Giao an Anh van 7 HKI

- Divide the class into two teams, students from each team go to the board and circle the words they have found, then write them down in the column of their team.. - The team which ha[r]

Revision Period 1st I SIMPLE PRESENT TENSE:

a Ordinary verbs.

(+) S + V or S + V-s/es… (-) S + don’t/ doesn’t + V-infinitive… (?) Do/ Does + S + V-infinitive…?

Trong câu thường có usually, often, sometimes, always, never, every, ta dùng đơn

b To be.

(+) S + am/ is/ are…

(-) S + am not/ isn’t/ aren’t… (?) Am/ Is/ Are + S…?

II PRESENT PROGRESSIVE TENSE. (+) S + am/ is/ are + V-ing…

(-) S + am not/ isn’t/ aren’t + V-ing… (?) Am/ Is/ Are + S + V-ing…?

Trong câu thường có now, at the moment, at present…ta chia tiếp diễn

III STRUCTURES.

1/ How many + countable noun + do/ does + S + want/ need? 2/ How much + uncountable noun + do/ does + S + want? 3/ What time + do/ does + S + V-infinitive…?

4/ How old + be + S? Hỏi tuổi S + be + tuổi 5/ What is this/ that?  It’s a/ an + noun.

6/ What are these/ those?  They are + plural noun.

7/ Who/ What/ Where/ When + do/ does + S + V-infinitive…? 8/ How + do/ does + S + V-infinitive…?  S + V - … by …. 9/ S + can/ must + V-infinitive…

10/ What is the weather like in the + season?  It is + adjective. 11/ (+) S + should + V-infinitive…

(-) S + shouldn’t + V-infinitive… (?) Should + S + V-infinitive…?

13/ Adverbs of Frequency:S + adverbs + Verb…

14/ Prepositions: near, in, next to, on, in front of, behind, to the left of, to the right of, between… and, opposite.

15/ Possessive: ‘s - sở hữu cách Ex: Lan’s shirt  The shirt of Lan 16/ Adjectives: Comparatives and superlatives.

a Irregular adjectives Comparatives Superlatives good/ well better than the best

little less the least

far farther/ further the farthest/ furthest

many/ much more the most

bad/ badly worse the worst

b Short adjectives

big bigger than the biggest

tall taller than the tallest

cheap cheaper the cheapest

friendly friendlier the friendliest c Long adjectives

Goodby e

Yes, I am Class

7A

Very well, thanks My name's

Hoa Unit One:

Back to school Period 2nd LESSON 1: A1, A3 - A5 page 10 - 12 - 13

Aims:Practice in greeting each other

Objective:By the end of the lesson, students will be able to introduce and greet with “nice to meet you”, “how is everything?”, “just fine/ not bad/ pretty good”.

Teaching aids:Text books, cassette Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Slap the board. T-whole class

- Write the phrases all over the board, each phrase in the circle

- Call on two teams of five students to the front of the class

- Call out the questions or statements, and two students run forward to slap the suitable answer on the board The student slapping the correct answer first gets on mark

- Go on until all the words slapped * The teacher’s questions.

1/ What’s your name? 2/ How are you today? 3/ What class are you in? 4/ Goodbye

I Pre-teach vocabulary. T-whole class - Nice to meet you

- Nice to see you - Just fine

- Not bad - Pretty good

Presentation II Reading Comprehension. Individual work - Ask students to listen the dialogue A1 on page 10

- Ask ss to answer the questions on page 11 a What is the new girl’s name?

- Her name is Hoa b What class is she in? - She is in class 7A c Who is also in class 7A? - Nam is also in class 7A

- Get students to practice asking and answering the questions

Practice I Practice the dialogue. Pair work

- Get students to repeat the dialogue chorally Whole class - Let them to practice the dialogue in group of three

(A1a) and in pairs (A1b)

Group work

II Matching. Pair work

Ask students to match the phrase in column A with its meaning in column B

* Answer keys.

A B

1 Pretty good a Không tốt How is everything? b Tôi Nice to see you c Khá tốt

1–c ; 2–d ; 3–e ; 4–b ; 5–f ; 6–a III Gap filling.

- Ask ss to complete dialogues 4a, b on page 12, 13 Individual work - Have students work on their own first then compare

with their partners - Give feedback

- Have ss practice speaking the dialogues in pairs Pair work * Answer keys.

* Dialogue 4a.

Mr.Tan : Hello, Lien How are you? Miss Lien: Pretty good, thank you How about you, Tan? Mr.Tan : Not bad, but I’m very busy Miss Lien: Me, too

* Dialogue 4b.

Nam: Good afternoon, Nga How is everything? Nga : OK, thanks How are you today, Nam? Nam: Just fine, thanks

Nga : I’m going to the lunch room Nam: Yes So am I

Production * Listening Comprehension T-whole class - Show students four pictures on page 13

- Ask students about the situation of each picture by giving some questions

 Who are they in this picture?  Where are they?

 What are they doing?

- Have them listen to the four dialogues and ask them write the letters of the dialogues in the order they hear

- Give feedback

* Answer keys: c) b) d) a) * Tape transcript.

Mr.Tan : Good evening, Ba How are you? Ba : Fine, thanks

Mr.Tan : Are you going home now? Ba : Yes My dinner will be ready – b

Nga : Good morning, Miss Lien Miss Lien : Nice to meet you

Nga : Nice to meet you, too

Miss Lien : Class will begin soon You must hurry

Nga : OK

3 – d

Miss Lien : Good morning, Tan Mr Tan : Good morning, Lien

Miss Lien : Do you have the time, please? Mr Tan : Yes It’s 6.30

Miss Lien : Thank you – a

Nga : Good afternoon, Ba

Ba : Good afternoon How are you, Nga? Nga : I am fine, thanks How about you? Ba : Not bad

Unit One:

back to school Period 3rd LESSON 2: A2 page 11

Aims:Reading a text for details and revising simple present tense

Objective:By the end of the lesson, students will be able to understand the text and revise the simple present, comparison, a lot of, many

Teaching aids:Text books, poster Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Word square. Team work

- Stick the poster on the board

- Ask students to find out 11 words in the word square

- Divide the class into two teams, students from each team go to the board and circle the words they have found, then write them down in the column of their team

- The team which has more right words will win the game

* Answer key.

 school, big, uncle, new, old  Parents

 Aunt, friend

 Student, happy, live

Pre-reading I Pre-teach vocabulary T-whole class - different from (adj): khác với

- unhappy (adj): không vui vẻ

S C H O O L D

T T B I G H N

U N C L E A E

D U J I T P I

E A S V N P R

N E W E U Y F

(synonym/ antonym) - still (adv): vẫn, (translation)

- miss (v): nhớ tiếc, cảm thấy nhớ (translation)

* Checking vocabulary: What and where

- Draw circles and write every new word in each circle - Ask students to repeat the words chorally, then rub out word by word but leave the circles

- Go on until all the circles are empty

- Get students to go to the board and write the words in the correct circles

II True – False statements prediction.

* Set the scene: Hoa is a new student in class 7A

Now, work in pairs and guess about Hoa Pair work - Hang the poster of statement on the board and ask

students to guess which statements are true and which are false

a Hoa is from Hue

b She lives with her parents in Hanoi now c She has a lot of friends in Hanoi

d She misses her friends in Hue e She is happy now

- Give feedback

While reading I Reading and checking prediction

- Ask students to read the text A2 on page 11 and

check their prediction Individualwork Have students correct false statements

different unhappy

II Comprehension questions.

- Have students work in pairs to answer the questions on page 11

Pair work a Where is Hoa from?

b Who is she staying with?

c Does she have a lot of friends in Hanoi? d How is her new school different from her old school?

e Why is Hoa unhappy? - Give feedback

- Call on some students to ask and answer the questions Teacher checks and writes the answer on the board if necessary

- Have students work in closed pairs

* Answer keys. Pair work

a Hoa is from Hue

b She is staying with her aunt and uncle c No, she doesn’t

d Her new school is bigger than her old school e Because she misses her parents and her friends in Hue

* Transformation writing.

- Ask students to write the text again and change the

subject “Hoa” to “I” Individualwork Gu

ess

Ans wer

Correction a

.

- Give feedback and revise the simple present tense Post reading * Answer keys.

“I am a new student is class 7A I am from Hue and my parents still live there I live with my uncle and aunt in Hanoi

I have lots of friends in Hue But I don’t have any friends in Hanoi Many things are different My new school is bigger than my old school My new school has a lot of students My old school doesn’t have many students

I am unhappy I miss my parents and my friends.” Homework - Ask students to write a short paragraph about 80

Unit One:

back to school Period 4th LESSON 3: B1-3 page 15 - 16

Aims:Asking for and giving personal information

Objective:By the end of the lesson, students will be able to ask for and give personal information (name, age, address…)

Teaching aids:Text books, poster, cards Procedure

Stage Steps/ Activities Work

arrangement Warm-up * Nought and Crosses (Revision) Group work

- Divide the class into two teams

- Draw a nine square grid on the board (numbered from to 9)

- The teams will take turn to choose the number and make a question and answer using the words n the square If their answer is correct, put a X or O in that box

- The first team that has three Xs or three Os in a line on the grid wins the game

- Ask students to use the questions:  How old………?  Where you live?

 What’s your name?

and use the information in the square to answer * Answer keys.

1/ How old are you? – I am 13 2/ Where you live?

– I live at 54 Quang Trung Street 1/ you 2/ 54 Quang

Trung Street

3/ Hoa 4/ Her mother

Linh

5/ your father 14

6/ Le Loi Street 7/ 19 Hung

Vuong Street

3/ What’s your name? – My name is Hoa 4/ What’s her mother name?

– Her mother’s name is Linh 5/ How old is your father? – He is 41

6/ Where you live? – I live on Le Loi Street 7/ Where you live?

– I live at 19 Hung Vuong Street

8/ What’s your name? – My name is Nam 9/ How old is your grandmother? – She is 60

Presentation I Pre-teach vocabulary. T-whole class - family name (n): họ

(example)

- middle name (n): tên lót (example)

- address (n): địa (example)

* Checking: Rub out and Remember. - Write the new words on the board

- Rub out of word in English and point to the Vietnamese translation and ask “what’ this in English?” when all the English words are rubbed out

- Go through the Vietnamese list and get students to come to the board and write the English words again II Presentation dialogue.

- Get students to read the dialogue B1 on page 15 and

answer some questions Individualwork - Give feedback

a Who is Hoa talking to? (to Miss Lien)

b What is Hoa’s family name? (Pham)

c What is her middle name? (Thi)

(12 Tran Hung Dao Street)

- Get students to practice asking and answering in pairs

Practice I Drill (word cue drill). Pair work

* Cues T-whole class

Ex: Nam / Nguyen

15 / 32 Nguyen Du Street * Exchange.

What’s his name? His name is Nam

What’s his family name? His family name is Nguyen How old is he?

He is 15

Where does he live?

He lives at 32 Nguyen Du Street Hoa / Le / 12 / Danang

2 Minh / Tran / 13 / 20 Hung Vuong Street Thuy / Bui / 14 / 37 Le Huan Street Mai / Pham / 15 Ly Thuong Kiet Street - Get students to practice asking and answering in pairs

Pairwork II Completing the dialogue.

- Have students to work in pairs to complete the dialogue B2 on page 16 using the question words: who, where, what.

- Give feedback and ask students to write in their notebooks

* Answer keys. Nga: Who is that? Lan: That’s Nam

Nam: No Who is the girl talking to Miss Lien Lan: Her name’s Hoa She’s a new student Nga: What class is she in?

Nga: Where does she live?

Lan: She lives on Tran Hung Dao Street with her aunt and uncle

Nga: Where her parents live? Lan: They live in Hue

Nga: She is tall How old is she? Lan: She’s 13

Production * Complete the form. Pair work

- Have students complete the form B3 on page 16 - Ask some students to make the questions Ex: Name: What’s your name? Age: How old are you? Grade: What grade are you in? School: Which school you go to? Home address: Where you live?

What’s your address?

- Get them to ask their partners and fill in the form - Give feedback Call some students to introduce their partners before the class

Individual work Ex: My partner / friend is Le Van Huy He is 13

years old He is in grade and he goes to Nguyen Du School He lives at 30 Le Loi Street

Unit One:

back to school Period 5th LESSON 4: B4, page 16 - 17

Aims:Using “how far” questions and answers with “kilometers/ meters” to talk about distances

Objective:By the end of the lesson, Ss will be able to talk about distances with “How far”

Teaching aids:Text books, poster, cassettes Procedure

Stage Steps/ Activities arrangementWork

Warm-up Wordsquare T-whole class

- Stick the poster on the board Team work - Get Ss to find out 11 words in the wordsquare

- Divide the class into two teams, Ss from each team go to the board circle the words they’ve found, then write them down the column of their team

- The team which has more right words will win the game

* Answer keys.

 why, when, on, to, from  what, where, at, by

 who, how

Presentation I Pre-teach vocabulary. T-whole class - How far…? Bao xa

- distance (n): khoảng cách (explanation) - kilometer (n): km

 Copy down

 Checking vocabulary: Slap the board

W W W H Y

H W H E N

E B A O N

R Y T O W

II Presentation the dialogue.

- Get Ss to read the dialogue B4 on page 16

- Ask Ss to answer some questions to make sure that they understand the dialogue

Questions:

a Where does Hoa live? b Is it far from school? c How does she get there?

- Ask Ss to work in pairs to answer the questions Pair work - Give feedback

* Answers.

a She lives at 12 Tran Hung Dao Street b No, it isn’t

c She gets there by bike

- Have Ss ask and answer the questions in pairs Pair work - Ask Ss to find out the questions about the distance

in the dialogue

Model sentences

Use: Hỏi từ địa điểm đến địa điểm khác bao xa - Ask and answer the distance from one place to another

Practice I Picture cue drill. T-whole class

- Use the pictures on page 17 to get Ss to drill Cues.

a The market/ kms b The post office/ 700 ms c School/ km

d The movie theater/ kms e The bus stop/ 500 ms T models: Cue 1,

S1: How far is it from your house to school? S2: About one kilometer.

Form:

- Ask Ss to make Cue 3, 4,

Open pairs Closed pairs

Post Noughts and Crosses

Team O Team X

Ex: How far is it from your house to the park? It’s about 1km

Homework - Learn the structure by heart

- Make sentences with “How far…”

1 2 3

Park/ 1m Stadium/1km Street/ 1kmLe Loi

4 5 6

Hotel/ 200ms

Dong Ba Market/ 2

kms

School/ 10ms

7 8 9

Unit One:

back to school Period 6th LESSON 5: B6, page 18

Aims:By the end of the lesson, Ss will be able to listen and talk about the distances with “How far…”

Teaching aids:Text books, poster, cassettes Procedure

Stage Steps/ Activities Work

arrangement

Warm-up Chatting. T-whole class

1/ Where you live? Team work

2/ Where is your nearest post office? 3/ Is your house near or far from school? 4/ How far is it from your house to school? * Listening.

- Ask Ss to look at the picture on page 18 T-whole class - Ask Ss some questions about the positions of some

places

 Where does Lan’s house?

 Where is the market/ the post office/ the theater?

 Is Lan’s house near/ far from school?

- Have Ss listen to the tape and find out the distances between

Individual work  From school to Lan’s house

 From Lan’s house to the post office  From Lan’s

 From the movie theater to the post office Answer keys.

Tape transcript:

Lan: My English book is still at home

Hoa: How far is it from school to your house, Lan? Lan: It’s about 300 meters I can go home at recess Hoa: I need some stamps Where is the post office,

Lan?

Lan: It’s not far from my house Come with me Hoa: How far is it from your house?

Lan: Only 700ms

……… Lan: Let’s go to the movies

Hoa: OK Where is the movie theater? Lan: It’s in the center of Hanoi

Hoa: How far is it from school?

Lan: It’s three kms We can take the bus number ………

Hoa: Oh! My letter is in my pocket Lan: We can post it after the movie

Hoa: How far is it from the movie theater to the post office?

Lan: About 2kms

Production Survey. Pairwork

- Ask Ss to work in pairs

- Let them write the form into a piece of paper of their notebooks

- Have Ss ask their partners and then change the role Ss ask and fill in the form at the same time

- Ask Ss to make sure Ss know the questions  What is your name?

 Where you live?

Name :

……… ……

Address :

 How you go to school?

 How far is it from your house to school? - Ask Ss to report orally about their friends after interviewing

Example:

“My friend’s name is Lien She lives at

20 Nguyen Du Street It’s about 3kms from her house to her school She often goes to school by bike”

- Ask Ss to write about their friends, using the

Unit Two:

Personal information Period 7th

LESSON 1: A1 - page 19 - 20

Aims:Practice in asking for and giving telephone numbers

Objective:By the end of the lesson, students will be able to ask for and give telephone numbers

Teaching aids:Text books, some pieces of paper Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Number transmitting: Group work

- Divide the class into two teams

- Choose six volunteers from each team - The volunteers stand into two lines

- Show the first student (in each line) a number - He/she whispers the number to the next person in his/her line

- The second student whispers to the third and so on…

- The last student shouts out the number, if it is the same as the number the teacher shows that team will wins the match

Presentation I Pre-teach vocabulary. T-whole class - to call (somebody) (v): gọi

(mine)

- telephone directory (n): danh bạ điện thoại (realia)

- soon (adv): sớm, chẳng * Checking: What and where.

- Draw circles and write every new word in each circle

- Go on all the circles are empty

- Get students to go to the board and write the words in the correct circles

II Presentation dialogue. T-whole class - Ask students to listen to the dialogue A3 on page 20

and pick out the target language * Model sentences:

What’s your telephone number? 8262019

* Form:

What’s + your + telephone number? his

her

(Telephone number) * Use:

Ask and answer about somebody’s telephone number

Practice I Word cue drill.

* Exchange: What’s his/ her telephone number? 525464

- Ask students to look at the telephone directory to ask and answer the telephone number

Pair work a Dao Van Anh d Dinh Thi Bang

b Pham Viet Anh e Vu Thanh Bat c Phan Thanh Ba f Bui Ngoc Bich II Noughts and Cross.

- Divide the class into two teams Group work - Draw a nine square grid on the board (numbered

from to nine)

- The team will take turn to choose the number and make a question and answer using the words in the square If

telephone numbers

address call

soon

their answer is correct, put a X or O in that box

- The first team that has three Xs or three Os in a line on the grid wins the game

- Ask students to use the questions.  What is your name?

 Where you live?

 What’s your telephone number?

- Ask students to report orally about their friends after they fill in the form

Example:

“My friend’s name is Hai He lives at 32 Nguyen Trai His telephone number is 827123”

Homework - Ask students to write about their friends, using the

information in the form Individualwork

1 2 3

Duy Ai/

8531701 6 NguyenCong Tru Viet Anh

4 5 6

13 Hang

Dong Ngoc Bich

34 Tran Phu

7 8 9

Unit Two:

Personal information Period 8th

LESSON 2: A4 - page 21

Aims:“Wh” questions with WILL to talk about sure event in the future

Objective:By the end of the lesson, students will be able to talk about sure events in the future using WILL

Teaching aids:Text books

Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Jumbled words (revision) T-whole class

 refe  free  omorotrw  tomorrow  vomeis  movies  rehatte  theatre  ese  see  etem  meet  trast  start  fishin  finish

- Divide the class into two teams Group work - Ask students from two teams to go to the board and

write the correct words

- The team that is faster with more correct words will win the game

Presentation I Presentation dialogue. Individual work - Get students to read the dialogue A4 on page 21

- Ask them to scan the dialogue and answer the questions quickly They can use short answer because students haven’t learnt “WILL” yet * Questions and answers.

Phong and Tam b What will they do? See a movie

c What time will they meet? At 6:45

d Where will they meet? In front of the movie theatre - Have st

s practice asking and answering in pairs

II Target language. T-whole class

- Give students the model sentences Where will we meet?

We will meet in front of the movie theatre * Form.

WILL + INFINITIVE without to + Affirmative + Negative

+ Question

+ Contractions

will = ‘ll will not = won’t + We can use WILL with all persons

We can use SHALL instead of WILL with I and IYouHeShewill

workItWeThey

IYouHeShewill not workIt won’tWeThey

I You He

Will She work?

We

+ The negative of shall is shall not = shan’t * Use.

- We can use WILL to predict the future - We also use WILL when we decide to something at the moment of speaking

- We also use WILL in these ways: offers, requests, refusals, promises and threats.

I Substitution drill. T-whole class

- Give students the substitution drill in “wh” questions only

Teacher says Students say Where will we meet? Where will we meet?

You Where will you meet?

He Where will he meet?

What time What time will we meet?

Go What time will we go?

How How will we go?

What / see What will we see? Where / she / go Where will she go?

II Word cue drill. * Cues.

a Where/ they/ meet? In the street

b What time/ movie/ start? At 7:00

c What/ they/ see? A movie

d How/ she/ go? By bike * Exchange.

c What will they see? They’ll see a movie

d How will she go to school? She’ll go to school by bike - Get students to work in pairs - Give feedback

Production * Listening. Pair work

- Set the scene: Lan calls Nga She wants Nga to go with her Listen to the dialogue and write the answers by filling the form

- Ask students to write the form into their notebooks

* Answer keys.

a/ 8545545 b/ A movie c/ Lan’s house d/ Bus * Tape transcript.

Nga: Hello This is 8545545 Lan: Hello Is this Nga?

Nga: Yes Who is calling please?

Lan: It’s Lan Do you want to go to see a movie? Nga: Sure Where will we meet?

Lan: At my house

Nga: How will we get there? Lan: We can take a bus Nga: OK, fine Bye Lan: Bye

Homework - Ask students to write a paragraph about Nga and Lan using WILL

Example:

“Nga’s telephone number is 8545545 She calls Lan and she wants Lan to go to the movie theatre with

Unit Two:

Personal information Period 9th

LESSON 3: A6 - page 22 - 23

Aims:Further practice in future tense with WILL

Objective:By the end of the lesson, students will be able to practice more in future tense with WILL

Teaching aids:Text books

Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Lucky numbers. T-whole class

- Write 10 numbers on the board, from to 10 - Tell students each number is for a question but of them are lucky numbers If students choose a lucky number, they not need to answer any questions but they get points and they can choose another number

- Divide the class into two teams The teams take turn to choose the numbers

- Tell students that they have to make questions about personal information when teacher gives them a word as a cue

Ex: Teacher: from

Student: Where are you from? 1/ Name (What’s your name?) 2/ Lucky number

3/ live (Where you live?) 4/ telephone number

(What’s your telephone number?) 5/ Lucky number

6/ old (How old are you?) 7/ Lucky number

10/ from (Where are you from?)

Presentation I Pre-teach vocabulary T-whole class - speak (v): nói

(mine)

- talk to so about sth: nói với điều (translation)

- be back (v): trở lại, trở

- who’s calling?: Ai gọi thế?

- Can I speak to…? Tơi nói chuyện với… chứ?

- I’ll call again: Tôi gọi lại * Checking vocabulary: Matching.

II Presentation dialogue. Pair work

- Show students the picture on page 29

- Give students some questions and ask them to read the dialogue A6 on page 22 then answer the questions Practice I Comprehension questions

a Who is calling? (Phong is calling)

b Who is answering the phone?

(Han – Lan’s sister is answering the phone) c Who are they talking about?

(They are talking about Lan) d Where is she at the moment? (She is out)

e When will she be back? (She’ll be back at about 6:00) f When will Phong call her again? (He’ll call her again after 6) - Give feedback

- Have students work in pairs to practice asking and answering

Pair work II Answer given.

come to my party?) - Get students to repeat

- Give students some answers and ask them to give questions so that they can practice more in the future simple tense

* Answer.

a At five thirty

b We’ll eat cakes and sweets c Till or half past

d We’ll meet in the street

- Ask students to work in pairs to give questions for these answers

* Questions.

a When will the party be/ start? b What will we eat?

c How long will the party last? d Where will we meet?

- Get students to practice asking and answering the questions

Production * Map dialogue T-whole class

- Put the mapped dialogue chart on the board - Present the dialogue and have students repeat sentence by sentence

- Call on students to demonstrate the dialogue

- Ask students to practice the dialogue, open pairs  closed pairs

Pair work * Example exchange:

Ba Nam

Hello…… 843768 9

…… Is that Ba? Yes…… who’s……

?

This

is…… will…… free tomorrow afternoon? Yes…… what…….

.do?

…… the stadium

What…… watch? A foofball match

Ba: Hello This is 8437689 Nam: Hello Is that Ba?

Ba: Yes Ba is speaking Who’s calling?

Nam: This is Nam Will you be free tomorrow afternoon?

Ba: Yes, I will What will you tomorrow afternoon?

Nam: I’ll go to the stadium Ba: What will you watch?

Nam: A football match Would you like to go with me?

Ba: Yes When will it start?

Nam: At 4:30 We’ll meet at 4:15 Ba: Where will we meet?

Nam: In front of the stadium Ba: OK See you tomorrow, Bye Nam: Bye

Unit Two:

Personal information Period 10th

LESSON 4: B1 - 3, page 24 - 28

Aims:Practice in talking about dates of the year

Objective:By the end of the lesson, students will be able to talk about dates of the year

Teaching aids:Textbooks, cards

Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Pelmanism. T-whole class

- Prepare twelve cards with numbers on one side and ordinal numbers on the other

- Stick the cards on the board so that the students can only see the numbers

- Divide the class into two teams and ask each team to choose two numbers at the same time

- Turn over the cards and see if they match

- Eg: first – 1st If not turn the cards face down again and ask the other team to choose numbers

- Continue until all the cards are turned over

Presentation I Pre-teach vocabulary. T-whole class  twelfth : 12th

 twentieth : 20th  twenty – first : 21st  twenty – second : 22nd  thirtieth : 30th

 thirty – third : 33rd T-whole class  forty – fifth : 35th

* Checking vocabulary: Jumbled words

board (or use the poster)

- Divide the class into two teams

- Ask students from each team to go to the board and write the correct words

- The team which is faster with more correct words wins the game

 tieirthhth  thirtieth

 sirft  first

 wenttieht  twentieth

 netniy – encosd  ninety – second T-whole class  yortf – fhtif  forty – fifth

 fewtlth  twelfth II Matching.

- Have students guess and match the months of the year

- Write the months of the years on the left side and the Vietnamese equivalent on the right side

- Ask students to go to the board and match the months with their Vietnamese translation

January Tháng

February Tháng

March Tháng

April Tháng

May Tháng

June Tháng

July Tháng Individual work

August Tháng 11

September Tháng

October Tháng 12

November Tháng

December Tháng 10

Practice I Listening. Pair work

- Let students listen to the tape and write the dates they hear

with their partners - Give feedback

* Answer keys and tape transcript T-whole class 1/ The first of July

2/ The nineteenth of May 3/ The sixth of October 4/ The fourteenth of January 5/ The seventeenth of January 6/ The thirty first of August II Reading comprehension.

1/ Pre-questions. T-whole class

- Ask students some questions to focus on the topic of the paragraph

 How many months are there in a year?  How many days are there in September?  How many days are there in August?  How many days are there in February? 2/ Listen and read.

- Let students listen to the tape, play with words for fun and read it at the same time then check their answers

* Answer keys. Pair work

 There are 12 months in a year  There are thirty days in September  There are thirty-one days in August  There are 28 or 29 days in February

3/ Complete the grid: The days in a month. Individual work

- Students read the paragraph on page 28, work in pairs to fill in the three columns

Production * Survey.

- Ask students to write the form in their notebook 28  29 days 30 days 31 days

February

April, June, September, November

January, March, May, July,

August, October

Name Birthday

1 Mai July 19th

- Ask students the way to ask about their friends’ birthdays

* Exchange: When is your birthday (or what’s your date of birth?)

- Get students to ask their friends about their date of birth and fill in the form Each student has to ask three friends Then ask them to tell the class about their friends’ birthdays

Unit Two:

Personal information Period 11st

LESSON 5: B4 - page 25 - 26

Aims:Reading a dialogue about Hoa to understand the detail and talking about personal information

Objective:By the end of the lesson, students will be able to understand the text and talk about personal information

Teaching aids:Textbooks, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Slap the board. T-whole class

- Write the months of the year all over the board

- Call on two students from two teams to the front of the class

- Ask them to stand at an equal distance from the board

- Call out the Vietnamese translation, the two students run forward and slap the English words on the board

- The student slapping the right word first is the winner and gets a point for his/her team

- Continue until students have slapped all the words

Pre-reading I Pre-teach vocabulary T-whole class - worry (v): lo âu, lo lắng

 worried (adj) - nervous (adj) (mine)

- soon (adj): chẳng chốc May

March July

August December

February

* Checking vocabulary: Word square.

II Open prediction.

- Show the students the student Registration Form on page 26

- Ask them to guess and fill in the registration form about Hoa

Pair work - Give feedback

While reading I Reading and checking.

- Ask students to read the dialogue B4 on page 25 and check their prediction

- Get students to work in pairs - Give feedback

* Answer keys.

II Comprehension questions.

- Have students read the dialogue again and answer

the questions in pairs Pair work

- Give feedback

- Ask students to practice asking and answering the questions

* Questions and answers: a/ How old is Hoa now? She is 13

b/ How old will she be on her next birthday? She’ll be 14

c/ When is her birthday?

B I R T H D A Y E

F L K J A N G R M

O T W F P E E R A

Student Registration Form Name: PHAM THI HOA

Date of birth: June 8th

It is on June 8th.

d/ Who does Hoa live with?

She lives with her uncle and aunt e/ Why is Hoa worried?

Because she doesn’t have any friend in Hanoi Post reading I Question words

- Ask students to look at the Police Record on page 41 then write the questions and the answers in their notebooks

Individual work

* Answer keys. 1/ What’s his name?

His name is Pham Trung Hung 2/ How old is he?

He is 25

3/ Where does he live?

He lives at 34 Nguyen Bieu Street, Hai Phong 4/ What’s his job?

He is an Office manager II Writing.

- Get students to write something about themselves (B4, page 25)

Individual work  your age now

 your age next birthday  Your address

 Who you live with

- Get students to write individual and then compare with their partners

- Call on some students to introduce themselves before the class

Eg: “I’m Hoa I’m 13 years old now and I’ll

be 14 on my next birthday – Jule 8th, I live with my parents and my sister at 25 Nguyen Du Street” Homework - Ask students to write about one of their best

Unit Two:

Personal information Period 12nd

LESSON 6: B6 - page 26 - 28

Aims:Writing an invitation to a party

Objective:By the end of the lesson, students will be able to write an invitation to a party

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Lucky numbers T-whole class

- Write 10 numbers on the board from to 10 - Tell students each number is for a question

but of them are lucky numbers If students choose a lucky number, they not need to answer any

questions but they get points and they can choose another number If their answer is correct they will get one point

- Divide the class into two teams The teams take turn to choose the numbers

- Tell students that they have to make questions and answer (2 students from each team) about personal information when teacher gives them a word as a cue

Ex: Teacher: from

Student: Where are you from? 1/ Name (What’s your name?) 2/ Lucky number

3/ live (Where you live?)

4/ live with (Who you live with?) 5/ Lucky number

8/ telephone number

(What’s your telephone number?) 9/ Lucky number

10/ far (How far is it from your house to school?)

Pre-writing I Pre-teach vocabulary T-whole class - have a party (v): có/ tổ chức buổi tiệc

(picture) - invite (v): mời

- an invitation card (n): thiệp mời (realia)

- join (v): tham gia (translation) - leave (v): rời khỏi (picture/ translation)

* Checking vocabulary: Rub out and Remember. - Get students to copy the words into their notebooks - Get students to repeat chorally before and after you rub out each word When all the English words are rubbed out, ask students to call out the English words

- If there’s time, get students to come to the board and write the English words again

II Reading Comprehension.

- Have students read the text B6 on page 26 Pair work - Ask students to work in pairs to answer the

questions

- Give feedback * Questions.

a/ How old is Lan now? (12)

b/ How old will she be on her next birthday? (13)

c/ When’s her birthday? (May 25th)

e/ What’s her address?

(24 Ly Thuong Kiet Street) f/ How long will the party last? (from 5pm To 9pm.)

While writing I Fill in the invitation card

* Set the scene: Lan is going to have a birthday party at her house She wants to invite you to her birthday party You have to help her to complete the invitation card to Lan’s party using the information from the answers

Individual work

* Answer keys. Dear………

I am having a birthday party on May 25th The party will be at my house at 24 Ly Thuong Kiet Street from 5pm to 9pm

I hope you will come and join the fune Love,

……… Tel: 8674758 II Writing.

- Ask students to imagine they will be a guest at Lan’s birthday party

- Give students the questions B7 on page 27 - Ask students to work in pair to answer the questions

Pair work - Give feedback

* Possible answers

a/ What will you give Lan?

(a book/ a doll/ some flowers…) b/ How will you get to her house? (by bus, by bicycle, on foot…) c/ What game will you play?

(sing songs/ play chess/ chat/ watch film…) d/ What will you eat?

(cakes/ sweets/ fruit…) e/ What will you drink?

(9pm.)

- Ask students to join the answers (in full sentences)

to form a paragraph Individualwork * Possible answers

“I’ll go to Lan’s house to join in her birthday party I’ll give her a beautiful doll as a birthday present I’ll take a bus to Lan’s house because it’s about 3kms from my house to hers In the party, we’ll chat to one another and we’ll watch an interesting film on video We’ll also sing some songs We’ll eat fruit and cakes and drink some coke I think we will leave her home at 9pm.”

* Correction

- Choose some paragraphs to correct before class (using projector if possible)

T-whole class Homework - Ask students to write an invitation to their birthday

Unit Three:

At home Period 13rd LESSON 1: A1,3 page 29 - 31

Aims:“There’s…, there are…” to describe rooms and homes.

Objective:By the end of the lesson, students will be able to describe rooms and homes

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Shark attack. T-whole class

- Cut out a shark (or a crocodile) and a school boy or girl on card

- Draw some steps on the board, and the sea around the steps

- Stick the boy/girl on top of the steps, and the shark is in the sea

- Draw 10 gaps for the word TELEVISION

- Get students in teams (or ask them as a whole class) to guess the letter in each gap If their guess is right, they’ll get one mark If their guess is wrong, the boy/girl has to step down

- The game can continue with some more words  TABLE

 CHAIR  STOVE  PICTURE  KITCHEN

Presentation I Pre-teach vocabulary - tub (n): bồn tắm

(picture)

- batroom (n): phòng tắm

(definition: a room with a tub on it) - sink (n): chậu rửa, lavabô

- washing machine (n): máy giặt (picture)

- dishwasher (n): máy rửa chén bát

(definition: a machine used for washing dishes) - dryer (n): máy sấy

(picture)

- refrigerator (n): tủ lạnh (picture)

* Checking vocabulary: Matching Group work

- Write the new words on the left side of the board - Stick the pictures (of the new words) on the right side of the board

- Divide the class into two teams

- Get students from each team to go to the board and match the pictures with the suitable words

- The team which is faster and matches more words will win the game

II Revision of “There’s…, there are…” T-whole class - When we say that something exists, we normally

begin the sentence with

THERE + BE + subject - We use this structure with definite subject (eg: a man, some letters, anybody)

- If the subject is plural, BE takes a plural form: THERE ARE

- Compare with it is/ they are: We use THERE + BE to say something exits, we use THEY/ IT + BE to give more details

Eg: There’s a letter for you It’s from Hanoi There are some biscuits in the kitchen They’re in the cupboard

There isn’t…There aren’t…

Practice I True/ False repletion drill T-whole class - Show the picture on page 31

- Ask students to tell the names of things in the picture

 a window with curtains  pictures

 a television  some chairs  some armchairs  a table

 some books  a cat with a ball  a vase of flowers  lamps

- Ask students to look at the picture and listen to the teacher at the same time If teacher’s sentences are correct, they have to repeat Students have to keep silent if teacher’s sentences are false

Teacher Students

 There’s a television (repeat)  There are some chairs (repeat)  There’s a sink (silent)  There’s a vase of flowers (repeat)  There’s a refrigerator (silent)  There are two pictures (repeat)  There are four armchairs (silent)  There’s a washing machine (silent)  There are some books (repeat)

II Revision of prepositions T-whole class - Use two things: a box and a book to show the

students the prepositions: on, in, under, near, next to, behind, in front of…

- Ask students to use the exchanges A3b on page 31 to practice asking and answering * Exchange 1:

Yes, there is No, there isn’t Where is it?

* Exchange 2:

Are there any…….? Are there any…….? Yes, there are No, there aren’t Where are they?

They are on………

- Get students to work in closed pairs Further

practice I Chain game.

- Divide the class into groups of 8/6 The students sit

face to face Group work

- The first student (in each group) say a sentence Eg: In the kitchen, there’s a refrigerator and a washing machine

- The second student repeats the first student’s and adds one thing

Eg: In the kitchen, there’s a refrigerator, a washing machine ad an electric stove

- The game continues until the last student II Gap filling.

- Ask students to complete the dialogue Language

Focus on page 41 Pair work

* Answer keys.

a/ Are there any books? Yes, there are

b/ Are there any armchairs? No, there aren’t

c/ Are there any flowers? Yes, there are

- Get students work in pairs

Homework - Have students write a paragraph describing the

Unit Three:

At home Period 14th LESSON 2: A1 - 2b page 31

Aims:Giving compliment with “what + a/ an + adj + noun”

Objective:By the end of the lesson, students will be able to give compliments using the structure “what + a/ an + adj + noun”

Teaching aids:Textbooks, posters, cards Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Wordsquare. T-whole class

- Stick the poster on the board

- Ask students to find 13 nouns of things in the house

- Get students to work in pairs to find out the words - Divide the class into two teams, students from each team go to the board and circle the words they have found then write them down in the column of their team

- The game that has more words will win the game * Answer keys.

 shower, living room, kitchen, dishwasher

 bookshelf, dryer, couch

 lamp, sink, desk, stove, armchair

 bench

F L E H S K O O B A

A S H O W E R P T R

L I V I N G R O O M

A N R E Y R D B S C

M K I T C H E N T H

P O D E H N S V O A

H C U O C H K S V I

Presentation I Pre-teach vocabulary

- amazing (adj): đáng ngạc nhiên (visual)

- delicious (adj): ngon lành (picture)

- bringt (adj): sáng sủa (translation)

- interesting (adj): thú vị, tuyệt (translation)

- comfortable (adj): dễ chịu, tiện nghi (translation)

- modern (adj): đại (translation)

* Checking vocabulary: Slap the board - Put the new words all over the blackboard

- Call two students or two teams of students to the front of the class Make sure they stand at an equal distance from the board

- Call out one of the new words in Vietnamese loudly the two students must run forward and slap the word on the board The one who first slaps the correct word is the winner

- If the students play in teams, the winning team gets one mark Then ask two more students to come forwards and the game continues until all the words are slapped

II Presentation dialogue. Individual work - Ask students to read the dialogue A1 on

page 29 – 30 and collect the exclamation sentence * Model sentences.

What a beautiful bathroom

amazing bring delicious

comfortable modern

What an amazing kitchen * Form: what + a/ an + adj + noun

* Use: to pay a compliment or to make a complaint

Practice I Word cue drill T-whole class

- Prepare the cards with cues on them * Cues.

a/ kitchen/ amazing b/ armchairs/ comfortable c/ living room/ bright d/ dinner/ delicious e/ books/ interesting f/ her house/ convenient

- Model the exchange and ask students to make

exchanges using the given cues Pair work * Exchange:

Student 1: The kitchen is amazing

Student 2: Yes What an amazing kitchen b/ The armchairs are comfortable

Yes What comfortable armchairs! c/ The living room is bright

Yes What a bring living room d/ The dinner is delicious

What a delicious dinner! e/ The books are interesting Yes What interesting books! f/ Her house is convenient Yes What a convenient house! Further

practice

I Mapped dialogue Pair work

- Present the dialogue using symbols, cues, visual… and have students make sentences

- Call on some pair of students to demonstrate the dialogue before class (open pairs)

dialogue

* Mapped dialogue

* Example dialogue. S1: This is my house S2: What a beautiful house! S1: And this is my bedroom

S2: It’s very nice Where is the kitchen? S1: It’s over there

S2: Oh What a modern kitchen! S1: Yes It’s very convenient

II Writing. Individual work

- Ask students to write a compliment, using the structure what + a/an + adj + noun! With the cues in A2b on page 31

* Answer keys.

a/ What a great party! b/ What a bringt room!

c/ What an interesting movie! d/ What a lovely house! e/ What a delicious dinner! f/ What a beautiful day!

This…….house…….beautifulAnd…….bedro omIt…….nice

- Give feedback

Homework- Ask students to write the compliments A2b on page 31

Unit Three:

At home Period 15th LESSON 3: A2a page 30

Aims:Making complaint with “What + a/an + adj + noun”

Objective:By the end of the lesson, students will be able to make complaint using the structure “What + a/an + adj + noun”

Teaching aids:Textbooks, posters, cards Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Jumble words. T-whole class

- Divide the class into two teams

- Ask students from two teams to go to the board and write the correct words

- The team that writes more correct words first will win the game

 tirbgh  bright  coiliusde  delicious  terintesing  interesting  venveiontn  convenient

 deomnr  modern

 ratocblemof  comfortable

Presentation I Pre-teach vocabulary T-whole class - awful (adj): dễ sợ, kinh khủng

awful

expensiv e bad

boring wet

dry

* Checking vocabulary: What and where.

- Write the words on the board, put one word in each circle

- Have students repeat the words in choral - Rub out word by word but leave the circle - Go on until all the words are rubbed out - Point to each empty circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

II Presentation.

- Use the picture on page 30 to elicit the exclamation sentence

T-whole class Model sentence: What an expensive dress!

* Form: What + (a/an) + adj + noun!

* Use: To pay a compliment or to make a complaint. Practice I Word cue drill

- Prepare the cards with cues on them

- Model the exchange and ask students to repeat - Ask students to use the cues to make exclamation sentences

- Get them to work in pairs Pair work * Cues

a awful restaurant b wet day

c boring party d bad movie e expensive shoes * Exchange

a The restaurant is awful

b It is wet today

Yes What a wet day! c The party is boring Yes What a boring party! d The movie is bad

What a bad movie! e The shoes are expensive Yes What expensive shoes!

Further Practice * Nought and Crosses. Group work

- Divide the class into two teams

- Draw a nine – square grid on the board (number from to 9)

- The team will take turn to choose the number and make a statement and complaint using the words in the square If their sentence is correct, put a X or O in that box

- The first team that has three Xs or three Os in a line on the grid will win the game

* Suggested answers: 1/ The dinner is awful

Yes What an awful dinner! 2/ The movie is bad

Yes What a bad movie! 3/ The restaurant is expensive

Yes What an expensive restaurant! 4/ The shirt is dirty

Yes What a dirty shirt! 5/ The boy is lazy

Yes What a lazy boy!

1 2 3

dinner movie Restaurant

4 5 6

shirt boy books

7 8 9

6/ The books are boring Yes What boring books 7/ The house is small Yes What a small house! 8/ The shoes are expensive Yes What expensive shoes! 9/ The bedroom is wet

Yes What a wet bedroom

Homework - Ask students to make complaints with the cues in

the game Individualwork

* Suggested answers 1/ The dinner is delicious Yes What a delicious dinner! 2/ The movie a good

Yes What a good movie! 3/ The restaurant is cheap Yes What a cheap restaurant! 4/ The shirt is nice

Yes What a nice shirt! 5/ The boy is clever Yes What a clever boy! 6/ The books are interesting Yes What interesting books 7/ The house is nice

Unit Three:

At home Period 16th LESSON 4: B1 - page 33 - 35

Aims:Reading a dialogue about occupation for details

Objective:By the end of the lesson, students will be able to understand the dialogue for details and ask for the job

Teaching aids:Textbooks, pictures, posters Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Shark attack. T-whole class

- Cut out a shark and a schoolgirl on card

- Draw some steps on the board, and the sea around the steps

- Stick the girl on top of the steps, and the shark is in the sea

- Draw 11 gaps for the word COMFORTABLE - Get students in teams (or ask them as a whole class) to guess the letter in each gap If their guess is right, they’ll get one mark If their guess is not right, the girl has to step down

- The game can continue with some more words  DELICIOUS

 AWFUL  AMAZING  EXPENSIVE  BORING  WET

Pre-reading I Pre-teach vocabulary T-whole class - raise (v): nuôi

(translation) - grow (v): trồng (picture)

- cattle (n): gia súc

(explanation: farm animals such as oxen, bulls, cows and calves)

- newspaper (n): báo ngày (realia)

- journalist (n): nhà báo

(explanation: a person engaged in newspaper work) * Checking vocabulary: Rub out and Remember. - Rub out the new words one at a time

- Ask students to repeat the words before and after you rub out each word

- When all the words are rubbed out, go through the Vietnamese list and get students to call out the English words

- If there’s time, get students to come to the board and write the English words again

* Matching

- Ask students to work in pairs to match the haft-sentences B3 on page 35

Pair work - Call on some students to call out the complete

sentences

 A farmer works on a farm

 A doctor takes care of sick people  A journalist works for a newspaper  A teacher teaches in a school

II True/ False statements prediction Individual work - Give a poster of statements on the board

- Ask students to keep their books closed, read the statements on the poster and guess which statements is true and which is false

* Set the scene: This is a dialogue between Lan and Hoa They’re talking about Lan’ parents’ job

- Get students to read the statements and work with

their partners in minutes Pair work - Give feedback

1/ Hoa’s father is a worker

3/ They don’t like their work 4/ Hoa has a younger brother 5/ He/ she is

While reading I Reading and checking prediction T-whole class - Get students to read the dialogue B1 on page 33 and

check their prediction

- Ask students to correct if the statements are not true

II Filling the form

- Have students read B2 on page 34 to know more about Lan’s family and then work in pairs to fill in the form

Pair work

III Practice asking and answering.

- Have students look at the form and practice asking and answering about jobs

Pair work - Get students to use the structure: What’s… job?

Ex: What’s Hoa’s father’s job?

(Help students distinguish three ‘s in the question) * Answer keys.

1/ What’s Hoa’s father’s job? He’s farmer

2/ What’s her mother’s job?

She’s housewife and help on the farm 3/ What’s her sister’s job?

Gue ss

Che ck

Correction

1 F Hoa’ father is a

farmer

2 T 

3 F They love their

work

Hoa Lan

Father’s job Farmer Doctor

Mother’s

job Housewife Teacher

Brother’s job

x Journalist

She’s student

4/ What’s Lan’s father’s job? He’s a doctor 5/ What’s her mother’s job?

She’s a teacher

6/ What’s her brother’s job? He’s a journalist

Production * Survey T-whole class

- Ask students to write the form in their notebooks

- Run through the questions

1/ How old is (your family) member? 2/ What’ his/her job?

3/ Where does he/she work?

- Get students to ask their partners and write the information in the form

- Give feedback and ask students to tell the class about their partner’s family members

Eg:

T: Mai, who is your partner? S: It’s Nam

T: Yes How old is Nam’ father? S: (answer)

T: What’s his job? S: (answer)

T: Where does he work? S: (answer)

Homework - Write their family members’ jobs/ ages/ place of

work in their notebooks Individualwork Memb

er Age Job Place ofwork Father

Unit Three:

At home Period 17th LESSON 5: B4-5 page 35 - 36

Aims:Further practice in comparative and superlative

Objective:By the end of the lesson, Ss will be able to use comparative and superlative with long adjectives and irregular adjectives

Teaching aids:Textbooks, posters Procedure

Stage Steps/ Activities Work

arrangement Warm-up * Kim’s game.

- Prepare a poster with 12 adjectives on it - Divide the class into teams

- Stick the poster on the board and ask Ss to try to remember the adjs on the poster (for 30 seconds) - Take away the poster and get Ss from two teams to go to the board and write as many adjs as they can remember

- Tell them the team writing the most right adjs is the winner

- Stick the poster again to give feedback

small good big

cheap modern beautiful

interesting expensive delicious

comfortable bad new

- Have Ss arrange the adjectives into long adjs, short adjs, and irregular adjs

Presentation I Pre-teach vocabulary T-whole class - apartment (n): hộ

- suitable (a): thích hợp

- furnished (a): trang bị đồ đạc - lovely (a): đáng yêu, dễ thương (synonym) = beautiful, attractive - of course: dĩ nhiên = certainly

 Check vocabulary: Slap the board II Presentation dialogue.

- Ask Ss to read the dialogue between John and Nhat Pair work - Get Ss to work in pairs to find out all the

comparatives and superlatives in the dialogue - Give feedback

- Have Ss read the dialogue again and answer the questions on page 36

- Give feedback

- Ask some Ss to ask and answer the questions - Get the whole class to work in closed pairs III Revision of comparatives and superlatives 1 Short adj: a/ Comparatives

short adj + ER + than b/ Superatives

short adj + EST 2 Long adjective.

a/ Comparatives

more + long adj + THAN b/ Superatives

the most + long adj + ADJ 3 Irregular adjectives.

Comparatives Superlatives good  better the best

bad  worse the worst many/ much  more the most

far  farther/ further the farthest/ furthest

* Listening and checking prediction Individual work - Let Ss listen to tapes times

- Give feedback

Listen Complete these forms for the three people on the tape

* Recalling.

- Get Ss to look at the grid and talk about Tom, Susan and Bill

Group work - Call on three Ss to play the roles of Tom, Susan and

Bill

- Ask them to introduce about themselves Homework - Get Ss to write a short paragraph about their

mothers, fathers and sisters/ brothers Name Ag

e

Job Place of

work

Tom 26 Teach

er

at high school

Period 18th

LANGUAGE FOCUS P.38 – 41

Aims:Further practice in the Will future and prepositions, ordinal numbers

Objective:By the end of the lesson, Ss will be able to practice more in the WILL future and prepositions and ordinal numbers

Teaching aids:Textbooks, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Guessing the occupations

- Give the definition and ask students to find out the words (occupations) as quickly as possible

- Give one mark for the student who finds out the word fastest

1 A person who fight fire (fireman)

2 A person who lives in the countryside and work on the farm (farmer)

3 A person who teaches students (teacher) A person who drives taxi (taxi driver)

5 A person who takes cares of sick people (doctor / nurse)

6 A person who works in a factory (workers) A person who learns in a school or a University (student)

8 A person who writes for a newpaper or a magazine (journalist)

Activity 1 I Future simple telephone number T-whole class * Form

* Use

* We can use WILL to predict the future. * We also use WILL when we decide to something at the moment of speaking.

* Practice:

Show the poster of things Nam will tomorrow (on page 38)

- Get students to use WILL for  and WON’T for X - Ask students to work in pairs to talk about what Nam will and what Nam won’t tomorrow - Give feedback

- Ask students to write sentences in their notebooks * Answer key

* Tomorrow Nam will go to the post office but he won’t call Ba

* Tomorrow Nam will his homework, but he won’t tidy the yard

* Tomorrow he will go to see a movie, but he won’t watch TV

* Tomorrow Nam won’t meet Minh but he will write a letter to his grandmother

Activity 2 II Prepositions Group work

- Ask students to look at the pictures Language Focus on page 39 in 30 seconds and try to remember the positions of the cat

- Divide tha class into two teams

- Get students from two teams to go to the board and write about the positions of the cat, using the

prepositions: on, in front, under, behind, next to - The team writes more correct sentences will win the game

* Answer keys

a The cat is under the table b The cat is in front of the chair c The cat is behind the television set d The cat is on the couch

- Ask students to ask and answer about the positions of the cat

S1: Where’s my cat? S2: It’s under the table

Activity 3 III Ordinal numbers Individual

work Bingo

- Ask students to write down on their notebooks five numbers (from to 20)

- Call out each number in a loud voice

- Students listen to the teacher carefully, if anyone has the same numbers, they cross them out The first person crossing out all five numbers shouts “Bingo” and wins the game

* Suggested list of ordinal numbers Third

Fourth Tenth Ninth Second First Twelfth Fifth Eleventh Twentieth

2 Write the correct ordinal numbers Pairwork - Ask students to look at the table on page 38 and

write the correct ordinal numbers

- Get some students to look at the table and report the result of the tournament

Individual work Eg:

The soccer team Thang Long gets thirty-six points and it is the first

Hong Ha team gets thirty-four points It is the second

Thang Loi team gets twenty-six points and comes the fifth

Tien Phong team with twenty-three points comes the sixth

And the seventh position is Phuong Dong team with nineteen points

Homework

Write things that you will and things that you won’t next week

Unit Four:

At school Period 21st LESSON 1: A1, 2, page 42 - 43

Aims:Simple Present tense and school vocabulary to tell the time

Objective:By the end of the lesson, students will be able to tell the time, using Simple Present tense and school vocabulary

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities Work

arrangement Warm-up * Noughts and Crosses: Questions and answers

about the time

T-whole time - Divide the class into two teams

- Draw a nine square grid on the board

- Each square is numbered (from to 9) and there’s a time in it

- The team will take turn to choose the number and make a question and answer about the time If they are correct, put a X (or O) in that box

- The first team that has three Xs or Os in a line on the grid will win the game

* Exchange

What time is it? It’s five twenty five

Presentation I Pre-teach vocabulary T-whole class - Physics (n): môn Vật Lý

(example)

- Physical education (n): môn thể dục (giáo dục thể chất)

(picture)

- Geography (n): môn Địa Lý

5.25 8.15 12.40

6.35 9.00 4.45

(picture)

- History (n): môn Lịch Sử (picture)

* Checking vocabulary: What and where.

- Write the words on the board, put one word in each circle

- Have students repeat the words in chorus, then rub out word by word but leave the circle

- Go on until all the words are rubbed out - Point to each circles and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

Practice I Presenting the exchange T-whole class - Take one of six pictures on page 43 to elicit the

exchange * Exchange.

S1: What is Lan studying? S2: She is studying physics

S1: What time does Lan have her Physics class? S2: She has her Physics class at 8.40

II Picture cue drill

- Use the six pictures on page 43 for drill

- Model the first picture and ask students to repeat chorally, then call some students to repeat

individually

- Get students to practice asking and answering following the model sentences

* Answer Physics

History

Geography

Literature Physical

1 Lan (example exchange) Binh

What is Binh studying? He’s studying Geography

What time does Binh have his Geography class? Ha has his Geography class at 1.50

3 Hung

What is Hung studying? He’s studying English

What time does Hung have his English class? He has his English class at 4.45

4 Loan

What is Loan studying? She’s studying Music

What time does she have her Music class? She has her Music class at 3.30

5 Hoa

What is Loan studying? She’s studying Math

What time does she have her Math class? She has her Math class at 10.10

6 Mi

What is Mi studying?

She’s studying Physical education

What time does she have her Physical education class? She has her Physical education class at 8.15

Production * Mapped dialogue Pair work

- Present the dialogue, using symbols, cues, visuals and have students make sentences

- Call on some pairs of students to demonstrate the dialogue before class

You : What time is it? Your friend : It’s 2.30

You : What time you get up? Your friend : At 6.30

You : What time your classes? Your friend : At 7.00

You : What time your classes? Your friend : At 11.15

You : What time you have lunch? Your friend : At about 12.10

You : What time you go to bed? Your friend : At about 11.00

You : Oh, too late

Homework - Ask students write the answers of the questions on page 42 in their notebooks

Eg:

a/ I get up at…

b/ My classes start at… c/ They finish at… d/ I have lunch at… e/ I go to bed at…

What time…?9.00What time… get up?6.30What time… classes start?7.00What time… finish? 11.15What time… lunch?12.10What time… bed?

Unit Four:

At school Period 22nd LESSON 2: A3, page 43 - 44

Aims:Listen to a dialogue to understand the details and get further practice in school vocabulary

Objective:By the end of the lesson, students will be able to practice listening with school vocabulary

Teaching aids:Textbooks, poster Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Wordsquare. T-whole time

- Stick the poster on the board

- Have students to find out 12 words dealing with schools

- Divide the class into two teams

- Get students from two team go to the board and circle the words they have found then write them down in the column of their team

- The team that has more correct words will win the game

 pictures, history, match, classes  study, start, sixth

 English Geography

P I C T U R E S S

H I S T O R Y T T

Y S I C S N H A U

S U X A B S W R D

I M T N I X U T H

C O H L Y M A T H

A M G E O G R A P

L N C L A S S E S

Music

Physics, Physical education

Pre-listening I Pre-teach vocabulary T-whole class - schedule (n): chương trình, thời khóa biểu

(relia)

- important (adj): quan trọng (translation)

- favourite (adj): yêu thích (definition: be most liked) - fun (n/adj): vui nhộn, niềm vui (translation)

* Checking vocabulary: Rub out and Remember - Rub out the new words one at a time

- Ask students to repeat chorally the words before and after you rub out each word

- When all the words are rubbed out, go through the Vietnamese list and get students to call out the English words

- If there’s time, get students to come to the board and write the English words again

II Open prediction

- Set the scene: This is the schedule on Friday and Saturday of the students in class 7A You have to guess and complete it – the subject and the time – before listening

Pair work

- Ask students to draw the table on page 43 in their notebooks

- Get students to work in pairs and complete the schedule

- Give feedback

While listening I Listening and checking Individual work - Have students listen to the tape twice and compare

* Type transcript.

Good morning, everybody There are some small changes to your schedule this Friday and Saturday Please write the correct subjects and time in your books One Friday, English is at 7am As usual, then Geography is at 7.50 The next class is Music at 8.40 We start again at 9.40 with Physics and our last lesson of the day is History On Saturday afternoon, the first class is Physical education at one o’clock and the second class is Math We have another period of English at 3.40 and Physics is at half past four Any questions? No? Good Let’s continue with today’s class

Post listening I Reading Comprehension Pair work - Ask students to read the dialogue between Hoa and

Thu (A5 – page 44)

- Get students to work in pairs and answer the questions

a/ When does Thu have English classes? b/ What classes does Thu have on Thursday? c/ What is Thu’s favourite subject? Why? d/ What is Hoa’s favourite subject? Why? - Give feedback

- Ask students practice asking and answering * Answer keys.

a/ Thu has English classes on Wednesday and Thursday

b/ Thu has Math, Geography, Physical education and Music on Thursday

c/ History is Thu’s favourite subject Because it is interesting and important

Friday

7.00 7.50 8.40 9.40 10.30

Englis h

Geogra phy

Music Physi cs

d/ Math is Hoa’s favourite subject Because it is difficult but fun

II Writing

- Get students write their schedule in their notebooks Individual work - Have them ask and answer about their schedule

with their partners * Suggested questions.

a/ When we have Math/ English/ Literature? b/ What time we have our first English class? c/ What classes we have on Monday/ Tuesday/ Wednesday/ Thursday…?

d/ What time we have our last Math class? e/ What’s your favourite subject? Why? f/ Are you good at English/ Math…?

Homework - Write about their subjects at school, about the subject they like best, or they hate best

Unit Four:

At school Period 23rd LESSON 3: A6 page 44 - 45

Aims:Reading a text about the schools in the U.S.A to understand the details

Objective:By the end of the lesson, students will be able to read a text for details

Teaching aids:Textbooks, poster Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Categories. T-whole time

- Ask students to find out the nouns beginning with the letters that the teacher gives

- Divide the class into two groups

- Give four letters at the same time, students are to find out four nouns beginning with the four letters given

Example: Teacher

writes: a b c d

Student

writes: apple book car dress Teacher

writes: g h i j

Student

writes: glass hat ink jeans

Teacher

writes: o p q r

Student

writes: orange pen question room Teacher

writes: s t u v

Student

writes: student teacher uniform vase

(example)

- break (n): nghỉ (translation/ example)

- cafeteria (n): quán ăn tự phục vụ (translation)

- snack (n): ăn nhẹ, ăn nhanh (example)

- different from (adj): khác với (translation)

- popular (adj): phổ biến (translation)

* Checking vocabulary: Slap the board.

- Put the new words all over the board, each word in the circle

- Call two students or two teams to the front of the class

- Ask students to stand at an equal distance from the board

- Call out some of the new words in Vietnamese in loud voice the two students must run forward and slap the word on the board The one who first slaps the correct word is the winner If the students play in team, the winning team gets one mark

- Ask two more students to come forward and the game continues until all the words are slapped

II True – False prediction Pair work

- Give a poster of six statements (on page 45) on the board

- Ask students to keep their books closed and read the statements and guess which is true, which is false

- Set the scene: These statements are about the schools in the U.S.A Read these statements and guess which statement is true and which is false

cafeteria snack

break uniform

a/ Students not usually wear school uniform b/ There are classes on Saturday morning c/ Students don’t have a break in the afternoon d/ The school cafeteria sells food to students e/ The school cafeteria only opens at lunchtime f/ Basketball is an unpopular after-school activity

- Ask students to work in pairs to guess Pair work - Give feedback

While reading I Reading and checking prediction Individual work - Have students read the text A6 on page 44 and

check their prediction

- Ask students to correct of the statements are false * Answer keys.

II Filling the grids.

- Get students to draw the grid in their notebooks - Ask students to read the text again and fill in the grid Have them work in pairs

- Give feedback

Pair work

* Writing.

- Ask students to write a paragraph about schools in Vietnam

- Get students to read the text again and work in

Activities In

Vietna me

In the U.S.A There is school

uniform  

Classes start at… 7.00 8.30

The school day

ends at… 11.00 3.30 or4.40

pairs

- Go around and help students if necessary

Post reading - Take some students’ writing to correct before class Pair work * Suggested writing.

Schools in Vietnam are little different from schools in the U.S.A Students in Vietnam have to wear uniform Classes in the morning start at 7.00 and finish at 11.00 Classes in the afternoon start at 1.00 and finish at 5.00 There are classes on Saturday Students have lunch at home There is one 15 minute break in the morning and one in the afternoon There isn’t usually school cafeteria in Vietnam The most popular after school activities are badminton, soccer or play video games

Homework - Have students write the paragraph in their notebooks (after teacher’s correction)

Unit Four:

At school Period 24th LESSON 4: B1 page 47

Aims:Reading a dialogue for details and get further practice in library vocabulary

Objective:By the end of the lesson, students will be able to get further practice in library vocabulary by reading a dialogue

Teaching aids:Textbooks, pictures, poster Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Jumbled words. T-whole time

- Write the words with disordered letters on the board (or use the poster)

- Divide the class into two teams

- Ask students from each team to go to the board and write the correct words

- The team that is faster with more correct words will win the game

 liogoby  biology  torishy  history  hispisc  physics  phygrageo  geography  luralitere  literature  spanweepr  newspaper  zagamine  magazine  tamh  math I Pre-teach vocabulary.

- library (n): thư viện

(definition: a room or building containing a collection of books)

- dictionary (n): từ điển (realia)

- reference book (n): sách tham khảo (example)

- reader (n): (độc giả), sách đọc thêm (realia)

- rack (n): kệ, giá (để sách báo) (picture)

* Checking vocabulary: What and where.

- Write the words on the board, put one word in each circle

- Have students repeat the words in chorus, then rub out word by word but leave the circle

- Go on until all the words are rubbed out - Point to each circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

II Pre-questions. Pair work

- Give students two questions and ask them to guess the answers

a When is the library open?

b What kinds of books are there in the library? - Give feedback

While reading I Reading and checking.

- Get students to read the dialogue B1 on page 47 and

check their answers Individualwork * Answer keys.

a The library is open at am dictionary novel

library reader

rack reference

b There are newspapers, magazines, readers, novels, dictionaries, reference books and many kinds of science books…

II Comprehension questions.

- Have students read the questions on page 48 and

work in pairs to answer the questions Pair work - Give feedback

* Answer keys.

a Where are the magazines? They are on the racks b Where are the newspapers? They are on the racks c What books are on the left?

The math and science books are on the shelves on the left

d What books are on the right?

The History and Geography books, dictionaries and Literature in Vietnamese are on the shevels on the right

e Where are the books in English?

The books in English are at the back of the library f What time does the library open?

It opens at am

g What time does it close? It closes at 4.30 pm

- Have students practice asking and answering Pair work III Grid.

- Get students to draw the grid in their notebooks Individual work - Encourage them to work individually and fill in the

grid

- Give feedback

Open time 7am.

Books on

the left Math, science books

Books in

English Readers, novels, reference books, dictionaries

Books on

Post reading * Writing Pair work - Have students make a similar grid about their

school library Example:

- Get students to word in pairs to write about their school library using the information in the grid * Example.

My school library is not big but there are many interesting books there We can see books for reference on the left such as science books, readers, dictionaries… Many kinds of books in Vietnamese such as novels, short stories, literature books We can see books for children, picture books, comics We also read short stories in English or English

newspapers or magazines Our library opens at 7.30 and closed at 4.00 We all love our school very much

- Take some writing and correct before class

Homework - Get students copy down the paragraph they’ve just

written in their notebooks Individual work

Open time 7.30.

Books for reference

Text books, readers, science books

Books for

children Picture books, comics…

Books in

Vietnamese novels, literature books

Unit Four:

At school Period 25th LESSON 5: B2, 3, page 48 - 49

Aims:Listen and read for details the position of books in the library and know some more about the largest library in the world

Objective:By the end of the lesson, students will be able to talk about the position of books in the library

Teaching aids:Textbooks, cassette, posters, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Wordsquare. T-Ss

* Answer keys.

 Chemistry, physics, reader, English  Math, history, biology, newspaper

Novel

T: I have a wordsquare It has hidden words Discuss with your friends to find them

Lead in: What these words talk about? - Subjects

Yes Today we learn how to find books in the library through Unit 4: At school Lesson B3, page 48 – 49

W C O P S L H J K

S H B I O L O G Y

N E W S P A P E R

G M A T H T H N E

H I S T O R Y G A

N S L B D E S L D

J T F E V O I I E

X R T S O R C S R

Pre-listening Pre-teach vocabulary. T-Ss - a rack (n): kệ đựng đồ (picture)

- in the middle (adv): (picture) - receive (v): nhận (example)

- contain (v): chứa đựng, bao gồm (translation) - employce (n): nhân công (translation)

Checking vocabulary: What and where. Pre-listening

- T sticks the poster of picture p.48 on the Bb - Ask Ss guess their listen and check

T: Now, you’re going to listen to a text about the position of books in the library Before listening, guess the position of books

While listening - Have Ss listen to the tape and check T-Ss T: Now, listen and check your prediction

Answer keys. 1/ Study center 2/ Science and math 3/ Geography, history

4 + 5/ Newspaper and magazines + 7/ English

8/ Librarian’s desk T gives feedback

Pre-reading - Sticks the poster of T/F statement on Bb T-Ss - Ask Ss discuss with their friends

T: Now, you’re going to read a text of the largest library in the world Before reading, guess if they are true or false Discuss with your friends then answer 1/ The library of Congress is in NY

2/ It receives copies of all English books

3/ There are over 100 million books in this library 4/ The shelves are about 400km long

5/ 7.000 people are working in the library

While reading * Answer keys. T-Ss

T: Now Open your books, page 49 Read and check your prediction

- Have Ss read the text - T gives feedback

Lucky number (Questions page 49)

T: Now groups Let’s play the game Lucky number I have numbers You’ll get mark for a lucky number without answering and one mark for a right answer Now, choose the number

1/ Lucky number

2/ Where is Library of Congress? 3/ How many books does it have? 4/ Lucky number

5/ How long are its shelves? 6/ How many people work there? 7/ Why is it so large?

8/ Lucky number

- Open pairs – Closed pairs * Answer keys:

2/ It’s in Washington DC The 3/ It has over 100 million books 5/ It has about 1000 km of shelves 6/ Over 5000 people work there

7/ Because it receives copies of all American books

Post 10’ - Ask Ss to work in groups T- ss

- Ask them to describe their school’s library T: Now Work in groups Describe your library then

- T gives feedback

Homework - Learn the vocabulary by heart

Unit Five:

Work and play Period 26th LESSON 1: A1 page 51 - 52

Aims:Talking about subjects at school, using simple present tense

Objective:By the end of the lesson, students will be able to talk about subjects at school

Teaching aids:Textbooks, posters, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Brainstorming: T-Ss

- Asking students to think of the subjects they learn at school

- Get students to go to the board and write dowm the subjects

* Possible answers:

- Geography - Literature

- Physics - Physical education - English/French - Biography

- Music - Fine Arts - Civic education - Chemistry

- Technology - (Elective subjects)

Presentation I Pre-teach vocabulary. T-whole class - learn (v): học

learn by heart (v): học thuộc lòng (picture)

Subjects at school

History

- use (v): dùng, sử dụng

- be interested in: quan tâm, yêu thích (translation)

- map (noun): đồ (realia)

- experiment (noun): thí nghiệm (picture)

Do experiment: làm thí nghiệm * Checking vocabulary: Matching.

- Write the English words on the left and their

meanings in disorder (in Vietnamese) on the right of the board

- Ask students to go to the board and match the English words with their Vietnamese meanings - Give feedback

 learn u thích

 use khó

 difficult học  experriment khác  interested in đồ

 different làm thí nghiệm

 map sử dụng

I Checking understanding.

- Ask students to read the text A1 on page 51 and fill in the grid

- Get them to work in pairs - Give feedback

- Give the exchange

Teacher: What does Mai study in her computer science class?

Student 1: She learns how to use a computer

Classes What to do

- Computer

science - to learn how to use acomputer

- Geography - to study maps and

learn about different countries

Practice I Drill Pair work - Have students use the grid to make questions and

answer about what Mai does in her classes

 What does Mai study in her Geography class? She studies maps and learns about different countries

 What does Mai study in her Physics class? She does some experiments

 What does Mai study in her computer science class?

She learns how to use a computer II Questions and Answers

- Give students some questions Pair work - Ask students to work in pairs to answer the

questions

- Give feedback * Questions:

a/ What does Mai go to?

b/ How often does she go to school? c/ What time her classes begin? d/ What time they finish? e/ What is her favorite class?

f/ Does Mai think Geography is difficult? * Answers.

a/ Mai goes to Quang Trung school b/ She goes to school six days a week c/ Her classes begin at o’clock d/ They finish at quarter past eleven e/ Her favorite class is computer science f/ Yes She thinks geography is difficult

- Have students practice asking and answering the questions

Pair work Further

practice * Nought and Crosses.

- Divide the class into two teams: Noughts (O) and

Crosses (X) Group work

- Each square is numbered (from to 9)

- The teams will take turn to choose the number and have to make a question and an answer to that question (Teacher gives the cue or the cue is written in each square)

- If their answer is correct, put a X/O in that box - The first team has three Os or three Xs in a line on the grid will win the game

* Suggested questions (Students’ answer) 1/ What time your classes begin? 2/ What time your class finish?

3/ What you study in geography class? 4/ What you learn at school?

5/ What you study in computer science class? 6/ When you have English class?

7/ What you study in language class? 8/ What you study in physics class? 9/ What is your favorite class?

Homework - Ask students to write a paragraphy about their

study at school, using the answer above Individualwork 1/

classes/ begin 2/

classes/ finish 3/

Study/ geography 4/

learn/ at school

5/ study/ computer

science

6/ When/ have English

Unit Five:

Work and play Period 27th LESSON 2: A2 page 52

Aims:Reading a text about Ba’s daily routine and practice in simple present tense

Objective:By the end of the lesson, students will be able to know more about Ba’s daily routine

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Jumbled words. T-whole class

- Write the words with disordered letters on the board (or use the porter)

- Divide the class into two teams

- Ask students from each team to go to the board and write the correct words

- The team which writes more correct words will win the game

 vaofrite  favorite  hoholused  household  ruiatg  guitar  chaimen  machine  reef meit  free time

 hitlg  light

 bectijus  subject

 realn  learn

Pre-reading I Pre-teach vocabulary. T-whole class - enjoy (v): yêu thích, thưởng thức

- repair (v): sửa chữa (picture)

- fix (v): sửa chữa (synonym: repair)

(translation)

- electronics (noun): điện tử học (translation)

- art club (noun): câu lạc nghệ thuật (translation)

- appliance (noun): thiết bị (example)

* Checking vocabulary: Slap the board.

- Put the new words all over the board, each word in a circle

- Call two students or two teams to the front of the class

- Ask them to stand at an equal distance from the board

- Call out one new word in Vietnamese an a loud voice, the two students must run forward and slap the English word on the blackboard The one who slaps the right word first is the winner

- Ask two more students to come forward until all the words are slapped

I True or False statements prediction. Pair work - Stick the poster of five statements about Ba on the

board

- Set the scene: Ba is a student ta Quang Trung school He is in class 7A These statements are about Ba’s routines_at home and at school All of you have to read the statements and guess, which statement is true and which is not true

- Ask students to work in pair and begin to predict: * True – False statements:

a/ Ba enjoys his school very much b/ His favorite subject is math

c/ In electronics class, he learns to fix

enjoy electron

ics applia

nce art club

the appliance

d/ He doesn’t like fixing things e/ He watches TV in his free time - Give the feedback

While reading I Reading and Checking. Individual work - Get students to read the text B2 on page 52 and

check their prediction

- Ask them to correct the false statements - Call on some students to check and correct * Answer keys.

II Guessing the meaning of the new words. Whole class - Write the English words on the left and their

meanings in disorder (in Vietnamese) on the right of the board

- Ask students to go to the board and match the English words with their correct Vietnamese meanings

- Give feedback

a household appliances họa sĩ tiếng b a drawing chơi đàn guitar c a famous artist thiết bị gia đình d play the guitar họa

III Comprehension questions. Pair work - Get students to read the text again and answer the

question on page 53 - Have them work in pair - Give feedback

* Questions and Answers.

1 Which subject does Ba like best? Gu

ess Check Correction

A T

B F His favorite subject is

electronics.

C T

D F He is good at fixing

things.

(He likes electronics best)

2 Does Ba like other subjects at school? Write the sentence that tell you this

(Yes, he does “He enjoys school very much”) What does he learn to in Electronics? (He learns to repair household appliances) How does this subject help Ba?

(It helps him to fix his own appliance) Is Ba good at drawing?

(Yes, he is “His drawings are very good”)

- Have students work in pairs, practicing asking and answering the questions

Pair work

Post reading * Survey. Group work

- Get students to draw the following table in their notebooks

- Give students the questions for columns a/ What is your name?

b/ What is your favorite subject? c/ What subject are you good at? d/ What you in your free time?

- Have students ask their partners and fill in the form - Give the feedback

Homework - Ask students to write a short paragraph about their friends, using the information from the survey

Individual work Na

me favoritesubject d atgoo free timeactivities

Unit Five:

WORK AND PLAY Period 28th

LESSON 3: A4, page 54

Aims:Listen to a monologue to understand the details and further practice in school library by reading

Objective:By the end of the lesson, students will be able to practice in school library by listening

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Matching. T-whole time

- Show five pictures on page 54 to the students - Ask them to write the suitable subject under each picture

- Give feedback and correct * Answer keys.

a/ Geography

b/ Physical education c/ Computer Science d/ Physics

e/ English/ Literature

Pre-listening * Prediction Pair work

- Set the scene: They are Ba and Hoa They go to school on Satuday morning All of you try to guess what subjects Ba and Hoa have on Saturday

morning

- Ask students to write the correct letters’ next to the name

- Give feedback

While listening * Listening and Checking. Individual work - Have students listen to the tape twice and check

Ba: d, a, e Hoa: c, b, e * Tape transcript.

On Saturday morning, Ba and Hoa go to school Some of subjects they on Saturday are the same, but some of them are different At seven o’clock, Ba has Physics and Hoa has Computer science These class last for two period At 8.40, Ba has Geography Hoa does not have Geography on Saturday She has Physical education instead In the last period, they have the same class Hoa and Ba both have English then

Pre-reading I Pre-teach vocabulary T-whole class - essay (n): luận văn

(realia)

- calculator (noun): máy tính số học (realia)

- event (noun): kiện (translation)

* Checking vocabulary: Matching.

- Ask students to exercise A6 on page 55

- Have students work in pairs to match each subjects

to the correct items Pair work

1 Physical education a piano, guitar, songbooks

2 Geography b graphs, equation, calculator

3 Music c game, running shoes, ball

4 Art d map, globe, atlas Math e paint, pencils, paper * Answer keys.

1.c ; 2.d ; 3.a ; 4.e ; 5.b

* Notes: Teacher should teach these words passively - piano (noun): đàn dương cầm

- atlas (noun): sách đồ - paint (verb): vẽ, sơn

II Open prediction. Individual work

- Ask students to guess before reading

- Set the scene: You will read a text about subjects at school Before reading, you have to guess the

subjects that appear in the text - Give feedback

While reading I Reading and Checking Pair work

- Get students to read the text on page 54 and check their prediction

* Answer keys.

- Literature - Language - History - Music - Geography - Sports - Physics - Art II Comprehension questions.

- Get the students to read the text again and answer the questions

- Give feedback and correct

- Get students to practice asking and answering the questions (in closed pairs)

* Questions and Answers. Pair work a/ What you study at school?

(At school, we study many things) b/ What you learn in Literature?

(In Literature, we learn about books and write essay)

c/ Do you study past and present events in History class?

(Yes, we do)

d/ What subject helps you know different countries and their people?

(Geography)

Post reading * Noughts and Crosses. Group work - Divide the class into two teams: Noughts (O) and

Crosses (X)

- Draw a nine square grid on the board - Each square is numbered (from to 9)

- The teams will take turn to choose the number and have to make a question and an answer to that question (Teacher gives the cue or the cue is written in each square)

- If their answer is correct, put a X/O in that box - The first team has three Os or three Xs in a line on the grid will win the game

* Possible answers.

1/ What you in Literature class? We learn about books and write essays 2/ What you in Computer Science class? We learn how to use a computer

3/ What you in Language class? We learn English

4/ What you in History class?

We study past and present events in Vietnam 5/ What you in Physics class?

We learn about how things work

6/ What you in Physical education class? We learn how to keep fit

7/ What you in Electronics class?

We learn how to repair household appliances 8/ What you in Art class?

We learn how to draw

1/ literature 2/ computer science

3/ language 4/ history 5/ Physics 6/ Physical

9/ What you in Geography class?

We study different countries and their people Homework - Ask students to write about what they learn in each

class

Unit Five:

Work and play Period 29th LESSON 4: B1, page 56 - 57

Aims:Listen and read for details recess ability vocabulary Revision of the present progressive tense

Objective:By the end of the lesson, students will be able to talk about activities at recess

Teaching aids:Textbooks, cassette, pictures, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Game: Bingo T-Ss

- Ask Ss to take out a piece of paper

- Ask them to write subjects they like on the paper - T reads: Music, Math, Literature, English, Physics, Geography, History, Electronics, Computer Science - Who has same subjects to what teacher said will say “Bingo”

T: Now, take out a piece of paper Now write subjects you like best OK? I’ll call out subjects and who has same subjects to me will say loudly “Bingo”

Pre-listening Lead-in: T-Ss

T: After periods is the recess Today will learn some activities at recess through Unit 5: Work and play Lesson 4, B1 – B2 Listening – page 56-57

I Vocabulary.

- ring (v): reo, rung (mime) - recess (n): chơi (example) - chat (v): trò chuyện phiếm (translation) - skip rope (v): nhảy dây (picture) - play catch (v): chơi đuổi bắt (translation) - play marble (v): bắn bi (picture) - play blind man’s bluff (v): bịt

* Checking vocabulary: Slap the board Set the scene:

T: Now, you’re going to listen to a tape about activities at recess Discuss with your friends what activities students will at recess

While teach T: Now Listen to the tape carefully T-Ss - Have Ss listen to the tape twice

- Ask Ss to read the text then check

T: Now, open your books page 56 Read the text then check your predictions

Answer keys. * Meeting friends

* Talking about last class last movie * Eating

* Drinking * Chatting

* Playing catch/ marbles * Skipping rope

Revision of the present progressive tense:

T: Now how you say “Một vài học sinh nam chơi bắn bi?”

Ss: Some boys are playing marbles.

T: Good This is the present progressive tense Now, who can give me the form?

Ss: S + be + V-ing

T: Very good When you use the present progressive?

Ss: Dùng để diễn tả hành động xảy T: Very good

Pre-listening T: And now, you’re going to listen to the tape about Lan, Ba, Kien and Mai Before listening, guess what exactly each people

T-Ss

- T sticks the poster of the name and activities on the blackboard

- Have Ss discuss with their friends and guess to match

Mai playing catch Kien playing marbles Lan skipping rope

Ba playing blindman’s bluff While listening T: Now Listen carefully

- Have Ss listen to the tape twice - Ask Ss to match again

- T gives feedback Answer keys.

Mai – playing catch

Kien – playing blind man’s bluff Lan – skipping rope

Ba – playing marbles

- Ask Ss to read the whole sentence, use the present progressive

- T uses pictures (a – f page 56) ask answer. Post listening Survey

- Divide class into groups

- Ask students to ask their friends to complete the survey then report

- T gives feedback

* Example exchange:

S1: What you usually at recen?

Name Activities

- … - …

-

-S2: I usually…

Homework - Learn the vocabulary by heart - Prepare lesson 5, B3-4

Unit Five:

Work and play Period 30th LESSON 5: B3, page 57 - 58

Aims:Reading for details at recen activities at American school

Objective:By the end of the lesson, students can be self introduce and introduce friend’ activities at recen

Teaching aids:Textbooks, pictures, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Game: Kim’s game. T-Ss

- T prepares a poster of activities at recen - Have Ss look in 10 seconds

- Ask them to rewrite on the Bb

- Divide class into groups (King and Queen)

T: OK I have a list of activities at recess here You’ll have 10 seconds to look and remember them After that, come to Bb and write Which group has more right words is the winner

Key words: Eating, chatting, playing catch, playing marbles, playing blind man’s bluff, drinking, skipping rope

Chatting:

T: Do you know what students in another country at recess?

Ss: …

T: Do you know what American students at their recess?

Ss: …

Pre-reading I Vocabulary T-Ss - penpal (n): bạn qua thư (translation)

- junior high’ school (n): trường

THCS (example)

- score a goal (v): ghi bàn (translation) - swap (v): trao đổi (mime) - relax (v): nghỉ ngơi (translation) Checking vocabulary: R.O.B

T: Now You’re going to read a text about American students’ activities at recen Before reading, guess what American students at their recen

While reading - Have Ss read the text T-Ss

- Check

T: Now open your books, page 57 Read and check * Answer keys.

- play basketball - Swap baseball cards - listen to music - Eating

- read - Talking with friends - Study

* Matching: T sticks the poster on the Bb

T: Now read the text again then match these words with their meaning

1 energetic students a bạn qua thư

2 penpal b máy nghe nhạc bỏ túi postable CD

players c Những học sinh động packets of candy d Những gói kẹo world wide e khắp giới

Answer keys.

1 – c ; – a ; – b ; – d ; – e

T: Now, close your books Discuss with your friends to choose the best answer

- T sticks the poster of multiple choice exercise on Bb

- Ask Ss to work in pairs and guess the answer - Exercise page 58

T: Now, read the text again and check Answer keys.

a – C ; b – A ; c – D ; d – D

* Take a survey (B4) Ss

- Hard out a paper each student - Ask them to complete the table - Work in group of (or 5) - T monitors

Example exchange.

- What you usually at recen?

- Do you play soccer/ skip rope/ play catch…?

Post reading Write it up.

- Ask Ss to write the activity of their friend in the whole sentences

- Ask Ss to report - T gives feedback

T: Now, with your survey, write the whole sentence about what activity your friends

For example: Her name is Phuong She usually reads at recess Sometimes she skips rope and plays

Na me

Activity Soc

cer Catch Ski

p ro pe

Mar

marbles with her friends

Homework - Learn the vocabulary by heart

Unit Six:

AFTER SCHOOL Period 31st LESSON 1: A1 page 60 - 61

Aims:Reading a dialogue about after school activities and get further practice in present progressive tense

Objective:By the end of the lesson, students will be able to know more about after school activities and get further practice in present progressive tense

Teaching aids:Textbooks, pictures, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Chatting. T-whole class

- Talk to students about what they after school What time your classes finish?

Do you go home right after that? What you then/ after school? Do you watch TV?

Do you like listen to some music? * Brainstorming

- Have student think about their after school activities

- Get them go to the board and write Play soccer listen to music After school activities

* Possible answers. watch TV

Pre-reading I Pre-teach vocabulary T-whole class - practice (v): luyện tập

(translation) - invite (v): mời (translation)

- play volleyball (n): bóng chuyền (picture)

- together (adv): với (definition: go/do with each other) - maybe (adv): có lẽ

(synonym: perhaps)

* Checking vocabulary: Jumbled words.

- Prepare a poster of the new words with disordered letters

- Stick the poster on the board - Divide the class into two teams

- Ask Students from two teams to go to the board and write the English words

- The team that has more correct words will win the game

1 carticpe practice gotheert together veinti invite

4 bayme maybe

5 yenjo enjoy

6 belllayvol volleyball

II True-False statements prediction Pair work - Stick the poster on the board There are four

statements on the poster

- Set the scene: These statements are about Ba, Hoa and Minh Read them and guess which statement is true and which is false

- Get students to work in pairs and guess - Give feedback

b/ Ba is learning to play guitar

c/ Minh and his friends often their homework together

d/ Minh plays soccer for the school team

While reading I Reading and checking. Individual work - Ask Students to read the dialogue on page 60 and

check their prediction, and correct false statements * Answer keys.

II Comprehension questions Pair work

- Have students to work in pairs to answer the questions on page 61

- Call on some students to answer the questions and correct their mistakes

* Questions and answers. a What is Hoa doing?

She’s doing her math homework b What are Minh and Hoa going to do?

They are going to get a cold drink in the cafeteria c Where is Ba?

He’s in the music room d What is he doing?

He’s learning to play the guitar

e What does Minh usually after school? He usually meets his friends and their homework together

f What sports does Hoa like doing? She likes playing volleyball

- Have students work in pairs to practice asking and answering

Gu ess

Ans wer

Correction a

. F Hoa is doing her math homework.

b

. T

Post reading * Noughts and Crosses. Group work - Draw a nine-square grid on the board

- The squares are numbered from to and write the cues in each square

- Divide the class into two teams One team is Noughts (O) and the other is crosses (X)

- Two teams choose the numbers in turns and use the cues in the square to make a question and answer, if their answer is correct, they will have a O or a X in that square

- The team which has noughts or crosses in a line on the grid will win the game

- Give students the example exchange and the game begins

S1: What is Lan doing?

S2: She’s doing her homework

* Possible answers. (Example exchange) What are these boys doing?

They are playing computer games What is Minh doing?

He’s watching TV What are you doing? He’s listening to music What are Hai and Hoa doing? They are talking

6 What are the girls doing? They are skipping rope What is Nam doing? He’s playing marbles

1/ Lan homework

2/ These boys play computer

games

3/ Minh watch TV 4/ You listen

music

5/ Hai and Hoa talk

6/ The girls skip rope 7/ Nam play

marbles

8/ Long and Minh chat

8 What are Long and Minh doing? They are chatting

Homework - Ask Students to write sentences about what they after school

Unit Six:

AFTER SCHOOL Period 32nd

LESSON 2: A2 page 61; Language Focus page 71

Aims:Simple present tense and adverbs of frequency to talk about after school activities

Objective:By the end of the lesson, students will be able to talk after school activities using simple present tense

Teaching aids:Textbooks, poster Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Slap the board. T-whole time

- Write the words in Vietnamese all over the board Each word is in a circle

- Call on two students or two teams to the front of the class

- Call out the English words and two students run forward to slap the Vietnamese equivalent on the board The student slapping the correct word first gets one mark

- Go on until all the words are slapped

Presentation I Revision of Adverbs of frequency T-whole class * Matching.

- Stick the poster on the board Chơi đá

bóng

Xem TV (đi)

bơi Đi xem

phim

chơi trò chơi điện tử đọc sách

1 often : a 

2 usually : b   

3 always : c 

4 sometimes : d    

- Ask students to work in pairs then go to the board and match the adverbs of frequency with the suitable symbols

- Get students write the adverbs in order of frequency

* Answer keys.

3 – e always – d usually

1 – b often

4 – c sometimes – a never

Practice II Drill Pair work

- Ask students to look at the pictures on page 61 and write the activities under such picture

1/ read/ study in the library 2/ go swimming/ swim 3/ play video game 4/ go to the movies 5/ play soccer 6/ watch TV

- Have students use the pictures to drill - Give students the model sentences What you usually after school? I usually go to swimming

- ask students to ask and answer question, using adverbs of frequency

 Usually  Sometimes  Often  Always  Never  Answer keys

I sometimes go swimming

 What you usually after school? I often play video game

 What you usually after school? I usually go to the cinema

 What you usually after school? I never play soccer

 What you usually after school? I always watch TV

Further practice

I Matching Pair work

- Asker students to look at the table Language focus on page 71 and macth the activities to tha adverbs of frequency

* Answer keyss

- Go cafeteria - never

- Ride bike to school - sometimes - Practice guitar - often

- Do homework - usually - Pay computer games - always

II Write it up Individual work

- Have students write sentences about Ba

- Asker students to work in pairs or individually * Possible answers

1 Ba never goes to the cafeteri at lunchtime Ba sometimes rides his bike to school Ba often practices th guitar aften school Ba usually does his homework in the evening Ba always plays computer games

- Call on some students to read aloud their sentences - Give feedback and correct focus on simple present tense and tha position of activities of frequency Homework - Asker students to the exercise A2 in the exercise

Unit Six:

At school Period 33rd LESSON 3: A3,4 page 62 - 63

Aims:Reading a text about past time activities and practice listening

Objective:By the end of the lesson, students will be able to know more about pastime activitices of Nga, Ba and Nam

Teaching aids:Textbooks, realia, poster Procedure

Stage Steps/ Activities Work

arrangement

Warm-up *Guessing game Whole class

- Asker students to take a small piece of paper and write his/ her farvourite pastime on it Remind them to keep it secret

- Call on a student to to the board and ask the rest of the class to guess his/ her favourite pastime by asking yes - no questions

Example:

+ Do you wacth tv after school? + Do you play chess?

+ Do you play soccer? + Do you play video games? + Do you listen to some music?

- The student who can guess the right activity will get a point and take the place of the last chosen student

Pre-reading I Pre teach vocabulary. Whole class - Sporty (adj): thích giỏi thể thao

(translation)

- Comic (n): truyện tranh (realia)

- President (n): chủ tịch (translation)

- Collect (v): thu thập, sưu tầm

(explanation: dring or gather together) - Rehearse(v): diễn tập (kịch)

(Translation)

* Checking vocabulary: What and where

- Write the words on the board, put one word in each circle

- Have students repeat the words in chorus then rub out word by word but leave the circle

- Go on until all the circles are empty

- Get students to go to the board and write the words again in the correct circles

II True/ False statements Pair work

- Stick the poster of six statements on the board - Get students to read the statements and predict which students is true and which is false

- Get students work in pairs and guess

- Set the scene: Nga, Ba, Nam are classmates These statements are about their activities in their free time Read them and guess which is true, which is false True/False statements

a Nga, Ba, Nam enjoy different activities after school

b They like sports very much c Nga’s favorite pastime is jogging d Ba likes collecting stamps

e Nam plays soccer after school f Nam sometimes read comics - Give feedback

While reading I Reading and checking Pair work

- Ask students to read the text A3 on page 62

- Ask them to work in pairs and check their president rehearse sporty

comic anniversary celebration

prediction

- Get students to correct the false statements * Answer keys.

II Comprehension questions. Pair work

- Get students to work in pairs to answer the questions on page 62

- Call on some students to answer the questions before class

- Give feedback and correct

- Ask all students to practice asking and answering the questions

- Monitor and help students if necessary * Questions and answers.

a What is Nga’s theatre group doing?

Nga’s theatre group is rehearsing a play for the school anniversary celebration

b How does Ba get American stamps?

He gets American stamps from Liz - his American friend

c When does the stamp collector’s club meet? They meet on Wednesday afternoon

d How often does Nam play games? He never plays games

Post reading I Listening Pair work

1 Pre-listening

- Ask students to look at A4 on page 63 and the match

- Get students to guess and match the names with the activities

- Give feedback Gue

ss werAns Correction

a T 

b F They don’t really like sport

c F Nga’s favorite pastime is acting

d T 

e F Nam usually watch TV after school

2 While listening. Individual work - Have students listen to the tape and check their

guess

* Answer keys.

a Mai – go to the school cafeteria b Nam – rehearse a play

c Ba – go to the circus d Lan – watch movie

e Khen – tidy the classroom * Tape transcript

Nga: Mai, should we go to the school cafeteria? Mai: OK That’s a great idea

Nga: What about you, Nam?

Nam: Sorry I have to rehearse for a play with the drama group

Nga: Ba, you want to join us?

Ba: Oh, no I am going to the circus tonight with my family Sorry

Nga: How about you, Kien?

Kien: I’d love to, but I’m going to tidy the classroom for Miss Lien this evening

Nga: OK Would you like to come with us to the cafeteria, Lan?

Lan: Sorry I’m going to the movie theatre Have a good time Bye

- Ask students to write a paragraph about after school activities of Mai, Nam, Ba, Lan, Nga and Kien, using “be + going to…”

Example:

Unit Six:

AFTER SCHOOL Period 34th LESSON 4: B1 page 64

Aims:Making suggestions

Objective: By the end of the lesson, students will be able to make suggestions; using let’s… what about… why don’t

Teaching aids:Textbooks, cards

Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Brain storming T-whole class

- Get students to think about their after school activities

- Get them to go to the board and write down the activities they think

* Possible answers. tidy room

read comics watch TV go to the circus

go to the movie theatre go to the zoo

go shopping play video games go the the cafeteria

after school activities play scoccer

novel

Presentation I Pre-teach vocabulary T-whole class - assignment (n): tập giao nhà làm

(translation)

- relax (v): thư giãn, nghỉ ngơi (synonym: take a rest)

- come on (v): nhanh lên (synonym: hurry up!) - fun (n): niềm vui

* Checking vocabulary: Rub out and Remember - Get students to copy the new words into their books and then ask them to close the books

- Get students to repeat chorally before and after you rub out each word

- When all the English words are rubbed out, ask students to repeat again when teacher points to the Vietnamese translation

- If there’s time, get students to go to the board and write the English words again

II Presentation dialogue. Pair work

- Ask students to read the dialogue on page 64 and then answer the questions

- Get students to work in pairs

- Call on some students to answer before the class - Give feedback and correction

* Questions and answers. a What does Nam want to do? He wants to go to the movies

b Why doesn’t Lan want to go to the movies?

Because there aren’t any good movies on at the moment

c What does Lan want to do?

She wants to go to her house to listen to some music

e What day is it? It is Saturday * Model sentences.

- Ask students to read the dialogue again and take out the suggestions

Answers. T-whole class

 What about going to the movies?  Let’s go to my house

 Why don’t you relax * Form:

 Let’s + infinitive  What about + V-ing

 Why don’t you/we + infinitive

Practice Suggestions Response Whole class

Let’s go to my house Yes Let’s

What about going to the zoo? That’s a good idea Why don’t you relax? Sorry I can’t * Word cue drill.

- Prepare cards with cues on them

- Use each card to drill the structure Pair work Let’s listen to some music

Yes Let’s

2 What about watching TV? I’m afraid I can’t

3 Why don’t we read comics? That’s a good idea

4 What about going to the cafeteria?

1 

4 

Let’s/ listen music What/ cefeteria



5 

What/ watch TV Why/ play soccer

Sorry I can’t

5 Why don’t we play soccer? OK Great idea

6 Let’s play computer games No Let’s not

- Ask students to work in pairs to practice giving suggestions and response

* Mapped dialogue.

- Present the dialogue, using symbols, cues, visuals…

- Have students make each sentence then form the dialogue

- Call on some pairs of students to demonstrate the dialogue before the class

- Have students work in pairs to practice the dialogue

Pair work

* Example dialogue.

You: What should we in the afternoon? Your friend: What about going to the movies? You: There aren’t any good movies at the

moment

Your friend: Let’s go to Mai’s house and listen to some music

You: Her house is very far from here And we don’t have a bike

Your friend: Why don’t we take a bus

You: OK That’s a

good idea Homework- Get students to write five suggestions.Individual work

youyour friendWhat – – afternoon? moviesNo good moviesMai’s housetoo far

Unit Six:

AFTER SCHOOL Period 35th LESSON 5: B2 page 65

Aims:Reading a text about American teenagers’ favorite leisure activities

Objective: By the end of the lesson, students will be able to know more about American teenagers’ favorite leisure activities

Teaching aids:Textbooks, cards, pictures Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Pelmanism T-whole class

- Prepare six cards with numbers on one side and some phrases on the other

- Stick the cards on the board so that the students can only see the numbers

- Divide the class into two teams and ask them to choose two numbers at the same time

- Turn the cards over and see if they match If they are not match, turn the cards over again and ask the next team to choose numbers

- Continue until all the cards are turned over

Pre reading I Pre teach

- Teenager (n): Thiếu niên (13 đến 19 tuổi) (example/definition)

- Musical instrument (n): nhạc cụ (example)

- Model (n): Mẫu, mơ hình (realia)

- Scout (n): Hướng đạo sinh (picture)

- Guide (n): Người hướng đạo, dẫn đường - Coin (n): Tiền đồng

What about Why don’t Let’s Collect stamps Going to the

circus

(realia)

- Organization (n): Tổ chức (translation)

* Checking vocabulary: Slap the board

- Put the new words all over the board, each word in the circle

- Call on two students from both sides of the class to the front of the class

- Ask students to stand at an equal distance from the board

- Call out the Vietnamese and the students must run forward and slap the English equivalent on the board - The student slapping the right first is the winner If the students play in team, the winning team gets one mark

- Continue until students have slapped all the words

II Open prediction

- Set the scene: There is a survey of 13 year – old children about their favorite activities in their free time You should write 10 activities that you think they are the most popular

- Ask students to go to the board and write the activities

Play video games Watch TV

* Possible Answers:  Go Shopping  Listen To Music  Read books  Go camping  Go to the movies

Coin

Model Scout

Guide Teenager

Musical Instrument

Organization

 Go to the cafeteria  Go to some clubs  Collect things 

While reading I Reading and checking Pair work

- Ask students to open the books and read B2 on page 65

- Get students to work in pairs and check their prediction

* Answer keys: Top ten activities

1 Eat in fast food restaurant

2 Attend Youth organization such as scouts and guide

3 Learn to play a musical instrument such as the guitar

4 Go shopping Watch TV Go to the movies 7 Listen to music

8 Collect things such as stamps or coins

9 Make models of things such as cars or planes 10 Help old people with their shopping or cleaning

II Comprehension Questions Pair work

- Ask students some questions about Vietnamese teenaers’ activities in their free time so that they can see the different between two countries

* Questions

a What activities Vietnamese and American teengers the same?

b Name some youth organization that Vietnamese teenagers can attend

c Which activity is the most popular?

* Answer keys

a They are watching TV, listening to some music, going to the movies, helping the old people, going shopping

b They are Young Peers, some clubs for teenagers c It is eating in fast food restaurant

Post reading * Discussion

- Divide the class into group of 10

- Get students to discuss about what they like doing in their free time

- Each group has to make a list of their group’s favorite leisure activities

- Ask students to make an exhibition

- Get students to go around and read the posters of all the groups

- Have students give their ideas - Give feedback

Homework -Ask students to write something about what they

want to in their free time Individual work

AFTER SCHOOL Period 36th LESSON 6: B2 page 66

Aims:Further practice in making invitations with “Would you like… ”

Objective: By the end of the lesson, students will be able to make invitations with “Would you like… ”

Teaching aids:Textbooks, cards, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Lucky numbers T-whole class

- Write 10 numbers on the board, from to 10

- Tell students each number is for a question but of them are lucky number If students choose a lucky, number, they not need to answer any questions but they get points and they continue to choose another number

- Divide the class into two teams The teams take turns to choose the numbers

- Tell students that they have answer the teacher’s questions

* Questionnaires

1 What you like doing in your free time? Lucky number

3 Name an organization for teenagers in America

4 Name an organization for teenagers in Vietnam Lucky number

6 Name activities American like doing in their free time

7 Which activity teenagers in Vietnam really do? Lucky number

9 Lucky number

10 Name popular activities teenagers in Vietnam like doing in their free time

- join (v): Gia nhập, tham gia Synonym: take part in - Invite (v): mời

(translation)

- Wedding (n): đám cưới (picture)

- You’re welcome: Khơng có chi (lịch đáp lại lời cảm ơn)

- Pleasure (n): Niềm vui sướng, hài lòng (translation)

* Checking vocabulary: Jumbled words

- Wirte the words with discordered letters on the board (or use a poster)

- Divide the class into two teams

- Ask students from two teams to go to the board and write the correct words

- The team which writes more correct words first will win the game

1 Dendiwg  Wedding Lemceow  Welcome Lasurepe  Pleasure Tivein  Invite Noij  Join Louwd  Would

II Presentation dialogue T- Whole class - Ask students to read the dialogue on page 66

- Give them some questions to make sure they understand the dialogue

* Questions and answers When’s Nga’s birthday? (It’s on Sunday)

2 What does Nga want Lan to do?

(She want’s Lan to go to her house for lunch) What does Nga want Nga to after lunch? (She wants to go to the movies)

(No Because she’s going to a wedding)

- Ask students a question to draw a model sentences  What does Nga say to invite Lan to her house

for lunch?

 How does Lan answer? * Model sentence

Would you like to come to my house? Yes, I’d love to

* Form:

* Use: To invite someone

Practice Word cue drill Pair work

Watch a movie

Rehearse a Join English on TV  play  speaking club  Listen to Go to circus Play computer

music   games 

- Use the cards to ask students to drill

- Gets students to look at the cues and make sentences

* Example:

1 Would you like to watch a movie on TV? Yes, I’d love to

2 Would you like to rehearse a play? I’m sorry I have no time

3 Would you like ti join English speaking club? Yes, I’d love to

4 Would you like to listen to music? Sorry I can’t

5 Would you like to go to the circus? That’s a good idea I’d love to

6 Would you like to play computer games? I’m sorry I have no time

Further Making suggestions Individual work

practice

- Ask students to look at their books on page 71 - Ask students to practice the dialogues

- Tell them the structure used to make suggstions  Let’s…

 Should we …?

 Would you like to… ?

- Ask them to look at the table on page 71 and write down possible dialogues

- Give feedback Pair work

- Ask students to working pairs to practice their dialogues

* Possible dialogue Let’s go swimming Ok

2 Should we play table tennis? I’m sorry I can’t

3 Would you like to play basketball? I’d love to

4 Let’s watch movies Ok

5 Should we play volleyball? I’d love to

6 Would you like to play soccer? I’m sorry I can’t

7 Should we come to my house? Sorry I can’t

Unit Six:

AFTER SCHOOL Period 37th

SECTION: Language Focus (Page 68 – 69, 70 - 71)

Aims:Further practice in Present tense, time and school vocabulary

Objective : By the end of the lesson, students will be able to talk about school vocabulary, tell the time and get further practice in Present Progress tense

Teaching aids:Textbooks, poster Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Mathching T-whole class

- Ask students to look at six pictures on page 70 and match the subjects to the suitable pictures

* Answer keys

a Physical education b Chemistry/Physics c Math

d Geography e English f History Activity 1 * Lucky numbers

- Write 12 numbers on the board, from to 12

- Tell students each number is for a question but of them are lucky numbers If students choose a lucky number, they not need to answer any

Questions but they get points and choose another number

- Divide the class into two teams

- Ask the teams to take turns to choose the numbers * Questionnaire

(Learn past and present events in Vietnam anf around the world)

2 What subject helps you learn about books and writers?

(Literature) Lucky number

4.Do you learn different countries in Geography class? (Yes)

5 How often you have English classes? (Student’s answer)

6 What you learn in physics? (Learn about how things work) Lucky number

8 What you learn in Physics? (Learn how to use a computer) Lucky number

10 In what class you need pencils, papers…? 11 Do you learn new songs in Music class? (Yes)

12 Lucky number

Activity 2 * Mime game Whole class

- Have students revise the present progress tense using recess activity vocabulary

- Call on one student to mime one of recess activities in front of the class and get another students to guess by saying sentence

Eg: She is (kipping rope)

- The students having correct sentence will take place the last chosen student and mimes another activity and the rest of the class continue to guess

- The game continues with sentences  He is playing marbles

- After the game, teacher gets students to complete the paragraph Language Focus on page 68 by using the present progress tense

* Answer keys.

It is six thirty in the evening Lan is doing her homework She is writing an English essay Mr Thanh is reading a newspaper and Mrs Quyen is cooking dinner Lien and Tien, Lan’s brother, are playing soccer in the back yard Liem is kicking the ball and Tien is running after it

Activity 3 * Review of This – That – These – Those T-whole class  They are articles

 This, that: used with singular nouns  These, those: used with plural nouns + This + noun:

+ That… :

+ These… : + Those… :

- Have students look at the pictures Language Focus on page 68 and complete the dialogue between the boy and his Mom

Pair work

- Call on some students to complete the dialogue, using this, that, these or those

- Give feedback and correct

- Ask students to practice the dialogue * Answer keys.

a What time is it? It’s nine forty

b What time does movie start? It starts at seven fifteen

c Will you be home for dinner tonight? No I’ll be home at ten thirty

Activity 5 * Survey Pair work - Ask students to copy the grid in their notebooks

- Have students ask their friend and complete the grid

Example: What time you get up, Lan? I get up at six o’clock

- Give feedback

Homework - Ask students to review from Unit to Unit for the test

Na

me getup

go scho

ol

do homewo

rk

have

Unit Seven:

THE WORLD OF WORK Period 40th

LESSON 1: A1 page 72 - 73

Aims:Comparative with “Fewer, more” to talk about student’s work

Objective:By the end of the lesson, students will be able to talk about student’s work using comparative “fewer, more”

Teaching aids:Textbooks, poster, cards Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Word square: T-whole class

- Put the word square chart on the board

- Divide the class into two teams

- Have students go to the board and circle the worlds they have found

- Tell students that the team that circles more words will win the game

* Answer keys.

 teenager, start, class, finish, work  summer

vacation, homesick  guide, school Presentation I Pre-teach vocabulary.

- an hour (n): tiếng đồng hồ (example)

T E E N A G E R S

S A B H O M E W O

U L C S T A R T R

M O E D E G H I K

M O D F I N I S H

E H I K V A C A T

R C U L M N O P I

V S G Q R S T U O

- last (v): kéo dài (translation)

- hard (adv): chăm chỉ, vất vả (translation)

- late (adv): trễ (antonym: early) - few (adj):

(definition: not many, a small number of…)

* Checking vocabulary: What and where Whole class - Write the new words on the board, each word in

each circle

- Ask students to repeat the words chorally - Rub out word by word but leave the circles - Go on until all the circles are empty

- Get students to go to the board and write the words again in their correct circles

II Comprehension questions. Pair work

- Ask students to read the dialogue A1 on page 72 and work in pairs to answer the questions on p 73 - Have students use short answer

* Questions and answers.

a What time Hoa’s classes start? Hoa’s classes start at 7.00

b What time they finish?

They finish at a quarter past eleven

c For how many hours a day does Hoa her homework?

Hoa does her homework for 12 hours a day d What will Hoa during her vacation? She’ll go and see her parents on their farm

last

late vacation

hard an hour

III Presenting target language T-whole class - Ask students two questions in order to draw out the

target language

1 Do your classes start earlier or later than Hoa’s? Do you work fewer or more hour than Hoa? * Answer:

1 My classes start earlier than Hoa’s I work fewer hours than Hoa

Form: S1 + V + adv ER + (noun) + than + S2 Practice I Comparatives.

- Write some adverbs/ adjectives on the board

- Ask students to go to the board and give their comparatives

 late – later  early - earlier  many - more  few - fewer  hard - harder

- Ask the whole class to repeat chorally

II Word cue drill. Pair work

- Give students the exchange

S1: Hoa’s classes start later than our classes S2: Yes Our classes start earlier than Hoa’s * Cue’s

a The film/ finish/ late/ play b Hoa/ work/ many hours/ Lan

c We/ learn/ much time/ those students d She/ have/ few books/ her friend

- Call some students to make complete sentences - Give feedback and correct

- Ask students to work in pairs to practice the exchanges

* Answer keys

a The film finishes later than the play

Yes Lan works fewer hours than Hoa works c We learn more time than those students

Yes Those students learn less time than we learn d She has fewer books than her friend

Yes Her friend has more books than she has

* Noughts and Crosses Group work - Divide the class into two teams

- Draw a nine – square grid on the board - There’s a cues in each square

- The teams will take turns to choose the numbers and make a sentence, using comparative with fewer, more, later, earlier If they make a correct sentence, put a X or O in that square

- The first team having Xs or Os in a line on the grid will win the game

classes start school year start summer vacation finish holidays fewer work more hours study fewer hours classes finish activities in summer vacation holidays more * Possible sentences.

1 Vietnamese classes start earlier than American classes

2 Our school year starts later than Hoa’s

3 Hoa’s summer vacation finishes earlier than ours I have fewer holidays than my brother

5 My brother works more hours than I work She studies fewer hours than her sister

7 Our classes finish earlier than American classes We have fewer activities in summer vacation than those students

9 Those boys have more holidays than we have Homework - Have students write comparatives sentences, using

fewer, more, later, earlier

Unit Seven:

THE WORLD OF WORK Period 41st

LESSON 2: A2-3 page 73 - 74

Aims: Reading a letter about American students’ vacations and practice listening

Objective: By the end of the lesson, students will be able to know more about American students’ vacation

Teaching aids:Textbooks, posters Procedure

Stage Steps/ Activities Work arrangement

Warm-up * Pelmanism T-whole class

- Prepare cards with numbers (from to 8) on one side and adverbs with their comparatives on the other side - Stick the cards on the board so that the students can only see the numbers - Divide the class into two teams and ask them to choose two numbers

- Turn the cards over, if they match eg: early – earlier, that team gets one mark

- If not, turn the cards over again and ask the next team to continue

- Go on until all the cards turned over The team that has more marks will win the game

early late few earlier

Pre-reading I. Pre-teach vocabulary.

T-whole class - celebrate (v): tổ

chức lễ kỷ niệm (translation)

- important (adj): quan trọng

(translation)

- spend (v): trải qua, tiêu phí

- Easter (n): Lễ phục sinh

(translation)

- Thanksgiving (n): Lễ tạ ơn

(translation)

- Independence Day (n): Ngày Quốc Khánh

(explanation: The day is on September 2nd)

* Checking

vocabulary: Rub out and Remember

Whole class

- Get students to write down the words into their notebooks and then ask them to close their books

are rubbed out, ask students to repeat again so that they can remember - If there’s time, get students to come to the board and write the English words again

II True False statements

prediction

Pair work

- Give the poster of five statements on the board

- Ask students to keep their books closed and read the statements and guess which statements is true and which is false * Set in scene: These statements are about American students vacation and holidays Read them and guess which statements are true

True – False statements.

a Vietnamese students have fewer vacations than American students b American students have the longest vacation in the winter

with their family on Thanksgiving and Christmas Day - Give feedback While reading I Reading and

checking prediction

Pair work

- Have students read the letter A2 on page 73 and check their prediction

- Ask students to correct if the statement is false

Guess Check

a T

b F

c T

d F

II Filling the grid Individual work - Draw the grid on

the board (or use a poster)

- Ask students to copy down into their books

- Get students to read the letter again and complete the grid

* Answer keys.

Vacation In

Vietnam AmericaIn - longest

vacation summerin the summerin the

- Tet holiday  

-

Thanksgiving  

* Listening

Post reading 1 Prediction Pair work

- Ask students to look at the pictures

A3 on

page 74 and guess the names of the holidays

- Give feedback 2 Listening and

checking Individual work

- Get students to listen to the tape and check their prediction

- Give feedback and correct

* Answer keys. a Thanksgiving b Independence Day

c New Year’s Eve

d Christmas 3 Matching.

- Ask students to match the holidays with their symbols

Whole class

a Thanksgiving fireworks displays

b Independence

Day gifts

food

d Christmas flowers, wine * Answer keys.

a – ; b – ; c – ; d – * Tape transcript. Tim enjoys all the public holidays At Christmas, he always gets a lot of gifts Thanksgiving is an important celebration and there is always turkey and lots of good food In Tim’s hometown, there is always a large fireworks display on Independence Day Tim likes New Year because he can stay up until midnight and celebrate with his parents

Homework - Ask students to write about what they in New Year’s Day

Unit Seven:

THE WORLD OF WORK Period 42nd

LESSON 3: A4 page 75

Aims:Reading a text for details

Objective: By the end of the lesson, students will be able to understand the text about typical student’s work for details

Teaching aids:Textbooks, posters Procedure

Stage Steps/ Activities Work

arrangement

Warm-up * Brainstorming T-whole class

- Get students to think about the holidays in a year

* Possible answers.

 Thanksgiving  Easter

 Women’s Day  Children’s Day  Christmas  New Year’s Eve  May Day

 Mid – autumn Festival * Guessing games.

- Ask students to write his/her favorite holiday in a small piece of paper and keep it secret

- Get students to ask Yes – No questions to guess the teacher’s favorite holiday

Example:

 Is your favorite holiday Teachers’ Day? (No)  Is your favorite holiday May Day? (No)

 Is your favorite holiday Independence Day? Public holidays

(Yes)

- Call the students who has the correct guess to the front of the class and the game continues

Pre-reading I Pre-teach vocabulary. T-whole class - period (n): tiết học

(explanation)

- review (v): ôn tập, xem lại (translation)

- typical (adj): điển hình, tiêu biểu (translation)

- keen on (adj): giỏi, say mê, ham thích (translation)

- lazy (adj): lười biếng

(explanation: unwilling to work) - definitely (adv): định, chắn (synonym: certainly)

* Checking vocabulary: Slap the board Whole class - Put the new words all over the board, each word in

the circle

- Call on two students or two teams of students to the front of the class

- Make sure they stand at an equal distance from the board

- Call out one word in Vietnamese, the two students must run forward and slap the English equivalent on the board

- The one who first slaps the correct word is the winner If the students play in team, the winning team gets one mark

- Go on until students have slapped all the words

II Gap filling Pair work

- Stick the poster of five sentences with gaps period

lazy keen

review definitely

- Ask students to work in pair and fill in the gaps a Hoa goes to school _ days a week b She has _ periods a day

c She works _ hours a week

d She has about _ hours of homework a week

e Before test, she works _ hours a week - Give feedback

While reading I Reading and checking prediction. Whole class - Have students read the text A4 on page 75 and

check their guess

- Call on some students to answer before the class - Give feedback and correct

* Answer keys. a six

b five c twenty d twelve e forty – five

II Comprehension questions - Give students five questions

- Ask them to work in pairs to answer the questions Pair work * Questions

a Why some people think students have an easy life?

b Is Hoa a good student?

c Does Hoa have to work at home?

d Does Hoa work fewer hours than workers? e How many hours a week does she work before test?

- Give feedback and correct

- Have students work in pairs to practice asking and answering

* Answers

a Because they think students only work a few hours a day and have long vacations

very hard

c Yes, she does

d No, she doesn’t She works more hours than workers

e Before test, she works about 45 hours a week

Post reading * Discussion Group work

- Give students the topic and ask them to work in group and discuss about the topic “What you think of students’ life? Are they lazy? Is their life easy?”

Homework - Ask students to write a paragraph (100 words)

Unit Seven:

THE WORLD OF WORK Period 43rd

LESSON 4: B1 page 76 - 77

Aims: Reading a text to understand the details and get further practice in simple present tense

Objective: By the end of the lesson, students will be able to read a text about Tim’s parents’ work and get further practice in simple present tense

Teaching aids:Textbooks, pictures, posters Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Slap the board (Revision) T-whole class - Write the words in Vietnamese that students

learned last time all over the board Each word is in circle

- Call on two students from teams to the front of the class

- Ask them to stand at an equal distance from the board

- Call out an English word, the students have to run forward and slap the Vietnamese equivalent on the blackboard

- The student slapping the right word first is the winner and gets a point

- Continue until students have slapped all the words

Pre-reading I Pre-teach vocabulary T-whole class - past time job (n): công việc bán thời gian

(translation)

- repair (v): sửa chữa (picture)

- play golf (v): chơi gơn

điển hình học chăm

(picture)

- mechanic (n): người thợ máy

(definition: the worker who repairs machines) - shift (n): ca làm việc, buổi học

(translation)

- homeless (n): nhớ nhà

* Checking vocabulary: Jumbled words.  raipre  repair

 payl lofg  play golf  nachicem  mechanic  fisht  shift  lomheess  homeless  tarp meit  part time

- Divide the class into two teams Team work - Ask students from two teams to go to the board and

write down the correct words

- The team that is faster with more correct words will win the game

II Ordering Pair work

- Giving students four headless a Mr Jones’ work

b Tim’s introduction of his family c Mr Jones’ work

- Set the scene: You will read a letter from Tim Jones He writes to Hoa to tell her about his family, his parents’ work Read four headlines and guess which is the first, which is the second, the third, the fourth

- Have students work in pairs and guess - Give feedback

While reading I Reading and checking prediction Pair work - Get students to read the letter and check their guess

- Call on some students to answer the questions - Give feedback

 Paragraph 1: Tim’s introduction of his family  Paragraph 2: Mrs Jones work

 Paragraph 3: Mr Jones’ work  Paragraph Mr Jones’ vacation time II Comprehension questions.

- Get students to read the letter again and answer the

questions on page 77 Pair work

- Have students work in pairs to find out the answers * Questions

a Where does Mrs Jones work?

b What does she for homeless people? c What is Mr Jones’s job?

d How many hours a week does she usually work?

e How you know the Jones family likes Florida?

- Call on some students to answer before the class - Give feedback and correct

- Get students to write the answer in their notebooks - Ask students to work in pairs practicing asking and answering

* Answer keys.

a She works at home But three mornings a week she works part time at a local supermarket

b She (together with other women) cooks lunch for homeless people once a week

c Mr Jones is a mechanic He repairs machines in a factory

d He works about 40 hours a week

e The Jones family always goes to Florida on vacation They have a great time there

Post writing * Transformation writing Group work

- Divide the class into group of three - Ask each group to write a letter to Hoa

- Monitor and help students

- Call on some students from some groups to read aloud their letters

- Give feedback and correct * Suggested letter.

Dear Hoa

I’m happy that you and your family are well I’m fine, too Here is a photo of my parents, my brother, Tam and me Can you send me a photo of you? Let me tell you more about my parents My Mom is a teacher She teaches in a Secondary school She teaches Literature She loves her students a lot

My Dad is a doctor He takes care of sick people in a local hospital He works six days a week for about 48 hours Sometimes he has to work at night He has fewer days off than my Mom He also has shorter vacation than my Mom However, when he has an afternoon free, he plays tennis He has two week vacation a year and we always go to Dalat on vacation We all have a great time there

Please write soon and tell me more about your family

Best wishes

Homework - Get students to write a letter about their family in

Unit Seven:

THE WORLD OF WORK Period 44th

LESSON 5: B2, 3, page 77

Aims:Practising comparative with “more/ less/ fewer”

Objective: By the end of the lesson, students will be able to use the comparative with “more/ less/ fewer”

Teaching aids:Textbooks, pictures, posters Procedure

Stage Steps/ Activities Work

arrangement Warmer * Brainstorming.

- Divide class into teams: King and Queen

- Ask Ss to go to the board and write as many the names of work of a farmer as they can

- Team which has more correct words is the winner

King Queen

Pre-reading Vocabulary

- pig (n): lợn (picture) - rest (v): nghỉ ngơi (example) - shed (n): chuồng (trâu, bò) (picture) - coop (n): chuồng (gà) (picture) - clean (v): lau chùi (mime) * Checking vocabulary: Slap the board. 2 True/False statements.

T: - Who’s this (Mr Tuan) - What is he doing?

 Yes, we are going to read a text about daily work of Mr Tuan

Read the statements and guess if they are true or

The work of farmers The work of farmers cleans

the shed feeds

false Statements

1 Mr Tuan usually starts work at

2 He has breakfast, then he feeds the buffalo His main crop is rice

4 Mr Tuan rests and eats lunch from 11 to His work usually finishes at six

While reading Check.

- Have Ss open their books, page 77 Read and check

* Answer keys.

1/ F o’clock 4/ F From 12 to

2/ T 5/ T

3/ F Vegetables 2 Filling the grid.

- T shows a poster about Mr Jones and Mr Tuan’s work

- Ask Ss to work in pairs and discuss about them - Give feedback

- Ask Ss to read the text about Mr Tuan and the letter of Tuan again and check

3 Model sentences.

Mr Tuan works more hours than Mr Jones Mr Jones works fewer hours than Mr Tuan Mr Jones has more vacation time than Mr Tuan Mr Tuan has less vacation time than Mr Jones * Form:

S + Vs/es + more + N (time) + than + O S + Vs/es + fewer + N (time) + than + O S + have/has + more + N + than + O S + have/has + less + N + than + O

Hours per

week Days off Vacationtime Mr

Usage: Dùng để so sánh nhiều Meaning: …

3 Practice: Word Cue Drill

a Mrs Lan/ work/ hours/ Mrs Lien b Mr Tam/ exercise/ hours/ Mr Tien c Miss Loan/ have/ days off/ Mrs Hoa d Mr Ba/ have/ holiday/ Mr Long

 Part 1: T models the cue 1,  Part 2: Ss

+ Open pairs + Closed pairs Pre-listening Guess.

- T asks Ss to open their books, page 78

- Have Ss to work in pairs and discuss about the information about Peter, Susan, Jane, Phong’s job - Give feedback

- Then, ask Ss to listen twice and check Post listening - Make a survey.

- Give each student a piece of page Ask Ss to work in group of and ask their partner about the information of their father or mother’s job

Then fill the grid on the paper

- Who finishes first will read aloud his/her grid

Name Job Hour per week

Unit Eight:

PLACES Period 45th LESSON 1: A1, page 79 - 81

Aims:Describing the position of a place

Objective: By the end of the lesson, students will be able to use “Where is…?” question and preposition of places to describe the position of a place

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities Work arrangement

Warm-up * Jumbled words. T-whole class - Write the words

whose letters are in a random order on the board

- Tell students that these words are places

- Divide the class into teams

- Ask students from two teams to go to the board and write the correct words - The team which writes more correct words first will win the game

1/ bkan bank

2/ nstoait station 3/ loiphats hospital

4/ tamrek market

5/ tohel hotel

6/ sopt focief post office Presentation I Matching.

on page 79 and match the name of the places (they get from jumbled words) to pictures - Get students to work in pairs and match

* Answer keys. Picture a – National Bank of Vietnam Picture b – Saint Paul hospital

Picture c – Hotel Picture d – The central Post Office Picture e – Hanoi Railway station Picture f – Dong Xuan market

II Brainstorming Whole class - Have students

think of the prepositions of places that they’ve learnt

- Ask students to go to the board and write down the prepositions of places they’ve known

* Possible answers.  on  apposi

te

after school activities

 in front of  behind  betwee

n  near

Practice I Model sentences T-whole class - Show students the

street map on page 81

- Give them the model sentences

 Where is the bank?

 The bank is between the hotel and the restaurant It’s opposite the hospital

II Drill Pair work

- Ask students to look at the street map and practice

asking and

answering the possitions of the places

 Bank  Police

station  Shoe

store  Book

store  Restau

rant  Hotel  Post

 School - Call on some pairs of students to ask and answer before the class

- Give feedback and correct

- Ask all students to practice in pairs a/ Where is the police station? It is between the post office and the Museum

b/ Where is the shoe store?

It’s between the restaurant and the hotel

c/ Where is the bookstore?

It’s opposite the school It’s next to the souvenir shop d/ Where is the restaurant?

It’s beside the bank and the shoe store

It’s opposite the post office

e/ Where is the hotel?

The hotel is opposite the post office

f/ Where is the post office?

g/ Where is the school?

The school is opposite the boostore

It’s next to the post office

Further practice * Writing. Individual work - Give the students

the map on page 96 and ask them to write the location of each store using the prepositions

 near  beside/

next to  opposi

te  to the

right  to the

left  betwee

n - Get students to write individually, then compare with their partners

- Call on some students to talk about the locations of the stores

- Give feedback and correct

Pair work a/ Clothing store

- The clothing store is on Hai Ba Trung Street It’s near the shoe store to the right

- The restaurant is on Hue Street It’s next to the bookstore to the right

c/ Bookstore

- The bookstore is on Hue Street It’s between the restaurant and the mini mart

d/ Library

- The Library is on Tay Ho Street It’s on opposite the hairdresser’s

Homework - Get students to write the position of their home in their notebooks

Unit Eight:

PLACES Period 46th LESSON 2: A2 page 80

Aims:Asking for giving directions

Objective: By the end of the lesson, students will be able to practice asking for and giving directions

Teaching aids:Textbooks, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Guessing the words (Revision) T-whole class - Divide the class into two teams

- Give the definitions and get students to find out the words that teacher means

- Give the team having the correct answer first one point

1/ A place where you can buy everything (Supermarket)

2/ A place you can buy books (Bookstore)

3/ A place you can post letters (Post office)

4/ A place where you can come to eat (Restaurant)

5/ A place you can come to see the movies (Movie theatre)

6/ A place you can come to read books and borrow books from (Library)

7/ A place where you can buy clothes (Clothing store)

8/ A place where you can buy vegetables and fruits (Grocery stores)

- souvenir shop (n): cửa hàng bán đồ lưu niệm (picture)

- go straight ahead: thẳng (mime)

- take the first street: rẽ ngã rẽ thứ (visual)

* Checking vocabulary: Matching

- Prepare four pictures, stick them on the left of the board and write the words on the right

- Ask students to match the pictures with the suitable words

II Presentation dialogue Whole class

- Get students to read the dialogue A2 on page 80 - Ask students some questions to make sure they understand the dialogues

 What does the tourist want to ask Nga? (the souvenir shop)

 What does the tourist want? (the way to the supermarket)

 How they say to ask for the way?

a/ Could you tell me how to get to the souvenir shop?

b/ Could you show me the way to the supermarket?

Practice * Picture Drill Pair work

- Use the street map on page 81 for drill

- Get students to practice asking and giving directions to places

 restaurant  hospital  school  bookstore  movie theatre * Answer keys.

Go straight ahead; take the first street on the right The restaurant is next to the shoe store

b/ Could you tell me how to get to the hospital? Go straight ahead; take the second street on the right The hospital is opposite the restaurant

c/ Could you tell me the way to the school?

Go straight ahead; take the second street on the left The school is next to the post office

d/ Could you tell me how to get to the books store? Go straight ahead; take the second street on the left The books store is opposite the school

e/ Could you tell me how to get to the movie theatre? Go straight ahead; the movie theatre is on the right, next to the drugstore

Production * Listening Individual work

- Ask students to look at the street map again, listen carefully and write the places mentioned

- Ask students to listen twice

- Ask them to share with their partners - Give feedback

- Let students to listen again to check * Answer keys.

a/ souvenir shop b/ shoe store c/ hotel d/ drugstore e/ hospital

* Tape transcript

Go straight ahead to the second street Turn left What is on the right?

Go straight ahead Turn right into the first street What is on the left next to the restaurant?

What is on your left?

Go to the second street Turn right, what is opposite the hotel?

What is on your right?

Unit Eight:

PLACES Period 47th LESSON 3: A4, page 82

Aims:Talking about distances

Objective: By the end of the lesson, students will be able to talk about distances, using “How far…?”

Teaching aids:Textbooks, poster, pictures Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Shark’s attack T-whole class

- Cut out a shark (or a crocodile) and a schoolgirl from card

- Draw some steps, and the sea aroud the steps - Stick the cut out girl on top of the steps, and the shark is in the sea

- Draw gaps for the word KILOMETER Ex:………

- Get students in teams (or ask them as a whole class) for a letter in the alphabet If their guess is right, they’ll get one mark If their guess is wrong, the girl has to step down

- The game continues until students find out the word KILOMETER and the shark can’t eat the girl

- Ask students to continue to guess the words  meter

 hour  How far

Presentation I Pre-teach vocabulary T-whole class - a long way (n): đoạn đường dài

(translation)

- have a guess: đoán xem (translation)

- coach (n): xe tải nhẹ, xe đò (picture)

- think (v): suy nghĩ (mime)

* Checking vocabulary: Rub out and remember - Get students to copy the words in their notebooks - Ask students to repeat the word chorally

- Rub out the new words one at a time

- Ask students to repeat the words chorally before and after you rub out each word, ask students to repeat again

- If there’s time, get students to come to the board and write the English words again

II Presentation dialogue Whole class

- Have students read the dialogue A4 on page 82 - Ask students some questions to make sure they understand the dialogue

* Questions and answers. a/ Is it far from Hue to Hanoi? (Yes, it is)

b/ How far is it? (about 680 kms)

c/ How many hours we spend traveling from Hue to Hanoi by coach?

(18 hours)

d/ Is it nearer from Hue to Hanoi than from Hue to Ho Chi Minh City?

(Yes, it is)

e/ What does Lan say to ask the distance from Hue to Ho Chi Minh City?

(How far is it from Hue to Ho Chi Minh City?) - Draw out the model sentences

* Model sentences T-whole class

How far is it from Hue to Hanoi? It’s about 680km

How far is it + from … + to …? It’s about + … km/m

* Use: Asking and answering about distances

III Drill Individual work

1 Matching.

- Stick the poster on the board

a/ Hanoi – Vinh 1/ 688 km b/ Hanoi – Danang 2/ 1726 km

c/ Hanoi – Hue 3/ 791 km

d/ Hanoi – Ho Chi Minh City 4/ 319 km - Have students match the way to the correct distances

* Answer keys.

a – ; b – ; c – ; d –

- Get students to work in pairs asking and answering about distances

Pair work * Example:

S1: How far is it from Hanoi to Vinh? S2: It’ about 319 km

S1: How far is it from Hanoi to Hue? S2: It’ about 688 km

S1: How far is it from Hanoi to Danang? S2: It’ about 791km

S1: How far is it from Hanoi to Ho Chi Minh City? S2: It’ about 1726 km

Production * Mapped dialogue Pair work

- Put the mapped dialogue chart on the board - Elicit the exchanges from the students

- Have some pairs practice each exchange before going to another exchange

- After finishing the dialogue, ask some pairs to demonstrate the whole dialogue

- Monitor and correct

* Example dialogue.

You: Could you tell me how to get to the bookstore?

Your friend: Go straight ahead Turn right into the first street The bookstore is between the mini mart and the restaurant You: How far is it from here?

Your friend: It’s about 500m You: Thanks a lot

Your friend: You’re

welcome - Tell the students that they can change the

information

Homework- Ask students to write the complete dialogue in their notebooks.Individual work

youyour friendCould you tell me… bookstore?Straight/ right/ first

street.between mini mart/ restaurantHow far … ?500m

Unit Eight:

PLACES Period 48th LESSON 4: B1 page 83

Aims:Practice asking and telling the price

Objective: By the end of the lesson, students will be able to ask and tell the price

Teaching aids:Textbooks, realias, cards Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Chatting. T-whole class

- Asking students some questions about distances and locations of some places in their neighborhood

 How you go to school?

 How far is it from your home to school?  Is there a market near your home?  Have you ever gone to the post office?  What for?

 Is it cheap or expensive to post a letter to Ho Chi Minh City?

Presentation I Pre-teach vocabulary. - envelop (n): bì thư (realia)

- stamp (n): tem (realia)

- send a letter (v): gửi thư (translation: mail/ post a letter) - cost (v): chi phí, có giá (translation)

- change (v): tiền lẻ, tiền thối lại (example)

- Write the new words on the board, put one word in each circle

- Ask students to repeat the words chorally - Rub out word by word but leave the circles - Go on until all the circles are empty

- Get students to go to the board and write the words again in their correct circles

II Presentation dialogue

- Get students to read the dialogue B1 on page 83 - Ask students some questions to make sure they understand the dialogue

T-whole class  Where is Liz?

(She is at the post office)  Where does Liz want to buy?

(Some envelops)

 How much does she pay altogether? (11.500 dongs)

 How much change does she receive? (3.500 dongs)

 What does Liz say to ask about the price? (How much is it?/ How much are those?) - Draw out the model sentences

 How much is it? It’s 9.500 dongs  How much are those?

They are 2.000 dongs * Form:

How much + be + noun/ pronoun * Use: Asking and telling the price

stamp altogether

cost envelop

Practice * Word cue drill. Whole class - Prepare cards with cues on them

- Model the first exchange and then ask students to practice asking and answering

* Cues.

1 These stamps/ 5.000 dong

2 The letter to America/ 9.500 dong This book/ 20.000 dong

4 The letter to Ho Chi Minh City/ 800 dong Five envelops/ 1.000 dong

* Exchanges.

1 How much are these stamps? They are 5.000 dong

2 How much is the letter to America? It is 9.500 dong

3 How much is this book? It is 20.000 dong

4 How much is the letter to Ho Chi Minh City? It is 800 dong

5 How much are five envelops? They are 1.000 dong

- Call on some students to demonstrate the exchanges

- Get the whole class to work in pairs Pair work * Lucky Numbers.

- Write 10 numbers on the board, from to 10

- Tell students each number is for a question but of them are lucky number If students choose a lucky number, they not need to answer any questions but they get points and they can choose another number

- Divide the class into two teams The teams take turns to choose the numbers

1 Lucky number

2 Where is your nearest post office? (It’s about 500m from my house) What can you buy at the post office? (stamps, envelops)

4 Lucky number

5 How much is it to mail a letter in Vietnam? (It’s 800 dong)

6 Have you ever sent a letter oversea? (Students’ answer)

7 Lucky number

8 Could you tell me how to get to……….? (Students’ answer)

9 How much is it to mail a letter to America? (It’s 9.500 dong)

10 Lucky number

Unit Eight:

PLACES Period 49th LESSON 5: B2, 3, 4, page 84 - 85

Aims: Listening for details to get further practice in “need/ would like” and post office vocabulary

Objective: By the end of the lesson, students will be able to use “need/ would like” and post office vocabulary

Teaching aids:Textbooks, pictures, card Procedure

Stage Steps/ Activities arrangementWork

Warm-up * Shark’s attack. T-Ss

- Cut out a shark and a girl from card

- Draw some steps Then, stick the cut out girl on the top of the steps, the shark is in the sea

- Draw gaps for the word – Postcard P O S T C A R D

- Have Ss try to guess the word If their guess is wrong, the girl has to step down If their guess is right, they get one mark The game continues until Ss find out the word

Lead – in:

T: What does “postcard” mean? Ss: (answer)

T: Yes, today we will learn more about things from post office

Unit – Places

Lesson B2, 3, 4, page 84, 85

Pre-listening I Pre-teach vocabulary. T-Ss

- local stamp (n): tem gửi thư nước (realia) - writing pad (n): tập giấy viết thư (realia) - overseas mail (n): thư gửi nước

- phone card (n): thẻ điện thoại (realia) * Checking vocabulary: What and Where.

II Open prediction. - Who’s this? (Nga) - Who’s this? (Hoa)

- Yes, you’re going to listen to the conversation between Nga and Hoa Predict things Hoa wants from the post office

- Ss work in pairs to predict - Give feedback

While listening Checking. T-Ss

- Get Ss listen to the tape twice and check their predictions

- Give feedback * Answer key.

some local stamps

Hoa needs some stamps of overseas mail a phone card

2 Comprehension questions. T-Ss

- Ask students to work in pair to answer the questions B2 page 84

* Answer key.

a Hoa needs some local stamps, some stamps of overseas mail, a phone card

b Because she has a pen pal in America c Because she phone her parents

Pre-listening Prediction

- Have Ss open their books, page 85, B4 T-Ss - Ask Ss to call out the names of the things in the

things what Hoa needs

books B4

T: Mrs Robinson are going to buy these things Guess what she buy first, second… and their prices

- Have Ss work in pairs to discuss about the answers - Give feedback

1 stamps 700 d/each

2 envelopes 1.500 d/each a writing pad 2.500 d/each a pen 1.000 d/each a phone card 30.000 d/each

While listening Checking. T-Ss

- Get students listen to the tape twice and check their guess

- Give feedback * Answer keys.

1 envelopes a pen

3 a writing pad stamps a phone card

- Have Ss listen again and check their guess about the price

* Answer keys.

1 envelops 2.000 d/each a pen 1.500 d/each a writing pad 3.000 d/each

4 stamps 500 d/each

5 a phone card 50.000 d/each - Ask Ss to work in pairs and answer the questions

Questions: T-Ss

1/ What is the total cost?

from 60.000 dong? Answer keys: 1/ 59.000 dong 2/ 1.000 dong Post listening Mapped dialogue.

T-Ss

Answer keys:

S1: I’d like some envelopes and some postcards S2: Here you are Is that all?

S1: I need to send this letter to the USA How much is it?

S2: It’s 9.500 dong

S1: And I need a 30.000 dong phone card How much is that altogether?

S2: That’s 45.000 dong S1: Thank you

S2: You’re welcome

Homework - Complete the dialogue, B3, page 84 - Answer the questions, B5, page 85 - Prepare Unit 9, lesson

LanClerk- … some envelopes and some postcardHere … Is … all?- … send…letter…

USA How much…?9.500 dong- … 30.000dong phone card

Period 50th, 51st, 52nd

Period 53rd

Period 54th