the Notice and choose the right words to fill in

- speak their answers and give explanations

- take notes

- We collect used glass, paper,

- we can save natural resources and - raising funds for the poor, helping street children,

- read it quickly and answer the questions individually in oral

- focus on the aim of each part in a letter

- read the dialogue and pick out: What is Hoa planning to do?/ What are they going to do?

- write it individually first, then share their ideas in groups to choose the best letter

- write their letter on the cellophanes

- share and compare their work - correct texts with teacher - copy it in their books IV.Consolidation:

- uses Post- writing V.Homework:

- asks Ss to complete the letter at home - asks Ss to prepare: Language Focus

P.60-62

Period: 35

Date:

Unit 6:the young pioneers club (Lesson 5: language focus- Page 60-62) A./ objectives:

- revise and practise further in Present tense with future meaning, gerunds and modal verbs in asking favors and offering assistance

II Skills: Writing and speaking B./ procedures:

I Settlement: Greets and checks attendance II Checking:

Possible letter

Dear Mom and Dad,

I am glad to tell you that I/m going to have

interesting program

I am going to join the Y & Y Green Group We are having an environment month We are going to clean the banks of the lakes on weekends, and ……… We hope we can give more green color to the city and earn some money for school Y and Y

Write ti me soon and tell me all your news Love ,

(56)

III New lesson:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Ask and answer about Y & Y Spring activity program (Part 1-P.60) *) Model:

S1: When they collect and empty garbage?

S2: on January 9

S1:

*) Note: When we talk about the plans in the future, we can use the simple present - gives the model and checks the meaning and tense

- notices Ss with the future meaning of the simple present

- runs through the information in the box and makes the model with a student - asks Ss to practise in pairs

- gets feedback & helps Ss to correct 2.Act.2: Using Gerunds to talk about hobbies ( Part 2-P-61)

*) Example:

Ba loves playing soccer, but he doesn/t like washing up

*) Form:

S + like/love + V-ing (Gerund) +

 Gerunds: come after verbs; love, like, hate, enjoy, give up

and after prepositions: of, in, on, at after - gives examples and checks the form - explains how to call it Gerund and notices Ss with the ways to use it

- notices Ss with using like/love/hate for hobbies

- asks Ss to talk about their friends/

hobbies, using the information in the box - asks Ss to write their sentences on the board and helps them to correct

3.Act 3: Complete the dialogues, using the way to ask for favorss (Part 3-P.62).

*)Answer key:

a, A help me with this math problem B Buy a ticket

C take me across the road.

D water the flowers in the garden b A Could/Can I ?

A Do you need ? B Let me help you. A very kind

- runs through the phrases in the box and checks the meaning

- asks Ss to look at page 55 to revise the ways to ask for favors and offer assistance - asks Ss to work in pairs to complete the exercise a

- invites the answers , then asks Ss to practse the dialogue in pairs

- read through the model and give their ideas about the tense

- take notes

- makes the model with T and then practise asking and answering the information in pairs

- make the conversations in pairs

- read it and pick out the form - take notes about that

- compare it with the informal situaions - speak first and then write their

sentences individually on the board - check the sentences with teacher

- read them and give their ideas - revise the ways to use them

(57)

- asks them to complete exercise b in pairs, then gets feedback

- invites three pairs to practse dialogues

- check their answers and pracise the dialogues

- complete it in pairs and give their answers

- practise them to the front IV.Consolidation:

- asks Ss to exercise 7- Page 43 (Workbook) in groups

*) Answer key:

a, to go b, watching c, doing d, playing - swimming e, to do f, collecting g, to help

V.Homework:

- asks Ss to prepare: the simple present, simple past, model verbs, gerund and reported Speech for examination

Period: 36

Date:

Revision 2

A./ objectives:

- revise and practise further in Present tense , simple past tense, model verbx, verb form and reported speech

II Skills: Writing and reading B./ procedures:

III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Use the fight tense of the verbs in parentheses.

*) Exercise:

1 The film (start) at 6.30.

2 What (she/do) at the moment? 3 We (not/listen) to music last night.

4 Lan (see) that film last year. 5 She often (watch) TV in the evening.

*) Answere key:

1 starts is she doing did not listen 4 saw watches

- revises the form and use of the simple present, simple past tense

- hangs on the exercises and check the way to complete it

- notices Ss with the future meaning of the simple present

- asks Ss to complete this task in pairs - gets feedback & helps Ss to correct

- give their ideas about the tense and take notes

- share their ideas to choose the right tense of the verbs in pairs

(58)

2.Act.2: Use the right form of the verb.

*) Exercise:

1 I love (read) newspaper in the morning.

2 You should (go) to the dentist/s. 3 Do you enjoy (listen) to music? 4 I am afraid of (go) out at night. 5 Lan wants (become) a teacher. 6 Would you like (close) the door? 7 I used to (visit) Ha noi.

*) Answere key:

1 reading go listening going 5 to become to close visit

- hangs on the exercise and elicits the ways to complete it

- helps Ss define the used language - asks Ss to share their ideas in groups - gets feedback and helps Ss correct

3.Act 3: Rewrite the following sentences, using Reported Speech.

*)Exercise:

1 I said: “ She should eat somthing” 2 Lan told me: “ I should meet you”. 3 “Can you lend me your book?” He asked me.

4 My sister said: “ I go out”

5 They said: “ We not have math ” - revises Ss with the use and form of reported speech

- notises them with: verb form, person changing and the way to complete them - hangs on the exercise and asks Ss to complete them in pairs

- gets feedback

- invites corrections and gives feedback

with teacher

- compare it with Act.1 - take notes about that

- work in groups to choose the best form, - speak out their answers and check the them with teacher

*) Answer key:

- I said she should eat something. - Lan said she should meet me. - He told me to lend him my book. - My sister said she went out. - They said they did not have math. - work out with teacher

- revise the ways to use them

- complete dialogues in pairs, then write their answers on the board

- check the answers and correct them IV.Consolidation: Sentence completion

1 We/see/film/last night - We saw that film lact night

2 Ba/love/play/soccer, but/not like/watch/TV.

- Ba loves playing soccer, but he does not like watching TV 3 She/said/work/hard/day.

- She saide she worked hard all day 4 Nam/told/me/tun/off/light.

- Nam told me to turn off the light V.Homework:

(59)

Period: 37

Date: ………

45 - minute examination

II Skills: Writing, reading, vocab and grammar practice B./ procedures:

I Settlement: Greets and checks attendance II.Control:

III Collection:

- asks them to revise the knowlege at home for the test correction

test

I./ Choose the best answer from A, B, C and D to fill in the gaps.

1 I am going to Laos January?

A in B for C on D of

2 This meeting led the Scouts Association acrossing the Atlantic

A of B to C on D by

3 All of the student will participate a recycling program

A on B in C at D above

4 Ba always enjoys football in the morning

A play B to play C playing D played

5 The peolple used on fott in the past

A go B to go C went D going

6 My teacher encouraged me outdoor activities

A join B joining C to join D joined

7 She speak English very

A good B goodly C well D welly

8 I drove a car enough to catch him

A quick B quickly C quickness D quicknessly

9 I was born on

A 22 April B April 22, 1994 C 1994, 22 April D 22 April, 1994 10 We a postcard a few day ago

A receive B received C to receive D receving

II./ Choose the best expression to complete the following dialogue:

III./ Read the text and answer the following questions

Lan is excited about Y & Y activities she is going to She will participate in its recycling program In joining this program, she will collect glass, used paper and empty cans Then she will send them for recycling She hopes she can save natural resources and raise some monney for the poor Her organization also help street children by raising funds They can get money from planting trees and cleaning up streets So, Lan is very interested in those activities

Questions:

1 What program will Lan participate in? Lan: (1) a favor?

Nga: Sure .(2) for you? Lan: (3) carry my bags It is

heavy

Nga: Certainly, I/ll help you.

Lan: Thanks (4)

(60)

2 What will she collect?

3 Can we save natural resources by recycling the used things? What Lan/s organization to help street children? IV./ Rewrite the following sentences, using cues:

1 Lan said: “ I should my home work”

Lan said that John said to me: “ Please take off your raincoat”

John told me She got up late in the past, but now she gets up early

She used I like to play the guitar every night

I enjoy

Answer key:

Câu I: (4 điểm)

1.A 2.B 3.B 4.C 5.B 6.C 7.C 8.B 9.B 10.B

Câu II: (2 điểm)

1.C 2.A 3.B 4.D

Câu III: (2 điểm)

1 She will participate in a recycling program. 2 She will collect glass, used paper and empty cans 3 Yes, we can

4 They plant trees and clean up streets to raise funds

Câu IV: (2 điểm)

1 Lan said that she should her homework. 2 John told me to take off my raincoat.

3 She used to get up late.

4 I enjoy playing the guitar every night.

Period: 38

Date:

Test correction

- helps Ss to evaluate their results of the test

- helps Ss to pick out the mistakes and errors they have made and correct themselves

II Skills: Analysis

- T: exercises

- Ss: tests and old knowledge

III Content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Teacher/s and Ss/ correction.

(61)

- raises the main and important mistakes Ss have made

- hands out the tests

- asks Ss to correct each part of the test - invites Ss who had the mistakes and errors to go to the board

- invites others to correct - asks the class to take notes

2 Act.2: Ss/ correction.

- instructs Ss to correct their tests - goes round to monitor the class - asks Ss to hand in the tests

- share their tests with their patners - go to the board and write their work - it and explain to the class

- note down

- correct themselves - collect the tests IV.Consolidation:

- asks Ss to revise the main knowledge they have consolidated V.Homework:

- asks Ss to revise the language items at home

- asks them to prepare: Unit 3: Getting started & Listen and Read

Period: 39

Date:

Unit 7: my neighborhood

I. Knowlege: At the end of the lesson, Ss will be able to: - understand and know some places in their neighborhood

- understand and use the present perfect tense to talk about the places to live

II Skills: Listening, reading and writing B./ procedures:

I Settlement: Greets and checks attendance II revision: Getting started (Matching)

T: hangs on the phrases and pictures, then asks Ss to match them in groups Ss: share their ideas in groups and go to the board to match

T: gives feedback , runs through the phrases, then asks the questions: What is this?/ Is there (a stadium ) near your house?

S: answer it: Yes, There is /No, there is not., then ask and answer in pairs/ III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in: - asks the Qs:

?What are there near your house

- introduces Na and her place for living, then introduces the lesson

1.Presentation:

a.Act.1: Vocabulary

- neighborhood / / (N) - pancake/ / (Picture.) - tired (Adj) (Mime)

- delicious/ / ( Trans.)

Ex: The pancakes are very delicious - elicits first and says out the words

(Situation)

(62)

- writes and checks

- asks Ss to make the sentences - uses R.O.R to check vocab

b.Act.2: Listen and practice the dialogue.

- introduces the conversation between Nam and Na

- asks Ss to practice the dialogue and then invites three pairs to pratice the

dialogue

- helps Ss to correct pronunciation 2.practice:

a.Act.1: Gap-fill (Part 2-64)

*)Answerkey:

a, new b, last week c, tired

d, restaurant e, Hue f, pancakes - hangs on the poster with the statements and runs through the information

- notices Ss with: area, tasty, serve

- asks Ss to read the dialogue again to fill in the missing information in groups - gets feedback and checks with the Ss 3.Further practice:

*) The present perfect tense aModel :

Na: How long have you lived here? Nam: We have lived here for about 10 years?

b.Use and Structure: We use the present perfect tense to talk about something happened in the past, but has a result at present.

S + have/has + Vp.p (V past participal ) + For/since + time

c Notes: For + length of time but since + a point of time

- asks Ss to read the dialogue again and pick out the model

- writes it and checks the meaning, the time, structure

- notices Ss with : for/since and Vp.p - uses the cues and asks Ss to practise saying the sentences chorally, then write them on the board

- checks the results with the whole

- give the meaning & make sentences - read and rewrite the words on the

board

- pay attention

- listen to the tape to get information - practice the dialogue in pairs, then play the role with the dialogue

- correct themselves

- read through the statements - take notes

- read it, share their ideas in groups and write their answers on the worksheets - give their answers and correct them with teacher

d, Word cue drill

- Nga/live/Ha Noi/last week.

- They/be/here/three days

- I/play/soccer/2 hours

- pick out what Na asked Nam

- give their ideas about the time, verb form, structure

- copy down.

- make sentences chorally- individually, then write the full sentences on the board - check the sentences with teacher

IV.Consolidation: Ask and answer the questions (pairwork)

(T elicits the pieces of language from Ss and ask Ss to work in pairs) 1 What/s your name?

2.Where you live?

3 How long have you lived here? 4 What is there in your neighborhood? V.Homework:

(63)

Period: 40

Date:

Unit 7: my neighborhood ( Lesson 2: speak -Page 64,65) A./ objectives:

- talk about sending a letter or parcel by airmail or surface mail at the post office

II Skills: Speaking & writing B./ procedures:

II Warmer: Slap the board

(Ss will play this game into two teams, after the game, teacher checks the meaning and pronunciation again)

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Situation T: holds a letter

? What is this/ You want to send this letter to your friend Where should you go? ? How will you say when you meet an office assistance - introduces the lesson

1.pre-speaking:

a)Act.1: Vocabulary - parcel (N) (Realia)

- airmail (N) (Picture + situation) - surface mail (N) (Picture + situation) - weigh (V) (Picture)

{ Weight (N)

- uses Matching to check vocab

b)Act.2: Presentation dialogue

1.Model:

Clerk: Can/help/you?

Mrs.Kim: I/want/send/letter/Quy Nhon Clerk: you/want/send/airmail/surface mail?

Mrs Kim: ………., please How much is

……….?

Clerk: I/ll weigh it It/s ……… , That/s

………dong

Mrs Kim: Here you are Clerk: You are welcome

- reads the dialogue twice and make the questions: What does Mrs Kim want to?/ How much is airmail?/ How much is surface mail?/Does he send it airmail or surface mail?

- elicits the language from Ss and provides a cue dialogue

- makes the model with a student and asks Ss to practise in pairs

2.while-speaking

- answer T/s questions individually

- try out & repeat chorally- individually - give the meaning, stress

- read them and then match them with the Vietnamese meaning

- listen to teacher and read the dialogue again to answer the questions

- give their ideas and copy the cues - make the model with teacher and then

(64)

a)Act.1: Make the dialogues (Part 2-P.59)

*)Example:

Clerk: Can I help you?

Mrs.Kim: I want to send this letter to Kon

Tum, please.

Clerk: Do you want to send it airmail or

surface mail?

Mrs Kim: Surface mail, please How much

is it?

Clerk: I/ll weigh it It/s 20 gram, That/s 800

dong.

Mrs Kim: Here you are.

Clerk: You are welcome.

- hangs on the poster,runs through the words and phrases

- makes the model with the first dialogue ( sticks cards on the poster)

- asks Ss to work in pairs to practise speaking through the cues

- asks Ss to make conversations -corrects if necessary

3.post-speaking: Roleplay

Situation: Ss will go to the post office to send a letter or a parcel.

- gives the situation and asks Ss to play the role ; a lerk and themselves

- plays as a clerk, and invites Ss to participate in

- invites pairwork to practise making conversations

make the model in one pair

- look at them and read them chorally - make the model with teacher

- practise making the dialogues in pairs - play the role to the front of the class - correct themselves

- work in pairs, play the role - three students in turn play as themselves

- one is a clerk The other is a custumer IV.Consolidation:

- use Post- Speaking to consolidate the lesson V.Homework:

- asks Ss to complete dialogues at home - asks Ss to prepare: Listen- P.64

Period:41

Date:

Unit 7: my neighborhood

(Lesson 3: listen and read - Page 65,66) A./ objectives:

- listen and understand the advertisements and know the informatiom about Na - learn vocab about a shopping mall and know about some shopping places II Skills: Listening & Reading

B./ procedures:

I Settlement:Greets and checks attendance II Warmer: Slap the board

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Chatting

? What you often in your free time

?Do you like watching football match on TV. - think about and then speak out their

(65)

? What are you going to this weekend ? Do you like going to the market to buy something.

? Which market you often go to

1.pre-reading:

- (a) shopping mall (Example)

- convenient (N) / / (Trans)

- custumer (N)/ / (Example)

- goods (N) (Situation)

- facility (N)/ / (Trans.) - product (N) / / (Example) - (to) be concerned about (Trans.) Ex: The store owners are concerned about the new mall

-elicits the words and says them out - writes, checks and instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: T/F statement prediction (Part 1-P.68)

- hangs on the statements and focus Ss on the information

- asks Ss to read the passage individually and then share their ideas in groups - gets feedback

2.while-reading

a)Act.1: Read the text and check

*) Answer key:

a F b.F c.F d.T e T - asks Ss to read the text individually, then share their ideas in pairs

- gets feedback and invites corrections

b)Act.2: Read the passage and answer the questions.(Part 2- P.68)

*)Answer key:

1 All the shops are under one roof 2.There are 50 air-conditioned special stores, movie theaters and 10

restaurants There is also a children/s play area.

3 They think that the new shopping mall will take their business.

4.The stores will offer a wider selection of product; some kinds of goods are at cheaper prices

- hangs on the Qs on the board & runs through them.; checks the meaning of some questions

- asks them to read the text again to answer all

- asks the whole to check

- asks Ss to play the role with the Qs., 3.post-reading: Listen and fill in the advertisements (P.66)

*) Answer key:

1 The newcomer

ideas

- try out & repeat chorally-individually - give the meaning & make the sentences - run through the words

- share their ideas and go to the B.B and match the words with the definations - read through the statements and pick out the meaning: pleased, comfortable

- read the passge and share their ideas in groups, then write their predictions on the worksheets

- sticks their answers on the board

- read it and find them True or False and share their ideas in pairs

- speak out their answers and explain

- read through the questions and follow teacher

- read it and share their ideas in pairs - speak out ,write their answers on the BB - correct the answers and copy down - ask and answer the Qs

(66)

2 Town Ground

3 English Speaking Contest 4 Culture House

- hangs on the poster and explains the meaning of: culture house, contest, asks Ss to read through the advertisements - hands out the worksheets and plays the tape twice

- gets feedback and plays the tape again - checks the results

- read them through and grasp the meaning of each advertisement

- listen to the tape and share their results in groups, write their answers on the worksheets

- give their answers and listen again to check

- asks Ss to write a passage from the advertisements if having time V.Homework:

- asks Ss to read the text at home again and complete their text. - asks Ss to prepare: Write- P.68

Period: 42

Date:

Unit 7: my neighborhood ( Lesson 4: write- Page 69) A./ objectives:

- know the form of the notice and write notices about their programs at school

II Skills: Writing and speaking B./ procedures:

II check -up: Asks Ss to write the words they learned in the previous lesson III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- shows a notice about school/s Y and Y and checks the form of each part

- introduces the task of the lesson 1.pre-writing:

- resident (N) / / (Example) - effect (N) (Trans)

+ have an effect on

Ex: Smoking has an effect on our health

- custumer (N)/ / (Example)

- (to) hold / held,held/ (Situation) - (to) contact / / (Trans.) Ex: Please contact us at 834567

-elicits the words from the Ss and says them out

- writes, checks and instructs Ss to read - uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: Ordering (Part b - P.61)

*) Answer key:

- listen to teacher

- try out & repeat chorally-individually - give the meaning, make the sentences, and run through the words

- match them with the Vietnamese

Content

Your order Right order

G1 G2 G3 G4

a Tran Phu 1

b Please contact Pham Van Tai 5

c Date: May 20 Time: 8.00 3

(67)

-gives the notice in a jumbeled order - asks them to work in groups to order it into a complete notice

- gets feedback and asks Ss to open their books to check

- asks Ss to pick out the Form of the notice and makes the Form more clearly

Form:

- Organizer : Puspose of the meeting Date and Time: Place to organizer Person to contact:.

a)Act.1: Write a notice (Part 2-P.68)

*) Possible answer:

The school English Speaking Club Holding a speaking on Teacher/s Day.

Date: November 15 Time: 7.30 pm Place: at Hall 204, Building G

Please contact Tran Thi Thu Hang of class 8H.

- asks to read part 2-P.68 to write a notice - goes around to help Ss

- gives out the cellophanes (about 4) and asks Ss to write their speech in groups - collects three drafts and show them on the overhead

3.post-writing:

Write a notice about:

Music performance(Group1,2), Football match between Class 9A and 9B

(Group3,4); a class meeting (5,6)

- asks Ss to work into groups to write a notice

- goes round to held Ss

- takes three to present on the overhead

- read it through to make sure the meaning

- work in four groups, share their ideas and then order it

- give their orders and check their results - try out then copy it

- read it and write it individually, then share their ideas in groups

- choose one and write it on the cellophanes

- share and complete their work, then correct the Form of the notice

- share their ideas in groups to complete the task

- give comments and make it better IV.Consolidation:

- asks the Ss to revise the way to write a notice through Post-stage V.Homework:

- asks Ss to complete their notices at home - asks Ss to prepare: Language Focus - P.69-71

Period: 43

(68)

Unit 7: ( Lesson 5: language focus - Page 69 - 71) A./ objectives:

- revise and practise further in the Present perfect with “ for/since”, use

Comparison with “ like, (not) as as, (not) the same as, different from, not similar to “

II Skills: Writing and reading B./ procedures:

I Settlement: Greets and checks attendance II revision: Matching

*) Exercise 1-P.69:

T: hangs on the verbs and asks Ss to work in groups to match V-inf with Vp.p Ss: work in groups, then go to the board and give their answers

T: checks the answers with the whole class and tell Ss more about Vp.p (Regular and irregular verbs)

III New lesson:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Complete the expressions, using “ for or since”

*)Answer key:

+ For five minutes/ three hours/ 10 weeks/20 years

+ Since January/1990/the summer/Friday

- asks Ss to look at part and compare For with Since

- makes it clearer with the diagram - asks Ss to choose which ones go with For or Since

- gets feedback and checks the understanding

2.Act.2: Use the present perfect to complete the sentencess ( Part 3-P-39)

*) Answer key:

a, have lived d, have attended b, have not eaten e, has worked c, have not seen f, collected

- asks Ss to revise the use and structure of the present perfect tense

- asks them about the way to complete this task

- asks them to work in pairs

3.Act 3: Complete the conversation (Part 4-P.70).

*) Answer key:

(1) have lived (2) hope (3) have-been (4) Is (5) want (6) is

(7) Have-been (8) have seen

- checks the meaning of the words in the box

- asks Ss to work pairs, choose the suitable words and change their form to fill in gaps

- invites the answers

- give their ideas about them - follow teacher and take notes - share their ideas in pairs

- speak out their answers and explain

- revise: Affirmative, Negative and Interrogative form

- speak out their answers

- work in pairs, define the best form to complete it

- write their answers on the board., correct the answers and copy down

- give their ideas individually

(69)

- asks the whole to check then gives feedback

- asks Ss to practise the dialogue in pairs

4.Act 4: Use equality comparison and Compatives (Part 5-P.70).

*) Note: + Equality:

S + be + as + Adj + as + S (Obj.) not so/as + Adj + as

*) Answer key: Teacher/s book a not as large as

b different form

c more expensive than d the same as

e different from f more modern than g as long as

h not as modern as

i more expensive than/ not cheaper than - revises Ss with the way to use

Comparatives and Equality comparison - checks the meaning of the Adjs in the box

- elicits objects from the pictures, then asks them to complete the sentences, using Comparatives, Equality

check and explain it to teacher

- play the role with the dialoague in pairs

+ Comparision:

S +be + Short Adj.-ER + than +S (O)

more + long Adj. - different to/ similar to

- the same as/the same +N+as

- give the structure of examples - give the meaning individually - speak out the words or phrases and choose the best way to complete the sentences in part

- write their answers on the board and check the results with teacher

T: summarize the knowledge of the lesson V.Homework:

- asks Ss to prepare: Unit 8- Getting Started and Listen & Read Period: 44

Date:

Unit 8: country life and city life

I. Knowlege: At the end of the lesson, Ss will be able to: - understand and know some celebrations in the world

- Understand the way to use the Relative clauses with “Which,Who and Whom”

II Skills: Listening, reading and writing B./ procedures:

I Settlement: Greets and checks attendance II Revision: Maching (Getting started- P.65)

T: asks Ss to share their ideas in groups to list out the differences between the city and the country

III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

In the city In the country

- noisy

- tall buildings - kinds of goods - entertainments - traffic jam

-

- beautiful views - fresh air

- friendly - fresh foods

(70)

- makes the questions:

? Do you live in the city or in the country ? What you think about the country life/ the city life

- introduces the lesson

1.Presentation:

- peaceful(Adj.) / / (Trans.) - quiet (Adj.) # noisy (Adj.) (Situation) - remote area (N) (Examples.)

- life (N) (Trans.)

- simple (Adj) (Situation)

- friendly (Adj.) / / (Trans.) - elicits first and says out the words - writes and checks

- asks Ss to make the sentences and runs through the words

- uses Slap the board to check vocab

b.Act.2: Answer the questions:

*)Guiding questions:

1 What are some of the changes in the countryside?

2.Does Hoa prefer the countryside ? - sets the scene and writes the questions on the board

- asks Ss to read the dialogue to answer these questions

- gets feedback and helps the whole to check

2.practice:

a.Act.1: Ask and answer the questions( Part 2- P.73)

*)Questions:

1, Where has Na been? 2 How long was she there?

3.What is her opinion of the countryside? 4 Na says “ There is nothing to do” What does she mean by this?

5 Why does Hoa prefer the countryside?

- hangs on the poster with the questions and runs through the information - asks Ss to read the text again and answer the questions

- gets feedback and helps Ss to correct their answers

- invites pairs to ask and answer 3.Further practice: Discussion ? What are things changing in the countryside?

? Do you prefer the city or the countryside? Why?

- writes the questions on the board and notices Ss with the present continuous for the changes

- try out and repeat chorally- individually - give the meaning and read them

through

- play the game into two teams - Many remote areas are getting

electricity People can now have things like refrigerators and TV; and medical falcilities are more accessibla

- Yes, she does.

- pay attention and focus on the information

- read it and share their ideas in pairs to answer

- speak out their answers, then explain their results

*)Answers:

- She has been to Kim Lien village. - She was there for the weekend. - It is peacfull and quiet.

- There are no libraries, no movies, no supermarkets,

- Because life is simple, people are friendly and the air is clean.

- read through the questions and take note the meaning of: opinion, prefer, what does she mean by this?

- read it and share their ideas in pairs - write their answers and explain them - check the answers with T

- ask and answer the information

- copy down the use

(71)

- asks Ss to share their ideas in groups then gets opinions

the life in the coutryside IV.Consolidation: Summarizing

- aks summarize the content of two above questions V.Homework:

- asks Ss to revise the lesson & excercises 1,2-P.49 ( workbook) - asks Ss to prepare: Speak -P.73

Period: 45

Date:

Unit 8: country life and city life ( Lesson 2: speak and listen - Page 73,74 ) A./ objectives:

- use the present progressive tense to show changes with “ get “ and “ become” - listen to get information about an arrangement and use the present continuous to talk about a plan in the future, talk about the changes of their home village

II Skills: Speaking and writing B./ procedures:

II revision:Brainstorm

Houses: bigger; a lot of buildings Streets: bigger, crowded with cars, buses, bicycles Transports: a lot of cars, buses Entertaiments: TV, films, parks, (Ss will work in groups, then speak out their ideas about houses, streets, transport )

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- uses Brainstorm to introduce the lesson 1.pre-speaking:

a)Act.1: List out the changes between the past and now (Part 2-P.73)

*) Possible answers:

- hangs on the two pictures and the Table , then instructs Ss to list out the differences in houses, clothes

- gives out the worksheets and goes round to help Ss

- gets feedback and writes their ideas on the board

b)Act.2: Presentation picture

1.Model:

Lan:What you think about streets? Hoa: years ago, the streets were narrow, but now they are becoming busier and noisier.

2 Form: We use the present progressive

- look at the pictures and follow teacher/s instructions

- share their ideas in groups and write the differences on their worksheets

- speak out their ideas Life at present

Items 5 years ago Now

Houses small bigger, taller

Means of transport go/bikes go/cars, motorbikes, train

Streets narrow, quiet noisy, busy,

be crowded with cars, buses

Shops simple shops modern shops, a lot of goods

Shildren stay at home go shopping, go to the parks

(72)

tense to talk about the changes at present - The streets are becomimg busier

- clothes are getting more expensive

3) Notes: become/get + Adjective - asks Ss to look at the pictures at P.73 and makes the question: What you think about streets now?

- writes the model & runs through them - does concept check

- explains more about the present progressive and uses of “ get/become”, notes Ss with Comparatives

a)Act.1: Talk about the changes (P.73)

*) Example exchange:

S1:What you think about streets? S2: years ago, the streets were narrow, but now they are becoming busier and noisier.

- asks Ss to work in groups of four to talk about the changes between the past and now

- goes round to help Ss and monitor class - asks Ss to show their ideas to the front -corrects if neccessary, and gives more ideas about the topic

a,Act.1: Listen and fill in the dialogue (P.74)

*) Answer key:

1 that It is Where 4 coming 5.week arriving 7 Thursday late afternoon speak - explains the task and asks Ss to listen to the tape twice

- asks the whole to share their ideas

- look at the picture and answer the questions

- read through the model, then give their ideas about the tense, become/get and Comparatives

- listen and take notes

- share their ideas, using the information on the Table

- ask and answer, gine their comments in groups and work with teacher

- talk about the changes in pairs, and the others add more ideas

- listen and share their ideas in groups, then give their results

- compare and check them with teacher IV.Consolidation:

- asks Ss to express their ideas about changes in their hometown V.Homework:

- asks Ss to do exercies 3,5 -P.51 (workbook) at home and to prepare: Read- P.75 Period:46

Date:

Unit 8: country life and city life ( Lesson 3: read - Page 75)

A./ objectives:

- understand the details of the text about the problems of big cities & countries - compare life in the city and in the countryside

II Skills: Reading & Speaking B./ procedures:

I Settlement: Greets and checks attendance II revision: Chatting

(73)

III New lesson:

Teacher

/

s activities

Ss

/

activities

? Do you live in the country os in the city ? Do you like to live in a big city? Why (not)?

? Why people like to live in cities? What happed?

-introduces the lesson 1.pre-reading:

- struggle (V,N)/ / (Trans.)

- typhoon (N)/ / (Example) - drought (N) (Picture)

- destroy (V) (Trans.) { destruction (N)

- overcrowding (N) (Trans)

- strain (N) (Trans.)

- (to) live apart (Example)

- writes and checks

b)Act.2: Gap-filling (Part 1-P.75)

*) Answer key:

1 leaving home city rural 5 city problems schools 8 hospitals problem 10 world - asks Ss to look through the text and define the general information they need to fill in

- asks Ss to work in groups, then goes round to help Ss

- gets feedback and helps Ss to correct 2.while-reading

a)Act.1: Find the antonyms (Part 2-P.75)

a, rural b, plentiful c,increase d, a strain e, a tragedy f, urban

- instructs Ss with the phrases and gives their meaning

- asks Ss to read the text again to find out the words that have the same meaning - gets feedback again

- checks the understanding and explain more about that

3.post-reading:

Discussion

1, What are the problems of the farmers? - getting little money from their jobs - Typhoons, droughts, can destroy a harvest

- Đấu tranh

- Cơn bÃo

- Hạn h¸n

- Ph¸ hđy

- Sự đơng c dõn

- Sự tải

- Sống chia c¾t

- try out & repeat chorally-individually - give the meaning and then read them through

- go to the board and match them with the Vietnamese meaning

- read them through and focus on the word form to complete it

- read the text and share their ideas to complete this task

- speak out their answers and explain where they can find the information

- follow teacher/s instructions.

- read it and then share their ideas in groups

- give their answers

(74)

2 What happened when a lot of people are moving to the city?

+ Increased population: overcrowding in many cities; a strain on schools,

hospitals, water and electricity supplies + Families: Living apart; children live with relatives, not their parents.

- writes down the two questions and asks Ss to share their ideas in groups

- gets feedback and adds more details - share their ideas in groups; may read thetext to get more ideas. - speak out their ideas and copy down IV.Consolidation:

- uses Post-reading V.Homework:

- asks Ss to compare city life and country life, basing on task 4-P.79 (Language focus)

- asks Ss to prepare: Write- P.76 Period: 47

Date:

Unit 8: country life and city life ( Lesson 4: write- Page 76)

A./ objectives:

- write a letter to their friends to talk about their neighborhood

I Settlement: Greets and checks attendance II Warm-up: Guessing game

Model sentence: There is in my neighborhood

T: Asks Ss to give or places in Ss/ neighborhood, then gives the model Ss: speak out them and choose one place to complete their sentence in secret T: asks Ss to make Y.N question to guess their friends/ sentences.

Ss: use: Is there (a park) in your neighborhood? The one who guesses it right will change the position and the others will ask quetions to guess

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Chatting

?have you ever written a letter to your friends.

? What you often write about. ? What you often beggin with - introduces the task of the lesson 1.pre-writing:

a)Act.1: Matching (Part 1-P.76)

12 Tran Hung Dao Street,

1 Ha Noi

February 10, 2006

2 Dear Linh,

I am glad to tell you that I am going to have interesting activites

3 Write to me soon and tell me all your news

4 Love, Nga

A Heading B Closing C Opening

(75)

- puts the letter on the overhead and asks Ss to match each part of an informal letter with its name

- gets feedback and explains more about the form and each part of a letter

b)Act.2: Form of a letter to a friend

1 Heading: - Writer/s address - dates

2 Opening:Dear , 3 Body of a letter:

I am glad to receive your letter and (things you want to tallk about ) Write to me soon and tell / hope to see you and 4 Closing: Love/Regards/Your friend + Name

- elicits the Form from Ss and makes it clearer for each part

c)Act.3: Answer the Qs.(Part - p-76) - hangs on the questions and explains the way to answer them

- asks Ss to ask and answer these questions in pairs

- gets feedback and helps Ss to get information from the questions 2.while-writing:

a,Act.2: Write a letter about your neighborhood

-asks Ss to write the letter by answering the questions in individuals

- goes around to help Ss

- gives out the cellophanes (about 6) and asks Ss to write their letter in groups 3.post-writing:

Exhibition

- collects letters from Ss and put them in the overhead

- helps the whole to correct

- share their ideas in pairs and pick out each part

- speak out their answers and work out the form

- share their ideas with teacher - take notes

- focus on the questions

- work in pairs, then ask and answer them to the front

- note down the information about their neighborhood

- write a letter about their neighborhood, using the questions as a guide

- discuss in groups, share their ideas and write their letter on the cellophanes - share and compare their work - correct the letters with teacher IV.Consolidation:

- uses Exhibition to revise the way to write a letter to a friend and how to talk about their neighborhood

V.Homework:

- asks Ss to complete their letter at home

- asks Ss to prepare: Language Focus - P.77-79

Period: 48

(76)

Unit 8: ( Lesson 5: language focus- Page 77-79) A./ objectives:

- revise and practise further in the present progressive tense for the future meaning and changes

- revise Comparative and Superlatives II Skills: Writing

B./ procedures:

II revision: asks Ss to work in groups to make comparisons between the city and the country (Task 4-P.79)

III New lesson:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Make the dialogues, using the shipping information.(Part 1-P.77)

*)Notes: We can use the Simple present to talk about future activities that have a fixed timtable

*)Example: The boat leaves at 10.40 and it arrives at 12.30.

- asks Ss to read the dialogue and then notices Ss with a plan, a timetable in the future

- asks them to make the similar

dialogues, using the information in the Table

- gets feedback & helps Ss to correct 2.Act.2: Use the right tense form of the phrasal verbs in the box and the

pictures ( Part 2-P-78)

*) Answer key:

1 are doing are cleaning 2 am watching am having 3 am going

- notices Ss with the present progressive tense to talk about a plan in the future - asks Ss to work in pairs to use the suitable verbs to complete dialogues - gets feedback and explains their meaning

- asks Ss to practise the dialogues in pairs - invites pairs to pracise the dialogues

3.Act 3: Use “ get/become” to complete the sentences.(Part 3-P.78).

*)Notes:

- become/get + Adj.

- gives the example & checks the meaning & the form

- asks Ss to work individually to

- pick out the way to use the present progressive tense

- work in pairs, change the information in the model dialogue and make the other dialogues

- make the conversation about the shipping

- note down and compare it with the future meaning for the simple present - work in pairs, using the suitable verbs in the present progressive tense

- write their answers on the board and check it with teacher

- pracitse in pairs and then make the dialogues to the front

- revise the use and form

- choose the best phrases and write their

The city The country

- expensive food - bad traffic - big schools

- good entertainments -

cheap food - fresh air

- poor entertainments -

*) Possible dialogue:

Mrs Vui: Does the boat to Dong Ha leave at 10.25?

(77)

complete the exercise - invites the answers - asks the whole to check

4.Act 4: Use Comaratives &Superlatives (Part 5-P.79).

1 This house costs 9.000.000 dong That house cost 6.000.000 The apartment is 3.000.000 dong (cheap, expensive) 2 The house is 30 m2 The villa is 50 m2. (small/big)

- asks Ss to revise the strusture of Comparative and Superlatives

- gives the task and cues and asks Ss to rewrite the sentences, using cues

- invites the answers and helps Ss to correct them

snetences

- write their answers on the board - check it with teacher and copy down

- This house - That house - The apartment - The house/The villa - give their structures and work out the elements in the sentences

- share their ideas in pairs to use

Comparative and Superlatives to complete them

- write their answers on the board and check it with teacher

IV.Consolidation: Multiple choice

Circle the best answer in the parentheses (Groupwork).

1 The film (will start, starts, is starting) at 7p.m

2 What are you doing tonight? We (will watch, are watching, watch) children/s program.

3.The drivers are becoming (care, careful, carefully) when they drive Electricity supplies are getting (good, well, goodly)

5 That book is (expensive, more expensive, expensiver) than that one The summer is (colder, hotter, more hot) than the winter

7 Ho Chi Minh city is (the big, the bigger, the biggest) city in Viet Nam V.Homework:

- asks Ss to revise the lesson at home and asks Ss to prepare: the simple present, present progressive, simple past, present perfect, Gerund, Infinitives and Prepositions Period: 49

Date: ……….

Review (P1) A./ objectives:

Revise and practise further in the vocab., word-using and prepositions II Skills: Writing

B./ procedures:

I Settlement: Greets and checks attendance II revision:Network.

a chair a knife a stove refrigerator dishes

a dinning table a washing machine a rice cooker a frying pan a saucepan

III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Odd one out.

Objects in the kichen

1 A a pan B a cooker C a TV set D a dish A humorous B reserved C sociable D sporty

3 A enjoy B ask C tell D want

4 A English B Tuesday C History D Geography

5 A collect B attend C work D go

6 A consultant B restaurant C contestant D important

(78)

- helps Ss to focus on the task

- asks them to share their ideas in groups - helps them to correct

2 Act.2: Use the proppriate preposition to complete the following sentences.

1 We sisited London …… February.

2….the morning, I often get up at o/clock. 3 What you think about the changes …… the countryside?

4 …… to the refrigerator, there is a stove. 5 We are waiting …… him outside his office. 6 What can I …… you?.

7 Nga/s bag is different …… mine.

8 Mary enjoys participating … the school activities.

9 John has lived in Paris …… last summer. 10 The bank closes …… 6p.m and 6.30 p.m - asks Ss to review propositions the have learned and checks the meaning and use (network)

- focuses them on the function and asks them to work in pairs

- feedback

3 Act 3: Choose the right given word.

(pairwork)

4 Act.4 Use the right form of the word in brackets

- fous on: word pattern, meaning and work in groups

- give their answers and check them with teacher

* Answer key: 1 in

2 in 3 in 4 next 5 for 6 for 7 from 8 in 9 since 10 between

- speak out prepositions they have leanred

- share their ideas and give their answers

- check them with teacher

1 My father is a………….(farm, farmer, farming, farmor)

2 She is the most ……….(beautiful, beauty, beautifully, beautiness) She speaks English very fast and ……….(good, goodly, well, welly) Mrs Hai is a ……… (care, careful, carefully, carely) driver He drives…… (good, goodly, well, welly)

5 We have a lot of ……….(difficult, difficulty, difficultly, difficultily) in learning Math

6 We now have …………(electric, electricity, electrically, electrily) and good … (entertains, entertainments, entertaining, entertaines)

7 What are changes in your …… (neighbor, neighborhood, neighboring)

1 Every summer, thousands of people have a trip to the ……….(country) He has just moved to London, so he is ………(friend) at the first time I am afraid that I have to ……… (agree) with you on that

4.Mobile phone is useful in communication and ……… (entertain) Bell/s experiments led to the ……….(invent) fo the telephone.

6 Last night the singer sang very (good) How those houses are ! ( beauty) The lion is seen as a symbol of (strong)

(79)

- asks Ss to identify function of the word in parentheses and change them in groups - get feedback

- work in groups and write their answers on the board

- work with teacher to correct IV.Consolidation:

- asks Ss to generalise the contents of the lesson V.Homework:

- asks Ss to prepare the structures and uses of Comparatives, Superlative, equalty Period: 50

Date: ……….

Revise and practise further in the Equalty, Comparatives, the Superlative II Skills: Writing

B./ procedures:

III content:

Teacher

/

s activities

Ss

/

activities

I, Choose the best answer from A,B,C or D to complete the sentences

2.Act.2: Use Comparatives and Superlative to complete the sentences.

a Winter is …….(cold) than summer b Fruit is ……(good) than candy.

c Ho Chi Minh city is … (big) than Hue. d Nam is ………(young) person in his family. e What is …… (beautiful) room in your house?

f I eat ……(little) fruit than my brother. g She works …….(few) hours them me.

- asks Ss to revise the structures of Comparatives and Superlative

- hangs on the excer and asks Ss to complete it in pairs

- colder - better - bigger

- the youngest - the most beautiful - less

- fewer

- give the structures and revise the way to it

- complete it in pairs

- speak out their answers & correct Peter/s apartment is smaller…… Daisy/s.

A to B.than C.as D.from

2 Exercises in this book is …… than those in that book

A.difficult B more difficult C.difficulter D.the most

difficult

3 This house is different…… that house

A than B.for C.from D.as

4 I have ……….salary……… John

A the same/as B.as/as C.more/than D.A &C

5 The red bike is not as expensive …… the blue one

A so B.as C.than D.from

6 She is ……… than him

A more happy B.happier C.happyer D.the happiest

7 My brother is the ……… student in his class

A tall B.tallest C.taller D.most tall

8 we work ……….hours……….David

A less/than B.fewer/than C.fewest/than D.most/than

9 Nam drinks ……….milk …… Nga

A a lot/than B.less/than C.fewer/than D.less/as

10 Lan is ……… girl in my class

(80)

- gets feedback & helps Ss to correct

3.Act 3: Complete the following sentences, using the words given.

1 Their school/small/than/my school 2 He/the/intelligent/our class

3 We/have/few/days-off/than/ his brother. 4 My kitchen/comfortable/than Nam/ kichen 5.What/the/big/city/Viet Nam?

6 Mr Hai/drink/milk/than/Mr Hoa - gives the example & checks the way to complete the tasks

- explains the used knowledge more

- asks Ss to write other sentences by using the words given

- invites the answers on the board - asks the whole to check

4.Act 4: Rewrite the following sentences, using the words given.

1 Tim/s father has more vacations than Hoa/s father.(Hoa/s father……….) 2 Nga drinks two cups of tea Lan drinks three cups of tea (Nga drinks………… …………. ) 3 The blue hat is more expensive than the yellow one ( The yellow one is………( 4 Nam is taller than any students in his class.

(Nam is the………

) …

5 She is the most beautiful girl in her class. (No one in her class………

) ……

- focuses Ss on the way to complete it

- asks them to work in groups to rewrite the sentences

- invites the answers on the board and ask the whole to check

it

- Their school is smaller than my school.

- He is the most intelligent boy/ student in our class.

- We have fewer days-off than his brother.

- My kitchen is more comfortable than Nam/s kitchen.

- What is the biggest city in Viet Nam?

- Mr.Hai drinks more/less milk than Mr Hoa

- work with teacher - take notes

- work individually and then in groups

- write their answers on the board - check it with teacher

- using the Comparatives, super to rewrite the sentences

- write their answer on the board and check the answwers with teacher

- asks Ss to generalise the structures and uses of Comparatives and Superlative V.Homework:

- asks Ss to prepare the Simple present, simple future, present continuous, Modal verbs, be going to

Period: 51

Date: ……….

Revise & practise further in the Simple present, simple future, present continuous, Modal verbs, be going to

II Skills: Writing B./ procedures:

III content:

(81)

Act.1 Use the correct form for the verbs in parentheses.

*) Answer key:

1 listen speaking 3.to go to visit 5 to look playing- watching learning 8 work carry 10 to go

- revises the way to use verb forms: V- bare inf.; V-to-inf., V-ing

- asks them to work in groups - helps them correct the answers

Act.2 Use the correct tense for the verbs in parentheses.

1 It ……… (start) raining at an hour ago. 2 Lan ……….(live) in American for two years. 3. They ………(not/buy) this house since last month.

4 We …………(visit) Hue this summer. 5 Where ……… (you/meet) Nga yesterday? 6 Nam ……….(usually/get ) up at in the morning.

7 They ………(not/work) for that company everyday.

8 I …………(stay) in Ha Noi tomorrow.

- asks Ss to revise the structure of the already-learned tense

- checks the use

- asks Ss to share their ideas in groups and helps them revise the knowledge

Act.3Complete the following sentences, using cues

1 We /enjoy/read/books/the morning

 We enjoy reading books in the morning. I/learn/English/since/2002

 I have learned English since 2002

3 They/spend/time/do/homework/last night

 They speant time doing their homework last night

4 Nga/be used/get/early/the morning

 Nga is used to getting up early in the morning

5 They/going/visit/Ha Noi/this summer

 They are going to visit Ha Noi this summer. He/wait/her/for two hours

 He has waited for her for two hours.

- share their ideas with teacher - focus on the key words - refresh themselves * Answer key:

- write them on the board and revise the use of each tense

- write their answers on the board and explain

1 You should … … (listen) to English programs on TV everyday I am good at ……….(speak) English

1 started has lived

3 have not bought will/are going to visit did-meet

(82)

- instructs Ss to focus on the key information in each sentence

- narrow their knowledge and asks them to work individually

- gets feedback anf helps Ss correct their answers

- find down key words, key structures

- rewrite them individually, then in pairs

- write their answers on the board and check with teacher

- revise the main content of the lesson V.Homework:

- asks Ss to revise the content of the lesson at home

- asks Ss to prepare: Enough, Reported speech, structure they have learned

Period: 52

Date: ……….

III content:

Teacher

/

s activities

Ss

/

activities

Act Find out the mistake from A, B, C or D and correct it.

*) Answer key:

1 D: gives- gave 2 A did – have done

1 Have you done your homework that the teacher gives you yesterday yet?

A B C D

2 She did her homework since last night A B C D

3 I strongly belive that friends plays an important role in our life

A B C D

4 She thinks she prefers country life more than city life

A B C D

5 I not want to go out tonight because it is rain

A B C D

6 The doctor used to going swimming in the morning

A B C D

7 I learnt English since I was still a little boy in a small village A B C D

8 When I came back home, everybody were watching TV and drinking wine

A B C D

9 When Elizabeth Black was ten, she decided she wanted become a doctor

(83)

3 B: plays – play 4 D: more than – to 5 D: rain – raining 6 B: going – go

7 A: learnt – have learnt/learned 8 B: were – was

9 C: become – to become

- asks Ss to work in groups and helps them to check all

2 Act.2: Use Enough and reported speech to rewrite the following sentences.

1 She cannot go to school She was sick (because)

2 He did not work hard Ba failed his exam (because)

3 He is strong He can work without a rest (enough)

4 The school library has many books You can go there to read (enough)

5 Nga said to me: “ You should learn English better”

6 “ Do not make noise?” I told him

7 “ Please get up earlier” My mother told me - checks the use anf structure od Enough, Because and reported speech

- asks them to share their ideas in groups, writing their letter on the cellophane

- put them on overhead and helps them to correct 3 Act3 Fill in the information in the following grid and then, write a passage about you.

- share their ideas in groups and check with teacher

- She cannot go to school because she was sick.

- Ba failed his exam because he did not work hard.

- He is strong enough to work without a rest.

- The school library has enough books for you to read.

- Nga said I should learn English better.

- I told him not to make noise - My mother told me to get up earlier.

- identify key words and structures and revise the use

- complete their letter and check them with teacher

(Ss will work individually and then share their ideas in pairs )

- Three Ss write their passage on the board and the whole compare. IV.Consolidation:

- asks Ss to prepare: Vocab the already-learned knowledge for the next lesson Period: 53

Date: ……….

Your name: (Nguyen Van Nam) Age: 14

Job: a student

Appearance: fat, short, short black hair Charater: sociable and helpful

Address: 12 Nguyen Trai street, Da Nang Family: father, mother, sister

Liking: read books, play soccer

Example:

(84)

III content:

Act.1: Read the text and choose the best option to complete it.

ADVICE FOR TRAVELLER WHO MAY FALL IN WHILE ABROAD

Most British people go abroad (0) holiday, to visit family, or on short business trips People are (1) to find out how to get urgent treatment before leaving the U.K They have to (2) a form which explains what they (3) if they fall ill or (4) an accident, and what arrangements exist in (5) country for medical treatment The regulations are fairly simple, but (6) people not have this information, they may (7) that the private medical care is extremely expensive It is not unusual for people to discover that they not have (8) money with them to .(9) for total costs and (10) such circumstances an already difficult situation becomes even more complicated

0 A in B on C at D of

1 A advised B suggested C said D spoken

2 A put B bring C fill D get

3 A ought B will C should D may

4 A have B get C happen D take

5 A their B each C one D this

6 A because B where C as D if

7 A took B want C find D know

8 A enough B little C few D a lot

9 A pay B give C spend D have

10.A on B in C at D up

T: hangs on the exercises and explain the meaning of the words: urgent treatment, an accident, regulations, complicated

Ss: take notes

T: asks them to share their ideas in groups to complete the task Ss: complete it and speak out their choice

T: helps the whole to check

Act.2: Nga is talking to Maryam about Maryam/s trip to Viet Nam .

Number the following expressions (from to 10) to make the complete dialogue. …(1)……Hello You must be Maryam

31 ……… Do you live in a city, too?

32 ……… No Is it very different from Ha Noi?

33…………Yes, I am Are you enjoying your staying in Viet Nam.? 34 ……….Pleased to meet you Let me introduce myself I/m Nga. 35 ……….I see Oh! Here is Lan

36 ……….The two cities are the same in some ways

37 ……….Pleased to meet you, Nga Are you one of Lan/s classmates? 38 ……….That/s right, I am.

39 ………Oh yes, very much Vietnamese people are very friendly and Ha Noi is a very interesting place

40 ……….Yes I live in Kuala Lumpur Have you been there?

*)Answer key:

(85)

Act.3: Complete the following sentences with the given words

(Ss will work in pairs, write their answers on the board and correct them with teacher)

- asks Ss to revise all knowledge for thr first semester test

Period: 54

Date:

The first term examination (Đề thi Phòng GD &ĐT thùc hiÖn)

Dear Sir,

1 I/see/school/s advertisement/TV/last night.

- I saw your school/s advertisement on TV last night

2 I/interested/learn English/and/I/like/information/school

- I am interested in learning English and I like the information from your school.

3 I/study/English/four years/but/want/improve/speaking/listening/skill

- I have studied English for four years, but I want to improve the speaking and listening skills

4 I/be/very grateful/if/you/send/details/courses/fees

- I am very gratefuk if you send me details of the courses and fees Look/forward/hear/you/soon

- Looking forward to hearing from you soon. Yours faithfully,

(86)

Period: 55

Date:

Unit 9: a first – aid course

I.Knowlege: At the end of the lesson, Ss will be able to:

- understand the dialogue and know about first-aid courses for dealing with some emergency cases

II Skills: Listening, reading and speaking B./ procedures:

I Settlement: Greets and checks attendance II Revision: Maching (Getting started- P.80)

T: asks Ss to look at the pictures and checks the understanding of situations Ss: share their ideas

T: makes the questions: What is this? Do you often use these things? Where can you see these things?When you use them?

Ss: look at the pictures and answer individually

T: asks Ss to share their ideas in groups to choose the situations they can use these things

Ss: work in groups and give their ideas III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

- uses Getting Started to introduce the lesson

1.Presentation:

- (the) first-aid course (Situation) - alcohol(N)/ / (Realia) - bandage (N)/ / (Realia) - cotton ball (N) (Realia)

- (to) cover the wound (Mime) - (to) stop bleeding (explanation) - (to) hold tight (Mime)

- emergency (N) / / (Situation)

- try out and repeat chorally- individually - give the meaning & read them through - go to the board and match them with the

(87)

b.Act.2: Listen and answer the Qs

*)Guiding questions:

1 Who is talking ?

2.Where is the girl student? 3 What happened?

- writes the questions on the board - introduces the dialogue

- plays the tape twice - gets feedback - plays the tape again

- aks Ss to read the text again to check 2.practice:

a.Act.1: Comprehension questions (Part b-P.81)

*)Questions:

1 What was the girl/s condition?

2 What are the nurse/s instructions? - writes the questions on the board and runs through the information

- asks Ss to read the text again and answer these questions

- gets feedback and checks them with Ss 3.Further practice: Brainstorming

+ Sit.1: Your friend has a bad cut on his leg

- stop bleeding

- cover the wound by a towel - hold it tight

-

- gives the two above situations and asks Ss to share their ideas in groups to list out the ways to deal with

- collects Ss drafts and put them on the overhead projector

- asks Ss to share and add more ideas

- A girl student is talking to a nurse - She is at Quang Trung School

- A student fell off her bike and hit her head on the road

- reads through the infomation - pay attention

- listen to the tape to get information - give their answer individually - check their answers again

- read it and confirm their answers

*)Answerkey:

- She had a bad cut on her head It is bleeding quite badly.

- stop bleeding; cover the wound by towel

or handkerchief; put pressure on it; hold

it tight; don/t let her fall asleep

- read through the questions and take notes about: Instruction, condition - read it and share their ideas in groups - give their answers and explain them - check the answers with T

+ Sit.2: Your friend has a burn on her arm

-

- work in groups and list out their ideas on the cellophanes

- check the result and share their ideas with the whole class and take notes how to deal with the above situations

IV.Consolidation: Sellect the topics ( Part 2-P.81()

T: asks Ss to read the dialoggue again to choose the topics covered in the dialogue Ss: share their ideas in groups and then explain their choices

T: helps Ss to correct

*)Answer ley: a - b - c - d - f V.Homework:

- asks Ss to list out the first-aid course for the left situation at P.80 - asks Ss to prepare: Speak -P.81-82

Period: 56

(88)

Unit 9: a first - aid course (Lesson 2: speak & Listen-P 81) A./ objectives:

- use “ Can/Could you ?/ Will/Would you ?, I will ” to make requests, offers and promises in the emergencies

- listen and understand some objects in the hospital

II Skills: Speaking and lstening B./ procedures:

II Revision:Matching (Pictures at ) A ambulance D eye chart B wheelchair E scale C crutches F Strecher

T: Writes the phrases on the board and asks Ss to work in groups to match them with the pictures at P 82

Ss: share their ideas then present their answers III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- gives the question:

? If you have a bad cut on your arm, what will you say to offer assistance/ ask for helps.

? How can you offer/request/promise - introduces the lesson

1.pre-speaking:

a)Act.1: Presentation Text

1.Situation: Lan has a headache + S1: Would you like some water? Lan: Yes, please.

+Lan: Can you give me some medicine? S1: I/m sorry I can/t

2 Form: (Page 81): + Requests:

- Can/Could you (give me a bandage)? - Here you are/OK/ All right + Offers:

- Would you like ( some medicine)? Can I get you (some medicine)? - Yes, please/ N, thank you

+ Promises:

- I will ( go to school early)

I will not (get up late) - gives the situation and elicits the language from Ss

- writes the model and runs through them - does concept check

- explains more and runs through the model

a)Act.1: Deal with the situations (P 82)

*) Model:

S1:Could you give me a bandage, please? S2: Sure Here you are

- asks Ss to look at the pictures at P.82 and elicits the used language

- writes the cues on the board and asks Ss

- try to give the way to request, offer and promise to something

- read through the model

- give the meaning, form and use - listen and copy down

*) Cues:

b, get/some medicine/water

c, get/some cotton balls/ bandages d, some water/medicine

(89)

to work in pairs to practise making

requests/offers/ promises, basing on each situation

- asks Ss to show their ideas to the front -corrects if neccessary

a,Act.1: Listen and put the words in the right order.

- gives out the worksheets and asks Ss to read through the phrases

- asks Ss be about listening to the text to number the order from to

- asks them to share their results - plays the tape once again

- gets feedback

- plays the tape once again and checks the information

- read the model and give their ideas about each situation

- build up their conversations through the cues

- practice giving requests/offers/ promises

- correct themselves and take notes when to request/ offer/ promise

- run them through and focus on T/s instructions

- listen and put the correct number - work in groups & share their ideas - keep listening

- give feedback and correct the answers, then listen to the whole tape again

- asks Ss to revise how to request, offer and promise V.Homework:

- asks Ss to to revise the lesson at home and complete exercise 6-P.57 at home Period: 57

Date:

Unit 9: a first - aid course ( Lesson 4: read - Page 83 ) A./ objectives:

- understand how to deal with the case of fainting, shock and burns II Skills: Reading, Writing and Speaking

B./ procedures:

I Settlement:Greets and checks attendance II revision: Slap the board

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Situation

?What you if your friend is fainted/ get shock/ have a burn

- introduces the lesson 1.pre-reading:

- (to) lie flat (Picture)

- ( to) elevate (Mime.)/ /

- (a) victim (Situation)

Right order

A ambulance

B wheelchair

C crutches

D eye chart

E scale

F Strecher 1

(90)

- (to) ease pain (Trans.)

- (the) cold water packs (Realia)

- (a) sterile dressing (Realia)

- writes and checks

b)Act.2: Open predictions

*) Worksheet:

1 Fainting:

2 Shock:

3 Burns

- writes the task and explains the meaning of each case

- asks Ss to predict what will they if their friends get each case

- gets feedback 2.while-reading

a)Act.1: Read the passages and check the predictions.

*)Answer key: (Page 83)

- asks Ss to read the passage to check their predictions

- gets feedback again - checks the understanding

b)Act.2: Choose a correct case for each of treatments .(P.84)

*)Answer key:

a, A b,B c,A d, C e, A

- hangs on the treatmentss on the board & runs them through

- asks them to read the passage again to choose the correct case

- gets feed back

- asks the whole to check 3.post-reading:

Deal with situations (Exercise 2-P.55- Workbook)

- asks Ss to work in groups , reading each case and finding out incorrect information and correcting it

- gets feedback and asks the whole to share their ideas

*)Answer key:

b, any soft drink  drugs

c, a glass of wine  a cup of tea d, a clean, dry shirt  a thick sterile dressing

- try out & repeat chorally-individually - give the meaning & make the

sentences

- match the words with Vietnamese meaning

- read them through and note the cases - share their ideas in groups and write their first-aid activities on the

worksheets

- stick the worksheets on the board

- read it and then share their ideas in pairs, pick out the first-aid activities for each case

- give their answers

- translate the content of each case

- read through the statements (may give the Vietnamese meaning)

- read it and share their ideas in pairs - speak out their answers and explain - correct the answers and copy down

- share their ideas and find out the mistake in each case

(91)

e, handkerchief  a sterile dressing IV.Consolidation:

- Use Post-reading V.Homework:

- asks Ss to read the text at home again and exercise 3-P.55 - asks Ss to prepare: Write- P.84

Period: 58

Date:

Unit 9: a first - aid course ( Lesson 5: write- Page 84) A./ objectives:

- write a thank-you note to their friends to invite them to go on picnic - revise the Simple Past tense

II Skills: Writing and reading B./ procedures:

II Revision: Write the past form for the following verbs 1 give  send help  4 receive  be come  III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Chatting

?Have you ever written a thank - you note to your friends? When?

? What did you talk about.

a)Act.1: Gap-fill (P.84)

*) Answer key:

1 was were helped 4 came am will phone

- puts the letter on the overhead and asks Ss to read it through

-revises the way to complete the verb tense form and asks Ss to share their ideas to complete the letter

- goes round to help Ss and then gets feedback

- asks Ss to check their results - asks questions:

? What did Hoa send Nga ? On what occasion/ When?

? What were they like/ Were the flowers beautiful

? What does Nga want to invite Hoa ? When will she phone Nga

b)Act.2: Ask and answer the questions (Page 85)

*) Possible questions:

? What did your friend send you ? On what occasion/ When?

? What were they like (nice, beautiful, lovely, )

- read through the letter

- express their ideas and work in groups to use the correct form of the verbs in parentheses

- cross-check other groups - give their ideas and take notes

(92)

? How did you feel when received the present (happy, interested, )

? How you feel now (bored, happy ) ? What you want to invite your friend ? When, Where?

? How will contact your friend (phone, write a letter, )

- sets the scene in which the students will invite their friend to go on a picnic

- hangs on the questions and checks them through

- asks Ss to ask and answer the questions in pairs

- gets feedback and helps Ss to correct 2.while-writing:

a)Act.1: Write a thank-you note to invite your friend to go on a picnic.

- asks Ss to write a letter by answering the above questions

- asks each group to choose one and write it on the cellophanes

3.post-writing:

Exhibition

- gets three dafts and puts them on the overhead

- asks Ss to correct the letter and helps Ss to make it better

- follow teacher/s instructions.

- read them through and pick out the way to answers them

- ask and answer them in pairs, then show their ideas to the front

- write their letter individually, then compare their work in groups

- choose the best one and complete it

- give their comments about the form of the letter, spelling and arrangement in a thank-you note letter

- note down mistakes and correct themselves

- uses Exhibition to revise the lesson V.Homework:

- asks Ss to write a letter about: invite their friend to go to the movies/ to go camping/ attend your birthday party

- asks Ss to prepare: Language Focus - P.86-88

Period: 59

Date:

Unit 9: ( Lesson 6: language focus - Page 86-88 ) A./ objectives:

- understand and use “ in oder to/ so as to “ for purpose, review the simple present and use Will/Shall to make requests, offers and promises

I Settlement: Greets and checks attendance II revision:

III content:

(93)

1.Act.1: Use “ In oder to/so as tot “ to combine two sentences.(Part 1-P.86)

*) Example:

I go to Dong Ha I can visit my friends

 I go to Dong Ha in order to/ so as to visit my friends.

*) Structure: We can use In order to/so as to or To to talk about purpose

In order to/ so as to/ to + V bare inf - gives examples and elicits the way to combine the sentences from Ss

- gives the example and check the way to complete it, checks the meaning and structure

-asks them to complete the excer.1 (P.86) in pairs, then write their answers on the board

- helps Ss to correct

2.Act.2: Use Will/Shall to complete the sentences ( Part 2-P86)

a,Model

What time will Aunt Mai be here?

b, Form: The simple future

(+) S + will/shall + Vbare inf + ? (-) S + will not (won/t) + Vbare inf + ? Shall not (shalln/t)

(?) Will/Shall + S + Vbare inf + ? - What/Where + will + S + Vbare inf +.?

- revises Ss with the simple future tense - writes its strucure

- asks Ss to complete exer -P.86 - gets feedback

- helps the whole to correct

- asks Ss to practise the dialogue in pairs

3.Act 3: Use Will and the cues to complete the dialogues (P.87) *) Answer key:

b, Will you give it to me ? c, Will you answer the phone ? d, Will you turn on the TV ? e Will you pour a glass of water ? f, Will you get me a cushion ?

- makes the model with dialogue a and checks the understanding

- asks Ss to work in pairs to complete the exercises

- asks the whole to correct and asks Ss to play the role in pairs

4.Act 4: Make repuests, offers anf promises, using Will or shall (P.88) *) Answer key:

b Will you paint the door, please? c Will you study harder?

d Shall I carry your bags?

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

- share their ideas with teacher and give their opinions

- give the meaning, the structure and the ways to combine two sentences into one, using In order to/so as to

- match two parts of a complex sentence into one, using In order to/so as to - write their answers on the board and check them with T

1 will will won/t

4 will/shall will will / /ll

- talk about the use and structure - copy down

- use Will/Shall to complete the dialogue in pairs

- talk about their answers and then correct them with teacher

- practise the dialogue orally

- way: use Will to make requests

- use Will and the cues under the pictures to complete the task

- write their answers on the board - check it with teacher and then practise

(94)

e Will you hang the clothes?

f Will you cut the grass in the garden? - makes the model with dialogue and checks the understanding of using Will or Shall

- asks Ss to work in pairs to complete the exercises

- way: use Will to make requests, promises; Shall to make offers - present their answers in pairs

- check it with teacher and then practise the dialogues

IV.Consolidation: Gap-fill (groupwork)

- asks Ss to complete exer 6– P 57 (Workbook) *) Answer key:

b Will you take a rest?/ Shall I help you carry your bags? c I will study harder next month.

d I will bring your bike before 6.30 e Can I help you?

V.Homework:

- asks Ss to exer 5-P 57 , exer -P 58 ( Workbook ) at home - asks Ss to revise from Unit 10 to prepare for 45-minute examination

Period: 60

Date:

Unit 10: Recycling

( Lesson 1: getting started and listen & read ) A./ objectives:

- know and talk about things they can reuse, reduce and recycle - know how to protect the environment

I Settlement: Greets and checks attendance II Revision: Chatting ( Getting Started )

T: asks the question: What should we to reduce the amount of garbage we produce?

Ss: work in pairs to answer; may use the expressions in Getting started to answer Ex: We should use cloth bags instead of plastic bags

III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

?What does Recycle, Reuse or Reduce mean.

- introduces the lesson

1.Presentation:

- (to) overapckage: / / (Trans.) - cloth bags (N) (Realia)

- plastic bags (N(Realia)

- (to) throw something away (Mime) - (a) glass bottle ( Realia)

- (a) plastic bottle ( Realia)

- uses R.O.R to check vocab

- Đóng gói - Túi vải - tói/cỈp nhùa

- try out and repeat chorally- individually - give the meaning & stress

(95)

b.Act.2: Open prediction cloth bags plastic bottles

- writes the task on the board and asks Ss to predict objects they can reuse in

groups

- gets feedback and writes their predictions on the board

2.practice:

a.Act.1: Read the dialogue and check the predictions.

*)Answer key:

- cloth bags

- plastic and glass bottles - envelopes

- reads the dialogue twice and asks Ss to listen

- gets feedback and ask Ss to read the dialogue to checks

- invites the corrections of prediction

b.Act.2:Comprehension questions(P.90)

*) Answer key:

a, It means not buying products which are overpackaged.

b, We can reuse envelopes, glass and plastic bolltes and old plastic bags. c, It means we don/t throw things away Try and find another use for them. d, We can contact an organization like Friends of the Earth.

- hangs on the questions and asks Ss to read the dialogue to answer them

- invites Ss to write their answers on the board

3.Further practice:

*)Example: Is is difficult to learn English

or To learn English is difficult

*) Structure:

It+ be+ Adj ( for someone) + Vto-inf or Vto-inf + be + Adj.

- gives the example and then elicits the structure from Ss

- asks them to make examles

glass bottles

- share their ideas in groups and write their ideas on the worksheets

- speak out their predictions

- listen and note down objects they can reuse

- share their ideas in pairs first and then speak out their answers

- read the text to check their preditctions

- read through the questions and then share their ideas in pairs

- write their answers on the board and then check them with teacher

- pick out the structure and then make examples individually

IV.Consolidation: Discussion

- asks Ss to work in groups with the question: What will you to protect the environment?

- invites the ideas from the class and adds more ideas V.Homework:

- asks Ss to revise the lesson and exercise 1-P.59; 7,8-P.63 - asks Ss to prepare: Speak and listen -P.90,91

(96)

Period: 61

Date:

Unit 10:

Recycling

( Lesson 2: speak & listen -

P 85)

A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand and talk about the used objects

- find the good ways to protect the environment II Skills: Speaking and writing

B./ procedures:

II check - up: Asks two Ss to answer the questions: 1 What does Reduce/ Recycle mean?

2 What things can we reuse? III New lesson:

(97)

*) Lead-in: Questions

? What you think about our environment today

? What made our environment polluted. ? What will we to protect the

environment - introduces the lesson 1.pre-speaking:

a)Act.1:Vocabulary

- Fabric (N) (Example)

- Leather (N) (Example)

- Metal (N) (Realia)

- Compost heap (Trans.)

- Fertilizer (N)/ / (Realia)

(to) fertilize

- use What and Where to check vocab

b)Act.2: Put the items into each group that they belong to

*) Task with key: - Fabric: clothes,

- Paper: used newspapers, books,

- Glass: bottles, glasses,

- Plastic: plastic bags/bottles,

- Vegetable matter: fruit peels, vegetables,

- Leather: shoes, sandals, schoolbags, - writes the words on the board and asks Ss to find out the items in the picture - asks them to put the items into each group

- gets feedback and gives feedback 2.while-speaking

a)Act.1: Talk about things we can recycle and reuse (Mapped dialogue)

- elicits the language from Ss and provides Ss with cues

- makes the model first and instructs Ss to change the information, using the cues - asks Ss to use the information at Act.2 and practise giving their ideas in pairs - asks Ss to show their ideas to the front -corrects if neccessary

- Sợi ( vải) - Da thuộc - Kim loại

- Đóng phân xanh - Phân bón

- try out and repeat chorally- individually - give the meaning, stress & make

sentences

- read and rewrite the rubbed words

- share their ideas in groups to find out the words in the picture

- put the words into each group, then write their answer on the board - copy down

- work with teacher and focus on the language

- make the model with teacher first and build up their conversations through the cues

- practise giving their ideas, using the information in Activity

S1 S2

- Which group/clothes/belong? - What/we/with them?

- fruit /” vegetable matter”? - What/we/do/it?

- put/in/”Fabric”

- We/recycle/ and make/into paper/ and bags.

(98)

a,Act.1: Listen and choose the correct answer (P.91)

*) Answer key: Teacher/s book

- introduces and asks Ss to read through the task in the textbook

- plays the tape twice and asks Ss to share their results in pairs

- gets feedback and plays the tape again to check

- works out the answers with teacher

- read through the questions in the book - listen and choose the best answer, then share their answers in pairs

- speak out their answer and listen to the tape again to check

- listen again and check the answers with teacher

IV.Consolidation: - use Post-speaking V.Homework:

- asks Ss to exercise 2,3 (workbook) at home - asks Ss to prepare: Read (P 92)

Period: 62

Date:

Unit 10:

Recycling ( Lesson 4: read - Page 92)

A./ objectives:

- understand the details of the text about the trip recycling facts

- practise the passive form of model verb anf of the simple present tense II Skills: Reading and Speaking

B./ procedures:

I Settlement: Greets and checks attendance II revision: Network

waste paper

bottles

III New lesson:

Teacher

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s activities

Ss

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activities

*)Lead-in:

- introduces things can be recycled 1.pre-reading:

- floor covering (N): Thãm trải - glassware (N): đồ thủy tinh - (to) melt : làm tan

- (to) refill: Làm đầy lại - (to) make

make up/ make from

make something into something -elicits the words from the Ss and says them out

- writes and checks

- uses R.O.R to check vocab 2.while-reading

a)Act.1: Compre Questions.(P.93) *)Answer key:

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewrite the rubbed-out words

(99)

a, They clean and refill the empty bottles. b, It is broken up, melted and made into new glassware.

c, The Oregon government made a new law thatthere must be a deposit on all drink cans The depositis returned when people bring the cans back for recycling. d, Compost is made from household and garden waste.

- hangs on the questions on the board & runs through them, checks their meaning - asks them to read the passage again to answer them in pairs

- gets feed back

b)Act.2: Complet the sentences.

*) Answer key:

a, Car tires can be recyled to make pipes and floor coverings.

b, Milk bottles can be reused thirty times. c, Glass is recycled It is broken up, melted and made into new glassware. d, Drink cans are brought back for recycling.

e, House hold and garden waste is made into compost.

- writes the words and asks Ss to read the passage to complete the sentences

- invites Ss to write their answers on the board

- asks the whole to check 3.post-reading:

Modal verb & the simple present in Passive *) Modal verb:

EX: We can recycle car tires



Car tires can be recycled by us. *) Simple present::

They make glass into new glassware  Glass is made into new glassware. - writes the active sentences and elicits the way to change it into passive

- elicits the meaning, the use and structure

- helps Ss to know the ways to change a sentence into passive

- read them thtough and give the meaning - read it and then share their ideas in pairs

- write their answers on the board

- give out the information in the passages

- read the passage again and share their ideas in pairs

- write their sentences on the board - correct the answers and copy down *) Structure:

Act.: S+can/will/shall + Vbare-inf + Obj Pass: S (Obj.) + can/will +be+ Vpp+ *) Simple present::

Act.: S + V + Obj +

Pass: S(Obj.) + am/is/are + Vpp + by+ agent (me/him/her/us/you)



we not use “ by them/someone ” - try to change them

- show their ideas about the use and structure

- copy down IV.Consolidation:

- asks Ss to complete Exercise 6-P.62 V.Homework:

- asks Ss to read the text at home again and exer 4,5 - P 60,61 - asks Ss to prepare: Write- P.93

Period: 63

(100)

Unit 10:

Recycling

( Lesson 4: write- Page 93)

A./ objectives:

- use “ first/next/ ” and Imparatives to write instructuions on how to prepare the dry tea leaves to keep mosquitoes away

II check-up: Asks two Ss to change the following sentences nto passsive 1 I cut the bottles into small pieces.

2 We can play the guitar. III New lesson:

Teacher

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s activities

Ss

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activities

*)Lead-in: Question:

? What you to keep mosquitoes away

- (to) soak (Mime) : Nhóng ít - (to) wrap (Mime): gãi, bäc - (to) scatter (Mime): r·i, r¾c - mesh (V,N) (Trans.): lới, rây - mixture (N) (Trans.): hỗn hỵp - (to) mash (Trans.): nghiỊn nhõ

- writes and checks

b)Act.2: Read the text and fill in the gaps.

*) Answer key:

1 use mix place press 5 wrap wait dry

- checks the meaning of the words in the box

- asks Ss to read the text and fill the word in the gaps

- gets feedback anf helps Ss to correct

c)Act.3: Revision of the logical order and Imparatives.

*) Logiccal order:

First,/second,/next,/then./ Finally

*) Imparatives:

EX: First, take the used tea from the tea pot.

- elicits the language from Ss and helps them know more about the logical order and inparatives

a)Act.1: Make the instructions to prepare the tea leaves (Part 2-P.94). - checks the meaning of the words in the box

- asks Ss to write instructions, basing on the pictures and the cues

- try out & repeat chorally-individually - give the meaning & make the

sentences

- read match them with the Vietnamese

- give their meaning

- share their ideas in groups and complete the text

- speak oout their answers and check it with teacher

- base on the text and give the logical order and imparatives

(101)

- hands out the cellophanes and asks them write their instructions on it

3.post-writing:

Exhibition

- collects Ss/ drafts and put them on the overhead

- asks the whole to correct the result and helps them to complete the instructions

- write the text individually, using the cues at P.94

- share their result in groups and then choose the best one to complete on the cellophanes

- check it with T and compare their paragraghs

- uses Exhibition to revise the way to write the instructions

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.95-97

Period: 64

Date:

Unit 10: ( Lesson 5: language focus- Page 95 - 97) A./ objectives:

- revise and practise further with the simple present and simple future in passive and in “ Adjective + to-infinitive/a noun clause”

I Settlement: Greets and checks attendance II warmer: Matching (Part 1-P.95)

- asks Ss to work in groups to match the pictures in the right order to recycle glass

*) Answer key: a 2.e c b d 6.f III New lesson:

Teacher

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s activities

Ss

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activities

1.Act.1: The simple present in passive

*) Exercises: Change the following sentences into passive

Ex: He washes his face every morning - His face is washed by him every morning

a, People cut the bottles into small pieces b, She wathces TV everyday.

c, I not break the glass

d, We recycle waste paper every year - elicits the structure from Ss and gives an example

*) Structure review:

Act : S + V(e/es) - Obj + Pass.: S(Obj.) + tobe + Vpp + + by+agent (S)

- give the structure and change it into Possible answers

First, tale the used tea leaves from the tea pot. Second, scatter the tea keaves on the tray Then, dry the leaves in the sun.

(102)

- revises the way to change a sentence into passive

- hangs on the exer and Ss to complete the task in pairs

- gets feedback & helps Ss to correct 2.Act.2: Use the simple future in passive (Part 2-P.95)

a,Example:

- I will start the lesson at 8.

 The lesson will be started at 8.

b, Structure:

Act : S + will/shall + Vbare + Obj + Pass.:S(Obj.) + will/shall + be + Vpp + - gives the example and asks Ss to change it into passive

- checks the structure and the way to complete it

- asks Ss to complete exer -P.96 - gets feedback and helps the whole to correct

3.Act 3: Use “ Adj+ Vto-inf.” (P.96)

*) Example:

It is difficult to follow your direction - It is + Adj + Vto-inf +

*) Answer key:

b It is easy to understand c, It is hard to believe d, It is dangerous to go e, It is important to wait

- asks about the meaning the words in the box

- gives the example and checks the form - asks Ss to work individually and then in pairs to complete these exercises

- invites the answers - asks the whole to check

4.Act 4: Complete the letter, using : be + Adj ( in the box) (P.97)

*) Answer key:

1 was happy am relieved 3 is afraid are you sure am certain

- gives the example: I am delighted that you passed your English exam And explains noun clause ( after that)

- asks Ss to complete the task in groups and gets feedback

- helps the whole to check

passive

- give their ideas individually - share their ideas in pairs

- write their answers on the board and check them with T

- combine two sentences into one

- talk about the way to use and discover how to change it into passive

- complete it in pairs

- write their answers on the board - check the answers with teacher and prctise the dialogue in pairs

- give the meaning first and then discover the form of the structure

- use the words in the box to complete the dialogue

- check it with teacher and then practise the dialogue in pairs

- listen and copy down

- share their ideas in groups to complete the letter

- check their answers with teacher IV.Consolidation:10-minue exam

- Change the following sentences into passive 1 I will help you with your bags.

(103)

4 Where you start the game? V.Homework:

- asks Ss to prepare Unit 11: Getting started and listen and read

Period: 65

Date:

Unit 11: travelling around viet nam

- understand how to make and respond to formal requests and know places of interest in Vietnam

I Settlement: Greets and checks attendance II Warmer - up: Matching ( Getting Started )

T: asks Ss to repeat the phrases and then match them with pictures in groups

*) Answer key:

a Ngo Mon (Gate) b Nha rong harbor. c The temple of literature d Ha Long Bay

T: Where is Ngo Mon (Gate)? III New lesson:

Teacher

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s activities

Ss

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activities

*) Lead-in:

?Tell the class some places of interest you know.

- introduces the lesson 1.Presentation:

a.Act.1: Listen and practise the dialogue

- introduces the characters in the dialogue

- notices Ss with: corn, sugar cane, to take a photo

- plays the tape twice and then asks Ss to practise the dialogue in groups

- invites two groups to practise the dialogue

- asks the two questions: Where does Hoa meet Tim?/ Where did they go after leaving the airport?

- asks Ss to read the dialogue again to answer

- helps them to answer the questions 2.practice:

a.Act.1: T/F statement (part - P.99).

*)Answer key:

a T b T c F d.T e T d.F - hangs on the statements and runs them through

- checks the meaning of the statement c,d

- follow teacher

- copy down the meaning

- listen to the dialogue, then practise it in groups

- play the role as Tim, Hoa Mrs Jones and Shannon

- read it again and answer the question individually

- she meets Tim at the airport/ They went to see some places in Ha Noi.

- mwork with teacher

(104)

e.

- asks Ss to read the dialogue again to choose the statement Tor F

- gets feedback and ask Ss to read the dialogue to checks

- invites the corrections of the false sentences

3.Further practice: Formal requests

*)Model:

Hoa: Would you mind sitting in the front seat of the taxi?

Mr Jones: No problem

Tim: Would you mind if I took a photo? Hoa: Not at all.

*) Structure:

+ ask someone to something:

- Would you mind +_ V-ing ?

+ ask if you want to something:

- Would you mind if I + Vpast + ? - asks Ss to read the dialogue again and makes the question:What did Hoa request Mr Jones?/ What did Tim request Hoa

- asks Ss to compare: Would you mind with would you mind if

- asks them to use would you mind and would you mind if with the following situations

+ Can I turn off the computer? + Can you play the tape again? + Can you give me your notebook? + Can I take a photo?

- share their ideas in pairs first and then speak out their answers

- give the correct answer for the falso statements

*) Agree: Not at all/ No, I don/t mind *) Disagree: I/m sorry I can/t - read it again and answer the question - pick out the structure and work out to make the use and the meaning clearer - practise it in pairs and then make requests to the front of the class

IV.Consolidation: summarizing

- asks Ss to work in groups to summarise the dialogue, using T/F statements - invites the answer from the students

V.Homework:

- asks Ss to revise the lesson and exercise 1,2-P.65 - asks Ss to prepare: Speak and listen -P.100

Period: 66

Date:

Unit 11:

travelling around viet nam

( Lesson 2: speak and listen -

P 100,101)

A./ objectives:

- use “Would/Do you mind + V-ing, Do/would you mind if ” to request and offer II Skills: Speaking and writing

B./ procedures:

II warmer: Guessing game

*) Model sentence: I will on my summer holiday

(105)

III New lesson:

Teacher

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s activities

Ss

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activities

*) Lead-in: Network

Can/Could you ? Will/Would you

-introduces the lesson 1.pre-speaking:

a)Act.1: Presentation text

*)Model:

Hoa: Would you mind sitting in the front seat of the taxi?

Mr Jones: No problem

Tim: Would you mind if I took a photo? Hoa: Not at all.

*) Structure:

+ ask someone to something:

- Do/Would you mind +_ V-ing ?

+ ask if you want to something:

- Would you mind if I + Vpast + ? - Do you mind if I + V- inf + ? - asks Ss to read the dialogue again and makes the question:What did Hoa request Mr Jones?/ What did Tim request Hoa

- asks Ss to compare: Would you mind with Would you mind if

a)Act.1: Picture cue drill

- shows pictures in which is used with Would you mind + V-ing ? and runs them through

- makes the model first and helps Ss practise Would you mind + V-ing ? , then Would you mind if ?

- invites Ss practise to the front

3.post-speaking: (Mapped dialogue)

- elicits the language from Ss and provides Ss with cues

- makes the model first and instructs Ss to change the information, using the cues - asks Ss to use the information at P.101

Would you like ? What can I get for you?

*) Reply: (Page 100)

- read the dialogue and answer the questions individually

- give the meaning, use, structure, and then make the way to use them clearer - share their ideas and copy down

- runs through the phrases - practise: T Ss, SsSs, SS - Visit Hue citadel ()

- visit Ben Thanh market () - go to a restaurant () - sit here ()

- smoke ()

- turn off the TV ()

requests

A tourist Student

- Good morning

- Would/mind/if/I/make/question? - I/want/go/a market

Do/mind/suggest/me/one? - What time/it/open? - That/interesting Thanks

- Not at all

- I/suggest/go/That Binh Market - 5am - 8pm

- You/welcome

(106)

and practise giving their ideas in pairs - asks Ss to show their ideas to the front -corrects if neccessary

- make the model with teacher first and build up their conversations through the cues

- practise giving their ideas, changing the information at P.101

- correct themselves IV.Consolidation:

- asks Ss to use “Would you mind or Would you mind if” to make requests and offers in classroom situations

- asks Ss to listen to the text and match the places (P.102) *) Answer key:

*) Answer key:

a restaurant b hotel c bus station d pagoda e temple

V.Homework:

- asks Ss to exercise 3-P.66 (workbook) and 4-P.110 (textbook) at home - asks Ss to prepare: Listen (P 102)

Period: 67

Date:

Unit 11:

( Lesson 3: read - Page 102,105) A./ objectives:

- understand the details of the advertisements about places of interests in VN - practise the passive form of model verb anf of the simple present tense II Skills: Reading and Speaking

B./ procedures:

I Settlement:Greets and checks attendance II revision: Matching

(T can use: Where is (Ha Long Bay? to chat with student) III New lesson:

Teacher

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s activities

Ss

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activities

*)Lead-in:

? Tell the class some more famous places in Viet Nam you know. - introduces the new lesson 1.pre-reading:

- oceanic Institute (N) (Picture) - offshore islands (N) (Trans.) - waterfall (N) (Pictrure) - tribal village (N) (Example) - mountain slopes (N) (Picture) - sand beaches (N) (Picture)

- writes and checks

- Viện nghiện cứu đại dơng - Những đảo cách xa b - thỏc nc

- Ngôi làng dân tộc - sờn núi - bÃi biển đầy cát

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match the words with the

A B

- Ha Long Bay - Nha Trang - Sapa - Da Lat

- Flowery city - Mountainous city - Seaside city

(107)

b)Act.2: Check the topic (Page 104)

*)Answer key:

- Caves: Ha Long Bay

- Flights to Ha Noi: Nha Trang - Hotels: Da Lat, Sa Pa HL Bay - Local transport: all places - Mini- hotels: Ha Long Bay - Mountain slopes: Sa Pa

- hangs on the topic & runs through them, checks their meaning

- asks them to read the advertisements to choose which places resorts belong to - gets feed back

- asks the whole to check 2.while-reading

a)Act.1: Choose the best places for visiting (Part 2-P.105).

*) Answer key:

a Sa Pa b Nha Trang

c Nha Rong Harbor

d Nha Trang, Ha Long Bay e Da Lat

- asks Ss to read through the paragragh about Andrew, Mary,

- asks them to share their ideas in groups to choose the best places for them

- gets feedback by asking: What places do you want to introduce to Andrew, Mary / Why ?.

- asks the whole to share their ideas 3.post-reading: Mapped dialogue

Vietnamese meaning - Railways: Nha Trang - Restaurants: No places - Sand beaches: HL Bay

- Tourist attractions: all places - Types of food: No place

- Villages: Sa Pa - Waterfall: Da Lat

- World heritage: HL Bay

- read them through and give the meaning - read it and then share their ideas in groups

- speak out their answers and share their ideas to work them out

- read the advertisements to choose the suitable places

- speak out htier choice and explain to the class

- correct the answers and copy down

- asks Ss to answer the questions: Where should Andrew (Mary ) go?/Why? V.Homework:

- asks Ss to read the text at home again and exer 7,8 - P 68 - asks Ss to prepare: Write- P.105-107

Period: 68

Date:

A tourist Receptionist

- Good morning

- Would/mind/if/I/make/question? - I/study/tribal villages I/like/ mountain-climbing

Do/mind/suggest/me/one? - That/interesting Thanks

- Not at all

- I/suggest/go/Sa Pa.

(108)

-Unit 11:

( Lesson 4: write- Page 105-107)

A./ objectives:

- write a story about Uyen/s past experience and revise the past simple tense. II Skills: Writing

B./ procedures:

II revision: Write the past form of the following verbs.

1 have  stop  get  fall  go run  III New lesson:

Teacher

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s activities

Ss

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activities

?Do you have any story that happened in the past/ ? Can you tell us about it? - One has a story about himself or herself Today, we are going to know a story about Uyen.

a)Act.1: Vocabulary - (a) paddle (Picture)

- (to) overturn (Trans.) Lật úp - (to) lean over (Trans): chống chọi - (to) stumble over (Picture): Vấp - (to) go off (Trans.): đỗ (chuông) -elicits the words from the Ss and says them out

- writes and checks

b)Act.2: Ordering a story (Part 1-P.106).

*) Answer key:

1 c a g d 5 f b e

- hangs on the statements and runs them through

- asks Ss to work in groups to put them in the correct chronological order

- gets feedback and helps Ss to correct - notices Ss with the chronological order in the text

a)Act.1: Put the picture in the correct order (Part 2-P.106).

*) Answer key:

1 d b e h 5 a fb c g

- asks Ss to work in groups to put the pictures in the correct order

- invites answers and helps Ss to correct

b)Act.2: Write a story about Uyen (Part 2-P.106).

- asks Ss to compete the story about

- try out & repeat chorally-individually - give the meaning & make the sentences - read match them with the Vietnamese

- give their meaning

- share their ideas in groups and complete the story

- speak out their answers and check it with teacher

- share their ideas in groups, basing the situation in the pictures

(109)

Uyen, basing on the cues

- notices Ss with the form of the verbs in the sentences

- goes round to help them

- hands out the cellophanes and asks them write their story on it

3.post-writing:

Exhibition

- asks the whole to correct the result and helps them to complete the instructions

- write it individually, using the verb in the past form

- write the text individually, using the cues at P.107

(individuals can write sentence by sentence)

- check it with T and compare their paragraghs

- uses Exhibition to revise the way to write the a story

V.Homework:

- asks Ss to complete their stories at home

- asks Ss to prepare: Language Focus - P 108-110 Period: 69

Date:

- use past and present participle phrases and requests with Would/Do you mind and Would/Do you mind if ?

III content:

Teacher

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s activities

Ss

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activities

1.Act.1: Use the present participles

*) Example:

- The boy is Ba He is reading a book



The boy who is reading is book is Ba.  The boy reading a book is Ba.

Present participle phrase *) Use: Present participle phrase comes after a noun and modifies it.

- writes two independent sentences and asks Ss to combine them into one

- gives the model and elicits the structure

*) Exercises: Combine two sentences into one.

1 The man is Mr Quang He is walking upstairs.

2 The boy is Nam He is next to Miss Lien.

3 The girls are Nga and Hoa They are playing chess.

- use relative clause to combine them - give their ideas individually

Possible answers

(110)

from Ss

- elicits the way to use the present participle phrase

- gets feedback & helps Ss to correct 2.Act.2: Use the past participles.

a,Example:

The old lamp is dollars It is made in China.

 The old lamp which is made in China is 5 dollars.



The old lamp made in China is dollars

past participle phrase *) Use: Past participle phrase comes after a noun and modifies it It has a passive meaning

- writes two independent sentences and asks Ss to combine them into one

- gives the model and elicits the structure from Ss

- elicits the way to use the present participle phrase

3.Act 3: Requests with “ Do/Would you mind + V-ing….” (Part 3-P.109)

*) Example: a, move/car ()

S1: Would/Do you mind moving a car? S2: No, of course not

- revises Ss with the use and stucture again, then makes the model with the situation a

- asks Ss to work in pairs, making requests and responses

- invites the answers - asks the whole to check

4.Act 4: Use “ Would you mind if…”

*) Matching:

- sit down (a)

- watch TV while eating.(f) - turn off the stereo (d) - smoke (b)

- Turn on the air – conditioning (e) - pospone our meeting (c)

- writes the phrases and asks Ss to match then with the pictures

- revises the way to use “ would you mind if …” and responses.

- asks Ss to complete the task in pairs and gets feedback

- use relative clause to combine them - give their ideas individually

- speak out the structure and use, then make the model with teacher

- work out the situations in pairs - use “Do/Would you mind + -ing….” - check it with teacher and copy down

a, S1: Would you mind if I smoked? S2: I/d rather you didn/t.

- match it individually

- give the from and use individually - practise making requests and responses in pairs

(111)

1 Can I turn on the lights?

2 Can you clean the blackboard?

3 The teacher is Miss Nga She is watching TV. 4 The table is heavy Is is made from wood. V.Homework:

- asks Ss to exer 4-P 66 at home

- asks Ss to revise from Unit to 11 to prepare for 45-minute examination

Period: 70

Date:

Revision

A./ objectives:

- revise the simple present and simple future in passive, adj + V-to-inf ; requests

II revision: Write the past participle form of the following verbs. have ……… move ……… give ……… make ………. 5 start ……… break ……… ……… build ………. III content:

Teacher

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s activities

Ss

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activities

I.Act.1: Choose the best answer from a, b, c.

- hangs on the task and aks Ss to defy the language used in each item

- asks Ss to complete this task in pairs - gets feedback & helps Ss to correct 2.Act.2: Change the sentences into passive.

*) Exercise:

1 We recycle a lot of trees every year. 2 She often plays tennis at the weekend. 3 Mai will collect milk bottles.

4 Do you meet Lan every morning?. 5 I cannot make new clothes

- hangs on the exercise and elicits the ways to change them into passive - helps Ss define the used language

- give their ideas about the structure and the use of the language

- share their ideas to choose the right answer and explain

- give the structure of the simple present, simple future in passive

1 The plastic bottle …… with water

A washes B washed C is washed

2 The student will …… a lot of homework by teacher

A give B be give C be given

3 We are anxious …… the course

A attend B to attend C attending

4 Would you mind if I ……… your dictionary?

A borrow B borrowing C borrowed

5 The woman …….rope is Nam/s mother.

A skip B is skipping C skipping

6 The table …… of metal needs repairing

(112)

- asks Ss to share their ideas in pairs - gets feedback and helps Ss correct

3.Act 3: Combine or rewrite the following sentences.

*)Exercise:

1 We are delighted We clean the school. 2 Learning English is very difficult 3 The house was build years ago It is painted blue.

4 Can I borrow your ruler? 5 Can you play tape once again? - hangs on the exercise and helps Ss to revise the used language

- asks Ss to share their ideas in pairs - gets feedback

- take notes about that - complete the task in pairs

- write their answers and check the them with teacher

*)

- We………. - It ……… - The house……… - Would ……….? - Would ………? - work out with teacher

- rewrite the sentences in pairs, then write their answers on the board

- check the answers and correct them IV.Consolidation: Gap-fill (Exercise 5-P.67- workboook)

*) Answer key:

1 popular 2 international 3 attractions 4 water 5 clear 6 in 7 boat 8 beautiful 9 caves 10 wooden V.Homework:

- asks Ss to prepare from Unit to 11 for examination

Period: 71

Date: ………

(113)

III Collection:

- asks them to revise the knowlege at home for the test correction test

I./ Find out THE PAST PARTICIPAL FORM of the following verbs. EX: Wash  Washed.

1 Recycle  Make  Keep  Take  Start  Finish 

II./ Choose the best answer from A,B and C.

1 .means not buying products which are overpakaged

A recycling B reducing C reusing

2 In fainting case, don/t let the victim

A get hot B get cold C get tired

3 Mr Green got up early in order to in the course on time

A participate B to participate C participating The glass is into small pieces to make the new glassware

A break B broke C broken

5 We are ready the environment

A protect B to protect C protecting

6 Do you mind if I some coffee ?

A get B got C getting

III./ Match the expressions in column A with the responses in column B

A B

1.Would you mind if I smoked? 2.Did you go to Hue?

3.Could you give me that bag, please? 4.What can I for you ?

a Sure Here you are

b I would rather you didn/t. c Carry my bag, please

d Yes, I did It is a fantastic city

IV./ Read the passage and then answer the questions.

Hue is located on the central coast of Vietnam, 108 kilometers north of Da Nang and midway between Hanoi and Ho Chi Minh City In the 19th century it was the cultural and intellectual center and home to the emperors of Nguyen dynasty On December 11, 1993, Hue was acknowledged to be a World Cultural Heritage With the population of 350, 000 Hue is not a large city , but is full of historical attractions A lot of tourists go and visit the romantic and picturesque scenery of Hue every year

Emperor (N): Đế vơng Dynasty (N): Triều đại Acknowledge (V): Thừa nhận 1.How far is it from Hue to Da Nang.?

What emperors were in Hue in the 19th century.?

When was Hue acknowledged to be a World Cultural Heritage.?

Is Hue romantic and picturesque.?

V./ Combine or rewrite the following sentences.

1 I am delighted I received your message



I Playing football is healthy for us



It They will build that house next year



That house Can you send my birthday card to Mary?



(114)



It is Answer key

I (1,5)

1 recycled made kept taken started finished II (2,0)

1 B 2.B A C B B

III (2,0)

1 b d a c

IV (2,0)

1 Iit is about 108 kilometers

2 The emperors of Nguyen dynasty were in Hue in the 19 th century. (It was ……….) on December 11, 1993

4 Yes, it is V (2,5)

1 I am delighted that/ because I receiced your message/ I am delighted to receive your message

2 It is healthy for us to play football That house will be built next year

4 Would you mind sending my birthday card to Mary? It is happy to see you again

Period: 72

Date:

Test correction

- helps Ss to evaluate their results of the test

- helps Ss to pick out the mistakes and errors they have made and correct themselves

II Skills: Analysis

- T: exercises

- Ss: tests and old knowledge

III Content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Teacher/s and Ss/ correction. - evaluates the result generally

- raises the main and important mistakes Ss have made

- hands out the tests

- asks Ss to correct each part of the test - invites Ss who had the mistakes and errors to go to the board

- invites others to correct - asks the class to take notes

2 Act.2: Ss/ correction.

- listen to the teacher

- share their tests with their patners - go to the board and write their work - it and explain to the class

(115)

- instructs Ss to correct their tests - goes round to monitor the class - asks Ss to hand in the tests

- correct themselves - collect the tests IV.Consolidation:

- asks Ss to revise the main knowledge they have consolidated V.Homework:

- asks Ss to revise the language items at home

- asks them to prepare: Unit 12: Getting started & Listen and Read

Period: 73

Date:

Unit 12: a vacation abroad

- understand how to make and respond to formal requests and know places of interest in Vietnam

II Warmer - up: Getting Started ( Talking about the countries in the world) - asks Ss to match the phrases with the pictures, then work in pairs to ask and answer the following model:

S1: Which country you need to visit? S2: I/d like to visit (Australia).

S1: Why?

S2: Because Australian people are friendly. III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

- asks Ss to look at the picture

? Who are they/ What are they talking about?

- introduces the lesson 1.Presentation:

- on a tour (Trans.): Trong chuyến đi - accommodation (N) (Example): Nơi ở { accomodate (V): ë, thÝch nghi

- include (Trans.): Bao gåm

- (to) pick someone up (Trans.): đón ai - elicits the words from the Ss and says them out

- writes and checks

b.Act.2: Listen & practise the dialogue - introduces the characters in the dialogue

- plays the tape twice and then asks Ss to practise the dialogue in pairs

- try out & repeat chorally-individually - give the meaning & make the sentences - read and match them with the VNamese - follow teacher

(116)

- invites two pairs to practise the dialogue

2.practice:

a.Act.1: Complete the schedule (part -P.113).

*)Answer key:

- hangs on the Grids and focuses Ss on the task

- asks Ss to read the dialogue to fill in the missing information

- gets feedback & invites the corrections

bAct.2: Compre questions (part - P.113).

*) Answer key:

1 No, they will not Because they will stay at a hotel.

2 No, he will not Because he has a business meeting in the evening. 3.Mrs Smith will pick her up at her hotel.

- asks Ss to read the text again and answer the questions at P.113

3.Further practice: Formal invitation

*)Model:

Mrs Smith: Would you like to come and stay with us?

Mr Quyen: That/s very kind of you. *) Structure:

- Would you like +_ V-to-inf ? { something?

- asks Ss to read the dialogue again and makes the question:What does Mrs Smith invite?

- asks Ss to give five activities they will invite their friends and play guessing game

pairs

- play the role as Mrs Smith and Mrs Quyen

- read through the Grids

- read it and share their ideas in groups to complete it

- speak out their answers, then correct

- write their answers and correct them

*) Agree: That/s very kind of you/ Yes, thank/

*) Disagree: I/m sorry I can/t - read it again and answer the question - pick out the structure and work out to make the use and the meaning clearer - make the invitations and respond IV.Consolidation: Narrating

- asks Ss to work in groups to narrate Mrs Smith/s schedule. - invites the answer from the students

V.Homework:

- asks Ss to revise the lesson at home - asks Ss to prepare: Speak -P.113 Period: 74*

Date:

Unit 12: ( Lesson 2: speak -

P.113-114)

A./ objectives:

- make their plan on itinerary and know how to record a travel II Skills: Speaking and writing

(117)

B./ procedures:

II warmer: Game: Simon says

*) Commands:

- stand up - sit down

- clap your hands - hands up/down III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

? Do you like traveling

? If you visit Lon Don, what means of transport will you take

? What you want to know before you visit a place

a)Act.1: Complete the Grids (P.113)

*)Answer:

- hangs on the Grid and checks the understanding of each item

- asks Ss to share their ideas in groups, reading the itinerary and completing the information

- gets feedback and helps Ss to correct 2.while-speaking

a)Act.1: Make the similar dialogue

*) Model dialogue:

A: What time does the flight to Los Angeles start?

B: At 10.

A: Where shall we stay? B: At Revere Hotel.

A: Where should we go for sightseing? B: Paul Revere/s House.

- elicits the language from Ss and then writes the model on the board

- elicits the used language and notices Ss the way to ask about time, place for living

- makes the model first and asks Ss to work in pairs, reading the itinerary in order to makr the similar dialogue - invites Ss practise to the front 3.post-speaking:

Write - it - up

Example:

I am going to Boston next week I will leave Ha Noi at 7.00 on Monday - instructs Ss to write a paragraph, using

- get the meaning of each item and discover the task

- share their ideas in groups to complete the information

- speak out their answers and correct them

- give the used language

- share their ideas about the structure and use

- make the model with teacher and then make the same dialoague in pairs

- make the itinerary

Depart Los Angeles: Flight 835 at 10.00 on Monday.

Arrive Boston: at 4.00

(118)

the information in textbook

- asks Ss to write their paragraphs and then writes them on the board

- write a paragraph in groups and write it on the board

- correct themselves IV.Consolidation:

- use Post-speaking V.Homework:

- asks Ss to complete their paragraphs at home - asks Ss to prepare: Listen (P 115)

Period: 76

Date:

Unit 11: ( Lesson 3: listen - Page 115) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - know some more vocab about the weather

- listen to the weather report II Skills: Listening & speaking B./ procedures:

II.chatting: What /s the weather like today?- It is What is the weather like in Ha Noi/Ho Chi Minh city?

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in: Brainstoming cold

hot - introduces the lesson 1.pre-listening:

- snowy (Adj) (Picture)- snow +y - windy (Adj) (Picture)

- cloudy (Adj) (Picture) - humid (Adj) (Trans.)

- 50C = five degrees centigrade

- - 30C = minus three degrees centigrade - sand beaches (N) (Picture)

-elicits the words from the Ss and says

fine

(119)

them out

- writes and checks

b)Act.2: Open prediction (P.115) Grid with Key

- hangs on the Grid and focues Ss on the information in each item

- asks Ss to predict the information in groups

- gets feedback 2.while-listening

a)Act.1: Listen &check the predictions

*) Answer key:

1 20 dry 3.windy 22 5.humid 6.-3 dry 8.32 9 windy 10.8 11.dry 12 16 - asks Ss be about listening to the text about the places

- gets feedback

3.post-listening: Write-it-up Example:

It will be dry and windy in Sydney Tokyo will be dry nad windy tomorrow - gives the model and asks Ss to write the full sentences, using “ will be + Adj ” - invites the answers on the board and checks them wihth students

- give the meaning & make the sentences - read and then rewrite the words on the board

- read through the Grid and grasp the task

- work in groups, writing their predictions on the worksheets

- stick their predictions on the board

- pay attention

- work in groups & share their ideas - keep listening

- give feedback and correct the answers and their predictions

- work out the use and structure - write their answers and correct the answers with teacher

IV.Consolidation: Ask and answer about the weather

Model:

S1: What/s the weather like in Sydney tomorrow? S2: It will be dry and windy.

S1: How about the temperature?

S2: The low temperature is 200C and the high is 260C

T: makes the model and then asks Ss to ask and answer about the weather, using the infomation in the Grid

V.Homework:

- asks Ss to the direction to go to their house and exercise - p.67 at home - instructs them to prepare : Read (P.116 -upload.123doc.net)

City Weather Low Temperature High

1 Sydney Dry, windy (1) 26

2 Tokyo (2) ,

(3) 15 (4) London (5) , cold (6)

4 Bangkok warm, (7) 24 (8) New York (9) , cloudy .(10) 15

(120)

Period: 77

Date:

Unit 11:

( Lesson 4: read - Page 116-upload.123doc.net)

A./ objectives:

- understand the details about Mrs Quyen/s tour to United States and know some famous places in the United States

- practise the past progressive with “while” II Skills: Reading and Speaking

B./ procedures:

I Settlement:Greets and checks attendance II revision: Matching (Groupwork)

III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

? Do you know other famous places in the United States

- introduces the new lesson 1.pre-reading:

- volcano (N)/……… / (Picture) - lava (N) (Trans.)

- wharf (N) (Pictrure)

- wine-growing area (N) (Example) - (to) carve (N) (Mime)

- (to) pour out (N) (Trans.)

- writes and checks

b)Act.2: Complete the Grids (part 1-P.117)

*) Answer key:

b.went shopping,bought lots of souvenirs. c saw Lake Michigan.

d saw heads of four American Presidents e visited wine-growing areas and the Alcatraz prison.

- hangs on the Grid & runs through them, checks the missing information

- hands out the worksheets and asks Ss to read the texts and complete it

- gets feed back

- asks the whole to check 2.while-reading

a)Act.1: Comprehension questions (Part 2-P.upload.123doc.net).

*) Answer key:

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match the words with the Vietnamese meaning

- read them through and give the meaning - share their ideas in groups

- speak out their answers and share their ideas to work them out

A B

- Statue of Liberty - Great Wall - Phong Nha Cave - Pyramid of Cheops - Big Ben

- Viet Nam - England - China

(121)

a She went there by plane

b she saw the prison on the island of Alcatraz.

c People can see it from 100 Km away. d It/s also called” the windy City” e she went shopping.

- hangs on the questions and asks Ss to read them through, checking the meaning - asks them to share their ideas in pairs, answering the questions

- asks the whole to share their ideas 3.post-reading: Ask and answer Questions:

1 Where you want to visit? 2 How can you go there? 3 Where will you stay there?

4 Where will you go for sightseeing? - makes the model and asks Ss to ask and answer in pairs

- give their ideas

- write their answers on the board - correct the answers and copy down

- work in pairs, then in groups & express their ideas to the front

IV.Consolidation: Summarizing

- asks Ss to summarise the content of the lesson, using the information in the Grid V.Homework:

- asks Ss to read the text at home again

- asks Ss to prepare: Write- P.upload.123doc.net Vi.supplementary notes:

Period: 78

Date:

Unit 11:

( Lesson 5: write- Page upload.123doc.net)

A./ objectives:

B./ procedures:

I Settlement: Greets and checks attendance II warmer: Network

Phong nha Cave Ha Long Bay

Hue Citadel

(Question: Where is Phong Nha Cave? ) III New lesson:

Teacher

/

s activities

Ss

/

activities

- introdues a postcard fron Mrs Quyen - introduces the task of the lesson 1.pre-writing:

a)Act.1: Complete Mrs Quyen/s

Famous places in Viet Nam

(122)

postcard (Part 1-P.106).

*) Answer key:

in nice/delighted people bought

weather for

met heaviness her 10 soon

- hangs on the words and asks Ss to read out the postcard

- instructs Ss to define the information - asks Ss to work in groups to chose the suitable word

- gets feedback and helps Ss to correct

b)Act.2: Format of a postcard

*) Format:

- Opening: Dear… ,

- Body: We are having ………… ……… See you soon.

- Closing: Love,/ Your friend,/…… - asks Ss to read the postcard again and elicits the format form them

- makes it clearer 2.while-writing:

a)Act.1: Write a postcard to Hoa about your trip to a place in VN(Part 2-P.116). Example:

Dear Hoa,

I am having a wonderful time in Ha Noi

- instructs Ss to image a tour to Ha Noi or HCM City with the items in textbook - asks Ss to use those information to write a postcard individually

- asks Ss to share their ideas in groups - hands out the cellophanes and asks them to choose the best postcard

3.post-writing:

Exhibition

- asks the whole to correct the result and helps them to complete theei postcard

- give the meaning of the words and read through the text

- share their ideas in groups and complete the postcard

- share their ideas with teacher and copy down

- brainstorm their ideas about Ha Noi or HCM City

- write postcard individually, using the cues at P.upload.123doc.net

share their result in groups and then choose the best one to complete on the cellophanes

- check it with T and compare their postcards

(123)

V.Homework:

- asks Ss to complete their postcards at home - asks Ss to prepare: Language Focus - P.119-120 Vi.supplementary notes:

Period: 79

Date:

- revise the past progressive and use it with”When/while, always”

- practice further with the past progressive tense II Skills: Writing and speaking

B./ procedures:

I Settlement: Greets and checks attendance II revision: Matching

1 I/watching/8 o/clock/last night/was/TV

- asks Ss to share their ideas in pairs and write their answers on the board - works out the form of the past progressive

III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Use the past progressive

*) Model:

S1: What was Ba doing at last night? S2: He was taking a shower.

*)Structure:

S+ was/were+ V-ing +……….

*) Exercise: (Pictures at P 119)

- shows the picture: What time was it? What was he doing?.

- gives the model and elicits the use and structure from Ss

- makes the model with the two pictures and checks the understanding of each picture

- asks Ss to ask and answer in pairs, using the model

- gets feedback & helps Ss to correct 2.Act.2: The coordination between the simple past and past progressive.

a,Model:

The Le family was sleeping when the mailma came

- It was 8/ he was taking a shower - run it through and give the use and the structure

- make the model with teacher and then ask and answer with the past progressive - ask and answer, using the past

progressive

Possible postcard

Dear Hoa,

I am having a wonderful time in Ha Noi The people are very hospitable and the weather is cold and windy. In Ha Noi, I saw my old friend, Nga and her family I was very happy to see them.

I visited Uncle Ho/s tomb, national museum anf Dong

Xuan market I bought lots of books and took some photos I will send them to you.

See you soon. Love,

(124)

 The mailman came while the Le family was sleeping

*) Form:

S+was/were+V-ing+when + S+Vpast… While+S+was/were+V-ing, S+Vpast… *) Exercise: Matching (.119,120)

Answer key:

a C b.F c.E d.B e.D f.A - writes the model on the board and asks Ss to compare the independent sentences - gives the structure and explains the meaning and use of “while/when”

- checks the meaning of the pictures abd instructs Ss to exercise 2-P.119

3.Act 3: use “always” in the past and

simple progressive (P.120)

*) Model: (Picture a)

Bao is always forgetting his homework.

*) Use: We use“always” in the

progressive to talk about continually- repeated actions, which make another annoyed.

*) Exercise: (3-P.120)

b Mrs Nga is always losing her umbrella

- revises Ss with the use and structure of the present progressive

- shows the picture and gives the

situation: Bao forgot his homework This makes his teacher annoyed- Bao is always forgetting his homwork

- writes the model & elicits the language - give the use of “always” in the

progressive tense

- asks Ss to work in groups, completing the sentences, using the cues

- analize the combination between the two sentences and the form of the verbs - pick out the structure and copy down - match the two columns , using the cues in the pictures

- write their answers and explain

- speak out the structure and use, then make the model with teacher

- follow teacher

- give their ideas about the meaning and the way to use it

- share their ideas in groups and then write their answers on the board IV.Consolidation:

- asks Ss to exercise 6-P.74- a-d (Workbook) (put the verbs in the simple or past progressive tense)

V.Homework:

- asks Ss to exer 6-P.74at home

- asks Ss to prepare Unit 13: getting started and listen and read Vi.supplementary notes:

Period: 80

Date:

Unit 13: festivals

(125)

- learn vocab About festivals and know about traditional festivals in Vietnam - understand Compound Adjs and revise the simple present in passive

II Warmer - up: Getting Started ( Talking about the palces to visit) - asks Ss to run through the statements in textbook and gives situations: T: Tom likes swimming and subathing So where should he go?

S: He should go to Nha Trang/Cua Tung Beach…. - asks Ss to work in pairs with the left situations III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

- shows three pictures of some festivals in Viet Nam

?What is the name of festival. ? Where can you see it in Viet Nam - introduces the lesson

1.Presentation:

- water-fetching (adj.)= fetch the water - fire- making (adj) = make a fire

- rice-cooking contest (N) - (to) rub

- (to) separate the rice form the husk - (to) award

- writes and checks

- uses Matching to check vocab - explains: water-fetching

b.Act.2: Listen & answer the questions

*) Questions:

1 Where Ba and Liz want to go? 2 How many contests are there in the rice-cooking festival?

- plays the tape twice and then asks Ss to listen to answer the questions

- invites the answers and asks Ss to read the dialogue to check

- asks Ss to play the role with the dialogue

2.practice:

a.Act.1: T/F statement (part - P.122).

*)Answer key:

a F b F c T d F e.F f.T - hangs on the statements and runs them through

- checks the meaning of some

- asks Ss to read the dialogue to decide them True or False

- gets feedback & invites the corrections

3.Further practice: The Simple present in passive.

*)Model:

(Picture) (Picture) (Picture) (Mime) (Trans.) (Example)

- try out & repeat chorally-individually - give the meaning & make the sentences - read and match them with the VNamese - copy it: N+ V-ing = Adj

- … the rice-cooking festival.

- Three Water-fetching, fire-making and rice-cooking.

- follow teacher

- listen to the tape and speak out thei answers

- speak their answers and check them - play the role as Liz and Ba

- read through the statements

- give the meaning of some statements - read it and share their ideas in paiss to complete it

(126)

People make a fire without matches and lighters.

 The fire is made without …

*) Structure:

S+ am/is/are + Vpp + by + agent… - gives the example and revises the structure

- hangs on the exercies and asks Ss to complete them in pairs

- asks individuals to write their answers on the board and asks the whole to check

*)Exercise: Complete the following sentences

1 Rice/separate/ the husk

2 pieces of bamboo/use/make the fire 3 water/fetch/river

- pick out the structure of the present simple in passive

- use the passive form to complete it - write their answers on the board and checks them with teacher

IV.Consolidation: Brainstorming (groupwork)

V.Homework:

- asks Ss to revise the lesson and exercise 1-P76 (workbook) at home - asks Ss to prepare: Speak and Listen-P.123-124

Date:

Unit 13: festivals ( Lesson 2: speak & Listen -

P.123-124)

A./ objectives:

- learn vocabulary about festivals and talk about preparations for a festival II Skills: Speaking and writing

B./ procedures:

II warmer: Brainstorming

Buying new clothes Making goods meals

Tidying the house Decorating the house

III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in: Chatting

? Have you ever prepared something for a festival

? When? What did you prepare ? How you feel

- (to) decorate /…………/: Trang trÝ - pomigranate(N)/…………./Qu¶ lùu - marigold (N): Hoa cóc v¹n thä - dried water melon seed: H¹t da

Water- fetching contest

Run to the river

Each runner must take a bottle Rub pieces of bamboo to make a fire Fire-making

contest

The first ones to make a fire are winners Six people in each team

Separate the rice from the husk and cook it Rice-cooking

contest

(127)

- peach blossoms (n): cành hoa đào - at the tailor: tiệm may

- writes and checks

b)Act.2: Matching (Part 1-P.123)

*) Answer key:

A-F- C-H - D-J - B - G - E - I - hangs on the dialogue and asks Ss to read it through

- sets the scene and asks Ss to put the dialogue in the correct order

- gets feedback and helps Ss to correct - asks them to practise the dialohgue in pairs

a)Act.1: Make the similar dialogue.

*) Model dialogue:

A: Good morning! B: ……….

A: Where are you going? B: ……… A: What you go there for?

B: I want to buy ……… for a school festival.

A: It sounds intresrting Bye. B: ………

- gives the situations: a school festival, a spring festival and brainstorms ideas from Ss

- elicits the language from Ss and then writes the model on the board

- elicits the used language and notices Ss the way to ask about time, place for living - makes the model first and asks Ss to work in pairs to make the similar dialogue - invites Ss practise to the front

Listen and fill in gaps

Answer key:

1 John/flower market 2 traditional

3.dried water melon seeds

- hangs on the sentences at P.124 and focuses Ss on the information

- plays the tape twice and gets feedback - plays it again &helps the whole to check

- try out & repeat chorally-individually - give the meaning, make the sentences - read and match them with the

VNamese

- read it individually

- share their ideas in groups to complete the dialogue

- speak out their answers and correct them

- play the role as Mrs Quyen and Lan

- give the used language

- share their ideas about the structure and use

- make the model with teacher and then make the same dialogue in pairs

- make preparations for festivals

- read them and focus on the language - listen and fill in the missing

information

- listen to correct their answers IV.Consolidation:

- use Post-speaking V.Homework:

(128)

Period: 82

Date:

( Lesson 3: read - Page 124-125)

A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the text about Christmas Day

- talk about Christmas Day II Skills: Reading and Speaking B./ procedures:

I Settlement:Greets and checks attendance II revision: Brainstorming

T: makes the question to get ideas from Ss III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- holds on the picture of Santa Claus Who/s this?/ Which day does he often appear? What you know about him? - introduces the new lesson

1.pre-reading:

- Christmas Day (25/12) (Situation) - Christmas card (Realia)

- Chistmas Eve (Situation) - Christmas carols (Examples) - Santa Claus

- (to) decorate (Trans.)

- writes and checks

*) Statements: (with key)

1 People decorated Christmas Tree in the early 1500s (T)

2 The Christmas Tree came from England (F)

3 The Christmas Card was first designed by an Russian (F)

4 800 years ago Christmas songs were performed (T)

5 Santa Claus first appeared in 1823 (T) - hangs on the statements and runs them through, checks the missing information - hands out the worksheets and asks Ss to predict them T or F

- gets feed back 2.while-reading:

a)Act.1: Read & check the predictions.

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewtite the words

(129)

- asks Ss to read the text to check their predictions

-gets feedback& asks the whole to check

a)Act.2: Comprehension questions (Part 2-P.126).

*) Answer key:

a … more than a century ago. b He wanted to send Christmas Greetings to his friend.

c ….800 hundred years ago

d It/s a fat jolly man who wear a red suit & give children present on Christmas. e on the discription of Saint Nicholas - hangs on the questions and asks Ss to read them through, checking the meaning - asks them to share their ideas in pairs, answering the questions

- asks the whole to share their ideas 3.post-reading:Mapped dialogue

- read it individually and then share their ideas in pairs

- give their answers and check their predictions

- give their ideas

- write their answers on the board - correct the answers and copy down

- asks Ss to make the dialogue about Christmas to the front V.Homework:

- asks Ss to read the text at home again - asks Ss to prepare: Write- P.126,127 Vi.supplementary notes:

Period: 83

Date:

Unit 11:

( Lesson 5: write- Page 126,127

A./ objectives:

B./ procedures:

I Settlement: Greets and checks attendance II warmer: Network

Water-fetching fire-making

Rice-cooking III New lesson:

Teacher

/

s activities

Ss

/

activities

S1 S2

- What/you/like/best/Christmas? - Why/you/like?

- How about/ Christmas tree? - Do/you/send/Christmas card/friends/ Christmas? - What/you/want/Christmas?

- Santa Claus

- He/give/ presents/ Christmas Eve - It………

………

(130)

? Nane of some festivals in your hometown

a)Act.1: Complete the text about the rice-cooking festival (Part 1-P.126).

*) Answer key:

1 rice-cooking traditional 2 one/a bamboo 3 water-fetching 8.six

4 run seperate 5 water 10 added - asks Ss to read the text and focuses them on the information in each gap - asks them to read the dialogue again to fill in the gaps

b)Act.2: Ask and answer the questions ( Part 2-P.127)

*) Questions: (textbook)

- hangs the questions on the board and checks the meaning

- elicits the festivals from Ss and help them use the information to answer the questions

- asks Ss to ask and answer the questions in pairs and then make the dialogues to the front

a)Act.1: Write a report on a festival( (Part 3-P.127).

- instructs Ss to list ideas a boat - racing festival

- asks Ss to use those information to write a report individually

- asks Ss to share their ideas in groups - hands out the cellophanes and asks them to choose the best postcard 3.post-writing:

Exhibition

- asks the whole to correct the result and helps them to complete theei postcard

- read the text and narrow the language in each gap

- read the dialogue again and share their ideas in groups to complete the task - speak out their answers and check it with teacher

- read them through and give the meaning of the sentences

- share their ideas with teacher to talk about festivals in their home town - ask and answer, using their own information

- brainstorm their ideas, using the questions

- write itindividually, basing on the form of above report

- check it with T and compare their postcards

(131)

V.Homework:

- asks Ss to complete their report at home - asks Ss to prepare: Language Focus -.128,130 Vi.supplementary notes:

Period: 84

Date:

Unit 13 ( Lesson 5: language focus- Page 128 - 130) A./ objectives:

- revise the passice form, compound adjectives and reported speech II Skills: Writing and speaking

B./ procedures:

II revision: Write the past participle form of the following verbs 1 make ……… write……… award ………

2 perform ………4 hold ……… break ……… III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Change the folloowing senteces into passive.

*) Exercise:

1 They performed Christmas song eight hundred years ago.

2 People make a fire in a traditional way.

3 They will hold an English speaking contest.

4 She awarded the first prize to ekong team.

- revises the passive form of the simple present, past simple and simple future - elicits the ways to change a sentence into passive

- writes the exercises and asks Ss to change them into passive in pairs - gets feedback & helps Ss to correct 2.Act.2: The present perfect in passive.

a,Model:

- give the active and passive form - speak out the ways to change it - share their ideas in pairs, then write their answers on the board

- check and correct them with teacher Possible report

This report shows how the boat-racing festival was held.

The festival was held on the river about three or four Kms.

(132)

I have written a book

 A book has been written by me *) Form:

Act.: S + have/has + Vpp + Obj+

Pass.: S (obj) + have/has + been + Vpp *) Exercise: Part 2-P128

Answer key:

1 jumbled scattered 2 broken pulled 3 broken

- writes the sentnece on the board and asks Ss to change it into passive

- picks out the structure and asks about the way to change it

- checks the words in the box and instructs Ss to exercise 2-P.128 - gets feedback & helps Ss to correct

3.Act 3: Compound Adjectives (P.130)

*) Example:

It is a contest in which participants have to cook rice

- It is a rice- cooking contest.

*) Form:

V + N  N- V-ing (Adj)

*) Exercise: (3-P.130)

- instrucs Ss to define V, N in each sentence and asks them to change it into Adj

- gets feedback

4Act 4: Reported speech (P.130)

*) Model:

- “ I am a plumber” he said



He said that he was a plumber. *) Form and use:

- change tense: simple present- past simple; can-could, shall-should, will-would.

- change person: I- He/She; we-they - gives examles and change it into the indirect sentence

- elicits the ways to change it and asks Ss to exercise 4-P.130

- gets feedback

- change it into passsive

- pick out the structure and explain the way to complete it

- work in pairs, using the past participle form to complete the dialogue

- play the role and check

- share their ideas in groups and then write their asnwers on the board - correct their answers with teacher

- work out and pick out the ways to change it

- change the sentences into indirect one in pairs, then write thwie answers on the board

- asks Ss to exercise 8-P.82 (Workbook) V.Homework:

- asks Ss to prepare Unit 14: getting started and listen and read Vi.supplementary notes:

(133)

Period: 85

Date:

Unit 14: wonders of the world

- learn vocab and know some information about wonders of the world - play the guessing game about wonders of the world

I Settlement: Greets and checks attendance II Warmer - up: Getting Started (Matching)

- asks Ss to match the pictures with the landmarks

a The Pyramids b Sydney Opera House c Stonehenge d Great Wall e Ha Long Bay

? Where is the Pyramids/ Sydney Opera House/ III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in:

- uses Matching to introduce the lesson 1.Presentation:

a.Act.1: Listen & answer the questions

*) Questions:

1 What is the name of the game?

2 How many questions aer there in the game?

- asks Ss to play the role with the dialogue

b.Act.2: Practice the dialogue.

- reads the dialogue once and then asks Ss to practice it in pairs

- invites three pairs to practice the dialogue

- corrects Ss/ pronunciation if neccessary

2.practice:

a.Act.1: Play Guessing game

*) Pictures: Great Wall, Hue city, Phong Nha Cave, the Pyramids, Stonehenge, the Statue of Liberty

*)Example exchange: S1: Is it in Viet Nam? S2: No

S1: Is it in China? S2: Yes.

S1: Is it the Great Wall? S2: Yes.

- checks the rule of the game & explains it clearer

- gives pictures and puts them on the Teacher/s table.

- asks one in turn to go to the table and choose one

- guessing game - 20 questions - follow teacher

- listen to the tape and speak out thei answers

- speak their answers and check them - play the role as Liz and Ba

- listen to teacher/s, then play the role with the dialogue

- read it aloud to the front - check and correct themselves

- work out the rule - think about them

(134)

- asks the whole to guess

3.Further practice: Noun phrase

*)Model:

I not know how to play it. {where to go.

*) Structure:

S + V + Wh-word+ To-infi - gives the example and helps Ss to discover the structure

- explains it clearer and asks Ss to make examples

- asks Ss to excercise 6-b,c,c

to guess the pictures

- work it out with teacher - speak their examples

- share their ideas in pairs, write their answers on the board, then coreect them with teacher

IV.Consolidation: Gap-Fill (Page 132) (groupwork)

*) Answer key:

1 game 5 America 2 place 6 gold 3 clue 7 right 4 Viet Nam 8 was V.Homework:

- asks Ss to revise the lesson and exercise 6-P87 (workbook) at home - asks Ss to prepare: Speak and Listen-P.132-133

Period: 86

Date:

Unit 14: wonders of the world ( Lesson 2: speak - P.132) A./ objectives:

- talk about the famous landmarks in Viet Nam and in the world - use Y/N questions in the Indirect Speech

II revision: Matching III New lesson:

A B

1 Great Wall

2 Empire State Building Petronas Twin Towers Great Barrier Reef Eiffel Tower

6 Mount Everest Big Ben

8 Ha Long Bay

a The USA b Malaysia c England d Australia e Viet Nam f China g France

h South Central Asia

(135)

- introduces some famous places in Viet Nam and in the world and introduces the lesson

1.pre-speaking:

a)Act.1: Ask and answer about the famous landmarks.

*)Worksheets:

- hangs on the worksheets and elicits Y/N questions from Ss

- instructs Ss and gives out the hands-out - asks Ss to ask and answer, using the information at P 133

- gets feedback and asks more iinformation

b)Act.2: Presentation situation.

*) Example:

Hai asked: “ Is Phong Nha Cave in Quang Binh?”



Hai asked if Phong Nha Cave was in Quang Binh

*) Structure: Y/N question in Reported Speech

S + asked +If/Whether +S+ Vpast+ - asks a pair to make Y/N question and checks the understanding about indirect and direct sentence

- elicits the way to change their friend/s sentence into indirect speech

- gives the model and helps Ss to know about the structure, verb form, sentence form, personals

a)Act.1: Report other/s ideas.

*) Model dialogue:

Nag asked whether Great Wall was in China.

- asks Ss to change their friends/ questions in their worksheets into the indirect one

- invites Ss practise making the indirect snetence to the front

- asks Ss to write their sentences on the board and invites the corrections

Talking about the famous places - asks Y/N questions about: Great Wall, Hue city, Phong Nha Cave, the Pyramids, Stonehenge, the Statue of Liberty

- asks Ss to report them

- make the questions about famous landmarks

- write their Y/N questions and then ask their friends

- ask and answer about the information

- distinguish the two kinds of sentence - share their ideas in pairs and show their opinions

- discover the way to change a sentence into indirect one

- work in pairs:

S1: What did Nga ask? S2: She asked whether

- speak out their sentences and write them on the board

- check their results with teacher

- listen and then report teacher/s questions

Questions Yes No

- Is Phong Nha Cave in Southern Viet Nam? 

(136)

IV.Consolidation: Change the following sentences into reported Speech “ Do you learn English?” Nga asked me Nga asked me “ Is your house far form the school?” I asked him “ Does she play tennis ?” I asked I asked “ Can you use this computer?” They asked me V.Homework:

- asks Ss to exercise 4-P.86 (workbook) at home - asks Ss to prepare: Listen (P 133)

Period: 87

Date:

Unit 14: wonders of the world ( Lesson 3: listen - Page 133) A./ objectives:

- understand the advertisements and know the beautiful places in Queensland II Skills: Listening & speaking

B./ procedures:

II.check-up: Change the folowing sentences into Reported Speech. “ Are you a student?” She asked Nga

2 “ Is Geat Wall in China?” I asked

3 “ Do you see famous places in New York?” III New lesson:

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- introduces the Queensland and leads in the lesson

1.pre-listening:

- crystal-clear (Adj): Trong nh pha lª - snorkel (N)_: LỈn cã èng thë

- Coral Sea : BiĨn san h«

- rainforest (N): Rừng ma nhiệt đới - jungel (N): Rừng rậm nhiệt đới - marine (N): Thuộc hàng hải

- writes and checks

- use Matching to check vocab

b)Act.2: Open prediction (P.115)

- sets the scene & reads the advertisement - asks Ss to read it through and guess mistakes in the text

*) Answer key:

1 Far North 2 hotel 3 rainforest 4 6924

- asks Ss be about listening to the text about the places

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match the words with the Vietnamese meaning

- listen to teacher

- share their ideas in pairs and write their predictions on the worksheets

(137)

- gets feedback

3.post-listening: Mapped Dialogue

IV.Consolidation: - uses Post-listening V.Homework:

- asks Ss to exercise - p84 at home - instructs them to prepare : Read (P.134) Vi.supplementary notes:

Period: 88*

Date:

( Lesson 3: read - Page 133)

A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the text about Christmas Day

- talk about Christmas Day II Skills: Reading and Speaking B./ procedures:

I Settlement:Greets and checks attendance II revision: Brainstorming

T: makes the question to get ideas from Ss III New lesson:

S1 S2

- I/like/swim Where/go? - Where/stay?

- What/special/there? - Oh/really.I/come there

- Cua Tung beach

- There/hotel/near/beach.

- Food/delicious Hotels/beautiful - You/right

(138)

Teacher

/

s activities

Ss

/

activities

*)Lead-in:

- holds on the picture of Santa Claus Who/s this?/ Which day does he often appear? What you know about him? - introduces the new lesson

1.pre-reading:

- Christmas Day (25/12) (Situation) - Christmas card (Realia)

- Chistmas Eve (Situation) - Christmas carols (Examples) - Santa Claus

- (to) decorate (Trans.)

- writes and checks

*) Answer key:

- asks the whole to share their ideas 3.post-reading:Mapped dialogue

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewtite the words

- stick their predictions on the board - read it individually and then share their ideas in pairs

- give their ideas

(139)

Period: 89

Date:

Unit 11:

( Lesson 5: write- Page 35,136)

A./ objectives:

- write a letter about the past activities to their friends and revise the simple past tense

I Settlement: Greets and checks attendance II warmer: Network (groupwork)

Phong Nha Cave Cuc Phuong National Park

Hue Citadel

Ha Long Bay My Son Temple

III New lesson:

Teacher

/

s activities

Ss

/

activities

? What you know about Phong Nha Cave/ Ha Long Bay……

a)Act.1: Vocabulary

- on a hike :§i bé viƯt d· - canyon (N): Hẻm núi - inhabitant (N): C dân

- magnificiant (Adj): Léng lÉy, uy nghi - breathtaking (Adj): HÊp dÉn, ngo¹n mơc

- writes and checks

b)Act.2: Complete the letter (Part 1-P.135).

*) Answer key:

1 C 2.B 3.D 4.A - asks Ss to read the letter and focuses

(Example) (Picture) (Example) (Trans.) (Trans.)

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match them with the Vietnamese meaning

S1 S2

- Santa Claus

- He/give/ presents/ Christmas Eve

(140)

them on the information in each option - asks them to share their ideas in groups to choose the best answer

*) Questions:

1 Where did you return from? 2 How far is it from your house? 3 How did you get there?

4 What was the weather liew there? 5 How ars the sights there?

6.How you feel?

- asks Ss to read through the information in part

- hangs the questions on the board and checks the way to answer them

- asks Ss to ask and answer in pairs - invites three pairs to give information 2.while-writing:

a)Act.1: Write a letter to talk about the place you have visited.

- instructs Ss to the form of the letter at page 135

- asks Ss to use the information they talked about in part or their own ones to write a letter to their friends

Exhibition

- collects Ss/ drafts (about letters) and put them on the overhead

- asks the whole to correct the result and helps them to complete three postcards

- read the letter and narrow the language in each gap

- read them through and focus on the the past form of the verbs

- ask and answer, using the information in part or their own information

- revise the way to write a letter quickly - write it individually, basing on the given information

- check it with T and compare their letters

- uses Exhibition to revise the way to write a letter about the past events V.Homework:

- asks Ss to prepare: Language Focus – P 136,137 Period: 90

Date:

Possible letter: April 12, 2007

Dear Hoa/Lan…,

I has just returned from a trip to Phong Nha Cave in Quang Binh I spent three days there and I did not want to leave

(141)

Unit 13 ( Lesson 6: language focus- Page 136,137) A./ objectives:

- revise the simple past in passive form, Y/N question in indirect sentence and the way to use “V + V-to-inf.”

II revision: Write the past and past participle form of the following verbs

V-inf. Vpast Vpp

1 construct design know tell advise III content:

Teacher

/

s activities

Ss

/

activities

1.Act.1: Complete the sentences, using the simple past in passive.( Part 1)

*) Answer key:

a …was completed. b was constructed. c …was designed. d… was presented e….was reached

- revises the passive form of the past simple

- elicits the ways to change a sentence into passive

- asks them to choose the right verb in the box, then change it into passive

- gets feedback & helps Ss to correct 2.Act.2: Use “Y/N question” in indirect sentence”.

a,Model:

Nhi Asked:“Do you know My Son, Nga”



Nhi asked Nga if/whether she knew My Son

*) Form:

S+ Vreport + (Obj) + If/Whether + S+_ Vpast+………….

*) Exercise: Part 2-P128

Answer key:

b Nhi asked Nga if/whether it was… ………

F, Nhi asked Nga if/whether sh wanted - writes the example on the board and elicits the way to change it

- asks Ss to pick out the structure - asks Ss to exercise 2-P.136

- check and correct them with teacher

*) Notes: - tobe  was/were - Vinf  Vpast

- can  could; shall should…….

- change it into indirect and pick out the way to change a sentence into indirect one

(142)

3.Act 3: Noun phrases (Part 3)

*) Example:

a, Tell/how/go there

- Nga told Nhi how to go there

*) Form:

S+V + (obj) + WH words+ Vto-inf…. *) Answer key (3-P.137)

b Nga showed Nhi where to get tickets. ………….…

e Nga told Nhi what to there… - gives examples and explains the

function of noun phrase

- asks them to complete Exercise - gets feedback

4.Act 4: Use Vto-inf And Vbare-inf (Part 4)

*) Notes:

-V+Vto-inf.: decide, tell, request, ask, want, invite, begin, …

- V+Vbare-inf.: make, bid… *)

Answer key:

1 to jog go to gather to rain 5.to reach 6.to continue get

- gives notes and explains Ss V+Vto-inf And V + V-ing

- asks Ss to complete exercise 4-P.137 - gets feedback

on the board

- listen and copy

- share their ideas in groups and then write their asnwers on the board

- correct their answers with teacher

- work out and copy some verbs

- share their ideas in pairs and compleete the exercise

- asks Ss to revise the content of the lesson V.Homework:

- asks Ss to revise the lesson at home and exercise 5,6-P.87 (workbook) - asks Ss to revise Unit 12-14 for the next review lesson

Period: 91

Date:

Revision

A./ objectives:

- revise the simple past, simple present and simple perfect in passive, reported speech, and verb form

III content:

Teacher

/

s activities

Ss

/

activities

I.Act.1: Use the correct form of the verb in parentheses

*) Exercise:

1 When I came, Lan…….(play) the piano

2 While I …….(walk) along the road, I

Answer key:

(143)

……(see) an accident

3 They said the fire……(destroy) the forest

4 I don/t know exactly where …….(buy) this book

5 Eiffel Tower ……… (build) in 1889 She enjoys …….(make) new clothes Mr Robinson decided ……(visit) Angkor Wat

8 We …….(learn) English for two years - hangs on the exercise and instructs Ss to define the language used in each

sentence

- asks Ss to complete this task in pairs - gets feedback & helps Ss to correct 2.Act.2: Change the sentences into in direct speech.

*) Exercise:

1 I asked him:” Are they students?” 2 “Does Nga speak English well?” I asked her

3 “Can you tell me the way to the post office” she asked me.

4 “ Lan works very hars” they said. 5 “ They are very bad” we said.

- hangs on the exercise and elicits the ways to change them into indirect sentence

- helps Ss define the used language - asks Ss to share their ideas in pairs - gets feedback and helps Ss correct

3.Act 3: Combine or rewrite the following sentences.

*)Exercise:

1 We are delighted We clean the school. 2 Learning English is very difficult 3 The house was build years ago It is painted blue.

4 Can I borrow your ruler? 5 Can you play tape once again? - hangs on the exercise and helps Ss to revise the used language

- asks Ss to share their ideas in pairs - gets feedback

5 was build 6 making 7 to visit

8 have learned

- give their ideas about the language: tense, verb form

- share their ideas to use the righr form of the verbs

- I asked him they were students. - I asked her if/ whether Nga spoke English well.

- She asked me if/whether I could tell her the way to the post office.

- They said Lan worked very hard. - We said they were very bad.

- give the structure of the simple present, simple future in passive

- take notes about that - complete the task in pairs

- write their answers and check the them with teacher

*)

- We………. - It ……… - The house……… - Would ……….? - Would ………? - work out with teacher

- rewrite the sentences in pairs, then write their answers on the board

- check the answers and correct them

IV.Consolidation: Gap-fill (Exercise 5-P.67- workboook)

*) Answer key:

1 popular 2 international 3 attractions 4 water 5 clear 6 in 7 boat 8 beautiful 9 caves 10 wooden V.Homework:

(144)

Period: 92

Date: ………

II.Control:

III Collection:

- asks them to revise the knowlege at home for the test correction test

I./ Choose the best answer from A, B and C. I./

1 Would you like with us tonight ?

A come B to come C coming

2 You will our teacher tomorrow

A see B seeing C to see

3 My parents TV when I came A is watching B was watching C were watching

4 They told him not home for three days

A stay B to stay C staying

5 Would you mind the lights overthere

A turn B turning C turned

6 He decided the Christmas tree A decorate B decorating C to decorate

II./ Match the the wonders in A with the countries in B II./

A B

1 Great Wall Eiffel Tower Big Ben 4.The Pyramids

a England b Egypt c China d France

III./ Read the passage and then answer the questions.

(145)

Tet is a national and family festival It is an occasion for every Vietnamese to have a good time while thinking about last year and the next year At Tet, spring fairs are organized and almost shops are crowded with people shopping for Tet At home, everything is tidied, special food is cooked First - footing is made when the first visitor comes and children are given lucky money wrapped in a tiny envelope During Tet, all the people give one another best wishes for the new year

1 Is Tet a national festival in Viet Nam? What peple often at home for Tet? When is first-footing made?

4 What children usually get at Tet?

IV./ Rewrite the following sentences, using the given words.

1 They separated the rice from the husk. The rice They often plan trees in our neighborhood. Trees We have not built that house since last year. That house “ I take part in the rice-cooking festival” She said. She said that “ Is Phong Nha in Quang Binh province ?” I asked. I asked This is a contest in which people make a fire. It is a

Answer key

I (3 ®iĨm)

1 B 2.A 3.C 4.B 5.B 6.C

II (2 ®iĨm)

1 c 2.d 3.a 4.b

III (2 ®iĨm)

1 Yes, it is

2 At home, everything is tidied Special food is cooked First - footing is made when the first visitor comes

4 Children are often given lucky money wraped in a tiny envelope

IV (3 ®iĨm)

(146)

Period: 93

Date:

Unit 15: computers

- learn computer vocab and know the advantages of using computers

I Settlement: Greets and checks attendance II Warmer - up: Getting Started (Brainstorming)

Help us learn intersetingly save time

Convenient for keeping information learn quickly (Ss will work in groups and then speak out their ideas T adds more) III New lesson:

Teacher

/

s activities

Ss

/

activities

*) Lead-in: Chatting

? Do you have a computer at home ? Have you ever used computers. ? Do you like using it? Why? - introduces the lesson 1.Presentation:

- printer (N): (Picture/ Realia) - connect = combine (V) (Trans.) - manual (N) : S¸ch híng dÉn (Realia) - monitor (N):(Picture/ Realia)

- mouse (N): (Picture/ Realia) - plug (V,N): (Picture/ Realia) - socket (N)(Picture/ Realia)

- writes and checks

- use Pictures to check vocab (Question: What is this?)

b.Act.2: Listen & answer the questions

*) Questions:

1 What happened with the computer? 2 What should they do?

- introduces the characters in the dialogue and sets the scene

b.Act.2: Practice the dialogue.

- reads the dialogue once and then asks Ss to practice it in pairs

- invites three pairs to practice the dialogue

- corrects Ss/ pronunciation if neccessary

2.practice:

a.Act.1: Read the dialogue and choose Fact or Opinion (Part 2-P.139)

- try out & repeat chorally-individually - give the meaning and stress

- read through them and say out the words through pictures

- The printer didn/t work

- They should call the store they bought it from

- follow teacher

- listen to the tape, share theirideas in pairs

- speak their answers and check them - listen to teacher/s, then play the role with the dialogue

(147)

*) Answer key:

a Fact b opinion c opinion d opinion e Fact f Fact - hangs on the statements and explains how the Fact or Opinion is

- asks Ss to read them through and choose Fact or Opinion

- gets feedback and asks Ss to explain - explains more

3.Further practice: The present perfect tense

*)Model:

- I have alreay done it - Have you turned it on yet?

*) Structure: Timing word in present perfect

- just, already, ever….: comimg after have/has

- Yet: in negative and interrogative sentence, coming at the end of a sentence.

- Preposition: For, Since

- gives the example and helps Ss to discover the structure

- explains it clearer and asks Ss to make examples

- asks Ss to excercise *

- follow teacher

- share their ideas in pairs - give their answers and explain

*)Exercise: Using the correct form of the verb in parentheses

1 We…….(just/ buy a computer) 2 ……… (you/yet) connect it?

3 They………(build) that house for years.

4 Lan …… (put) the plug into the socket yet.

- work it out with teacher - speak their examples

- share their ideas in pairs, write their answers on the board, then correct them with teacher

IV.Consolidation: Asks Ss to read the dialogue again V.Homework:

- asks Ss to revise the lesson and exercise 3-P91 (workbook) at home - asks Ss to prepare: Speak -P.139-140

Date:

Unit 15: computers ( Lesson 2: speak - P.139) A./ objectives:

- talk about the advantages of computers and how to express and respond to opinion

II revision: Matching

1 walk in the rain (Picture cC) 2 eat pizza (Picture d)

3 read comics (Picture b) 4 learn to drive (Picture a)

(Writes the phrases on the board and asks Ss to work in pairs to atch them with the pictures at P 139)

III New lesson:

Teacher

/

s activities

Ss

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activities

(148)

? What will you say if you want to ask others/ preference.

? What will you say if you want to express your opinions about something. 1.pre-speaking:

a)Act.1: Vocabulary - entertaining (Adj: Thó vÞ - amusing (Adj): Ngé nghÜnh

- time-consuming (Adj): Tèn thêi gian - challenging(Adj): Th¸ch thøc

- boring (Adj): ch¸n

- writes and checks

- use R.O.R to check vocab

b)Act.2: Prsentation pictures.( express opinions, agreements of disagreements)

*)Model:

Lan: I think computers are usefull Hoa: So I

Ba: I disagree I think they are unnecessary

*) Form: (Part 1- P.140)

- Opinion: I think / I like / I don/t like - Agreement: So I/ I agree

- Disagreement: I can/t agree with you - hangs the picture: Lan wants to use a computer.

? What does Lan say to express her opinions about that

- elicits the used language from Ss - write the model and checks the meaning, form and usage

- asks Ss to run through the model 2.while-speaking

a)Act.1: Word cue drill.

*) Cues:

- computers/ uesfull - driving a car/ easy - comic books/ boring

- forein food/ delicious and healthy - shows the phrases and runs them through

- makes the model and asks Ss to practise expressing their opinions

b)Act.2: Make the dialogue

*) Model dialogue (Part 2-P.140)

- asks Ss to practise the dialogue in pairs then hangs on the information in Tables - instrucs them to change the given information to make dialogues

- invites three pairs to make the dialogues 3.post-speaking: Discussion

- gets Ss think about and then choose the

- try out & repeat chorally-individually - give the meaning & make the sentences - read and rewrite the words om the board

- loook at the picture and answer teacher/s questions individually

- try out the way to express their opinions

- gives their ideas individually - practise with the dialogue

S1: I think computers are usefull. S2: So I.

S3: - read them through

- practice it in groups, basing the model

- read it in pairs

- make the dialogues in pairs, using the information in the Table

- make their dialogues to the front Computers are necessary or

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ones who think it necessary or unnecessary to be in a group

- discuss in groups and give their

opinions Try to explain the reason why IV.Consolidation:

- uses Post- speaking V.Homework:

- asks Ss to list out their opinions at home - asks Ss to prepare: Listen (P 141)

Period: 95

Date:

Unit 15: computers (Lesson 3: listen - Page 141) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand the content of the tex about the machine - write the instructions to use a computer

II Skills: Listening & speaking B./ procedures:

II.check-up: asks three pairs to make the dialogues with the information at page 140.

III New lesson:

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*)Lead-in:

? Have you ever got a drink from a machine

? Have you ever got money from a machine If yes, What does it look like? How does it work?

- introduces the lesson 1.pre-listening:

- flow chart (N): Sơ đồ hớng dẫn - circle (N)_: Vòng tròn

- triangle (N, Adj) : Tam giác - oval (N, Adj): Hình trái xoan - insert (V): chèn, cài đặt - indecate (V): ra, cho thấy

- writes and checks

- use Matching to check vocab

b)Act.2: Open prediction (P.141) - hangs on the flow chart and sets the scene

- elicits the expressions Ss have to guess in the gaps

- gives hands-out and asks Ss to guess the information in the flow chart

*) Answer key:

a Do you have the correct change?

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match the words with the Vietnamese meaning

- listen to teacher - give their ideas

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b Yes

c What you want to drink? d Take it

- asks Ss be about listening to the text about the instructions

- gets feedback

3.post-listening: Write-it-up

Write the instructions of using a computer

Cues:

- Turn/ monitor

- Press/ power buton/turn /the computer. -

- gives cues and asks Ss to write instructions in groups

- invites the answers and checks the instructions with the whole class

- pay attention

- use the cues and add more details - write their instructions on the board and check their results with teacher

- asks Ss to summarise the process of using the machine that we get a drink from V.Homework:

- asks Ss to exercise 4,5 - p.92,93 at home - instructs them to prepare : Read (P.141) Vi.supplementary notes:

Period: 96

Date:

Unit 15: computers ( Lesson 4: read - Page 141) A./ objectives:

- learn computer vocabulary and understand the content os the text about computer applications in schools and colleges

II Skills: Reading and Speaking B./ procedures:

I Settlement:Greets and checks attendance II revision: Jumbled words

1 versityuni = (university)

2 ndse = (send)

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4 gessame = (message)

(Ss will work in groups, then write their answers on the board) III New lesson:

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*)Lead-in:

- introduces the importance of computers in life and introduces the new lesson 1.pre-reading:

a)Act.1: Vocabulary - (to) post = (to) send - (to) store: (Trans.) - (to) access: (Trans.)

Ex: We can have access to a computer. - (to) make a requirement (Trans.) - bulletin board (N) (Examples) - technology (N) (Examples)

- writes and checks

*) Answer key:

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then rewrite the words

- stick their predictions on the board - read it individually and then share their ideas in pairs

- give their ideas

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- asks the whole to share their ideas

3.post-reading:Mapped dialogue - correct the answers and copy down

Period: 89

Date:

Unit 11:

( Lesson 5: write- Page 35,136)

A./ objectives:

- write a letter about the past activities to their friends and revise the simple past tense

I Settlement: Greets and checks attendance II warmer: Network (groupwork)

Phong Nha Cave Cuc Phuong National Park

Hue Citadel

Ha Long Bay My Son Temple

III New lesson:

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? What you know about Phong Nha Cave/ Ha Long Bay……

a)Act.1: Vocabulary

- magnificiant (Adj): Léng lÉy, uy nghi - breathtaking (Adj): HÊp dÉn, ngo¹n môc

- writes and checks

b)Act.2: Complete the letter (Part 1-P.135).

*) Answer key:

(Example) (Picture) (Example) (Trans.) (Trans.)

- try out & repeat chorally-individually - give the meaning & make the sentences - read and then match them with the Vietnamese meaning

S1 S2

- How about/ Christmas tree? - Do/you/send/Christmas card/friends/ Christmas? - What/you/want/Christmas?

- Santa Claus

- He/give/ presents/ Christmas Eve - It………

………

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1 C 2.B 3.D 4.A - asks Ss to read the letter and focuses them on the information in each option - asks them to share their ideas in groups to choose the best answer

*) Questions:

1 Where did you return from? 2 How far is it from your house? 3 How did you get there?

4 What was the weather liew there? 5 How ars the sights there?

6.How you feel?

- asks Ss to read through the information in part

- hangs the questions on the board and checks the way to answer them

- asks Ss to ask and answer in pairs - invites three pairs to give information 2.while-writing:

a)Act.1: Write a letter to talk about the place you have visited.

- instructs Ss to the form of the letter at page 135

- asks Ss to use the information they talked about in part or their own ones to write a letter to their friends

Exhibition

- collects Ss/ drafts (about letters) and put them on the overhead

- asks the whole to correct the result and helps them to complete three postcards

- read the letter and narrow the language in each gap

- read them through and focus on the the past form of the verbs

- ask and answer, using the information in part or their own information

- revise the way to write a letter quickly - write it individually, basing on the given information

- check it with T and compare their letters

- uses Exhibition to revise the way to write a letter about the past events V.Homework:

- asks Ss to prepare: Language Focus – P 136,137 Period: 90

Date:

Possible letter: April 12, 2007

Dear Hoa/Lan…,

I has just returned from a trip to Phong Nha Cave in Quang Binh I spent three days there and I did not want to leave

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Unit 13 ( Lesson 6: language focus- Page 136,137) A./ objectives:

- revise the simple past in passive form, Y/N question in indirect sentence and the way to use “V + V-to-inf.”

II revision: Write the past and past participle form of the following verbs

V-inf. Vpast Vpp

1 construct design know tell advise III content:

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1.Act.1: Complete the sentences, using the simple past in passive.( Part 1)

*) Answer key:

a …was completed. b was constructed. c …was designed. d… was presented e….was reached

- revises the passive form of the past simple

- elicits the ways to change a sentence into passive

- asks them to choose the right verb in the box, then change it into passive

- gets feedback & helps Ss to correct 2.Act.2: Use “Y/N question” in indirect sentence”.

a,Model:

Nhi Asked:“Do you know My Son, Nga”



Nhi asked Nga if/whether she knew My Son

*) Form:

S+ Vreport + (Obj) + If/Whether + S+_ Vpast+………….

*) Exercise: Part 2-P128

Answer key:

b Nhi asked Nga if/whether it was… ………

F, Nhi asked Nga if/whether sh wanted - writes the example on the board and elicits the way to change it

- asks Ss to pick out the structure - asks Ss to exercise 2-P.136

- check and correct them with teacher

*) Notes: - tobe  was/were - Vinf  Vpast

- can  could; shall should…….

- change it into indirect and pick out the way to change a sentence into indirect one

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3.Act 3: Noun phrases (Part 3)

*) Example:

a, Tell/how/go there

- Nga told Nhi how to go there

*) Form:

S+V + (obj) + WH words+ Vto-inf…. *) Answer key (3-P.137)

b Nga showed Nhi where to get tickets. ………….…

e Nga told Nhi what to there… - gives examples and explains the

function of noun phrase

- asks them to complete Exercise - gets feedback

4.Act 4: Use Vto-inf And Vbare-inf (Part 4)

*) Notes:

-V+Vto-inf.: decide, tell, request, ask, want, invite, begin, …

- V+Vbare-inf.: make, bid… *)

Answer key:

1 to jog go to gather to rain 5.to reach 6.to continue get

- gives notes and explains Ss V+Vto-inf And V + V-ing

- asks Ss to complete exercise 4-P.137 - gets feedback

on the board

- listen and copy

- share their ideas in groups and then write their asnwers on the board

- correct their answers with teacher

- work out and copy some verbs

- share their ideas in pairs and compleete the exercise

- asks Ss to revise the content of the lesson V.Homework:

- asks Ss to revise the lesson at home and exercise 5,6-P.87 (workbook) - asks Ss to revise Unit 12-14 for the next review lesson

period 1 period 1 date ¤n tëp ®çu n¨m vµ h­íng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned

Unit 1: my friends

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my friends

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my friends

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my friends

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my friends

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Unit 2: making arrangements

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making arrangements

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making arrangements

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Revision 1

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period 1 period 1 date ¤n tëp ®çu n¨m vµ híng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned