teaching date 12082009 week 1 teaching date 12082009 week 1 period 1 hướng dẫn cách học introducing subject and how to learn i giới thiệu môn học tầm quan trọng của môn học ii giới thiệu chươn

- T asks SS to listen to the tape and check their guess - T has SS practise the dialogue with a partner - T calls on some pairs to practise the dialogue - T asks SS to read the dialo[r]

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Teaching date: 12/08/2009 Week:1 Period:1

HƯỚNG DẪN CÁCH HỌC

( INTRODUCING SUBJECT AND HOW TO LEARN ) I Giới thiệu môn học:

- Tầm quan trọng môn học II Giới thiệu chương trình:

- Phân tiết theo đơn vị bài: tiết/1tuần - tiết/ - Giới thiệu cấu trúc sách:

+ Getting started + Listen and read + Speak

+ Listen + Read + Write

+ Language focus ( tiết)

III Hướng dẫn cách học Tiếng Anh: - Học từ ngữ cảnh

- Học ngữ pháp + ngữ âm lồng

IV Một số sách qui định học sinh học môn Tiếng Anh - Sách giáo khoa : học tập

- Vở : học tập

(Hai dùng riêng biệt không lẫn lộn BH BT) - Chuẩn bị sẵn giấy kiểm tra (5’ – 15’) đột xuất

- Kiểm tra tiết theo phân phối chương trình có báo trước

- Đến lớp phải học thuộc cũ + chuẩn bị theo yêu cầu giáo viên

- Tích cực phát triển xây dựng - Mang đủ dụng cụ học tập

- Khi kiểm tra phải nói lớn, rõ mạnh dạn V Nhắc lại số ký hiệu từ loại thuật ngữ tiếng Anh:

- Noun = N - Preposition = Prep - Verb = V - Article = Art - Adjective = Adj - Conjuntion = Conj - Adverb = Adv - Objective = O - Subjective = S - Pronoun = Pro VI Nhắc lại số lệnh thông dụng lớp: - Practice with a partner

- Work in pair

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- Close your book - Look at the board - Listen

- Repeat

- Write down/ copy down - Practice in pairs/groups

Teaching date: 12/08/2009 Week: 1 Period : 2

REVISION A- Objectives:

After these exercises, students will be able to remember how to use the tenses and write exclamations

B- Contents:

1) Present simple:

a She (miss) her parents and her friends b Nam (live) on Tran Hung Dao Street c What your father (do) ?

d I (like) playing computer games

e .you (have) any friends in Ha Noi? f They (need) some stamps

2) Present progressive:

a Some boys and girls (play) marbles b What Lan (study) ?

c I (try) to this math question d He (talk) about Lan

3) Future simple:

a The party (start) at p.m

b .you (be) free tomorrow? c We (meet) in front of the movie theater d I (not see) you tomorrow

e When they (come)? 4) Past simple:

a My father (buy) me a book yesterday

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c Liz ( talk) to Ba about her vacation

d I (not write) a letter to my pen pal two days ago e What Na (do) last night?

5) Write exclamations: a That is a bad day

b The girl is beautiful c The weather is fine d The boys are naughty

e These are expensive dresses

C- Correction and consolidation:

1) a misses b lives c does-do d like e Do-have f need => I / You / We / They / Plural nouns + Vbare infi ( don’t + Vbare infi / Do + S + Vbare infi ?)

=> He / She / Singular nouns + Vs/es ( doesn’t + Vbare infi / Does + S + Vbare infi ?)

[ at the end of the verb: o , sh , s , x , ch + es]

2) a are playing b is-studying c am trying d is talking

=> S + am/is/are (not) + Ving

3) a will start b Will-be c will meet d won’t see e will-come

=> S + will (won’t) + Vbare infi

4) a bought b wasc talked d didn’t write e.did-do => S + V2 / ed ( didn’t + Vbare infi / Did + S + Vbare infi? )

5) a What a bad day! b What a beautiful girl! c What fine weather! d What naughty boys! e What expensive dresses!

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Teaching date: 13/08/2009 Week: 1 Period : 3

Unit 1: MY FRIENDS

LESSON 1: GETTING STARTED + LISTEN AND READ I/ Objectives: By the end of the lesson, SS will be able to:

-introduce and respond to introduce -develop their listen and reading skill -enjoy making friend.

II/ Language content:

/Grammer: : - What + does + he/she + look like? - (not) adiective + enough + to-infinitive / Vocabulary: atmosphere.

III/ Teaching aids:

1/ Teacher: Book, pictures, 2/ Student: Book, pen, IV/ Procedures:

Teacher’s Activities Students’ Activities

Contents

A/ Greeting B/ Review ( none) C/New lesson Warm-up:

- Ask SS some questions - Answer

UNIT 1: MY FRIENDS 1/ Getting startted

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- Stick four pictures on the board and introduce

- Have SS work in groups of four to answer the questions

- Call on some

representatives to perform groups’ opinions

- Set the scene: These are popular free time activities of some SS What about you? Now work in pairs ask & answer about your after school activities

- Ask some SS to describe their discussion

- Help SS remember the lesson they studied in grade

- Introduce the situation: As you know, Hoa comes from Hue She is talking to Lan about one of her friends in Hue

- Stick the picture on the board and ask

- Introduce the new structures

- Set the scene: Nam is years old Is he in grade 1? - Ask SS the questions

- Observe

- Groupwork ( each group

describes a picture)

- Individual work

- Pairwork

- Individual work - Reponse

- Listen

- Listen and answer

- Write down

- Answer No, he isn’t - Guess

- Individual work

most?

- Did you have any new friends?

Presentation:

- We have four pictures describing the various activities done by different groups of friends

- How many people are there in the picture? - Are they all boys? - What are they doing? - Do you like it

Questions:

- What are your favourite after school activities? - Do you like listen to music/ read some books after school?

- Who you like to play with?

- Do you remember Hoa? - Where does she come from?

- Who does Hoa live with now?

- Which grade is she in?

T: They are Hoa and her friend in Hue What does Hoa’s friend look like? S : She is beautiful / thin => Appearance

What + do/does + S + look like?

S + be + Adj => Enough

- Nam isn’t old enough to be in the class

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- Call on some SS to give their guesses and write the answers on the board - Ask SS to listen to the dialogue and check their answers

- Have SS listen to the tape again

- Call on some SS to pratise the dialogue with a partner - Ask SS to answer the questions

- Call on some pairs to ask and answer the questions - Give feedback

- Ask SS to fill in the blank with the given words

IV/ Consolidation

- Call on Some SS to write their answers

- Give feedback

V/ Homework: - Ask SS to learn the

structures and the sentences tell about Nien

- Listen and check ( books opened) - Listen

- Practice - Pairwork - Practice

- Pairwork

( books closed )

- Write the answers - Write down

1 What is her name?

2 Was she old enough to be in Hoa’s class?

Practice: Key:

1 Her name is Nien No she wasn’t old

enough to be in Hoa’s class Answer:

a She lives in Hue b No, she doesn’t

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

d She is going to visit Hoa at Christmas

Blank filling:

beautiful , Christmas , Nien , enough , twelve , neighbor

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 Experieces:

Teaching date: 19/08/2009 Week: Period : 4

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I/ Objectives: By the end of the lesson, SS will be able to:

-Discribe people and give for and respond the personal information -develop their speaking and listening skill

-enjoy making friends and describing II/ Language content:

/Grammer: : S +be+ adj

S + has/have + adj - hair

/ Vocabulary: straight , curly , bald , blond/fair ,

1/ Teacher: Book, pictures, tape, stereo 2/ Student: Book, pen,

IV/ Procedures:

Contents

A/ Greeting B/ Review

- Calls Ss to read the dialogue

- Asks them to give some new words

- Corrects and give mark C/New lesson

Warm-up:

- Ask SS to look at picture of Hoa & Nien and answer the questions

- Stick the pictures on the board

- Set the scene: We have just talked about Nien Now I have some pictures You look at them and answer my questions

- Read the dialogue - Write some new work

- Answer

- Observe - Answer ( SS can speak in Vese)

- Write down

UNIT 1: MY FRIENDS 2/ SPEAK

- Who are they?

=> They are Hoa and Nien - What does Nien look like? => Nien is beautiful

- Is Nien thin?

=> Yes, she is or Yes She is short

- Is her hair long or short? => Her hair is long

Pre-speaking:

T: What does he / she look like?

S: He / She is tall / short / fat => slim , heavy-set (adj) T: How is his / her hair? S: It’s long / short

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- Introduce the new words

- Ask SS to describe his/her build and hair

- Stick picture of Hoa and Lan on the board and ask SS to guess

- Have SS read the dialogue and check their guesses - Ask SS to practise the dialogue

- Let SS take turns to make similar dialogues

- Call on some pairs to practise speaking before the class

- Ask SS to descibe their father / mother

- Ask SS some questions and review the expressions

- Have SS scan the dialogues

- Describe people - Pairwork

- Individual work

- Pairwork

- Practice

- Free practice

- Write down

- Work in groups of three

curly , bald (adj)

T: What colour is his / her hair?

S: It’s black

=> brown, blond/ fair (adj) - His hair is short and black => He has short black hair

T: What are Hoa and Lan doing?

S: They are talking T: Who / What are they talking about?

While-speaking

- They are talking about Mary

- She is short and thin She has long blond hair

Pictures a), b), c), d) & e)

Post-speaking

3/ LISTEN Pre-listening

- What will you say when you introduce someone?

=> I’d like you to meet / come and meet

- What will you say when you are introduced someone? => How you do? / Nice to meet you / It’s a pleasure to meet you

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- Ask SS to listen and

complete the conversations Use the expressions in the box

- Call on some groups to read aloud their answers - Give feedback

- Ask SS to take turns to make similar conversations V/ Homework

- Ask SS to learn the expressions and describe someone’s appearance they like best

- Listen twice and complete the conversations

- Read aloud - Write down

- Free practice

- Do as requested

in each conversation? => There are three people - What is each conversation about?

a) Hoa’d like Nam to meet her cousin

b) Khai’d like Miss Lien to meet his mother

c) Ba’d like Bao to meet his grandmother

d) Greeting between Mr Lam and Mr Thanh

While-listening Key:

(1) I’d like you to meet (2) Nice to meet you (3) I’d like you to meet (4) It’s a pleasure to meet

you

(5) Come and meet (6) How you do?

Post-listening

:

 Experieces:

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Unit 1: MY FRIENDS LESSON 3: READ I/ Objectives: By the end of the lesson, SS will be able to: -Write a passage to talk about their friends

- Develop their reading skill

- enjoy making friend and learning English II/ Language content:

/Grammer:Present simple

/ Vocabulary: sociable , joke , annoy , reserved III/ Teaching aids:

1/ Teacher:Book, pictures, tape, stereo. 2/ Student: Book, pen,

IV/ Procedures:

Contents

- Asks Ss to read the passage and write the new words

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- Correct and give marks C/ New lesson

Warm-up:

- T asks SS to look at the picture on page 17 and describe people

- Individual work

- T sticks the pictures on the board and asks

- T has SS match each object with its name - T reads the words

- T sticks the next pictures on the board and sets the scene

- SS listen to the teacher and guess the answer

- T asks SS to listen to the dialogue and check their answer

- T has SS practice the dialogue with a partner - T calls on some pairs to practise the dialogue - T asks SS to read the dialogue again Decide who did and said

each of the following things Then ask a partner these questions to check their answers

- T calls on some pairs to ask and answer the

questions

- T gives feedback

IV/ Consolidation:

- T asks SS to play the roles

words

- Look at the picture and describe people - SS answer - Match - SS repeat after the teacher - Listen

- SS listen and check

( books opened ) - Practice the dialogue

- Read the dialogue again

- Pairwork

- Practice - SS write down

UNIT 1: MY FRIENDS 4/ READ

Presentation - What’s this?

a an answering machine b a mobile phone

c a fax machine

d a telephone directory e a public telephone f an address book

These are Hoa and Nga What are they doing? They are talking on the phone What are they talking about?

- They are talking about going to see a movie

Textbook on page 19

Answer

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of two students who are talking on the phone making arrangements - Free practice

V/ Homework

- T has SS to write a similar dialogue on their notebooks

- Play roles

* Experieces:

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- develop their writing skill II/ Language content:

/Grammer:Present simple / Vocabulary:

1/ Teacher:Book,cards, 2/ Student: Book, pen, IV/ Procedures:

Contents

- Asks Ss to write the new words and read rhem aloud

- Correct and give marks C/ New lesson

Warm-up:

- T gives SS to play a game

- T asks SS to read Tam’s personal information and a paragraph describing Tam in part Then answer some questions

- T has SS fill in a similar form for their partners Use the folowing questions as promps in part

- T calls on some SS to answer the questions

Read the passage and write new words

- Whole class

- Read

- Pairwork

- Individual work

UNIT 1: MY FRIENDS 5/ WRITE

* Guessing game:

- Khai and Song don’t talk much in public => reserved

- Ba enjoys telling jokes => humoruos

- Nam always helps elder people => helpful

Pre-writing

1) What does Tam look like? 2) What is he like?

3) Where does he live? 4) Who does he live with? While-wriring:

Name:……… Age: ………

Appearance:

……… Characters:

……… Address:

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- T asks SS to base on the writing sample in part and the answers in part to write a paragraph about their partners

- T calls on some SS to read aloud their writing - T corrects

V/ Homework:

- T asks SS to base on the writing about their friends to write a paragraph about their fathers/mothers/…

- Individual work

- SS read aloud

Family:

……… Friends:

……… a) What is his/her name? b) How old is he/she?

c) What does he/she look like? d) What is he/she like?

e) Where does he/she live? f) Who does he/she live with? g) Who are his/her friends? Post-writing

* Experieces:

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LESSON 5: LANGUAGE FOCUS I/ Objectives: By the end of the lesson, SS will be able to: - Review of the grammer

- Practice grammer skill - enjoy doing home work II/ Language content:

/Grammer:- Present simple

- Present simple to talk about general truths - (not) adjective + enough + to-infinitive / Vocabulary:

1/ Teacher:Book,cards,sub- board 2/ Student: Book, pen,

IV/ Procedures:

Contents

- Ss to give their personal information then write the passage on the board - Correct and give mark C/ New lesson

- T gives examples and asks SS to recognize the

Read the passage

- SS give the answer

UNIT 1: MY FRIENDS * LANGUAGE FOCUS Presentation:

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difference between sentence 1) and sentence 2)

1) past simple ( buy-bought )

2) present simple ( are ) - T asks SS to give the similar sentences

- T asks SS to read the paragraph and supply the correct form of the verbs in brackets

- T sets the scene: There are two people in the dialogue They are Ba and Tuan Ba is helping his young cousin Tuan with some homework - T asks SS to read the dialogue and supply the correct form of the verbs in the box

- T calls on some pairs to read aloud the dialogue

- T gives feedback

- T sticks the picture on the board

- T asks SS to look at the picture, then ask and answer the questions

questions

- SS’ examples

- SS read aloud their answers

-SS listen

- Pairwork

- Practice

- SS take notes

- SS observe - Pairwork

- Practice

2) I and Mai are in the same class at Nguyen Trai

School

Ex:

- Hoa is in class 7A

- I received a letter from my friend Nien today

Practice:

1) Complete the paragraph Key:

a/ lives sent was is

b/ are 2.came 3.showed introduced

2) Complete the dialogue

Textbook on page 16

be move set rise go

Key:

1 sets goes/moves goes/moves

4 is 5.is is

3) Look and describe Elicit the answers:

a) There are four people in the picture

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- T asks SS to read the dialogues, complete them, using (not) adjective + enough

- T calls on some pairs to practice the dialogues D / Consolidation

T asks SS to remind what they have just learned E/ Homework

- T has SS to learn the structures and give examples relate to them

- Pairwork

- Practice

woman is wearing a green skirt and red blouse The boy is wearing a white shirt and blue shorts; and the man standing at the bus stop is wearing blue trousers and a pink shirt

4) Complete the dialogue Key:

b not old enough c strong enough d good enough

* Experieces:

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Unit : MAKING ARRANGERMENT

- Make an arrangerment

- use the telephone to make and confirm arrangements - attend the way of making an arrangerment

/Grammer:Present simple & Past simple / Vocabulary: mobile , downstairs

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2/ Student: Book, pen, IV/ Procedures:

Contents

- Ask Ss to write their own examples

- Correct and give mark

C/ New lesson Warm-up:

- T asks SS to look at the picture on page 17 and describe people

- T sticks the pictures on the board and asks

- T has SS match each object with its name - T reads the words

- T sticks the next pictures on the board and sets the scene

- SS listen to the teacher and guess the answer

- T asks SS to listen to the dialogue and check their answer

- T has SS practice the dialogue with a partner - T calls on some pairs to practise the dialogue - T asks SS to read the dialogue again Decide who did and said

each of the following things Then ask a partner

Give their own example

- Individual work

- SS answer - Individual work - SS repeat after the teacher

( books opened )

- Pairwork - Practice - Pairwork

UNIT 2:

1/ GETTING STARTED Presentation:

- What’s this?

a an answering machine b a mobile phone

c a fax machine

d a telephone directory e a public telephone f an address book

These are Hoa and Nga What are they doing? They are talking on the phone What are they talking about?

Practice

- They are talking about going to see a movie

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these questions to check their answers

questions

- T gives feedback - Asks Ss to look at the picture and asks

-Asks Ss to listen the tape and fid out the answer - Introduces some new words

- Asks Ss repeat after the stereo

- Asks them to practice in pair

- Calls some pair to practice in front of class

- Asks Ss to read the question then find out the answer

- Calls some Ss to give the answer

- Correct

IV/ Consolidation:

- T asks SS to play the roles of two students who are talking on the phone making arrangements V/Homework

- T has SS to write a similar dialogue on their notebooks

- Practice

- SS write down

- Listen to the tape - Write new word -Repeat

- Work in pair - Practice in front of class

- work in group

- Free practice

Answer

a Nga d Nga b Nga e Hoa c Nga f Nga

2/ LISTEN AND READ: Who is talking?

 Ba and Hoa are talking

What Thuy use to get the information?

=> Thuy use telephone

New words: Hold on

Where is it on? A bit

Answer:

a Nga made the call b.Nga introduce hershelf c.Nga invited Hoa to go to the movie

d.Nga arranged a meeting place

e Hoa arranged the time f.agreed to the time

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Teaching date: 27/08/2009 Week: 3 Period : 9

Unit : MAKING ARRANGERMENT LESSON 2: SPEAK + LISTEN I/ Objectives: By the end of the lesson, SS will be able to:

- use the telephone to make and confirm arrangements, and take a telephone message

- Talk about future plan - Get the general ideas II/ Language content:

/Grammer:Present simple & Past simple / Vocabulary

1/ Teacher:Book,Pictures , cassette and tape , , 2/ Student: Book, pen,

IV/ Procedures:

Contents

.- Asks Ss to make their own arrangement

C/ New lesson Warm-up:

- T calls on some pairs to practise the dialogue and answer the questions

- Make arrangement

- Practice and answer

UNIT 2:

2/ PEAK + LISTEN Textbook on page 19 Pre-speaking:

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- T talks to SS about using the telephone

- T sticks the card on the board and asks SS to work in pairs to put the

sentences in the correct order to make a complete conversation

- T asks some questions to check their understanding

- T sets the scene:” Ba and Bao are making

arrangements to play chess.”, and asks SS to work with their partners to complete the dialogue - T calls on some pairs to practise the dialogue

- T asks SS to make the similar arrangements with a partner

- T sticks the form of the telephone message on the board and sets the scene: “ a woman phoned the principle of Kingston junior high school, but he was out.”

- T has SS guess the message

- SS listen and answer the questions

- Pairwork

- SS answer

- Pairwork

- Practice

- Free practice

- SS listen

- SS’ guesses - SS listen to the tape

phone call?

- What would you say when you pick up the phone to answer it?

- What would you say if you are the caller?

While-speaking:

1.b 2.f 3.j 4.a 5.i 6.c 7.e 8.k 9.g 10.h 11.d - Are they talking on the phone?

=> Yes, they are

- What are they going to do? => They’re going to a pop concert

- What time will they meet? Where?

=> They’ll meet inside the center at 7.15

Bao:

- Can I speak to Ba, please? This is Bao

- I’m fine., thanks And you? - Can you play chess tonight? - How about tomorrow

afternoon?

- I’ll meet you at the Central Chess Club

- Is 2.00 OK? Post-speaking:

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- T asks SS to listen to the tape twice and fill in the missing information, and check their guesses

IV/ Consolidation: - T asks SS to make a phone call with a partner V/ Homework:

- T asks SS to practise talking themselves

- Free practice

While-listening:

KINGSTON JUNIOR HIGH SCHOOL DATE : Tuesday TIME : 9.45

FOR : The Principle MESSAGE : Mrs Mary Nguyen wanted to see you at 9.45 on Tuesday morning TELEPHONE NUMBER : 64683720942

Post-listening:

* Experieces:

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Unit 2: MAKING ARRANGERMENT LESSON 3: READ

I/ Objectives: By the end of the lesson, SS will be able to: - know more about Alexander Graham Bell

- Read and get the information they need - Get of the information of the invention II/ Language content:

/Grammer: Past simple

/ Vocabulary: Scotsman , deaf-mute , demonstrate , exhibition III/ Teaching aids:

1/ Teacher:Book,Pictures , cards, 2/ Student: Book, pen,

IV/ Procedures:

Contents

.- Asks Ss to make their own arrangement

C/ New lesson

- T let SS answer the questions by going to the board and write

- T introduces the topic of the text through the

picture make the

- Make arrangement

- Individual work

- SS listen and guess the answers

UNIT 2: 3/ READ Warm-up:

What is the telephone used for?

- to chat with friend - to communicate - to have a message - to call someone

- to make arrangements - to talk to a person lives far from home

Pre-reading:

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questions for SS guess - T explains some new words & teach them the pronunciation

- T asks SS to read the passage and check their guesses

- T has SS read the passage again & choose True or False and correct the fasle sentences

silence & answer the comprehension statements - T calls on some SS to check their answers - T asks SS to reread the passage and put the events in the correct order

- T calls on some SS to give the answers

- T asks SS to write a paragraph about Bell’s life, using the information from the passage

IV/ Consolidation: - T calls on some ss to read aloud their writin V/ Homework:

- T has SS learn the new words and write the paragraph in their notebooks

- SS write down

- Whole class - SS read the passage in

- SS give the answers - Pairwork

- Ss give the answers - Pairwork

- SS read aloud

- When was it invented? New words:

- Scotsman (n) - deaf-mute (n) - demonstrate (v) - exhibition (n) While-reading:

- He is Alexander Graham Bell

- He invented the telephone - It was invented in 1876 1) True or Fasle?

a F (Edinburgh)

b F (at Boston University) c T

d F (1876) e F

f T

2) Put the events in the correct order

Alexander Graham Bell … d g

e c f a b

Post-reading:

* Experieces:

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Unit 2: MAKING ARRANGERMENT LESSON 4: WRITE

I/ Objectives: By the end of the lesson, SS will be able to: - Write a telephone message

- Develop their writing skill

- Know the chart of phone call massage II/ Language content:

/Grammer: Past simple

/ Vocabulary: service , furniture , delivery , customer , stationery III/ Teaching aids:

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Contents

- Ask Ss to write the new words

C/ New lesson

- T sticks a card on the board

- T divides the class into teams SS from teams go to the board & write the correct words

- T talks to SS about taking a telephone message

- T explains some new words

- T asks SS to read the message & fill in the gaps in the passage on page 23 - T calls on some SS to read aloud the answers

- T asks SS to read the passage on page to get information & write the message

- T calls on some SS to fill in the table

- T gives feedback

- Write the new words

- SS observe - Whole class

- SS listen

- SS write down

- Pairwork

- SS read aloud - Individual work and then share with a partner

- SS fill in the table

UNIT 2: 4/ WRITE Warm-up:

- The team which writes more correct words first wins the game

1 mcuestor = customer ayddmi = midday essgmea = message nifurretu = furniture rsveice = service Pre-writing:

- Have you ever taken a telephone message?

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

New words: - service (n) - furniture (n) - delivery (n) - customer (n) - stationery (n) While-writing: * Fill in the gaps:

1 phoned name May 12 delivery speak Mr Ha took at

* Write the telephone message: Thanh Cong Delivery

Service Date: June 16 Time: after midday For: Mrs Van

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*Experieces:

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I/ Objectives: By the end of the lesson, SS will be able to: - Talk about intentions with be going to

- practice the excercies - enjoy doing home work II/ Language content:

/Grammer: Past simple, Adverds of place / Vocabulary:

1/ Teacher:Book, cards,picture 2/ Student: Book, pen,

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Contents

- Asks Ss to write the massage on the board - Corrects and gives mark

C/ New lesson

- T asks SS to translate the following sentence into English

- T explains the difference between

sentence 1) & sentence 2)

- T asks SS to work with a partner Say what the people are going to - T calls on some SS to read aloud the sentences

- T asks SS to copy the questionaire in their exercise book.Then complete the ‘you’ column with checks (v) and crosses (x)

- T has SS ask their partner what he or she is going to Then

complete ‘your partner’ column of the

questionaire - T asks SS some questions

- Write the massage

- Individual work

- SS take notes

- Pairwork

- SS read aloud

- Individual work

- Pairwork

- SS answer

UNIT 2:

5/ LANGUAGE FOCUS Presentation:

- Ngày mai thăm anh

1) I will visit him tomorrow. 2) I am going to visit him tomorrow

1) To express an action that will happen in the future This is decided at the moment of speaking, no plan and intention before

2) To express an action that will happen in the future This is used in plans and intention before Practice:

1) Say what the people are going to

a) They’re going to fish

b) She’s going to read the novel c) She’s going to her

homework

d) He’s going to see the movie tonight

e) She’s going to give him a pretty birthday present 2) Complete the table

What are you going to on the weekend?

Are you going to …

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*Experieces:

(33)

Period : 13 Unit 3: AT HOME

- understand the dialogue & use modals verbs to talk about the housework - Develop their reading and listening skill

- enjoy doing housework II/ Language content:

/Grammer: - Modal verbs

- Reflexive pronouns

/ Vocabulary: steamer , saucepan , rice cooker III/ Teaching aids:

1/ Teacher:Book, cards,picture 2/ Student: Book,pen, IV/ Procedures:

Contents

- Assks Ss tto write structure and some

examples with adverds of places

- Corrects and gives marks C/ New lesson

Warm-up:

- T asks SS the question

- T sticks pictures on the board and ask

- T has SS go the board to stick the card with the correct picture

- T asks SS to write the chores they often at

- Write the structurres and gives some examples

- SS’ answers

- SS answer

- Individual work - Groupwork - SS read aloud

UNIT 3: AT HOME

- What you usually at home?

+ the housework + listen to music + help Mom Presentation:

- What is the girl in the pictures doing?

+ wash dishes + make the bed + sweep the floor + cook

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home

- T calls on some SS to read aloud the answers

- T introduces some new words by using the pictures - T sets the scene: You will hear the dialogue between Mrs Vui and Nam She’s going to be home late

tonight Can you guess what he will have to at home?

- T asks SS to listen to the tape and check their guess - T has SS practise the dialogue with a partner - T calls on some pairs to practise the dialogue - T asks SS to read the dialogue again Complete the list of the things Nam has to

- T calls on SS to read aloud the answers

IV/ Consolidation: - T asks SS to make the dialogues about the chores they have to at home

V/ Homework

- T asks SS to write sentences about the chores they have to at home, use have to, must, ought to,

- SS write down

- SS listen to the teacher and guess

( books opened ) - Pairwork

- Practice - Groupwork

- SS read aloud

- Free practice

+ feed the chickens

New words: - steamer (n) - saucepan (n) - rice cooker (n)

Practice:

- Nam’ll have to cook dinner himself

The list of the things Nam has to

- Cook dinner

- Go to the market to buy some fish and vegetables - Call Aunt Chi & ask her to meet his mother at

Grandma’s house Lan: Hello

Nga: Lan, it’s Nga Lan: Hi, Nga

Nga: I’m going to see a movie tonight Would you like to go?

Lan: I’d love to But I must my homework and cook dinner myself

Nga: No problem Bye, Lan Lan: Bye

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myself, yourself

*Experieces:

Unit 3: AT HOME LESSON 2: SPEAK I/ Objectives: By the end of the lesson, SS will be able to:

- use the prepositions of place to talk about the positions of furniture - talk about the subjects in the kitchen

/Grammer: - Present simple

- The prepositions of place / Vocabulary:

1/ Teacher:Book, cards, picture 2/ Student: Book, Pen,

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Contents

- Assks Ss to read the dialogue and write new words

- Corrects and gives marks C/ New lesson

- T asks SS to tell about some furniture

- T calls on a representative from each group to give the answers

- T sticks the first picture on the board and asks

- T gives some cards and asks SS to stick the card with the correct picture - T asks SS to answer the positions of the items in the picture

- T has SS work with a partner, talk about the position of each item - T calls on some pairs to ask and answer the question - T sets the scene: “ Mrs Vui bought new furniture for her living-room, but she cannot decide where to put it.You should help her to arrange the furniture.” - T asks SS to look at the picture and talk about their ideas

- T instructs how to give the ideas

+ Agree: OK./ You are right

+ Disagree:

- Read the

dialogue and write new words

- SS work in groups of four - SS give the answers

- SS answer - Individual work

- SS’ response

- Pairwork

- SS ask and answer

- SS listen

- Pairwork

UNIT 3: AT HOME Warm-up:

- table - clock - fridge - chair

- cupboard … Pre-speaking:

- Where is it? => It’s in the kitchen

- What can you see in it? Cupboard, clock, calendar, fridge, knives, rice cooker, counter, chopping board, saucepan, frying pan, flowers

- Where is the clock? The clock is above the calendar

- Where is the fruit? The fruit is in the bowl While-speaking:

- Where is the …? It’s / The …

Textbook on page 29

Eg

A: Let’s put the armchair opposite the couch

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*Experieces:

Unit 3: AT HOME LESSON : LISTEN I/ Objectives: By the end of the lesson, SS will be able to: - identify the right item by listening

- realize the exactly the word they will heard - enjoy listening English

/Grammer: Present simple / Vocabulary: garlic , ham III/ Teaching aids:

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Contents

- Calls some Ss to describe their house - Correct and give marks

C/ New lesson

- T asks SS to tell some food and kitchen

implements - T calls on a

representation from each group to go to the board and write down

- T sticks the picture on the board and ask

- T introduces the new words

- T asks SS to work in pairs and answer the question

- T calls on some SS to read the necessary ingredients

- T instructs: You will hear the dialogue between Mrs Tu and Lan about the necessary ingredients to cook the “ Special Chinese Fried Rice ” You listen and check the right item - T calls on some people to check the right item on the board

- T has SS listen the last

- Describe the house

- Groupwork - SS’ answers

- SS look at the picture and answer - SS write down

- Pairwork

- SS read aloud

- SS listen twice, check and share the answer with their partner

- SS check the right item - SS listen and check

UNIT 3: AT HOME * Listen

Warm-up:

- Food: bread , chicken , noodles , fried rice ,… - Kitchen implements: saucepan , frying pan , oven , rice cooker , steamer,… Pre-listening:

- What can you see in the picture?

Rice noodles Saucepan frying pan

Onions green peppers

chicken, peas New words:

- garlic (n) : toûi - ham (n) : thòt heo - ingredient (n) : nguyên liệu

- What ingredients you need to cook the “ Special Chinese Fried Rice ”? While-listening: Key

a) fried rice b) pan

c) garlic and green peppers

d) ham and peas Tapecripe:

Lan: Can I help you cook dinner, Mom?

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*Experieces:

(40)

Unit 3: AT HOME LESSON 4: Read

I/ Objectives: By the end of the lesson, SS will be able to: - understand the safety precautions in the home

- advoice somethings is dangerous in the house - read to get the information

/Grammer: Present simple

/ Vocabulary: match, electrical socket, chemical, dangerous, fire, destroy, injure

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Contents

-call Ss to write the new words on the board

- correct and give marks

C/ New lesson: - T asks SS to work in groups to write down the words relate to danger in the home for children - T calls on some SS to go to the board and write down the words

- T asks SS to answer the question

- T introduces some new words

- T sets the scene: Lan’s mother, Mrs Quyen, is at the local community center She is read one of the posters on the wall

Safety Precautions in the Home - T asks SS to read the statements and

- write the new words on the board

- Groupwork

- SS write down + scissors + electricity + drug + knife

+ boiling water + gas …

- SS answer the answer

- SS write down

- SS’guess

UNIT 3: AT HOME * Read

Pre-reading:

- What can be dangerous to small children in the home?

- Match (n) : dieâm

- Electrical socket (n) : ổ cắm điện - chemical (n) : hóa chất

- dangerous (adj) : nguy hiểm - fire (n) : lửa

- Destroy (v) : phá hoại - injure (v) : làm bị thương

True or fasle?

Guess Correct a b c d F T F F Danger in the

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*Experieces:

Unit 3: AT HOME LESSON 5: Write

I/ Objectives: By the end of the lesson, SS will be able to: - nwrite a description of a room

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/Grammer: Present simple

/ Vocabulary: wardrobe, folder, tower rack, jar, vase, flour III/ Teaching aids:

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Contents

- ask Ss to read the last lesson and write some new words

- correct and give marks C/ New lesson

- T sticks a picture on the board

- T asks SS some questions

- T asks SS to read the description of Hoa’s room and answer some

comprehension questions

- T asks SS to describe Hoa’s kitchen, using the given cues

- T has SS share with a partner

- read and write some new words

- SS observe - SS’ answers

- SS write down

- SS read the description of Hoa’s room and answer

- Individual work - SS share with a partner

UNIT 3: AT HOME * Write

Warm-up:

- Which room is this? - What is this?

- Where is it? Pre-writing:

- folder (n): bìa kẹp hồ sơ - wardrobe (n): tủ quần áo - towel rack (n): giá treo khăn

- vase (n): bình - jar (n): lọ - flour (n): bột

- beneath # above (prep): phía

Qs / As:

- What’s there on the left of the room?

=> There is a desk on the left of the room

- Where is the bookshelf? => The bookshelf is above the desk

- What’s there on the right side of the room?

=> There is a window on the right side of the room - Where is the wardrobe? => The wardrobe is beside the window and opposite the desk

While-writing:

There is Hoa’s kitchen There is a refrigerator in the right corner of the room Next to the refrigerator is a stove and an oven

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(46)

Unit 3: AT HOME LESSON : Language focus I/ Objectives: By the end of the lesson, SS will be able to: - View of the grammer

- Practice execise skill II/ Language content:

1 /Grammer: Reflexive pronouns

Modals: must, have to, ought to

2 / Vocabulary: III/ Teaching aids:

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Contents

- ask Ss to write the home work

- corrects and give marks

C/ New lesson

- T gives some examples

- T asks SS to recognize the difference between sentence 1) and sentence 2)

- T sticks the pictures on the board

and introduces: These are the chores Lan has to before coming to the movies - T asks SS to stick the verbs with the correct pictures

- T has SS complete the dialogue Using must or have to and the verbs - T calls on some pairs to practice the dialogue

- T asks SS to look at the pictures and example a) - T has SS look at the pictures, using ought to to give advice to these people - T calls on some SS to give the answers

- T asks SS to read the dialogues

- T has SS complete the dialogues, using the

- write the homework

- SS observe

- Whole class

- SS observe

- SS stick the verbs with the correct pictures - Pairwork

- Practice

- SS observe - Pairwork

- SS’ answers

- SS read the dialogues

UNIT 3: AT HOME * Language focus: Presentation:

1) Ba wanted to play tennis with his friends

He had to / must the chores

2) I got bad marks in English

You ought to try to study. 1) must/ have to: complete obligation

2) ought to: give advice

Practice:

1 Complete the dialogue

a tidy d clean b dust e empty c sweep f feed

2 Give advice

a) I failed my English test => You ought to study harder

b) You ought to get up earlier

c) You ought to eat more fruit and vegetables d) You ought to go to the dentist

3 Complete the dialogues ourselves

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(49)

After these exercises, students will be able to remember the important structures

B- Contents: * Multiple choice.

1 I (sent , gave , received ) a letter from my old friend last week

2 “ Would you ( like , want , love ) to go to the movies with me?” “I’d love to.” He is not ( enough to old , old enough for , old enough to ) drive a car

4 The sun ( rise , rises , rising ) in the east and ( sets , set , setting ) in the west She is wearing a ( pretty red new , pretty new red , red new pretty ) dress Her mother ( left , leaves , will leave ) this city two years ago

7 They enjoy ( tell , tells , telling ) jokes

8 Deaf-mutes can ( both , neither , either ) speak ( nor , and , or ) hear

9 Our friends ( go to , are going to , will be to ) meet us at the airport tonight 10 The children are old enough to look after ( themselves , for themselves , ourselves )

11 You’ll ( must , ought to , have to ) cook dinner yourself

12 Lan worked hard ( in order to , so that , so as to ) she could pass the final exams

13 What was wrong with you? Why ( did you have to , had you to , did you must ) go to hospital?

14 What ( a , an , the ) lovely smile !

15 Nien ( is , will be , was ) Hoa’s next door neighbor in Hue C- Correction:

1 received like old enough to rises / sets pretty new red left

7 telling neither / nor are going to 10 themselves 11 have to

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Teaching date: 24/ 09/ 2009 Week: Period : 20

TEST 45 MINUTES

Name:……… Class: ………

Date:……… Marks: ………

I/ Read these sentences and exercises. 1 Answer true or false?

a It is safe to keep medicine in locked cupboard b Drugs can’t look like candy c A kitchen is a dangerous place to play d Playing with one match can’t start a fire 2 Answer the questions.

a Why mustn’t we let children play in the kitchen? =>

b Why mustn’t children play with matches?

=>

II/ Choose the best answer.

1 I received a letter ( on , from , to ) Nien last week Nga ( is going to , is going , goes ) see a movie tonight

3 He worked ( to , in , with ) deaf-mutes ( at , in , on ) Boston University Bao draws that picture ( himself , heself , myself )

5 Fire destroys homes and ( injures , injure, injuring ) children I have to ( doing , , to ) my chores

7 The sun doesn’t ( moves , to move , move ) around the Earth Alexander Graham Bell was born ( in , on , of ) Edinburgh We ( buy , bought , buying ) two new rackets yesterday 10 Why ( does , , did ) Hoa go to school late this morning?

11 We ( must , have to , mustn’t ) put a knife into an electrical socket

12 Nam and Ba are old enough to look after ( ourselves , themselves , yourselves )

III/ Put the words or phrases in correct order to make sentences. has / hair / long / she / black

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2 enough / winter / this coat / wear / isn’t / to / warm / in

=> in the east / rises/ sun / the / in the west / sets / and

=> a / smile / what / lovely!

=>………

_ THE END _

Unit 4: OUR PAST

LESSON 1: Getting started + Listen and Read I/ Objectives: By the end of the lesson, SS will be able to:

- tell the activities people used to in the past - respect our past

II/ Language content: 1 /Grammer: Past simple

2 / Vocabulary: equipment , folktale , traditional , great-grandme , used to III/ Teaching aids:

IV/ Procedures:

Contents

A/ Greeting

B/ Review ( none) C/ New lesson

- T asks SS to look at the picture on page 38 and write the names of the things that not belong to the past

- look at the picture and give the names

UNIT 4: Our Past * Getting started Warm-up:

Answers: - The TV - The radio

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- T uses techniques such as mine, realia and translation to introduce the new words *checking: Rub out the meaning in Vietnamese and ask students to fill in again in minutes

- T asks students to read the dialogue between Nga and her grandma and check their prediction

- T asks them to correct the false statements

- T gives feedback * Comprehension: - T has SS practice the dialogue with a partner - T asks students to work in pairs, asking and answering questions

- T gives feed back - T asks them to work in pairs and closed pairs

- T asks students to read the statements in part on page 39 and decide which is a fact and which is an

- SS go to the board and fill the meaning in

- SS read the dialogue and check

- correct

- SS practice the dialogue

- Pairwork

- SS write down

- Modern clothings School uniforms

Presentation: * New words

- equipment (n): thiết bị

- folktale (n): chuyện dân gian - traditional (adj): truyền thống - great - grandma (n): bà cố - used to (v):

T/F statements:

a Nga used to live on a farm b Nga’s grandma didn’t go to

school

c She has an easy and happy life when she was young d There wasn’t any modern

equipment at her time e “The lost shoe” is a short

story Practice:

guess answer correction

a F Grandma

used to…

b T

c F She had a

hard life

d T

e F It is an old

folktale

Answers:

a She used to live on a farm

b Because she had to stay at home and help her Mom to look after her younger brothers and sisters

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opinion

D/ Consolidation:

- T asks students to make a survey about their friends using suggestions

- T has students give the information about their friends in full sentences E/ Homework:

- T asks students to write the results of their survey

- read the statements

- Pairwork

lamp and her great- grandfather used to tell stories

e She asked her grandma to tell her the tale “ The Lost Shoe.”

Feedback:

f o a I used to live on a

farm

x b There wasn’t any

electricity

x c Mom had to

everything without the help of modern equipment

x

d My father used to tell us stories

x e The best one was the

lost shoe

x f Traditional stories are

great

x

survey:

Did you use to………… Name get up early

ride bicycle too fast go to school late eat too much candy

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Teaching date: 30 /09 /2009 Week: Period : 22

Unit 4: OUR PAST LESSON 2: Speak & Listen I/ Objectives: By the end of the lesson, SS will be able to: - use “used to” to talk about the things they used to - know the folktale they have heard

II/ Language content: 1 /Grammer: Past simple

2 / Vocabulary: foolish , greedy , gold , laid III/ Teaching aids:

1/ Teacher:Book, cards, picture, tape 2/ Student: Book, Pen,

IV/ Procedures:

Contents

- Calls Ss to write the new word and read the dialogue

(55)

- Corrects and give marks C/ New lesson

- T gives SS to play a game

- T recalls the conversation between Nga and her

grandma

- T asks Ss to use “used to” to make questions and answers

- T gets students to work in open pairs then in closed pairs

- T compares pictures on page 40, using “used to” to talk about the actions in the past

- T elicits some ideas so that students can talk about them

the dialogue

- Ss answer the teacher’s

questions - Ss make question

- Pairwork

- Compare pictures

UNIT 4: Our Past * Speak:

Warm up:

* Jumbled words.

- electricity - rieletcicty - entertainment -

menttaenterin

- market - rkmaet - supermarket - permasuekt Pre- speaking:

Situations:

T: Where did Nga’s grandma always live?

S: She always lived on a farm T: Another word for always lived. S: Used to live

 Where did Nga’s grandma use to live?

She used to live on a farm. *Form:

- S + used to + infinitive - S + didn’t use to + infinitive - Did S + use to + infinitive? * Use: to express a past habit or an action usually happened in the past.

While-speaking:

Questions and answers for speaking:

a Where did they live in the past? And now?

- People used to live in small

house Now they live in big house b How did they travel?

- People used to walk Now, they can go by cars or motorbikes c What’s about the electricity? - Now, there is electricity every where

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- T asks Ss to practice speaking

- T asks students to write about the things they used to last year

*checking: Rub out the meaning in Vietnamese and ask students to fill in again in minutes

-T asks students to predict the moral of the story

- T has students to look at the four titles and guess which is the most suitable moral lesson

- T has students listen to the tape twice and check their prediction

- SS listen and check - T gives feedback

- T asks students what tense is used in the story

- T has them listen again

- Practice

- T uses

techniques such as mine, realia and translation to introduce the new words

- SS’ prediction

- Ss answer

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

e Did children use to go to school? - Most children used to stay at home Now, they all go to school f What’s about their

entertainment?

- Children used to play traditional games such as hide and seek, skip rope… Out door Now, they have a lot of modern games

Post-speaking:

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

Pre-listening: * New words:

- foolish (adj): ngu ngoác - greedy (adj): tham lam - gold (n) : vaøng

- Lay – laid – laid (v): đẻ trứng Four titles:

1 Don’t kill chickens

2 Don’t be foolish and greedy Be happy with what you

have

4 It is difficult to find gold

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and try to write as many verbs as possible The student who writes more verbs get good marks E/ Homework:

T asks Ss to write twenty irregular verbs on the notebook

- Ss listen and write the verbs

Post-listening:

“ Simple past tense ” - went - were - discovered - ran - laid - looked - shouted - wanted - finished - decided - couldn’t

*Experieces:

Teaching date: 01/ 10/ 2009 Week: Period : 23

Unit 4: OUR PAST LESSON 3:Read

I/ Objectives: By the end of the lesson, SS will be able to: - understand and retell the story “The Lost Shoe”

- know the content of the lesson - enjoy the folktale

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2 / Vocabulary: cruel , upset , fairy , magically , rag , fall in love , immediately III/ Teaching aids:

IV/ Procedures:

Contents

- Calls Ss to write some new words then corrects and gives marks

C/ New lesson

- T asks Ss to name some folktales that you have read (in Vietnamese)

- T sticks the poster of T/F statements on the board - T asks students to guess which statements are true, which are false

- write new words

- Ss write down

- SS observe

- Pairwork

UNIT 4: Our Past * Read

Warm-up: * Brainstoming:

one hundred-section tree The frog Prince

Snow White and dwarfs …………

Pre-reading: * New words:

- cruel (adj): độc ác - upset (adj): buồn phiền - fairy (n): bà tiên

- magically (adv): kỳ diệu - rag (n): quần áo rách

- to fall in love with (v): phải lòng

- immediately (adv): T/F statements:

a Little Pea’s father is a poor farmer

b Her father got married again after his wife died

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1 T/F statements:

- T asks students to open their books, read the text on page 41 and

check their prediction - T asks students to correct false statements

2 Comprehension

Questions:

- T has students to work in pairs to find out the answers of these questions

3 gap-filling;

- T asks students to work in pairs, retelling the story again in details

E/ Homework:

- T has Ss rewrite the story

- Whole class

- Correct the statement

- Pairwork

and nice to her

d She worked hard all day

e She didn’t have new clothes to take part in the festival

While-reading: Feedback:

Guess Correct

a T

b T

c F (She was cruel to her.)

d T

e F ( didn’t have => had )

Answer the questions: a She was a poor farmer’s daughter

b She made her the chores all day

c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes d He decided to marry the girl who owned The Lost Shoe

e Ss’ answers

answer for gap-filling: a farmer

b died

c had / again d choose e new clothes f lost

Post-reading:

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CORRECT THE TEST 45 MINUTES

Reading: 3.0 điểm Mỗi câu 0.5 điểm. a true b false c true d false

2 a Because a kitchen is a dangerous place

b Because playing with one match can start a fire Language focus: 3.0 điểm Mỗi câu 0.25 điểm.

1 from is going to with / at himself injures

7 move in bought 10 did 11 mustn’t 12 themselves Writing: 2.0 điểm Mỗi câu 0.5 điểm.

1 She has long black hair

2 This coat isn’t warm enough to wear in winter The sun rises in the east and sets in the west What a lovely smile!

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Unit 4: OUR PAST LESSON 4: Write I/ Objectives: By the end of the lesson, SS will be able to: - use simple past tense and write a folktale

- write a short folktale or a story with some cues II/ Language content:

1 /Grammer: Past simple

2 / Vocabulary: wisdom , stripe , straw , servant , escape , graze , lit III/ Teaching aids:

1/ Teacher:Book, , picture, 2/ Student: Book, Pen, IV/ Procedures:

Contents

A/ Greeting B/ Review : none

C/ New lesson

- T asks Ss some questions about imaginary stories

- T asks students to give the meanings of the verbs in the box

- T has them work in pairs using suitable verbs to fill in the blanks

- T gives feedback

- Ss’ answers

- Ss write down

- Pairwork

UNIT 4: Our Past * Write

Warm-up:

- Do you want to read imaginary stories?

- Name some of them

- Which story you like best? - Have you ever read the story “How the tigers got his stripes? Pre-writing:

- wisdom (n): trí khôn - stripe (n): sọc, vằn - straw (n): rơm - servant (n):

- escape (v): trốn thoát - graze (v): gặm cỏ - light – lit (v): đốt

answers:

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* comprehension questions:

- T asks students to work in groups of four, answering the following questions

- T asks students to exercise 2, they have to imagine to be a man in order to write the story - T gets students to change: the man – I , his – my

- T has students write individually then share with their partners and correct mistakes

- T takes some writings to correct in front of the class

- T divides the class into

- Groupwork

- Do exercise

- Invidual work

- Write down

5 went Questions:

a Where was the man?

b What did the buffalo when the tiger appeared?

c What did the tiger want to know? d What did he before going home? Why ?

e What did he when he returned?

Answers:

a He was in his field b It grazed nearby

c The tiger wanted to know why the strong buffalo was the servant and the small man was the master d He tied the tiger to a tree with a rope because he didn’t want it to eat the buffalo

e When he returned, he lit the straw to burn the tiger

While-writing: suggested description:

One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was my servant and I was its master I told the tiger that I had something called wisdom The tiger wanted to see it but I said that I left the wisdom at home that day Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo I went to get some straw and I burned the tiger The tiger escaped, but today it still has black stripes from the burn.

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two teams Team A plays the role of the tiger Team B plays the role of the buffalo - T asks a volunteer from each team to tell the story in front of the class

E/ Homework:

- T has Ss write the story again, imagine you are the

tiger / the buffalo

- Ss work in team, telling the story

- Tell the story in front of class

(64)

Unit 4: OUR PAST LESSON 5: Language focus I/ Objectives: By the end of the lesson, SS will be able to: II/ Language content:

1 /Grammer: Past simple 2 / Vocabulary:

Teacher’s Activities Students’ Activities Contents

1.class order: -greeting 2.Check:

-gives requirements and call two sts go to the board

3.New lesson: Warm-up: -gives a game

- T asks Ss to match colunm A with column B

- T calls some Ss to match on the board

-greeting

-listen and then go to the board

-take part in game - Ss work in pairs -match on the board Presentation:(Matching)

A B

1 in a January

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- T checks and corrects - T asks sts to read aloud each phrase

Practice: Activity 1:

- T reviews the simple past tense

- T writes the form on the board

- T asks Ss to exercise 1)

- T calls some sts to go to the board and write the past simple form of each verb

- T checks and corrects

Activity 2 :

- T hangs a subordinate board of the dialogue on the board

- T calls some pairs to present in front of the class on at between after/before

b pm c

Wednesday d

November 1998

e July 2nd f am g 7am and 9pm

* Key: a,d c,e f g b

- Ss copy and Ss give the usage

-do exercise

-write the past simple form of each verb

- Sts copy

- Sts work in pairs and complete the dialogue -some pairs to present in front of the class

1 Write the past simple form

of each verb.

+ Form:

S + V-ed ( cét 2) S + didn’t + V-inf Did + S + V-inf ?

+ Usage: Dùng để diễn tả hành động việc đ xảy ã kết thúc thời điểm xác định khứ

+

Answers :

a run- ran b fly- flew c take- took

d go- went e have- had f do- did

g be- was/ were h ride- rode

i eat-ate j sit- sat k come- came

2 Complete the dialogue below Use the past simple. Answers:

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- T corrects

Activity 3 : (gap-filling) - T asks sts to

exercise on page 44, using prepositions of time and complete the sentences

-observes

- T calls some sts to read full sentences - T corrects

Activity 4 : ( Revision) - T reviews the

structure “ used to” and gives the form

- T gives the usage - T asks sts to exercise on page 45 - T elicits the

information of each picture

- T calls some pairs to present before the class and complete the

dialogue between Nga and Hoa

- T corrects

4.Production

- T asks SS to remind what they have just learned

-do exercise

- Sts work individually then compare with their partners

-give answer

- Sts write structure - Sts give examples

- Sts practice speaking in pairs (sentences a,b,c,d)

-some pairs to present before the class and complete the dialogue between Nga and Hoa - Sts copy

remind what they have just learned

listen and write :

3 Complete the sentences Use the prepositions in the table.

Answers :

a- on b- in c- between

d- at- after e- before

4 Look at the picture Complete the dialogue Use used to and the verbs in the box.

a) Form:

S + used to + V-inf S + didn’t use to + V-inf Did + S + use to + V-inf ? b) Usage: “used to” express a past habit or an action usually happened in the past

Ex Did you use to live in Hue ?

No, I used to live in Ha Noi

c) Exercise Answers:

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5 Home work:

- Learn “prepositions of time” by heart

- Copy exercises 1,2,3,4 in your

notebook

- Prepare Unit 5:

Getting started + Listen and Read

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Unit 5:

LESSON 1: Getting started + Listen and read I/ Objectives: By the end of the lesson, SS will be able to:

understand the dialogue between Jim and his Mom about his study II/ Language content:

1 /Grammer: Try one’s best to s.th

2 / Vocabulary: report card, pronunciation, improve, be proud of, try one’s best III/ Teaching aids:

Contents

A/ Greeting B/ Review : none

C/ New lesson

UNIT 5:

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- T writes the topic on the board and asks Sts to write the names of the subjects

- T asks Sts some questions to elicit the topic

- T sets the scene of the dialogue

- T elicits vocab

* Checking vocab:

(Rubout and remember) - T reads Sts repeat (chorus and individual) dialogue (twice) and read it at the same time

- T asks Sts to listen to the

- T gets Sts to practice the dialogue in pairs

- T calls some pairs to present it before the class - T asks Sts to read the T/F statements and answer which sentences are true and which are false - T calls sts to go to the

- Write names of the objects

- Sts answer

- Sts listen

- Sts write down

- Whole class

- Pairwork

read

Warm-up: * Brainstorming:

Math History

Music

Physics Literature

Chemistry * Quetiions:

What subject are you good at / bad at?

What subject you like best? Why?

How often you have Math/ English?

Presentation:

* “Tim’s Mom has been to Tim’s school Miss Jackson gave her a report card Tim’s Mom talked to him about his report-card.”

* Vocabulary:

report- card (n) phiÕu ®iĨm

pronunciation (n) cách phát âm improve (v) trau dồi prouf (of) sb/st (adj) tù hµo (vỊ) try one’s best to s.th

Ex: He tries his best to help me

Practice:

1 Practice the dialogue with a

partner.

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board and correct false statements

- T gives feedback

- T asks sts to work in pairs, answering the questions on page 47

- T has Sts work in open pairs to close pairs

- T calls some pairs to ask and answer before the class T checks and corrects

D/ Consolidation: - T asks sts to work in groups to ask their friends some questions

- T calls some Sts to give the answers

- T educates sts to work harder at their school and their houses

E/ Homework:

- Learn “Vocab” by heart - Do exercise on page 32 in the workbook

- Prepare the new lesson “Speak + Listen”

- Sts give answers

- Go to the board

- Work in pairs

- Answer before class

- Groupwork

2 True or False? Check ( v ) the boxes.

* Correcting false statements: a) F- Tim was in the living room b) T

c) F- His report is exellent d) T

e) F- Tim needs to improve his Spanish pronunciation

f) T

3 Answer the questions: * Answers:

a) She is Tim’s teacher

b) She gave Tim’s mother his report card

c) He workerd really hard

d) She said Tim should word harder on his Spainish pronunciation e)She gave him a dictionary * Questions:

1.Which subject you need to improve?

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*Experieces:

Teaching date: 13/10/2009 Week: 10 Period : 28

Unit 5:

LESSON :Speak& Listen I/ Objectives: By the end of the lesson, SS will be able to: - practise talking about their further studying after school II/ Language content:

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A/ Greeting B/ Review :

- Calls Ss to write the new words and pratice the dialogue in front of class - Corrects and Give marks C/ New lesson

- T asks sts to think about “ How to improve your English”

- T calls some sts to give their answers

- T sticks a poster of the questions on the board - T asks sts to answer the questions

- Sts work in individually and answer

- T supplies some phrases

- T asks sts to work in groups of 5, asking their partners questions and

talking notes of the answers - T calls some groups to give their answers

- T checks and corrects - T guides sts to report their friends’ answers

- T explains and gives

- Write new words and practice the dialogue

- Give the answer

- Sts observe

- anwer the question

- Sts read them

- STs work in groups

- Give the answer

UNIT 5: * Speak:

Warm-up: (Brainstorming) Speak English to Read English

friends in class stories

Watch English Listen to the E

TV program radio program

Read E newspapers Pre-speaking:

* Work in groups Ask each other about your studies Use the

questions

and words in the boxes to help you

While-speaking: * Answers:

1 I often my homework after dinner

2 My sister helps me with my homework

3 I spend three hours on them I need to improve English, Math, History,

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example

- T asks sts to work in groups

- T gives an example to guide

- T calls some sts to say before the class

- T checks and corrects their pronunciation

- T elicits new words - T reads new words

*Checking vocab

(Rubout and remember) - T asks sts to look at Nga’s report and predict the

missing information and then compare with their partners

- T gives feedback

- T hangs a flip-chart on the blackboard

- T gets sts to listen to the

Report the answer

- Sts talk about a good student in their class

- Say before class

- Sts write down - Sts repeat (chorus and individual)

- Predict the missing words and compare with a partner

English stories/listen to the news in English,

* Reported speech:

- Nam said his father helped his with his homework

- Minh said he needed to improve Literature

Post-speaking:

* Work in groups Talk about a

good student in your class.

Example:

Hoa is a good student in my class She works very

Pre-listening: * Vocabulary:

- behavior (n) cư chØ, hµnh vi

- participant (n) ngêi tham gia

- Co-operation (n) sù hỵp tác - attendance (n) vắng mặt

- satisfactory (adj) tho¶ m n· - unsatisfactory (adj) không thoả m nÃ

* Look at Ngas report and predict

the missing information.

a Days present (1) b Days absent (2) c Behavior- Parrticipant (3) d Listening (4) e Speaking (5) f Reading (6) g Writing (7) While-listening:

* Listen to the dialogue and

complete the report card.

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tape and check their prediction

- T calls some sts go to the board and complete the information about Nga - T checks and corrects

- T asks sts to answer some questions about Nga’s report card

- T asks sts to work on their own to answer the questions

E/ Homework:

- Learn “Vocab” by heart - Remind “reported speech”

- Answer the question

- Sts work in dividually

(1) 87 days present (2) days absent (3) Paticipation: S (4) Listening: C (5) Speaking: A (6) Reading: A (7) Writing: B Post-listening:

* Comprehension questions: a) Who are Nga’s parents?

- They are Mr Lam and Mrs Linh b) What’s Nga’s teacher’s name? - Miss Lien

c) What subject was reported? - English

d) What are the comments? - Speaking English quite well However she does need to improve her listening skill

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(76)

LESSON :Read

- understand the text and choose the best way of learning new words for themselves

1 /Grammer: modal verb: should

2 / Vocabulary: mother tongue, underline, highlight, come across, stick III/ Teaching aids:

Contents

- Callls Ss to write the new words and Write some report speech

- Corrects and give marks C/ New lesson

- T asks sts some questions about their English

learning

- T introduces the new words

* Checking-vocabulary: (Rubout and remember) - T reads

* Brainstorming:

- T asks sts to work in pairs

- Write some new words

- Sts answer

- Sts write down

UNIT 5:  Read

Warm-up: (chatting)

* Questions and answers::

1 Do you like learning English? How many new words you try to learn a day?

3 What you when you read a new word?

4 How you learn/ remember new words?

Pre-reading: * Vocabulary:

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to make a list of the ways how a language learner can learn new words

- T asks sts to read the statements on page 50 and decide which is true and which is false

- T asks sts to read the text and check their predictions - T calls Sts to give their answers and correct the false statements

T checks and corrects *Comprehension questions: - T asks sts work in pairs to ask and answer the

questions

- Sts repeat (chorus and individual)

- Whole class

- Listen

- Sts read the text again

* The ways how a language learner

can learn new words

learn tranlation by heart into Vese

Learn through example sentences * T/F statements predictions: a All language leaners write the meaning of new words in their mother tongue

b Some leaner write examples of words they want to leanr

c Every leaners tries to learn all new words they come across d Many leaners only learn new words that are important

While-reading:

* Correcting the false statements: a Language learners learn words in different ways

c Many language learners not try to learn all new words they come across

2 Answer the questions: * Answers:

a) No Learners learn words in different ways

b) Such sentences help them remember the use of new words c) To remember words better,

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- T asks sts to ask and answer questions in open pairs and close pairs

- T calls Sts go to the board and write the answers

- T corrects

D/ Consolidation: - T asks Sts to work in groups of or to interview one another and stick the ways they have used to learn new words

- T asks sts to report about their group

E/ Homework:

- Learn “vocab” by heart and read the text again - Write the ways of learning words that you think are the best for you

- Sts work in pairs

- Write the answer on the board

- Groupwork

- Report

learners write examples, put the words and their meaning on stickers, underline or highlight them

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

e) Revision is necessary in learning words

f) Learners should try different ways of learning words to find out what is the best

Post-reading: (survey)

Ways of learning words, their meanings

1 Make a list of words, their meanings and learn them by heart Write simple sentences with new words

3 Stick new words somewhere in the house

4 Underline or hignlightthe words Read stories in English

6 Learn words through songs * Example:

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(80)

Unit 5: STUDY HABIT LESSON 5: Write I/ Objectives: By the end of the lesson, SS will be able to: II/ Language content:

Contents

- Calls Ss to write the best way for them to learn English

- Corrects and Give marks C/ New lesson

- T aks Sts some questions dealing with writing letters a) Pre-teach vocabulary: - T uses explaination, translation and example to elicit vocabulary

- T checks vocabulary

- Writeon the board

- Sts answer

- Write down

UNIT 5: * Write

Warm-up: (Questions and answers)

1) Have you ever written to someone?

2) Who you usually write to? 3) How many parts are there in a letter?

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(rubout and remember) - T read,

b) Ordering:

- T asks Sts to put the parts of the letter in the correct order

- T gives feedback

- T asks Sts to read the letter on page 51 to check their order

c) Labeling:

- T aks Sts to label each section with the correct letter

- T asks Sts to read prompts and then compare them with the letter

- T calls some Sts to read their writing before the class - T calls a student go to the board and write modal - T checks and corrects

Sts repeat (chorus and individual)

- Whole class

- Label

- Sts imagine that they are Lan and write a letter to her penpal Donna in San Francisco, using the given

information

- Sts work in groups

- Sts write down

Lunar New Year festival (n) TÕt ©m lÞch

enjoyable (adj) thó vÞ (to) celebrate (v) lµm lƠ kû niƯm

Mid-Autumn (n) TÕt trung thu

a) Openning b) Closing c) The date

d) Body of the letter e) Signature

f) Writer’s address * Answers:

1 f c a d b e B D

3 A C While-writing:

* Now help Lan write a letter to her penpal Donna in San Francisco Use the information in the box

55 Hung Vuong St. Kon Tum

November 11th, 2006

Dear Donna,

Thanks for your letter I’m please to hear you had a happy Mother’s Day.

We received our second semester report last month I got good grades for Geography, Physic and Math, but my English and History result were poor My teacher told me to improve English and History. I think I’ll have to study harder next school year.

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- ask sts to write a letter to a friend about their school - T checks and corrects E/ Homework:

- Learn “vocabulary” by heart

- Write a letter given in “post-writing”

- Write the letter about their school

by bus this afternoon I’ll send you a portcard from there

Write soon and tell me all your news.

Love, Lan

Post-writing:

“Write a letter to a friend about their school”.

(83)

Unit 5: STUDY HABIT LESSON :Language Focus I/ Objectives: By the end of the lesson, SS will be able to: - View somw grammmers

- Practice the grammer exercises - Enjoy doing homeworks

1 /Grammer: Adverbs of manner Modal: should

Commands, requests and advice in reported speech 2 / Vocabulary: ( none )

(84)

Contents

- Calls Ss to write some vocabularies on the board - Corrects and Give marks C/ New lesson

- T prepares ten cards with numbers

(from to 10) on one side and the

adjectives/adverds on the other

- T sticks cards that are mixed on the board

- T devides the class into two teams and ask them to choose two numbers, turn the cards over, if they match

- T gives example

Activity 1:

a) Review adverbs of

manner.

- T gives the form of adverbs of manner - Sts give example

- T gives some especial case - Sts copy down

b) Gap-filling exercise: - T asks sts to work in pairs - Sts read the conversations silently and use the adverbs in the box to fill in them - T calls some sts to give their answers

- Write on the board

Prepares ten cards with numbers

.- Look at the cards

- Work in groups

- Listen and write down

- Write down

- Work in pairs - Read the

UNIT 5: STUDY HABITS  Language focus Presentation:(Pelmanism)

soft good well bad hard hard fast fast softly badly

* Example: soft  softly Practice:

* Adverbs of manner: + Form:

Adjective + ly = adverb Ex: bad  badly

careful  carefully

Note: good  well late  late

fast  fast early  early hard  hard

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- T checks and corrects - T calls some pairs to practise the dialogues

Activity 2:

a) Review the modal

“should”and gives the form - Sts give example

b) Picture drill:

- T asks sts to look at the picture about Mr Hao’s house and answer the questions

- Sts answer

- T asks sts to use the verbs in the box to advice Mr Hao what to

- T calls some sts to give their answers

- Sts give the answers - T checks and corrects

Activity 3:

- T gives the structure & explains it

- T gives an example

- T asks sts to work in pairs to exercise on page 53 - Pairwork

- T calls some sts to speak out their answers, others to write them on the board - T corrects

conversations

- Give the answer

- Listen

- Practice the dialogue

- Listen and write down - Look at the picture

- Answer

- Advice Mr Hao what to

- Give the answer

-Listen

- Write down

Form: S + should + V-inf without to

Usage: Give an advice Meaning: nên (làm gì)

Ex: She should get up early * Questions:

1 Is Mr Hao’s house new ? How is the door ?

3 Is there grass in his garden ? Should he repair the roof ? mend paint repair

replant cut

* Answer:

a) Mr Hao should repair the roof b) He should paint the house c) He should cut the grass d) He should replant the trees e) He should mend the door 3 Commands and requests in

reported speech.

S+ asked/told + object + to-inf Ex: He said “Can you meet me after school”

He asked me to meet him after school

* Answers:

a Miss Jackson asked me to wait for her outside her office

b Miss Jackson asked me to give you your report card for this semester

c Miss Jackson asked me to help you with your Spanish

pronunciation

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Activity 4:

- T gives the structure & explains it

- Sts give example - T corrects

- T asks sts to work in pairs to exercise on page 53 - T the model

- T calls some sts to give answers, others to write them on the board

- T checks and corrects - T educates sts to give an advice suitably and retell polite in reported speech

- T asks SS to remind what they have just learned E/ Homework:

- Learn “Commands, requests and advice in reported speech” by heart

- Sts copy down

- Pairwork

- Sts copy down

- Sts give the answer

- Sts copy down

d Miss Jackson asked me to meet her next week

4 Advice in reported speech. S1 + said +S2 + should +V-inf Ex: “You should stop smoking” he said:

 He said I should stop smoking

a “Miss Jackson said you should spend more time on Spanish Pronunciation”

b “Miss Jackson said you should practice speaking Spanish

everyday”

d “Miss Jackson said you should practice reading aloud passages in Spanish”

e “Miss Jackson said you should use this dictionary to find out how to pronunce Spanish words.”

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Unit 6: THE YOUNG PIONEERS CLUB

LESSON : GETTING STARTED AND LISTEN & READ I/ Objectives: By the end of the lesson, SS will be able to:

(88)

II/ Language content: 1 /Grammer: Gerunds

2 / Vocabulary: Young Pioneer , Youth Organization , enroll, application , outdoor activity

Contents

- Calls Ss to write Some structures in Language focus and examples

- T asks Sts to think about the Y & Y programs

- Call Sts to give answer - T writes them on the board - T reads

- T asks Sts to open their books to look at the activities that the Y & Y participate in and check () the boxes

- Call Sts to give the answers

a) Teach vocabulary. - T uses realia, examples, translation and explanation to elicit vocabulary

- T drills pronunciation and write the meanings

b) Set the scence of the

dialogue between Hoa and the secretary

- Writeon the board

- Give the answer

- Sts repeat

- Answer

- Listen and write down - Sts copy down

UNIT 6:

 Getting started + Listen & Read

Warm-up: (Brainstorm)

Helping blind collect waste people paper Helping elderly cleaning up

people the streets

- Taking part in sports

- Collecting and empting garbage - Planting trees and flowers - Watering trees and flowers Presentation:

* Vocabulary: Young Pioneer (n) Youth Organization (n) enroll (v) đăng ký vào học application (n) việc nộp đơn

outdoor activity (n) Hoạt động The Y and Y

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- T asks Sts listen to the dialogue (once) then tick the statements they hear

- Call some Sts to give their answers

- Ask Sts to listen again and check their answers

- T gives the key

- T explains the structure - Ask Sts to remark verbs after “like, enjoy”

Ex: She likes drawing, outdoor activities and she also enjoys acting

* Gerund:

S + like / enjoy + V-ing

a Repetition drill.

- Ask Sts to practice the dialogue in pairs

- T calls some pairs to present in front of the class - T corrects the

pronunciation

- T asks Sts some questions about Hoa to checks them - Sts answer, T corrects b Grid.

- T asks Sts to work in pairs to read the dialogue again and fill in the Grid

- Call Sts to give their answers

- T checks and corrects - T explains “sex”  male, female

- Listen to the tape

- Give the answer

- Listen to the tape again - Listen - Remark the verbs

- Work in pair - Practice aloud in front of class

- Listen

- Read the

trêi

- Nga is a student in grade She wants to enroll for the activities for the summer

* Guessing about Hoa’s activities: Hoa is enrolling for the

a English speaking club b English writing club c activities for this summer.

a She likes drawing, outdoor activities and acting.

b She likes swimming and drawing

c She likes singing She was born on a April 25, 1989 b April 22, 1989. c May 22, 1989

Practice:

1 Practice the dialogue with a

partner.

The dialogue (P.54) * Questions:

a Who is Hoa talking with? b What does Nga want to do? c What does the secretary ask Nga to do?

2 Complete Nga’s details. Name: Pham Mai Nga

Home address: Tran Phu street Phone number: Not available Sex: female

Date of birth: April 22 , 1989

Interests: drawing, out door

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- T asks Sts to work in pair

- Sts ask their partner’s information to fill in the grid

- Call some Sts to go to the board and write

E/ Homework: - Learn “Vocab and grammar” by heart

- Educate Sts to take part in the activities of the Y&Y - Read the dialogue again

dialogue in pairs - Give the

answer - Listen

- Sts work in pairs

_ Go to the board

3 Fill in the grid, using your

partner’s information.

Name:

……… Home address:

……… Phone number:

……… Date of birth:

……… Sex: ……… Interests: ……… * Guiding question:

a What is her/his name? b Where does she/he live? c When was she/he born? d What are her/his hobbies?

*Experieces:

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Period : 33

Unit 6: THE YOUNG PIONEERS CLUBS LESSON :Speak and Listen

I/ Objectives: By the end of the lesson, SS will be able to: ask for favors and offer assistance

1 /Grammer: Modals: may, can, could 2 / Vocabulary:

Contents

- Calls Ss to write tha new words and read the

dialogue

- T asks sts some questions to elicit the new language

- T checks and corrects their answers

- T sticks a poster of phrases on the board

- T explains the meanings - T reads the phrases on the board

- Writeon the board and read the dialogue

- Sts answer

- Listen

- Look at the poster

-Listen

- Listen to the

UNIT 6:

 Speak and Listen Warm-up:

1 What you say to ask for a favor?

Can/could you help me? Could you me a favor?

Can/could you ? When you ask for a favor? need some help

3 How you say to respond to favors?

Certainly / Of course / Sure No problem

Pre-speaking:

* Look at the phrases in the boxes.

then practice the dialogues with a partner

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a Repetition drill:

- T asks sts to practise the dialogues in pairs

- Call some pairs to play the roles the dialogues in front of the class

- T corrects mistakes of pronunciation

b Substitution drill:

- T asks Sts to work in pairs - Call some pairs to present in front of the class

- T devides the class into groups (A and B)

- T asks sts to make a similar dialogues about the following situations

- T checks and corrects mistakes of pronunciation

- Let Sts listen to the song

teacher

- Work in pairs - Practice aloud

- Listen

- Sts replace sentences or phrases underlined above

(using phrases in the box)

- Work in groups - Make the similer the dialogue

- Listen

favors favors

Can/Could you help me, please?

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

Certainly/Of course/Sure No problem What can I for you?

How can I help you?

I’m sorry I’m really busy offering

assistance

responding to assistance May I help

you?

Do you need any help? Let me help you

Yes/No Thank you

Yes That’s very kind of you No, thank you I’m fine

While-speaking:

* Now use phrases in the box to

make similar dialogues

WHO WHAT WHY

tourist neigh bor friend aunt

needs a find a police station needs help tidying yard needs help fixing her bike

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for fun

- T teachs the vocabulary - T reads, Sts repeat (chorus and

individial)

* Guess the missing words: - T sticks a poster of the open song

- Ask Sts to guess the missing words

- Ask Sts to listen to the song and check their prediction (twice)

- T gives the answers

- Call Sts to go to the board and write the answers

- T gives Sts hand outs of the song Vì giới ngày mai (in English)

E/ Homework:

- T educates sts how to ask for favors and offers

assistance politely

- Learn the phrases by heart - Write a similar dialogue between you and a tourist who lost money

- Listen to the song

- Listen - Repeat

- Guess the misssing words

- Listen to the song to check their answer - Give the answer - Listen and write down

- Listen

- Sts listen to the

* Example:

A Could you help me, please? B What can I for you?

A Can you turn on the lights for me?

B Certainly

1 Mai: for me? (empty/waste-basket)

Hoa:

Mai: Thanks of you Nga: Do ? (need/help) Lan: Yes Could ? It’s heavy

Nga: No, problem Pre-listening:

* Vocabulary:

- unite (v) đoàn kết, thống - peace (n) hòa bình

Fill in the missing words:

(1) unite (7) of (2) peace (8) world (3) right (9) show (4) love (10) peace (5) north (11) out (6) south (12) stand (13) world

(94)

tape and sing the song

*Experieces:

Unit 6: THE YOUNG PIONEERS CLUB LESSON :Read

know more about a youth organization and the Boy Scouts of America (BSA) II/ Language content:

1 /Grammer: Gerunds

2 / Vocabulary: citizenship, fitness, coeducational, worldwide, voluntary, establish

Contents

- Calls Ss to write write the similar dialogue on the board

- Writebon the board

- Sts answer

UNIT 6: * Read

Warm-up: (Brainstorming)

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T asks sts the questions

- T gives feedback

a Pre-teach vocabulary: - T elicits the vocabulary using explaination, translation, synonym - T drills pronunciation - T writes down the meanings

- T checks (slap the board) - T reads

b T/F statements

prediction:

- T sticks the flip-chart with the statements on the

blackboard and asks Sts to guess which is true, and which is false

- T asks Sts to read the text and check their answers - T gives feedback

- T asks Sts to correct false statements

- T uses the flip-chart

- T asks Sts to work in pairs

- Listen

- Listen - Write down - Listen

- Look at the flif-chart

- Give the answer

- Read the text

- Listen - Correct the false statement

What social activities the Y & Y in Viet Nam often do?

- cleaning up streets - taking part in sports

- helping handicapped people - planting the trees and the flowers - watering the trees and the flowers Pre-reading:

* Vocabulary:

- citizenship (n) quyền công dân - fitness (n) thể lực, tình trạng søc kháe tèt

- coeducational (adj) thuéc gd chung nam & nữ

- worldwide (adj) toàn cầu, khắp giới

- voluntary (adj) tình nguyện - establish (v) = to start - encourage (v) khuyÕn khÝch * T/F statements.

1 The Boy Scout of America is a youth organization

2 Scouting began in America William Boyce is a businessman in London

4 Boys and girls can join BSA The Scouting association is the biggest voluntary youth

organization in the world While-reading:

* Answer, correct false statements: T

2 F (Scout began in England) F (William Boyce is an American businessman) F (BSA is mainly for boys) T

* Fill in the missing dates: a) 1907

(96)

to fill in the dates

- Call some Sts to fill in the dates on the board

- T gives feedback

- T asks Sts to read the text one more time

- Sts work in pairs to ask and answer the questions - Call some pairs to present infront the class

- Call other Sts write the answers on the board - T gives feedback

T asks Sts to work in groups of to compare two

organizations: theY&Y and the USA

E/ Homework:

- Call Sts to present their ideas

- Work in pair

- Fill in the date

- Read the text - Work in pair - Practice aloud in front of class - Give the answer

- Listen

a) Scouting began in England in 1907

b) The meeting between a boy scout and Mr.William Boyce led to the Scouts Association crossing the Atlantic in 1910

c) The three aims are building character, encouraging good citizenship and personal fitress Post-reading:

Prompts: foundation, activities, members/participants age, nationalities

(97)

Unit 6: THE YOUNG PIONEERS CLUB LESSON :Write

I/ Objectives: By the end of the lesson, SS will be able to: - write a letter about a future plan, using “be going to” II/ Language content:

1 /Grammer: be going to

2 / Vocabulary: recycle, fund, natural resource III/ Teaching aids:

(98)

2/ Student: Book, Pen, IV/ Procedures:

Contents

- Calls Ss to write the new words on the board

- T aks Sts some questions

- T reminds the structure a) Pre-teach vocabulary: -T asks Sts to read the notice silenly

- T teaches the vocabulary using explaination,

examples and visual

- T reads, Sts repeat (chorus and individual)

b) Complete the letter. - T sets the scene by asking some questions

- T asks Sts to work in pairs to complete the letter

(using words from the notice)

- T give feedbacks

- T sets the scene

- Answer the teacher’s questions

- Listen

- Read the notice silently

- Reprat

- Look at the scene

- Work in groups

- Give the answer - Listen UNIT 6:  Write Warm-up: * Questions.

What are you going to next weekend?

I’m going to stay at home I’m going to play volleyball I’m going to clean my bicycle S + am/is/are + going to + V-inf Pre-writing:

* Vocabulary:

recycle (v) t¸i chÕ, t¸i sư dơng fund (n) tiền quỹ

natural resource (n) tài nguyên thiên nhiªn

1 Read the passage and complete

the letter.

a) Who writes the letter? b) To who does Nga write?

c) Is Nga a member of the Y&Y? * Questions

1 community save recycling earn collect

participating

4 send planting recycling 10 helping While-writing:

(99)

- Ask Sts some question to check their understanding - T gives feedback

- T asks Sts to work in groups of and asks them to help Hoa to write a letter to her parents

- T moves around the class and choose letters from groups

- T sticks them an the board - T gets the whole class read them and correct

- T educates Sts how to write a letter to their parents

- T asks Sts to write a letter

- Listen

- Answer the questions

- Work in groups

- Read the correct answer -Listen

Y& Y Green Group, about the activities that she is going to do” An environment month

a) Why does Hoa look happy? b) What is she doing to in the environment month?

c) What are they doing to earn money for their school Y&Y? * Answer.

a) Because she’s going to join the Y&Y Green Group

b) She’s going to clean the lake’s banks, and plant trees and flowers in the school garden and water them

c) They are going to plant young trees to sell to some schools

Dear Mom and Dad,

I’m very happy to tell you that I’m going to join the Y &Y Green Group of my school

The Green Group is holding an environment month plan We are going to clean the lakes’ banks on weekends We are also going to plant trees and flowers in the school garden and water them every afternoon after class We are planting young trees and plants to sell to some schools

I hope we can bring more green color to the city and earn some money for our school Y&Y The program is very interesting and useful, isn’t it?

Write to me soon and tell me all your news.

(100)

to your friend telling what are you going to

- T calls some Sts to present in font the class

T corrects E/ Homework:

- Sts write the letter

*Experieces:

(101)

Period : 36

Unit 6: THE YOUNG PIONEERS CLUB LESSON :Language Focus

1 /Grammer: Present tense with future meaning Gerunds

Modals: may, can, could 2 / Vocabulary:

Contents

- Calls Ss to write tha new words

- T asks Sts the question

- T asks Sts to think about “Wh- questions”

- T gives feedback - T asks Sts to give the usage of Wh-questions - T corrects

Activity 1:

- T sticks a poster of Y&Y

- Writeon the board

- Sts answer

- Think about the question “Wh”

- Give the usesage of the Wh- questions

UNIT 6:

 Language Focus: Presentation:

* The questions:

What are your hobbies?

I like playing voleyball I love watching T.V * Brainstorming:

What When Where

Why Who

Ex: Where: to ask for the place Practice:

(102)

spring activity program - T asks Sts to read it - T asks Sts to read the dialogue

- Call some pairs to present in front of the class

- T asks Sts the question - T gives the note

- T divides the class into groups (A, B, C)

- T asks Sts to practise asking and answering the questions aboutY&Y spring activity program in pairs - Call some pairs from each group to present in front of the class

- T corrects

Activity 2:

- T sticks a poster about Ba’s and Lan’s hobbies - T asks Sts to read it silently

- T the model

- T asks Sts some questions to check their understanding - T asks Sts to work in pairs - Sts base on the model and talk about our friends’s hobbies

- T asks Sts to copy (b) into their notebooks

- T asks Sts to complete it with information about them

infomation and then (v) in the table

- T calls Sts to talk about their partner’s hobbies - T corrects

Activity 3:

- Read it - Read the dialogue

- Read aloud in front of class - Sts answer

- Ask and answer

- Practice aloud in front of class

- Sts read it Do th model Answer the questions - Work in pair Thlk about the friends

- Practice i9n front of class - Write in

1 Ask and answer question about Y

and Y Spring activity program:

* When they collect and empty garbage?

on January

* What tense they use in the dialogue?

(simple present tense) to express an action that happens in the future

A: Plant and water trees a long

streets/ /city center streets/Feb 2/ am-10am

B: Help the elderly and street

children/ orphanage/Mar 26/ 7am-4pm

C: Have big gathering to

support/central stadium/Apr 15/5pm-9pm

2 Work with a partner:

a) Look at the table Talk about our friends’ hobbies

A: Ba loves playing soccer, but he

doesn’t like washing up

B: Lan doesn’t like playing soccer

and she doesn’t like washing up, either

- What is after “love”? - playing - What is after “like”?-

washing/playing

- What can we call “playing and washing” - Gerunds

b) Copy the table into your exercise

book Then complete it with

information about you Next to ask and answer questions with your partner:

(103)

- T calls some pairs to present in front of the class - T corrects

- T sticks a poster of the dialogues on the board - T asks sts to read them and use expressions (P55) to complete them

- T calls some pairs to present infront of the class - T corrects

- T educates sts how to ask for favor and offer

assistance politely

- T asks SS to remind what they have just learned E/ Homework:

- Write the sentences about their partner’s hobbies - Learn “vocabulary and structures” by heart (Unit - Unit 6)

motebok - Sts work in pairs

- Sts ask their partner’s

- Sts work in pairs to read expressions in the box and practice the dialogues - Sts work in pairs

- Practice in front of class

- Listen

Yes I love playing soccer

Ex: I like playing soccer and Lan loves playing soccer, too

3 Work with a partner:

a) Practice the dialogues with a partner:

b) Use useful expressions in the boxes on P55 to complete the dialogues Then practice the dialogues with a partner A: May I help you?

B: Yes, thank you Could you fill in this form for me?

A: Do you need any help? B: No, thank you I’m fine A: Oh This bag is heavy B: Let me help you.

A: Yes.That’s very kind of you.

*Experieces:

help me with this math problem buy a ticket

(104)

Teaching date:04/11/2009 Week: 13 Period : 37

After these exercises, students will be able to remember the important structures

B- Contents:

* Multiple choice:

1 When I was a child, I (used to, like, get used to) live on a farm We must be there (at, before, between) 7.30 and 10.30

3 They’ll arrive (in, on, at) Monday, July 14

4 I like folktale and (neither, so, too) does my sister

5 The tiger wanted to know (why, when, how) the strong buffalo was the servant and the small man was the master

6 Last night we watched the movie Romeo and Juliet At last they killed (them, themselves, each other)

7 Don’t let your children ( play, to play, playing) with matches She asked her children ( to stop playing, stop playing, stop to play) His parents are always proud ( about, of, with) him

10 I know you worked really ( hardly, good, hard) this semester 11 It’s too cold outside (Do, Are, Could) you close the door, please? 12 She is studying hard (for, in order to, so to) pass the final exam 13 It is really interesting, (is it, does it, isn’t it)?

14 can you fill (out, at, on) this form for me?

15 You should walk on the (street, sidewalk, road)

16 “May I help you?” – (“I’m afraid I’m busy now.”, “ Yes That’s very kind of you.”, What can I for you?”)

(105)

1 used to between on so why themselves playing

8 to stop playing of 10 hard 11 Could 12 in order to 13 isn’t it 14.out 15 sidewalk 16 Yes That’s very kind of you 17 for

TEST 45 MINUTES I / Choose the best answer.

1 I used to after my younger brothers and sister

a look b looks c looked d looking

2 Miss Jackson said Tim should his Spanish

a improve b improves c improved d to improve She asked me Tim this dictionary

a give b gives c gave d to give

4 Nga at Tran Phu Street

a live b lives c lived d to live

5 Nga’s friend is for the activities for this summer

a enroll b enrolled c enrolling d to enroll

6 you me a favor, please?

a May b Could c Should d Do

7 Nam hates to the market

a to go b goes c go d going

8 He advised me late

a not b not to be c not be d not being

II/ Read the passage.

(106)

There are also different ways of learning the same number of words Revision is necessary, you can learn all the words the first day and revise them the next day This helps you practice the words more times

1 Answer true or false?

a Language learners learn words in the same ways b Revision is necessary in learning words

2 Answer the questions.

a What some learners in order to remember how to use the word in the right way?

=> b Are there also different ways of learning the same number of words?

=> III/ Do as directed.

a Miss Jackson said to Tim’s mother: “Can you give Tim this dictionary?” (Reported speech)

=> b Tim’s mother said: “Work harder on your Spanish pronunciation, Tim.”

(Reported speech)

=> c Ba enjoys playing soccer (Using “love”)

=> d They are helping the elderly at city rest home (Using “be going to”)

=> IV/ Use the cue words to make each sentence in the letter.

Dear Tim,

I’m glad to tell you that I’m going to join the Y & Y Green Group We / having / environment month

=> We / going / clean the banks / the lakes / weekends

=> We / going / plant trees / flowers / the school garden

=> We hope to give more green color to the city It is really interesting , isn’t it?

Write to me soon and tell me all your news Best wishes,

(107)

_ The End

Unit 7:MY NEIGBORHOOD

LESSON :Getting Started + Listen and Read I/ Objectives: By the end of the lesson, SS will be able to:

know more at Nam’s new neighbor and know about the places in their neighborhood

1 /Grammer: Present perfect tense

2 / Vocabulary: wet market, serve, pancake, tasty, close by , since III/ Teaching aids:

1/ Teacher:Book, , picture,cards 2/ Student: Book, Pen,

IV/ Procedures:

Contents

A/ Greeting

(108)

C/ New lesson

- T asks Sts some questions to elicit the topic

+ What is there in your neighborhood?

+ How long have you lived there?

+ Do you like your neighborhood?

- T asks Sts to match the names of places with the suitable pictures

Ex A: Is there a stadium near your house?

B: Yes, there is./No, there isn’t

- T elicits to present the new words

- T reads new words

- T sets the scene of the dialogue

- T has Ss listen to the tape to check their predictions

- Sts answer

- Ss work in group to match Then practice asking and answering with pictures

- Ss repeat

- Ss guess information to fill in blanks

UNIT 7:

* Getting Started + Listen and Read

Warm-up: Brainstorming Stadium Hotel

School

Market Drugstore

Post office

* Match the names of places found in a neighborhood with the pictures a grocery store d drugstore b stadium e hairdresser’s c wet market f swimming-pool

Presentation: * Vocabulary: wet market (n) pancake (n) serve (v) tasty (adj) close by (adv) since (adv)

* Na and Nam are talking about the place where they lived but Na is new there

* Guessing the information about Na and Nam

1 Na has been here since … a last week b last month c last year

(109)

- T asks Ss some questions - T asks Ss to open their book, listen again to check their answers

- T corrects

- T explains the grammar

D/ Consolidation: - T gives the cues words - T Calls on some sts to talk in front of the class

- T corrects E/ Homework: - Learn “Vocab” and “grammar” by heart

- Ss listen and answer

- Ss work in pairs to practice the dialogue, then play role in front of the class

- Ss work in groups

a hotel b clothing store c restaurant

3 Nam has lived there for about …

a years b years c 10 years Practice:

* Answers:

1 Na has been here since last week

2 Na wants to go to a restaurant Nam has lived there for 10 years How long has Nam lived there? Where does Na want to go ?

1 Practice the dialogue with a partner

2 Complete the sentencdes Use the words from the dialogue a new d restaurant b last week e Hue

c tired f pancakes * Grammar:

Present perfect tense with for/since: Have/has + Vpp

since + mèc thêi gian for + kho¶ng thêi gian Producion:

* Talk about your neighborhood using the cues words

1 How long/lived/there? What/there neighborhood? Do/like/living/neighborhood? why/why not?

(110)

Unit 7:MY NEIGBORHOOD LESSON :Listen and Read I/ Objectives: By the end of the lesson, SS will be able to: ask for favors and offer assistance

(111)

2 / Vocabulary: III/ Teaching aids:

IV/ Procedures:

Contents

- Calls Sts to write the new words and the grammar on the board

- Corrects and give marks

C/ New lesson:

- T asks sts some questions to elicit the new language

- T checks and corrects their answers

- T sticks a poster of phrases on the board

- T explains the meanings - T reads the phrases on the board

- Sts write the new words on the board

- Sts answer

- Sts listen

-Sts look at the poster

- Sts repeat - Sts copy down

UNIT 7:MY NEIGBORHOOD

 Speak and Listen:

Warm-up:

1 What you say to ask for a favor?

Can/could you help me? Could you me a favor?

Can/could you ? When you ask for a favor? need some help

3 How you say to respond to favors?

Certainly / Of course / Sure No problem

Pre-speaking:

* Look at the phrases in the boxes.

then practice the dialogues with a partner Asking for favors Responding to favors Can/Could

you help me, please?

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

Certainly/Of course/Sure No problem What can I for you?

How can I help you?

(112)

a Repetition drill:

- T asks sts to practise the dialogues in pairs

- Call some pairs to play the roles the dialogues in front of the class

- T corrects mistakes of pronunciation

b Substitution drill:

- T asks Sts to work in pairs

- T checks and corrects - T devides the class into groups (A and B)

- T asks sts to make a similar dialogues about the following situations

- T checks and corrects mistakes of pronunciation

- Let Sts listen to the song for fun

- T teaches the vocabulary - T reads

- Practice in pair

- Sts practice in front of class

Sts replace sentences or phrases underlined above

(using phrases in the box)

- Sts present in front of class

- Sts work in group

- Sts look at the pictures and speak really busy offering assistance responding to assistance May I help

you?

Do you need any help? Let me help you

Yes/No Thank you

Yes That’s very kind of you No, thank you I’m fine

While-speaking:

* Now use phrases in the box to

make similar dialogues

WHO WHAT WHY

tourist neigh bor friend aunt

needs a find a police station needs help tidying yard needs help fixing her bike

needs to buy some vegetables lost money has broken leg has a flat tire is busy cooking meal Post-speaking: * Example:

A Could you help me, please? B What can I for you?

A Can you turn on the lights for me?

B Certainly

1 Mai: for me? (empty/waste-basket)

(113)

* Guess the missing words: - T sticks a poster of the open song

- Ask Sts to guess the missing words

- Ask Sts to listen to the song and check their prediction (twice)

- T gives the answers

- Call Sts to go to the board and write the answers

- T checks and corrects D/ Consolidation:

T gives Sts hand outs of the song Vì giới ngày mai (in English)

E/ Homework:

- T educates sts how to ask for favors and offers

assistance politely

- Learn the phrases by heart - Write a similar dialogue between you and a tourist who lost money

- Sts listen to the song

- Sts write down - Sts repeat (chorus and individial) - Sts guees the missing words - Sts give the answer

- Sts listen to the song

- Give the answer

- Write the answer on the board

- Sts listen to the tape and sing the song

Mai: Thanks of you Nga: Do ? (need/help) Lan: Yes Could ? It’s heavy

Nga: No, problem Pre-listening:

* Vocabulary:

- unite (v) đoàn kết, thống - peace (n) hòa bình

Fill in the missing words:

(114)

*Experieces:

Unit 7:MY NEIGBORHOOD LESSON :Read

know more about a youth organization and the Boy Scouts of America (BSA) II/ Language content:

1 /Grammer: Gerunds

2 / Vocabulary: citizenship, fitness, coeducational, worldwide, voluntary, establish

IV/ Procedures:

(115)

C/ New lesson:

- T asks sts the questions

- T gives feedback

a Pre-teach vocabulary: - T elicits the vocabulary using explaination, translation, synonym - T drills pronunciation - T writes down the meanings

- T checks (slap the board) - T reads

b T/F statements

prediction:

- T sticks the flip-chart with the statements on the

blackboard and asks Sts to guess which is true, and which is false

- Call some Sts to give their

- Sts answer

- Sts write down

-Listen and slap the board

- Sts repeat (chorus & individual)

- Guess the True or False

- Sts give the

UNIT 7:MY NEIGBORHOOD * Read

Warm-up: (Brainstorming)

* Questions:

What social activities the Y & Y in Viet Nam often do?

- cleaning up streets - taking part in sports

- helping handicapped people - planting the trees and the flowers - watering the trees and the flowers Pre-reading:

* Vocabulary:

- citizenship (n) quyền công dân - fitness (n) thể lực, tình trạng sức khỏe tốt

- coeducational (adj) thuéc gd chung c¶ nam & nữ

- worldwide (adj) toàn cầu, khắp giíi

- voluntary (adj) t×nh ngun - establish (v) = to start - encourage (v) khuyÕn khÝch * T/F statements.

1 The Boy Scout of America is a youth organization

2 Scouting began in America William Boyce is a businessman in London

4 Boys and girls can join BSA The Scouting association is the biggest voluntary youth

organization in the world While-reading:

* Answer, correct false statements: T

(116)

answers

- T asks Sts to read the text and check their answers - T gives feedback

- T asks Sts to correct false statements

- T uses the flip-chart

- T asks Sts to work in pairs to fill in the dates

- Call some Sts to fill in the dates on the board

- T gives feedback

- T asks Sts to read the text one more time

- Call some pairs to present infront the class

- Call other Sts write the answers on the board - T gives feedback

D/ Consolidation: - T asks Sts to work in groups of to compare two organizations: theY&Y and the BSA

- Call Sts to present their ideas

E/ Homework:

answer

- Sts read the text and check the answer

- Sts work in the pair

- Sts give the answer on the board

- Sts work in pairs to ask and answer the questions - Write the answer on the board

3 F (William Boyce is an American businessman) F (BSA is mainly for boys) T

* Fill in the missing dates: a) 1907

b) 1909 c) 1910 d) 1994 * Answer:

a) Scouting began in England in 1907

b) The meeting between a boy scout and Mr.William Boyce led to the Scouts Association crossing the Atlantic in 1910

c) The three aims are building character, encouraging good citizenship and personal fitress Post-reading:

Prompts: foundation, activities, members/participants age, nationalities

(117)

CORRECT THE TEST 45 MINUTES

I/ Reading: 2.0 điểm Mỗi câu 0.5 điểm. a false b true

2 a They write one or two example sentences with each new word in order to remember how to use the word in the right way

b Yes, there are

II/ Language focus: 4.0 điểm Mỗi câu 0.5 điểm

a Miss Jackson asked Tim’s mother to give Tim this dictionary

b Tim’s mother asked tim to work harder on his Spanish pronunciation c Ba loves playing soccer

d They are going to help the elderly at city rest home Mỗi câu 0.25 điểm

1 a a d b c b d b III/ Writing: 2.0 điểm Mỗi từ 0.2 điểm.

1 are – an

2 are – to – of – on are – to – and – in

(118)

Unit 7:MY NEIGBORHOOD LESSON:Write

I/ Objectives: By the end of the lesson, SS will be able to: write a community notice

1 /Grammer: will , be going to 2 / Vocabulary: contact , effect III/ Teaching aids:

IV/ Procedures:

Contents

C/ New lesson:

- T calls on some Sts of some groups to go to the board and write some advantages in TP shopping mall

UNIT 7:MY NEIGBORHOOD * Write

Warm-up: (Brainstorming) Shop in comfort

Children’s play area

Lots Lots of

goods

Won’t notic The weather

All the shop are under one roof Discount during the first two weeks Pre-writing:

(119)

a) Set the scene “The

residents and store owners on TP street are going to hold a meeting to discuss the effects of the new mall”

- T asks Sts to read the notice and answer some questions

- T asks Sts to read passage on page 68

b) Teach-vocabulary:

- T asks Sts to write the notice individually

- T monitors to help them write

- T calls on some Sts to go to the board and write - T checks and corrects

- T asks Sts some questions to checks them

- Call on some Sts to answer

D/ Consolidation: - T asks Sts to work in groups to write a notice

- Sts listen

- Sts read the note and

answer the question

- Sts write - Write

- Answer the question

1 Read the community notice and

answer the questions

- When will the residents and store owners hold on a meeting? What time?

- Where will they hold the meeting?

2 Use the simitar format to write a

notice about the English speaking context below.

contest (n) cuéc thi

contact (v) liên hệ effect (n) ảnh hởng While-writing:

3.Write a notice about the English

Speaking contest.

The school English speaking club HOLDING A SPEAKING CONTEST TO CELEBRATE THE TEACHERS’ DAY

Date: November 15

Time: 7.30pm to 10.00pm Place: Hall 204, Building G Please contact Ms Tran Thi Thu Hang of class 8H at the above address for more information * Questions:

- What is the English speaking club going to hold?

- Where and when will it be held? - What time does it start/and finish? - Who is the person to contact? Post-writing:

* Write one notice about our class

meeting to make plans for the camping trip next month.

Class 8B

(120)

- Call on Sts to write on the board

(2 groups)

E/ Homework:

- Rewrite the notice in your notebooks

Date: May 15

Time: 8am to 10.00am Place: Room 3, bulding A

Please contact Dang Thi Hai Chau of class 8B at the above address for more information

(121)

Unit 7:MY NEIGBORHOOD LESSON : Language focus I/ Objectives: By the end of the lesson, SS will be able to: - to use Present Perfect tense

- Practice in Present Perfect Tense II/ Language content:

1 /Grammer: Practice:

 Present perfect with for and since

 Comparison with like, (not) as … as; (not) the same as; different from 2 / Vocabulary:

(122)

IV/ Procedures:

Contents

C/ New lesson: - T sticks a poster of infinitives and past tenses on the board

- T divides the class into teams

- Ask Sts from teams to go to the

board and write each pair of

infinitive-past tense - The team which writes more pairs

wins the game

- T checks and gives marks

- T calls on some Ss to go to the board and match the infinitives with the past participles

- T corrrects

- T uses flip-chart

- Ask Ss to review “for and since”

- Sts look at the poster

- Go to the board and write

- Listen

- Sts go to the board and natch

-Review the tense

UNIT 7:MY NEIGBORHOOD  Language

Presentation:

* Match the infinitives with the past tense.

Ex: be → was , were

be collected see went

go worked saw

eat did write ate

live was,were work wrote

attend attended collect lived Practice:

1 Match each verb to its past participle.

Ex: be  been

be gone see collected

go lived seen

eat attended write done

live been work written

attend eaten collect worked

2 Complete the expressions Use for or since.

for + kho¶ng thêi gian

since + mèc thêi gian qk Ex for five months

since Tuesday

for five minutes for three months

(123)

- T gives example

- T calls on some pairs Ss to give their answers

a) Review form of the

present perfect tense.

- T writes form on the board

b) Gap filling exercise. - T asks sts exercise - Call on some Sts to answer

- T checks and corrects - T asks sts to read the dialogue in pairs - T asks Sts to work in pairs to complete the dialogue and then play the role in front of the class - T checks and corrects a) Review: (not) as as, (not) the same as

- T gives forms and explains them

- T gives examples

b) Picture drill.

- T explains the exercise - Give examples

- T asks Sts to work in

- Sts work in pairs

- Sts copy down

- Give the answer

- Read the dialogue - Sts work in pair

- Sts copy dow

- Sts copy down

3 Complete the sentences use the

present perfect form of the verbs in brackets

Form:

Positive: have/has + V p-p Negative: have/has not + V p-p Interrogative: Have/Has + S + V p-p? Ex:

a) I have lived here since last week (live)

b) haven’t eaten e) has worked c) haven’t seen f) has collected d) have attended

4 Complete the conversation, use the

correct form of the verbs in the box.

1 have been want hope looks have-lived Have-been Is have seen

So s¸nh tÝnh tõ ë bËc ngang b»ng, gièng, kh¸c

Form: S + tobe + (not) the same as S + tobe + as + adj + as

S + tobe + not + as/so + adj + as

S + tobe + different from Ex1 Mai is as old as Nga

Ex2 Apples are not as big as oranges Ex3 This T.V is as expensive as that T.V

5 Look at the picture Complete the

sentences Use the words in the box. You will have to use some words more than once.

Ex

a) The magazine is not as large as the newspaper

b) Lipton tea is different from Dilmah tea

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pairs to exercise

- T calls on some Sts to read their answers in front of the class

D/ Consolidation: - T gives the exercise - T calls on some sts to go to the board to complete - T checks and corrects

E/ Homework:

- Learn “present perfect tense” by heart

- Write the exercises in your notebooks

- Sts copy down - Sts look at the pictures and exercise

- Sts to go to the board to write

- Sts copy down

the blue dictionary

d) The bag on the lelf is the same as the bag on the right

e) The cat is not as big as the dog f) Hoa’s backpack is the same as Lan’s backpack

g) The snake is as long as the rope h) The pocket-watch is not as modern as the wrist wacth

i) The ruler is not as cheap as the eraser

Production:

* Complete the sentences, using the

words in brackets.

Ex: I am tall, but you are taller (as as)

I am not as tall as you

1 Lan is pretly, and her sister is

pretly, too (as as) Lan is

2 Cats aren’t friendly, but dogs are

friendly (different from) Cats isn’t

3 Peter is more intelligent than Mary

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Unit 8:COUNTRY LIFE AND CITY LIFE LESSON :Getting Started + Listen and Read I/ Objectives: By the end of the lesson, SS will be able to:

- talk about the city life and the country life

- Read for details about the differences between city life and country life II/ Language content:

1 /Grammer:

2 / Vocabulary: relatives , permanently , facility III/ Teaching aids:

IV/ Procedures:

Contents

UNIT 8:

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C/ New lesson:

- T asks Ss to make a list of the differences between the countryside and the city

- T presents the new words and the structure

- T asks Ss to give examples

- T asks Ss to listen to the dialogue between Hoa and Na

- T let Ss listen and repeat after the tape

- T have them practice the dialogue with a partner - T calls on some pairs to practice the dialogue before the class

- T asks ss to read the

dialogue in silent and answer the questions

- T calls on some pairs to ask and answer the questions - Corrections

- Ss work in pairs to answer the questions Use the words in the box

- Ss copy down

- Ss listen to the dialogue

- Ss listen and repeat

- Pairwork

- Practice the dialogue

- Pairwork

- Ask and answer the question Warm-up: City Country noisy tall buildings kinds of foods entertainments traffic jam pollution busy crowded …

quiet / peaceful villages fresh foods boring beautiful views fresh air friendly field …

1 Do you like country life or city life ?

2 Why you like it ? Presentation:

* New words: - ralatives (n)

- Permanently (adv) - Facility (n)

* Present progressive tense : - To talk about the future

- To show changes with get and

become

Model sentences :

a Things are changing in the countryside

b Many remote areas are getting electricity

Practice:

Textbook on page 72, 73 Key :

a Na has been to Kim Lien village b She was there for the weekend c She thinks the countryside is quiet and peaceful and there is nothing to

d There are no entertainments (no movie theaters, no zoos, no parks , no supermarket, )

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- Ss use present progressive tense to talk about the

changes

E/ Homework:

- Learn “vocab” & “struc” by heart

- Practice the dialogue again

- Talk about the changes

and medical facilities are more easily accessible

f Ss’ answer

* Word – cue Drill:

a The air / city / get / polluted b Many lakes /rivers/this area/become/ dry

c.weather / get / worse / and worse d Grandfather / get / older

*Experieces:

Teaching date: Week: 16 Period : 46

Unit 8:

LESSON :Speak and Listen I/ Objectives: By the end of the lesson, SS will be able to: talk about future events and changes

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IV/ Procedures:

Contents

C/ New lesson: - T uses flip-chart

- T gives exercise and asks Sts to it

- T calls on some pairs to ask and answer in front of the class

- T calls on some Sts to go to the board to complete - T checks and corrects

a) Set the scene:

- T uses the pictures to set the scene “Aunt Hang is talking to Lan on the

-Ss liasten

- Sts work in pairs, using the correct present progressive from of the verbs in the box to talk about future plans

- Ss go to the board

UNIT 8:

*Speak and Listen Warm-up:

1 Complete the sentences, using

the correct present progressive form of the verbs in the box to talk about future plans:

- What are Mai & Nga doing this evening?

Mai & Nga in the library this evening

- Have the Robinsons stayed there long?

No, not long But they to a new apartment next week

- When will you give me your drawing, Nam?

Oh, sorry I it tonight and you will have it tomorrow morning, Miss

- Will you come to my party this saturday?

I’m afraid, I can’t I Liz at the airpor

finish leave move study

see fly Pre-listening:

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phone”

- T gets Sts to work in pairs to read the dialogue

between aunt Hang and Lan

- Ask Sts to complete the dialogue before listening it b) Concept checking:

- T asks Sts some questions - T write the form of present progressive tense on the board

- T presents progressive tense is used to talk about the future

- T asks Sts to listen to the tape and complete the dialogue on page 74 - Let Sts listen twice and find out the missing words individually

- T asks Sts to share their answers with their partners - Call on Sts to give their answers

- Call on Sts to write their answers on the board - T asks Sts to listen to the dialogue again

- Call on some pairs to play the role in front of the class

- T asks Sts to look at the dialogue and answer the

- Ss look at the picture

- Ss work in pair to read the

dialogue

- Ss complete the dialogue

- Ss answer the question

- Sts look at the dialogue and answer the question

- Ss listen and find out the mising words - Ss share the answer

- Ss give the answer

-Ss write the answer on the board

- Ss listen to the dialogue again -Ss play role

Noi

- What tense we use in the dialogue?

 Present progressive tense - What is the form?

 S + am/are + V-ing

- Look at the adverbs of time in the dialogue Are they at present or in the future?

 In the future While-listening:

* Listen: Fill in the missing words: Lan: Hello!

Aunt Hang: Hello Is (1) that Lan? Lan: Yes Who is (2) this?

Aunt Hang: (3) It’s Aunt Hang How are you?

Lan: I’m fine (4) where are you phoning (5) from?

Aunt Hang: Hue I’m calling to tell you uncle Chi and I’m (6) coming visit you next (7) week

Lan: Great! Where are you (8) arriving?

Aunt Hang: On (9) thursday We’re arriving Ha Noi in the (10) late (11) afternoon

Lan: Ok Do you want to (12) speak to (13) my mom?

Aunt Hang: Yes, please

Lan: Hold on a moment and I’ll (14) get her

Post-listening: Questions:

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question

- T asks  Sts answer - T checks and corrects

- T asks Sts the question - T says “all of your ideas are right You like the city life because it is

comfortable enough for the modern life There are a lot of schools, universities You can get a good job easily The traffic is

You like the country, people are friendly and because of the fresh air and nowadays there are a lot of changes in the countryside…”

For example: many remote areas are getting electricity - T introduces two pictures and asks Sts to work in groups to describe them - T asks Sts to work in pairs to talk about the changes of the town by using the word prompts in the box may help you

- T gives examples and explains the grammar

- Ss look at the dialogue and answer the question

- Sts answer

- Ss look at the picture

next week?

2 When is Aunt Hang arriving in Ha Noi?

3 Who does Aunt Hang want to speak to?

Pre-speaking: * Question:

- Do you prefer the city or the countryside? Why?

S1: I prefer the city because… S2: I prefer the countryside because

While-speaking:

1 Work with a partner busy beautiful noisy expensive

tall modern dirty example:

The town is becoming busier The houses are getting more modern

The present progressive tense Form: S + am/is/are + V-ing Usage: Used to describe changes with “get” and “become”:

S + tobe + becoming + adj getting

- The traffic is getting busier - The town is becoming more beautiful

- There are more green trees

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- T calls on some pairs to practice speaking in front of the class

- T asks Sts to work in pairs to talk about changes in their hometown

- T calls on some pairs to practice in front of the class E/ Homework:

- Learn “structure” by heart

- Ss work in pair

- Sts copy down

- Ss practice in front of clas in pair

- Sts work in pairs

larger / noisier

- There are more tall buildings house

- Goods are getting more expensive

Post-speaking:

2 Work with a partner Talk about

changes in your hometown

*Experieces:

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Period : 47

Unit 8: LESSON :Read

- Read comprehension about the problem of people from the countryside moving to the city

- understand the text about one of the social problems II/ Language content:

1 /Grammer: Gerunds 2 / Vocabulary:

IV/ Procedures:

Contents

C/ New lesson:

- Present the Jumbled words on the board

- Present new words and guide Ss to read them in chorus

- Guide Ss to read words in chorus

 insividually

- Rewrite the words in the ordered letters

- Listen and repeat - copy down

- Read in chorus

UNIT 8: * Read

* Warm-up: (Jumbled words)

Plentiful, nature, flood, destroy, population, provide, result, facilities

* Pre-reading: □ Pre-teach vocab:

- rural (adj) thuộc miền quê - urban (a) thuộc thành phố - Stain (n): trạng thái căng thẳng

- typhoon: baõo

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- Check vocab by technique what and where

- Ask Ss to think of the difficulties of farmers' life - Ask Ss to exercise on page 75

-Listen and give the correctanswers

- Ask Ss to exercise on page 75

- T asks Sts to close their books and work in groups to discuss about difficulties of farmer’s life

- Call on some groups to say in front of the class E/ Homework:

- Read the text again

- Rewrite the words in the correct circle

- Tell about the difficulties of farmers' life

- Read the text and find the word in the passage that means

- Give feedback

- Complete the summary on page 75, using the information from the

passage

- Groupwork

for a long time

- strouggle (n): đấu tranh

- migrant (n) a person who moves from one place to another especially in cerder to find work □ Checking vocab: what and where □ Brain storming:

* While-reading:

□ Read the text silently and find the word in the passage that means: a of the countryside

b as many as needed

c become greater or larger d a great pressure

e a terrible event f of the city or city life

Post-reading:

Discuss about difficulties of farmer’s life

Key:

+ get little many + typhoon + hard work + floods + no recreation + droughts

Difficulties of farmers life

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Unit 8: LESSON :Write

I/ Objectives: By the end of the lesson, SS will be able to: write a letter to a friend

1 /Grammer: Present simple tenses 2 / Vocabulary:

IV/ Procedures:

Contents

C/ New lesson:

- T asks Ss to talk about difficulties of farmer’s life

- T has Ss to put the outline for an informal letter in the correct order If they don’t remember, refer to the writing exercises in Unit - T calls on some Ss to give the answers

1 Heading

- Ss work individually

- Ss put the outline for an informal letter

UNIT 8: *Write Warm-up:

Pre-writing:

Difficulties of farmer’s life

Opening Date Closing Heading Writer’s address

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2 Writer’s address Date

4 Opening Body of letter Closing

- T asks Ss to answer the questions

- T calls on some Ss to read the answers aloud

- T asks Ss to base on the answers and write a letter to a friend about their

neighborhood

- T goes around the class to help Ss

- T calls on some Ss to write the letter

- Corrections

- T asks Ss to write a letter to a friend about their school

- T calls on some

representatives from each group to present their writings

- Corrections E/ Homework:

- Ss answer - Ss read the answers

- Ss share the result with their partner

_ Ss write the letter

- Groupwork

While-writing:

Where you live?

What does your house look like? What can you see from your bedroom window?

How far is it from your house to school?

How you get to school?

What kinds of facilities are there in your neighborhood?

What things in neighborhood you like best?

Why?

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- Learn the outline for an informal letter by heart - Write the letters in their notebooks

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