- Ss work in group of 4 taking a telephone message, T goes around and help weak Ss to complete the correct information.. - Ss exchange their message to compare and correct the mistake fo[r]
(1)Unit My friends
Getting started Planning date:
Listen and read Teaching date:
I Objectives:
1 Language: -The simple tenses
-(Not) adjective + enough + full infinitives -Vocabulary of body building and appearance Skills:
- Describe friends and their favorite activities II Preparation
1 Teacher:
-Picture of some activities for the Getting started and the dialogue Students:
-See the greetings and introduction in the Tieng Anh 6,7 over again III Procedure:
Items Activities
1 Ice-breaking (5”)
2.Presentation Activity (15”)
- Settle the class, check if all the Ss have Tieng Anh and Bai tap Tieng Anh - Introduce main structure of Tieng Anh
Getting started
- Present the topic of the lesson: Favorite activities
playing soccer playing chess
-
Ss work in big groups to find as many activities as they can remember to add to the brainstorm T corrects the mistakes
- T uses the pictures and the words in Brainstorm to make questions: A: What you like to in your free time?
B: I like playing chess.
Items Activities
A: Who you often play chess with? B: My father.
A: When you often play chess? B: I often play in the evening.
Favorite activities
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(2)3 Practice Activity 1:
Activity 2:
Activity 3:
4 Production Activity 1:
- Ss work in pairs, substitute the underlined information to make new dialogue and practice with their partner
Listen and read
- T asks eliciting questions about Hoa, Ss answer Then Ss work in pairs, asking and answer about Hoa
Where s Hoa from?’
How old is she? Which class is she in?
Who does she live with in Ha Noi?
- T presents the content of the conversation: Hoa and Lan are talking about Nien - Hoa’s friend in Hue
- Play the tape once, Ss listen to the tape
- Ask Ss to work in pairs, practice the conversation T goes around to help - Some pairs practice the conversation aloud, T gives remarks
- Ss work in pairs to ask and answer the questions, T goes around to help Ask some pairs to practice aloud:
- Answer key:
Where does Nien live? She lives in Hue.
Does Lan know Nien?
No, she doesn t’
Which sentence tells you that Hoa is older than Nien? “ She wasn t old enough to be in my class’ ” **
When is Nien going to visit Hoa? At Christmas.
Grammar teaching
- T use the situation in the text to clarify the meaning of the structure: * What do/does …………look like?
E.g.: What does she look like?
Oh, she s beautiful’
** (not) + adj enough to smt E.g.: She is not old enough to be in my class
Items Activities
Activity
5 Homework
*** What + Noun ! E.g.: what a lovely smile!
- Ss make more sentences using the above structures and write the sentences into their notebooks
- Ss exchange their work for comparing and checking
- Look at the vocabulary to describe appearance of person in Tieng Anh & to prepare for the next lesson
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(3)- Do exercise No 4, Language focus at p17
Unit 1: My friends
Speak & listen
I Objectives:
1 Language:
-Vocabulary of body building and appearance
-Grammar structure: Present Simple tense with TO BE and TO HAVE
Yes – No questions.
-Greetings, polite introduction and reply Skills:
- Describe people and predict who they are -Listening for detailed information
II Preparation
1 Teacher:
-Picture of some famous persons such as actresses, actors or football players -Tape recorder
-The written dialogue for Post - listening
2 Students: Vocabulary to describe people & prepare vocabulary of greetings
III Procedure:
Items Activities
1 Ice-breaking
(5”) - Ss work in big groups to play a Guessing game “WHO IS WHO?” - T describes a S and ask the groups to find out who is described as quick as possible Which group has the right answer first scores point
Items Activities
2 Speak Pre-task: Activity 1(10”)
Activity (5”)
E.g.
T: She is thin She is small She is wearing a white blouse. Ss: Is that Lan?
T: Yes/No.
- Ss work in groups of to find as many words as they can to add to the Network: “Appearance”:
- Body build: fat, thin, slim, heavy, weak, strong -Hair: straight, long, black, brown, blond, fair, curly, dark
-Eyes: blue, black, brown, big -Nose: small, straight
-Lips: full, thin
- T explains new words and ask Ss to practice the dialogue in closed pairs: Hoa: This person is short and thin She has long blond hair.
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Planning date: Teaching date:
(4)While-task
Post-task
Lan: Is this Mary? Hoa : Yes.
- T asks some pairs to stand up and practice aloud, T correct the mistakes if necessary
- T presents the pictures in the text book, divides class into groups, each group make one dialogue
- T asks Ss to substitute the underlined information by the words in the Network and the table above to make new dialogue
- Ask each group sends one or two pairs to practice their dialogue aloud, T corrects the misttake if it is a serois mistake
E.g
A: This person is tall and thin He has short black hair. B: Is this Van?
A : Yes.
- T listen to the dialogue and correct intonation and grammar mistake (if any) with the verb To be and To have
- T sticks the photos of famous persons on bb T describes one by one, Ss work in groups of to predict who is being described
- T divides class into big groups, Ss describe someone in class or in the photos for the other group to predict
- Ss takes notes one dialogue that they have built
Items Activities
1 Listen Pre- task Activity 1:
Activity 2:
Ss work in big groups to play a game “say hello to me”
- Substitution:
How you ?
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(5)While– task
Post – task:
3 Homework
It s a pleasure to meet you.’
The pleasure is all mine.
- Ss the substitution to make new dialogue and practice greeting in pairs T corrects the intonation and pronunciation.T presents the situation of the dialogues Ask Ss to read the uncompleted dialogues
- Ask Ss to predict the omitted information, using words and phrases in the box given
a) Hoa : Hello, Nam Nam: Morning, Hoa
Hoa : Nam, (1) I d like you to meet’ my cousin, Thu Nam: (2)Nice to meet you, Thu
Thu : Nice to meet you, too, Nam
b) Khai: Miss Lien, (3) I d like you to meet’ my mother Miss Lien: (4)It s a pleasure to meet you’ , Mrs Vi Mrs Vi: The pleasure is all mine, Miss Lien
Miss Lien: Oh, there is the principal Please excuse me, Mrs Vi, but I must talk to him
Mrs Vi: Certainly
c) Ba: Bao (5) come and meet my grand mother Bao: Hello, ma’am
G : Hello, young man
Ba : Bao is my classmate, grandmother G : What’s that?
Ba : Classmate, Bao is my classmate
G : I see.d) Mr Lam: Isn’t that Lan’s father, my dear? Mrs Linh: I’m not sure Go and ask him
Mr Lam: Excuse me Are you Mr Thanh? Mr Thanh: Yes, I am
Mr Lam: I’m Lam, Nga’s father Mr Thanh: (6)How you do?
T make a Listening table on the bb, start with Prediction column Prediction 1st time 2nd time 3rd time Correction (1)
(2) (3) (4) (5)
- T play the tape times, stop to check Ss’ answer for each time, then checks and corrects the answers
- Ss practice the dialogues in closed pairs, T call some pairs to practice aloud
- Write at least dialogue into notebooks
- Prepare the vocabulary for the next lesson: close friends and characters
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(6)Unit
My friends
read
I Objectives:
1 Language: Describe the characters of friends Skills: Reading for detailed information II Preparation
1 Teacher: Picture illustrated for the reading, questions for pre – reading activity Students: Prepare vocabulary for the reading text
III Procedure:
Items Activities
1 Ice-breaking
(5”) Antonym game: Characters
- T asks Ss to find the words which have antonym meanings E.g hard – working >< lazy
bad >< good generous>< mean open – minded >< reserved
out – going >< reserved skillful >< awkward stupid >< clever
Items Activities
2 Pre – task:
3 While – task
Activity 1(5 )”
Activity 2(10 )”
- Teacher presents the picture of the text:
This is Ba And these are his close friends: Bao, Khai and Song Can you predict the character of each per son?
A B
Bao Reserved, have sense of humor
Khai Sociable, kind, generous, hard - working
Song Enjoy sports
- Ss predict the character of the three friends by connect A and B - T explains new words :
Generous [adj] – hào phóng Sociable [adj] – adj – hoà đồng Reserved [adj] – kín đáo
Sense of humor [ noun phrase] – khiÕu hµi híc
Read Then choose the best answer and write:
- T asks Ss to read the text in order to choose the best answer to complete the Exercise (page 14)
Answer key:
a A b C
c B d D
Read Then answer the questions:
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Planning date: Teaching date:
(7)a) How does Ba feel having a lot of friends? b) Who is most sociable ?
c) Who likes reading?
d) What is bad things about Ba s joke? ’
e) Where does Bao spend his free time?
f) Do you and your close friend have the same or different or same characters?
Answers
a) He feels lucky to have a lot of friends b) Bao is the most sociable.
c) Khai likes reading
d) A bad thing about Ba is sometimes his jokes annoy his friends e) Bao spends his free time doing volunteer work at a local
orphanage
Items Activities
4 Post – task
5 Homework
Answer the questions:
a) How many close friend does Ba have? b) What they in their free time?
c) Do they all have the same favorite activities? The answers may be:
a) He has close friends.
b) Bao like doing volunteer work Khai likes reading in the library and Song like playing soccer Ba likes telling jokes.
c) No, they don t.’
- Ss write the answers of the above questions into their notebooks
- Prepare for the next lesson writing a paragraph about sb from an information form
Unit
My friends
write
I Objectives:
1 Language:
- Detailed information about one person
- WH – questions to ask about personal information Skills:
- Write a paragraph about one person based on detailed information
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Period /2nd week
(8)II Preparation
1 Teacher:
- Questions for pre – writing activity - Information table of one S in class Students:
- Revise the vocabulary of the two previous lesson about characters and appearance
- Prepare vocabulary for the next lesson
III Procedure:
Items Activities
1.Ice-breaking (5”)
2 Pre– task:
3 While – task
- T draw stick people on bb and make a small conversation between them
A : What s your name?’
B : :……… ……… A: How old are you?
B :: ……… ……… A : Where you live?
B ::……… ……… A : How many people are there in your family?
B ::……… ……… - Ss complete the conversation and practice in pairs
- T sticks the information table on bb:
Name : Le Van Tam Age 14
Appearance : tall, thin, short black hair
Character : sociable, humorous and helpful Address : 26 Tran Phu street, Ha Noi
Family : mother, father, elder brother – Hung
Friend : Ba, Bao
- Ss read the paragraph using information from the form
His name’s Le Van Tam and he’s 14 years old He lives at 26 Tran
Phu street, Ha Noi with his mother, father, elder brother –
Hung He’s tall, thin, short black hair He’s sociable,
humorous and helpful His best friends are Ba and Bao
Make an information form about your partner
- T gives out the form:
Name : ……… ………
Appearance : ………
………
Character : ………
………
Address : ………
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(9)………
Family : ………
………
Friend : ………
……… - Questions to be used as prompts:
1 What’s her/ his name?
2 How old is she/ he?
3 What does she/ he look like? What is she/ he like/
5 Where does she/ he live? Who does she/he live with? Who are his best friends?
Items Activities
4 Post – task:
5 Homework
- Ss work in pairs asking and answering the question, then take notes into the form
- Ss exchange the form to compare and check T checks and corrects
Write a paragraph about your partner:
- Ss use the same form as above to write a paragraph about their partner then exchange the paragraph to check and correct T choose some work to check and correct before the class
- Write a paragraph about your father or mother - Prepare the exercise in the language focus
Unit
My friends
Language focus
I Objectives:
1 Language: Simple tenses
- Present simple tense to talk about general truth in comparison with the past simple tense
- (not) adj + enough + full infinitive Skills:
- Complete exercise by writing task
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Period 6/ 2nd week
(10)- Oral task
- Pair work and group work
II Preparation
1 Teacher:
- Questions for pre – writing activity - Information table of one S in class Students:
- Revise the vocabulary of the two previous lesson about characters and appearance
II Procedure:
Items Activities
1 Ice - breaking: Presentation
3 Practice:
- T checks Ss’ homework and preparation
The simple tenses:
a The present simple tense in comparison with the past simple tense: - T talk about the present habits, the repeated activities or the general truth
- To be and ordinary verbs in the present simple tense and past simple tense
b Comparison:
Present Past Present Past
live/lives lived come/comes came
am/is/are was/were show/shows showed
work/works worked … …
Activity : Complete the paragraphs:
- Ss work in pairs to complete the paragraphs, use the right form of the verbs Then compare the answers
- T checks and corrects the answers
a Hoa lived in Hue last year, but now she lives in Ha Noi.
Yesterday, Hoa s friends Nien ’ sent Hoa a letter Nien was Hoa
neighbor when Hoa lived in Hue She is younger than Hoa.
b Lan is Hoa best friend The two girls are in the same class at Quang Trung school Last year, Hoa came to the school for the first time Lan showed her around and introduced her to many new friends.
Activity : Complete the dialogue:
- Ss work in pair completing the dialogue, using the guided verbs in the table Some of the verbs can be reused
- Ss exchange their works to compare and self – correct T checks some pairs’ work and corrects all the exercise:
Ba: What you know about the sun, Tuan?
Tuan: The sun rises in the East and sets in the West.
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(11)Ba: Can you tell me anything about the other planets? Tuan: I know smt about the Earth It goes around the sun.
Ba: Yes, and the moon moves around the Earth.
Tuan: Where is the Mars, Ba?
Ba: It is near the sun.
Tuan: No, it is silly! That is Mercury Mars is near the Earth.
Items Activities
4 Production
5 Home work:
- In pairs, Ss practice the completed dialogue T calls some pairs to practice aloud before the class T checks and corrects the pronunciation
Activity : Look and describe:
- Ss work in pairs, asking and answering the questions, T goes around to helps and corrects mistakes if necessary
a There are people in the picture
b There is a tall, heavy – set man, there is a tall, thin woman with short hair, there is a boy sitting on the ground, holding his head, and there is a short man crossing the street
c The man standing next to the taxi is wearing a yellow shirt and black trousers, the woman is carrying a shoulder, is wearing a green skirt and red blouse The boy sitting on the ground and holding his head is wearing blue shorts and white shirt, the man across the street is wearing blue trousers and a pink shirt
Activity : (not) + adj + enough + to + inf
- T reminds Ss the structure that was presented in the lesson 1, And Ss complete the dialogue themselves
- Ss make more examples using the situation in the class, T encourage Ss use their own examples
Hoa: Can you put the groceries in your bags?
Lan: No, it s ’ not big enough to carry everything
Hoa: Is Ba going to drive his father s car?’
Lan: Don t be silly! Ba is ’ not old enough to drive a car.
Hoa: Do you need any help?
Lan: No, thanks I m ’ strong enough to lift this box.
Hoa: Why don t you join our English Speaking Club?’
Lan: I don t think my English is ’ good enough to be a
member.
- Ss practice the answers and questions in pairs T corrects pronunciation if necessary
- T asks some pairs to practice their own examples
- At home Ss rewrite all the exercise into their notebooks
- Make 10 more example using structure (not) adj + enough + to + inf
- Prepare vocabulary for the next lesson
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(12)Unit
making arrangement
Getting started listen and read
I Objectives:
1 Language:
- Structures : BE GOING TO + INF/ADVERB OF PLACES - Vocabulary : Future action
2 Skills:
- Making an arrangement to meet on the telephone - Asking and answering the questions about the dialogue
II Preparation
1 Teacher:
- Picture of the dialogue - Some short activities
2 Students: Prepare vocabulary for the lesson
III Procedure:
Items activities
1 Ice-breaking (5’)
2 Presentation
- Ss play a game of matching:
A: telephone
B: mail
C: computer
Activity 1: Getting started
- T presents the picture of mobile phone, fax machine, telephone directory Then present their applications in modern life Ask Ss to combine pictures and sentences
Answers
a, an answering machine d, a telephone directory b, a mobile phone e, a public telephone c, a fax machine f, an address book
- T asks eliciting questions:
a Have you ever arranged a meeting with your friend on the telephone?
b What you say when you pick up the telephone and answer it ?
Items activities
3 Practice: Activity 2: Listen and read
1 Practice the dialogue with a partner
- T presents the picture of the dialogue, asking the eliciting questions to
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Period /3rd week
(13)4 Production:
5 Homework:
get Ss’ attention to the dialogue:
a Who are on the phone?
b Can you guess what they are talking about?
- T plays the tape 1st time, Ss listen and repeat the dialogue Then in pairs, Ss practice the dialogue T goes around to check and correct the pronunciation for the weak Ss
- T call s some pairs to practice the dialogue aloud before the class
2 Decide who did and said what. Who?
a made the call ? N d arranged a meeting place?
N
b introduced herself ? N e arranged the time ? H
c invited the other to the movie?
N f agreed to the time ? N - Ss work in pairs again to decide who did and said what Then ask and answer the complete questions and answers
3 The main grammar structure:
S + Be going to + inf
- T asks Ss to find the sentences in the dialogue which contain the structure be going to
E.g: Nga: I m going to see a movie’
- T explains the meaning and usage of the structure Then Ss make more examples using BE GOING TO
Language focus 1
Ss work in pair Say what people are going to Then Ss exchange their exercise to compare T checks and corrects the exercise
a They are going to (go fishing) tomorrow
b She is gong to read the new novel today.
c She is going to learn Math this evening
d He is going to see the action movie on TV tonight
e Hien is going to the birthday party.
- At home, Ss redo the exercise and prepare for the exercise T gives clear instruction for Ss to this work
- Prepare for the next lesson
Unit
making arrangement Speak
Listen
I Objectives:
1 Language:
- Structures : ADVERB OF PLACES - Vocabulary : Making an arrangement Skills:
- Making an arrangement to meet on the telephone
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Period 8/ 3rd week
(14)- Complete the dialogue of arrangement, taking a short note from a telephone call
II Preparation
1 Teacher:
- Picture of the dialogue Students:
- Prepare vocabulary for the lesson
III Procedure:
Items activities
1 Ice-breaking
(5’) - Ss play a SHARK ATTACK GAME with vocabulary of last lesson:
T E L E P H O N E
M O B I L E P H O N E
A D D R E S S B O O K
F A X M A C H I N E
Items activities
2 Pre – task:
3 Practice:
- T presents the content of the jumbled dialogue: You are going to rearrange the jumbled dialogue in which Adam invites Eric to go to a concert with him
- T asks if Ss remember how to :
a Start a telephone conversation Hello,… b Answer a telephone call Hello, it s ’ ….
c Invite some one to smt Would you like to…?
d End a conversation …….
Jumbled dialogue:
- Ss work in pairs rearranging the jumbled dialogue, they can exchange ideas with other pairs to get the best choice
- T checks and gives out the correct answers:
1.b 2f 3j 4.a 5.e 6.i 7.e 8.k 9.g 10.h 11 d
- In pairs, Ss practice the dialogue, T corrects pronunciation if necessary
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(15)Uncompleted dialogue:
- Ss complete the dialogue with the guided information in the first part of this lesson This can be done by pair work or group work up to Ss’ level T can gives out the guided dialogue, but T can also encourage Ss to complete this dialogue up to their opinions
Ba: Hello, 257 012
Bao: Hello, can I speak to Ba, please? I m Bao.’
Ba: Hello, Bao How are you? Bao: I m OK How are you?’
Ba: Great Me, too
Bao: Would you like to play chess with me tonight ?
Ba: I’m sorry, I can’t I’m going to my homework Bao: Would it be tomorrow afternoon?
Ba: Yes, tomorrow afternoon is fine Bao: OK See you then.
- Ss practice their dialogue in pairs, T chooses some dialogue to correct mistakes and give remarks
- Ss make their own dialogue and practice with their friends, T gives out some guided situations:
- Invite your friends to go fishing - Invite your friend to a party
- Invite your friends to go picnic on weekends
Items activities
4 Production:
5 Homework
Listen
- T present the form of a short note, asks Ss if they know what they are going to do: Listen to a conversation and takes notes about date, time, message and tell number
- Ss prepare VOCABULARY for the next lesson : READING
Unit
KINGSTON JUNIOR HIGH SCHOOL
DATE: TIME:
FOR: MESSAGE:
TELEPHONE NO.
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(16)making arrangement read
I Objectives:
1 Language:
- Structures : THE PAST SIMPLE TENSE - Vocabulary : Past form of the verbs
2 Skills:
- Reading for detailed information about the person who invented the telephone
II Preparation
1 Teacher:
- Picture of the reading Students:
- Prepare vocabulary for the reading lesson
III Procedure:
stages activities
1 Ice – breaking:
2 Pre – task:
3 While - task:
- T checks Ss’ homework
- Ss play Hangman game with telephone Numbers Divide class into groups The two groups play with each other, each group read telephone numbers for the other to write down
- T presents the content of the reading text or asks eliciting questions: a Who we are going to read about ?
b What you think about the telephone in the modern life? c Do you know when the telephone was invented ?
- Sspredict and check True/False statements:
a Alexander G Bell was born in the USA.
b He worked with deaf – mute patients in a hospital in Boston Thomas Watson was Bell s assistant’
d Bell and Watson introduced the telephone in 1877.
e Bell experimented with ways of transmitting speech between deaf mute people over a long distance
–
f Bell demonstrated his invention at a lot of exhibition. - T explain just some words:
Deaf – mute: people who can not hear and see emigrate – v – Come and live in another country. experiment – n – test
transmit – v – give a message or speech through the air conduct – v – implement, carry out.
device – n – machine
Activity 1: True or False
- Ss read the text and check True/ False statements at page 22 Then Ss
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Period / 3rd week
(17)exchange the answers to compare T checks and corrects all:
a F b F c T
d F e F f T
Activity 2: Put the events in the correct order
- Ss read the text again, try to find the order of the events to complete the exercise
- Ss work in groups, put the events in the correct order, then exchange work to compare Each group sends one S to write their answer on bb
- T checks and corrects the order of the events, then give remarks on how the groups work, encourage the group which work well
stages activities
4 Post - task:
5 Homework:
T asks feed back question:
a When was Alexander Graham Bell born?
He was born on March 3, 1847
b When did he emigrate to the USA.?
………
c Who did he work with in Boston University?
………
d What led to the invention of the telephone?
………
e What is the first telephone message?
………
- Ss read the text again to answer the questions T will not give the correct answer but encourage Ss to find the answer themselves
- Ss study the vocabulary of the text by heart - Prepare the writing task for the lesson
Unit
making arrangement write
I Objectives:
1 Language:
- Structures : THE PAST SIMPLE TENSE
- Vocabulary : Detailed information of a meeting such as date, time, places etc Skills:
- Filling in the blanks with detailed information of a meeting such as date, time, places etc
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Period 10/ 4th week
(18)- Writing a telephone message with detailed information from a passage and from a conversation
II Preparation
1 Teacher: A telephone message form
2 Students: Prepare vocabulary for the lesson, prepare a telephone message form
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
3 While - task:
- T checks Ss’ homework
Activity 1: Presentation
- T presents the content and the format of a telephone message:
- Ss show their telephone message form and T give them clear instruction on how to take notes
Activity : Fill in the gap
- T asks Ss to work in pairs and fill in the gaps with the information from the telephone message
A customer called from the Thang Loi Delivery service on May 12th just before the mid day She wanted to talk to Mr Ha but he was out so Mr Tam wrote a message for Mr Ha the customer’s name was Mrs Lien, and she wanted to know about the furniture delivery she wanted Mr Ha to call her She said Mr Ha could reach her telephone number 645 141 after lunch
Write a telephone message
- Ss read the passage at page 23, then take necessary information into the telephone message page 24
Thanh cong Delivery Service Date:
……… ….
Time:
……… ….
For:
……… ….
Message:
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(19)stages activities
4 Production
5 Homework:
- Ss work in group of taking a telephone message, T goes around and help weak Ss to complete the correct information
- Ss exchange their message to compare and correct the mistake for each other T controls the activity
- Each group submit their message, T checks and corrects the mistakes:
Answers:
* June 16 * 12.15 pm * Mrs Van
* Mr Nam called about his stationary order He wanted Mrs Van to call him at 634 082
* Mr Toan
Write a telephone message
- Ss read the message form again, then write a message for Nancy from the dialogue
- T asks Ss to work in pairs, practice the dialogue Then use the form of the telephone message above to write a new one from the dialogue
- T just go around to help the weak pairs
- Ss exchange their work to compare and correct the mistake for each other Ss submit their work for T, if time is not limited, T can correct at the class, if not, T can take their exercise home to correct
- At home, rewrite the telephone message of Exercise And write a passage from that message
- Prepare next lesson as Language Focus: Exercise and Exercise page 25, 26
-Unit
telephone message Date:
……….
Time:
……….
For:
……….
Message:
……….
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(20)making arrangement language focus
I Objectives:
1 Language:
- Structures : BE GOING TO DO SMT - Vocabulary : Weekend activities Skills:
- Filling Writing task and oral task
- Writing a telephone message with detailed information from a passage and from a conversation
II Preparation
1 Teacher:
- A telephone message form Students:
- Prepare vocabulary for the lesson, prepare a telephone message form
III Procedure:
stages activities
1 Ice – breaking: Presentation
3 Practice
- Settle the class
- T checks Ss’ preparation & homework BE GOING TO
- Structure: S + BE GOING TO + VERB to say about things that people plan to in the near future
E.g: I’m going to watch TV There’ll be a very interesting program in 10 ms
Work with a partner say what you are going to do:
- Ss work with a partner to add more things you are going to to the lists:
What are you going to this weekend?
Are you going to YOU YOUR PARTNER
see a movie ? Yes Yes
play sports ? No Yes
meet your friends ? help your parents ?
do your home work ?
watch TV
stages activities
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Period 11 / 4th week
(21)4 Production:
5 Homework:
- Add three more things that you are really going to this weekend, for example:
plant trees, plant flowers, the gardening, housework go fishing, go picnic, go camping, go walking
play soccer, play computer games, read book, listen to music etc
- Ss work in pairs asking and answering the questionnaire This can be done orally, T goes around and help weak SS
E.g: A: What are you going to this weekend ? B : I m not sure.’
A: Are you going to see a movie? B: Yes, I am/ No, I m not.’
- After asking their partner about weekend plans, Ss complete the column YOUR PARTNER
Complete the speech bubbles Use each adverbs in the box once outside inside there here upstairs
downstairs
- Ss work in pairs again, observe the pictures about the hide and seek game :
a Where is Tuan ? I think he is upstairs. b No, he isn t ’ here.
c He isn t up stair and he isn t ’ ’ downstairs. d Perhaps he is outside
e No, he isn t ’ there.
f I m not outside, I m ’ ’ inside, Ba.
- Ss practice the dialogue in group of three, T corrects pronunciation if necessary, emphasizing on the usage of adverbs
Ba: Where is Tuan ? I think he is upstairs. Dad: No, he isn t ’ here.
Ba: He isn t up stair and he isn t ’ ’ downstairs Perhaps he
is outside No, he isn t ’ there.
Tuan: I m not outside, I m ’ ’ inside, Ba.
- Ss checks their work as T corrects the exercise - At home, write the exercise into their notebooks
- Prepare next lesson Unit 3/ lesson GETTING STARTED and LISTEN AND READ
Unit
at home getting started
listen and read
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Period 12/ 4th week
(22)I Objectives:
1 Language:
- Structures : THE SIMPLE FUTURE TENSE - Vocabulary : The chores at home (housework) Skills:
- Ss get familiar with the different housework
II Preparation
1 Teacher:
- Picture of Getting started & Listen and read - Picture to teach new words
2 Students:
- Prepare vocabulary for the lesson
III Procedure:
stages activities
1 Ice – breaking:
2 Presentation
- Play a NETWORK game
the washing
- Ss find as many words as they can to add to the Brainstorming, T checks and corrects the mistakes if it is necessary
Getting started
- T ask Ss to write the English words for the housework(chores) in the picture of Getting started
2 wash the dishes tidy the bed sweep the house
5 cook meals tidy the room feed the chicken
- Ss make sentences with the words they have just written, follow the example:
stages activities
E.g: I wash the dishes after meals I tidy the bed in the morning
I sweep the house three times a day.
Present vocabulary
T presents the content of the dialogue, then plays the tape once, ask Ss to note the words they have not known before:
cupboard [n] cái chạn
housework
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(23)3 Practice
steamer sink
sauce pan frying pan rice cooker stove
[n] [n] [n] [n] [n] [n]
nồi hấp cái chậu nồi nấu chảo rán nồi cơm ®iƯn c¸i bÕp
- T use picture to show the meaning of the words, Ss practice the new words in chorus and individually
Present grammar structure
- T presents the SIMPLE FUTURE TENSE:
S + WILL + INF + ADV OF TIME
E.g: I will go home late.
- T asks Ss to find or underline all the sentences that containing the simple future tense
- T explain the way to use: Use to talk about future actions Then ask Ss to make their own examples
Practice the dialogue
- In pairs, Ss practice the dialogue T call some pairs stand up practicing the dialogue aloud T corrects the pronunciation
Complete the list of things Nam has to do
- Ss read the dialogue again and complete the list of things that Nam has to as his Mom goes home late
- Ss compare their list with their partners Then T collects all ideas and complete the list:
- cook dinner
- go to the
market
- buy some
fish
- buy some
vegetables
- call Aunt Chi
stages activities
4 Production
- Ss practice making sentences with the phrases they have written, follow example:
E.g: Nam will cook dinner himself. He will go to the market
- Ss ask and answer about things that Nam has to this evening, follow the example:
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(24)5 Homework:
E.g:
T: What will Nam have to ? S: He will cook dinner himself. T: Will he go to the market ? S : Yes, he will.
- Ss the same, they can make Yes – No questions as well as Wh – questions T control the activity
- Ss study new words and new structure - Prepare vocabulary for the next lesson
Unit
at home
speak I Objectives:
1 Language:
- Structures : Let s ’ ….
O.K., I think ….
- Vocabulary : Adv of position Skills:
- Ss learn how to reach an agreement with another person
II Preparation
1 Teacher:
- Picture of Section & 2 Students:
- Prepare vocabulary for the lesson - Revise advs of position
III Procedure:
stages activities
1 Ice – breaking:
- Ss play a game of Brainstorm: under
Advs of position
on in
- Ss can add any advs of position that they can remember T check and correct, then give them some more advs and adv phrase that they are going
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Period 13 / 5th week
(25)2 Pre task:
3 While - task
Activity :
(10’)
to learn in the lesson:
under on beside next the
behind in front of to the left of to the right of
opposite in the middle at the corner
- T presents the new vocabulary of the lesson, using picture to explain the meaning :
rug [n] –
bowl [n] –
plate [n] _ cushion [n] –
coffee table [n]-
theảm chùi chân bát
cái đĩa gối dựa bàn uống nớc
- T ask Ss to find as many words of furniture in the family and things in the kitchen, such as cupboard, knives, rice cooker, steamer, dining table etc.
Talk about the position of each item in the kitchen
- T hangs the picture on bb, ask Ss to work in groups Each group gets one set of flash cards, then Ss discuss in their groups and stick the flash card to the item in the picture
stages
activities
Activity 2: (10’)
- T ask Ss to work in pairs, talking about the position of each item in the picture, follow the examples:
E.g.: The fruit is in the bowl The plate is on the table.
- T goes around to help Ss with the vocabulary of things in the kitchen Each pairs will make at least 10 sentences T encourage Ss to make as many sentences as they can
- Some pairs stand up practicing their sentences, T gives remarks and marks if they their work well
Work with a partner to arrange the furniture:
- T ask Ss to stick flash card with picture (the same as in Act 1), then ask Ss to practice the vocabulary in chorus:
frying pan clock flowers fridge
cupboard
Magazines Magazines
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(26)- T and a good Ss make an example to show the class how to reach an agreement:
E g :
T: Let s put the armchair opposite the couch’
S: O.K And I think we ought to put the rug between the armchair and the couch.
- Ss work in pairs, arrange the furniture in the living room, decide where to put each thing, using the vocabulary in the flashcards and the advs of position they found at the beginning of the lesson
T goes around to help weak Ss, call some pairs to practice aloud
stages activities
4 Post – task:
5 Homework:
- T gives out the picture of the living – room after being rearranged, then describes the living room using the same sentence models
E.g.: This is my living – room It s very tidy Look! The picture is on the’
wall The television is at the corner of the room The flower vase is on the table And the telephone is near the TV etc.
- Ss write at least ten sentences to describe their living room or kitchen, T encourage Ss to imagine
- T may not correct Ss’ work in order for them to write freely about their living room or kitchen
- Ss rewrite their essay about living – room (kitchen) into their notebooks
- Ss prepare next lesson : LISTEN telephone
magazines
stereo picture
chair
rug
cushions television
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(27)Unit
at home
listen & Language focus
1 Language:
- Structures : Instructions & offers - Can I help…?
- You can …
- Use the big pan, please.
- Vocabulary : food (how to cook Chinese fried rice) Skills:
- Ss listen to a dialogue and check the correct information
I Preparation
1 Teacher:
- Picture of things for Ss to check - A written dialogue on a sub – board
2 Students:
- Prepare vocabulary for the lesson - The way to cook a familiar food
II Procedure:
stages activities
1 Ice – breaking:
2 Pre – task:
3 While - task
- T introduce the situation of the listening dialogue in order for Ss to get to know that they are going to listen to Lan and her mother talking about how to cook a very special food: “ Special Chinese fried rice” - Ss play a game of Brainstorm, think of what Lan’s mom need to
cook this food: onions eggs
rice meat garlic pepper
frying pan
- T show Ss the pictures, Ss predict what are necessary for the fried rice T introduce names of food and things:
Vocabulary:
rice
a steamer
garlic and onions chicken and peas
noodles a big pan green pepper ham and peas
- Ss predict and check the items they choose for the sauce Special
Chinese fried rice
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Period 14 / 5th week
(28)(10’)
4 Post – task:
- Ss practice the vocabulary
No Predict 1st time 2nd time 3rd time Correct
a fried rice
b pan
c garlic & green
pepper
d ham and peas
- T plays the tapes, pause each time to check if there are any answers, Ss go to the bb and take notes into the Listening table
- T checks and corrects the exercise Then T play the tape again once more for Ss to check it themselves
Complete the dialogue:
- T omits about 10 words of the listening dialogue, then ask Ss to complete them T plays the tape again, Ss can work in groups to complete the dialogue
- T checks and corrects
stages activities
5 Homework:
Lan : Can I help you……… dinner, Mom ?
Mrs. Tu
:Sure You can cook the Special Chinese ” ………” for me Use the
big pan, please.
Lan : Okay How much ……… I put in ?
Mrs. Tu
: Just a little Wait until it s hot and then ’ ……… the garlic and the green peppers.
Lan : Do I ……… the ham and peas in now?
Mrs. Tu
: Yes And now you can put the rice and a teaspoon of ……… in.
Lan :Yummy! It smell ………. Key answers:
(1) (2) (3) (4) (5) (6) (7)
cook Rice oil fry put salt delicious
- Ss can think of another sauce, for example Fried noodles, choose the necessary to make ingredients
- Prepare next lesson : READ
Unit
at home
read
I Objectives:
1 Language:
- Structures : Instructions on safety precautions in the home
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Period 15 / 5th week
(29)- You must … - You must not …
- You have to …
- Vocabulary : modals Skills:
- Ss read then check and correct information - Ss answer the questions about the reading text
II Preparation
1 Teacher: Questions to elicit the topic
2 Students: Prepare vocabulary for the lesson
III Procedure:
stages activities
1 Ice – breaking:
2 Pre – task:
3 While - task Activity
(10’)
- T checks Ss’ homework and check Ss’ preparation - Play a game of Brainstorming:
? What are the dangers for children in the home ? ? What you think children should not touch or play? ? Where in the house you think children should not play?
- Ss work in groups to find as many dangers in the home as they can:
E.g.:
electricity fire
knife
: most dangerous, electricity can kill.
: things can cause fire are matches, lighter, electricity etc.
: very dangerous, may cause wounds.
medicine : dangerous if children eat or drink.
T presents new vocabulary in the reading text, not pay much time to this activity, just teach the meaning of the words:
precaution chemical drug injure destroy cause a fire
n n n v v v
thËn träng thc, dỵc phÈm thc
làm cho bị thơng huỷ hoại
gây hoả hoạn
- T gives Ss the statements page 31 and ask Ss to check True/False: It is safe to leave medicine around the house.
2 Drugs can look like candy.
3 A kitchen is a suitable place to play.
4 Playing with one match cannot start a fire
5 Putting a knife into an electrical socket is dangerous.
6 Young children not understand that many household objects are dangerous.
True/False statement
- Ss read the text Safety Precautions in the Home, T goes around to help with new words After reading the 1st time, Ss check True/False
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(30)statements
- Ss exchange their exercise to compare, T checks and corrects the works, the answers can be written on bb.:
a – F b – T c - F d – F e – T f - T
- Then Ss correct the wrong sentences follow the example: E.g.: It is safe to keep medicines in locked cupboards.
stages activities
Activity (10’)
4 Post – task:
5 Homework
Answers:
c Kitchen is a dangerous for children to play. d Playing with one match can cause a fire
Why – Because
- Ss read all the text again once more, this time they read to answer the question WHY T asks Ss to remember how to answer a question started with WHY
E.g:
Why must we put all medicines and drugs in locked cupboards?
Because children often try to eat and drink them.
- Question with WHY must be answered with BECAUSE (Ss must find the reason for the question)
- Ss work in pairs, complete the answers, then practice asking and answering them T goes around to help weak Ss
- T call some pairs to practice their questions and answers aloud T checks and corrects
E.g.: A: Why must we put all medicines and drugs in locked cupboards?
B: Because children often try to eat and drink them Answers:
b Because the kitchen is a dangerous place.
c Because playing with one match can cause a fire.
d Because children mustn t put anything into electric sockets It can’ kill.
e Because the dangerous objects can injure or kill children.
- Ss work in groups and find as many dangers in the home to the small children as they can
- T encourage them make a list of these dangers and add any more reasons to each dangers
E.g.:
Lake near the home : can cause dived death boiled water : can burn
stoves : can burn
well : can cause dived death china and glass etc : can injure
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(31)- Ss exercise WHY – BECAUSE in the Language focus - Prepare the next lesson: WRITE A DESCRIPTION OF A
KITCHEN
Unit
at home
write
I Objectives:
1 Language:
- Structures : Adverbs of position
- Vocabulary :
- on, in, under …
- behind, between, in front of …
- next to, opposite, in the middle of …
2 Skills:
- Ss write a description of a kitchen based on guided words and phrases
II Preparation
1 Teacher:
- Questions to elicit the topic - A sub – board
2 Students:
- Prepare vocabulary for the lesson
- Read the text at Section at home before class
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
- Settle the class
- T checks Ss’ homework and check Ss’ preparation
- Ss read the paragraph about Hoa’s room Then answer the questions about the position of the furniture
? Where is the desk? ? Where is the bookshelf ? ? Where is the window? ? Where is the wardrobe ?
- Ss work in groups to find all the advs of position in the paragraph, for example:
opposite on the left of near
on the right side of beside
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Period 16 / 6th week
(32)stages activities
3 While - task
4 Post –
task:
5. Homework
- T hangs the picture of Hoa’s kitchen on the bb, Ss look at the picture and get the new vocabulary:
refrigerator tower rack dish rack counter
lighting fixture flour
beneath
n n n n n n adv
tủ lạnh giá khăn chạn bát bàn ga đèn chùm bột mì dới
- T presents the guided words and phrases, ask Ss to write the sentences about Hoa’s kitchen base on the paragraph about Hoa’s room, the writing can start like this:
This is Hoa’s kitchen There is a refrigerator in the right corner of the room Next to the refrigerator is the stove and oven. On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window and beneath the shelves On the shelves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there is a table and four chairs. The lighting fixture is above the table, and directly beneath the lighting fixture is a vase of flowers.
- Ss write a description about Hoa’s kitchen T goes around to help weak Ss with vocabulary Ss exchange their writing, T choose some work to check and correct
Write a paragraph about a room in your house:
- T presents a picture of T’s living – room, describes the room in the same way as descriptions of Hoa’s room:
This is my living - room There is a coffee table in the middle of the room There is a television in the right corner of the room. - Ss draw a room in their house Then T choose some typical picture
to show to the class
- Ss write a paragraph, based on the paragraphs of Section 1&2, about the room that they have just drawn
- T goes around to help Ss with their writing, encourage Ss to use words and structures they have leant
- After the activity, T choose some paragraphs to corrects and give remarks
- At home, Ss rewrite their paragraphs according to the T’s remarks and instructions
- Ss prepare the exercise in the Language focus, page 34
Unit
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(33)at home
language focus I Objectives:
1 Language:
- Structures : Reflexive pronouns Why Because– …
- Vocabulary : Modals: must, have to, ought to
2 Skills:
- Ss complete the exercise orally and by writing task
II Preparation
1 Teacher:
- A sub – board to teach reflexive pronouns - Pictures of the exercises 1, 2,
2 Students:
- Prepare the exercises at home
III Procedure:
stages activities
1 Ice – breaking: Exercise:
- Settle the class
- T checks Ss’ homework and check Ss’ preparation
Modal verbs:
- Ss look at the picture to find what the people have to do, then use must or
have to and the verbs in the box to complete the dialogue 1 tidy the bed
2 dust the bed room 3 sweep the kitchen
4 clean the fish tank 5 empty the garbage 6 feed the dog
- Ss practice the phrases for fluency
- Ss work in pairs match the picture with the activities, then complete the dialogue T checks and corrects the answers:
1 I must tidy my bedroom.
2 I have to dust the living – room. 3 I must sweep the kitchen floor, too.
4 I have to clean the fish tank 5 I must empty the garbage. 6 I have to feed the dog.
- Ss practice the dialogue in pairs, T call some pairs to practice the dialogue aloud, T corrects their pronunciation
-stages activities
3 Exercise Use ought to give advice to these people
- T hangs the picture of exercise on the bb, Ss look at the picture and learn the situations
- T presents modal ought to and how to use it in giving an advice to
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(34)4 Exercise
someone:
S + OUGHT TO + VERB + OB
Situation: Advice:
1 I failed my English test I’m late
3 I’m fat
4 My tooth aches
You ought to study harder. You ought to get up earlier
You ought to eat more vegetables.
You ought to go to the dentist s.’
- Ss think of more situations to give advice with ought to and practice in pairs
Reflexive pronouns
- T revises the reflexives pronouns and the way to use them in the sentences in which Subject and Object of the action is the same
I you she he you we they
mysel f
yourself herself himself yourselve s
ourselve s
themselves
E.g Did someone help Ba draw that picture ? No He did himself
- T presents some new words and phrases: fix (the washing machine) –
cut ( oneself) kill (himself) -experiment -
sửa máy giặt
cắt vào tay (đứt tay) tự sát
thÝ nghiÖm
- Ss work in pairs to complete the sentences, T goes around to help - T calls some pairs to practice the dialogue aloud, T corrects the
mistakes
b Nga The repairman can t fix the washing machine until tomorrow.’
Mrs Linh Come on We ll have to try and it ourselves.’
c Aunt Thanh What s the matter, Hoa ?’
Hoa I cut myself.
Aunt Thanh Let me see Oh, it s all right You didn t cut yourself badly.’ ’
d Lan Why are you crying, Nga ?
Nga I just watch the movie Romeo & Juliet The boy kill himself and
the girl killed herself as well.
Lan Why did they kill themselves ?
Nga It s a long story.’
revision
I Objectives:
1 Language:
a Structures
Reflexive pronouns: myself, yourself, yourselves, ourselves, herself, himself.
Why Because– …
Be going to + Verb + ob
Simple tenses (The simple present tense and the past simple tense)
b Vocabulary :
Modals: must, have to, ought to
Adverbs of place.
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Period 18 / 6th week
(35)2 Skills:
- Ss complete the exercise orally and by writing task to revise the language they have learnt from Unit to Unit
II Preparation
1 Teacher:
- Exercise to practice the above knowledge
2 Students:
- Prepare the exercises at home
III Procedure:
stages activities
1 Ice – breaking: Exercise 1:
- Settle the class
- T checks Ss’ homework and check Ss’ preparation
Reflexive pronouns
- T asks Ss to complete the following table:
you he we
myself herself yourselve
s
themselves
- T checks and corrects the table, then ask Ss to complete the dialogue with the above reflexive pronouns:
1. Lan : Did you help your brother draw this painting ?
Hung : No, he did it ………… ………
2. Ba : Who made this skirt for her ?
Nam : Nobody, she made it ………… ………
stages activities
3 Exercise 2:
4 Exercise 3:
3. Yen : What s matter with you, Lan ?’
Lan : I cut ………… ………
4. Bao : Can you clean the windows for me ?
Hai : Why don t you clean them ’ ………… ………
Why – Because
1.Why is Nam absent today ?
2.Why did Lan get good marks ?
3.Why can Hoa speak English fluently ?
4.Why does Mr Tu have to get up early
5.Why did Ha have to cook dinner ?
A. Because she practices speaking
English all the time.
B. Because he was sick.
C. Because her mom came back home
late.
D. Because she worked hard for the final
exams.
E. Because he must go to work early
Tenses and vocabulary test
1 I……….to go out when I was in the countryside A not used B wasn’t used
C didn t use’ D wasn’t using
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(36)5 Homework
2 The party was great and we enjoyed………very much
A weselves B.usselves
C ourself D.ourselves
3 I hope that …… us when you come to Ha noi
A you ll’ B you’re visiting
C you visited D you’d visit Will she…… take this exam?
A has to B have to C to have D had to
5 Your son isn’t tall…… to be a good basketball player A too B very
C so D enough My father …… teaching Chemistry
A likes B to like
C like D would like - Ss prepare next lesson as the 1st written test.
- At home Ss redo all the exercise, pay attention to the reading text with True/False statements or answer the questions
English written test No 1: 1st semester
Time allowance: 45 minutes
Name:……… ……… ……… Class 8……… Marks:………
_ _
I. Circle the best answers:
0 I……… ……… in Yen Bai City years go
a live lived c living d lives
1 Now I ……… ……… in a school in Van Chan district
a work b working c works d worked
2 Water ……… ……… at 1000C
a boiled b boils c boiling d boil
3 Thanh is not ……… ……… to drive a motorbike
a enough old b old enough c old d enough Hello May I ……… ……… to Rosy, please?
a to speak b speaking c speak d speaked II. Circle the odd one out
0
a rug
a fax machine a movie
a cook a put
b cushion b mobile phone b sport
b clean b under
c clock c telephone c homework c tidy
c near
d arrange d message d music d chicken d opposite III. Complete the sentences with reflexive pronouns.
0 Because her mother went out, Lan cooked the dinner herself
1 No one helps my mom the housework, she does everything ………… …………
d
b
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(37)2 Do not ask anyone to this exercise for you Do it ………… ………… This picture is for Hoa’s birthday I draw it ………… …………
4 We can not repair this car ………… ………… Let’s call a mechanic IV. Match the questions and the answers:
0 Why are you looking so sad, Linh? 1 Why did Tuan go to school late this morning?
2 Why did Romeo kill himself ? 3 Why you like learning English?
4 Why didn t you go to my birthday ?’
a Because he stayed up late last night. b Because she got a bad mark.
c Because it is very interesting d Because I had a bad cold
e It s a long story.’
V. Read Then check T/F statements:
This is Ba’s bedroom There is a very beautiful picture on the wall On the desk there are some cartoons There is a bookshelf opposite the picture Ba’s bed is near the window From the window, you can see a lake Near a lake, there is a tall building Ba loves his room a lot He always keeps the bedroom clean and tidy
(0) There’s a photo on the wall
(1) There is a window in Ba’s bedroom (2) Ba can see a park from his window (3) The room is always clean and tidy (4) There is a bookshelf in the room
key answers and points
I. Supply the correct form of the verbs in brackets: (2 points)
2
c works b boils
b old enough c speak
II. Circle the odd one out: (2 points)
2
d message c homework d chicken a put
III. Complete the sentences with reflexive pronouns: (2 points) herself
2 yourselves myself ourselves
VI. Match the questions and the answers: (2 points) a
2 e c d
IV. Read Then check T/F statements: (2 points) (1) There is a window in Ba’s bedroom
(2) Ba can see a park from his window T
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(38)(3) The room is always clean and tidy (4) There is a bookshelf in the room
- T returns the tests to Ss, then corrects the tests with analysis for each Exercise Then ask Ss to work in pairs, check their tests again to see how many mistakes they have made - Ss the test again in their exercise notebooks, T goes around to control the activity and
to help weak Ss
- T reminds Ss to remember the main knowledge in Unit 1, 2, again once more Ss can asks any questions – T explains
- Ss prepare next lesson :
Unit OUR PAST : GETTING STARTED & LISTEN AND READ
-Unit
our past getting started
listen and read I Objectives:
1 Language:
- Structures : THE SIMPLE PAST TENSE - Vocabulary : Prepositions of time
2 Skills:
- Ss get familiar with the way of telling an old folk tale
II Preparation
1 Teacher:
- Picture of Getting started & Listen and read - Picture to teach new words
2 Students: Prepare vocabulary for the lesson
III Procedure:
stages activities
1 Ice – breaking:
2 Presentation
Getting started
- T hangs out the picture of Getting started and ask Ss:
2 Choose the activities which not belong to the past in the picture: Write the names of the activities:
1. Watching TV
2. Listening to the radio 3. Making a telephone call 4. Going to school
- Ss make sentences with the phrases they have just found, follow the T
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(39)example:
1 In the past, people didn t watch TV.’
2 In the past, they didn t ’ ……….
Vocabulary
- T presents the picture of the dialogue, asks questions to get Ss involved into the lesson:
1 Who are in the picture ? 2 What are they talking about?
- T plays the tape once, Ss read and find our the new language in the dialogue T presents the meaning of vocabulary:
stages activities
3 Practice
- New vocabulary:
use to
great - grandma electricity
lit folktale
traditional story Once …
v n n n n n adv
thờng cụ điện thắp
chuyện cổ tích truyền thut
Ngµy xưa ngµy xa
- Ss practice the new vocabulary, T can use some short activities such as “Slap at the board”, ‘ What and where’
Grammar structure:
- The way to use the verb USED TO:
S + USED TO + VERB
To talk about an action which happened so often in the past that we can consider past habits
E.g.: I used to listen to radio when I was young ( but not now any more, it stopped a long time ago)
Practice the dialogue with a partner:
- T plays the tape again, Ss listen then practice the dialogue with their partners
- T calls some pairs to practice aloud before the class, T corrects their pronunciation and intonation
Ask and answer the questions:
- Ss work in pairs, read the dialogue again and answer the questions about the dialogue T goes around to help weak SS
- Ss exchange their answers with their partners to compare T calls Ss to give their answers, then corrects all the answers:
2 She used to live on a farm.
3 Because she had to stay at home and help her mom
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(40)4 She used to cook the meal, clean the house and wash the clothes. They used to tell stories.
6 Nga asked her Grandmother to tell her the tale named The lost shoes.
- In pairs, Ss practice the questions and the answers, T calls some pairs to practice aloud
Facts or opinions
- Ss read the dialogue again once more and check the boxes of F/O
stages activities
4 Production
5 Homework
- Ss work in pairs and checks the boxes, then exchange their work to compare T checks and corrects after all:
2 I used to live on a farm There wasn’t any electricity
4 Mom had to everything without the help of modern equipment My farther used to tell us stories
6 The best one was The Lost Shoes Traditional stories are great
a – F; b – F; c – F; d – F; e – O; f - O
- T asks Ss write more sentences of Fact and sentences to show opinion, follow the example:
a Life was hard in the part
b Women did most of the work on the farm and in the house.
- T exchange ideas to write their sentences T encourage them to write about the real life
- T chooses some sentences to correct - Ss prepare next lesson
- Read the dialogue for fluency and learn new vocabulary by heart
Unit
our past speak & listen
I bjectives:
1 Language: - Structures : THE SIMPLE PAST TENSE with used to The Present simple Tense
- Vocabulary: Past form of the verbs
2 Skills: Describe the past actions and present actions in the picture
II Preparation
1 Teacher: Picture of the Section 1, flash cards Students: Prepare vocabulary for the lesson
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Period 22/ 8th week Planning date:
(41)III Procedure:
stages activities
1 Ice – breaking: Speak
Pre – task:
While-task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Brainstorm:
- T divide class into big groups to play a Brainstorm: Group 1: Life in the past
3 Group 2: Life in the present
Past life and modern life:
- T asks Ss to read the dialogue between Nga and her Grandmother again and find out the differences between the life in the past and the modern life
- T hangs out the picture and asks Ss some questions to elicit the ideas: 1 How did people travel in the past ?
2 How they travel now?
3 Where did people live ? How were the houses ? 4 Where they live now ? How are the houses ?
5 What did the children in the past ? What they now ?
- Ss answer the questions above, then in the same way, they work out more differences that they see, feel and hear T encourages Ss to think of others the newest changes that they know
- The guided ideas:
1 People used to live in small houses Now people live in the big buildings
2 People used to walk Now there are a lot of traffic means.
3. Children used to stay at home and the housework Nowadays, they go to school.
- Ss work in pairs to talk about the differences between the picture, T can gives out new words if necessary T goes around to help weak Ss
- T calls some Ss to practice their sentences aloud before the class, corrects the mistakes if there are any
stages activities
Past life
Present life
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(42)Post task
2 Listen
Pre task:
While –
task
This year/Last year:
- Ss work out the differences between things that they did last year and things they this year and make sentences about themselves, follow the examples:
2 Last year, I used to get up late Now I get up early and morning exercises.
- T can gives out some suggested ideas as bellows: go to school late/ go to school in time.
4 play games in free time/ help parents the housework. Get bad marks in Math/get good marks.
6 Be reserve in public/be more open - hearted
Brainstorm
- T asks Ss to find as many words to add to the Brainstorm:
lay eggs
Present the situation of the listening text:
- T asks Ss to read the moral lessons at page 41, asks some questions to get Ss involved in the lesson:
1.Do you find any new words ?
2.Which moral lesson you like best ?
3.Which one you think will go with the story ? - T explains:
moral lesson foolish greedy gold
[n] [n] [n] [n]
bài học đạo đức ngu ngốc
tham lam vµng
- T divides class into big groups to listen to the tape and get general idea of the story Ss listen to the tape for three times, after each time, write the letter of the most suitable moral lesson into the listening table
- T plays the tape the last time to check and correct the answer:
stages activities
While –
task Group 1st time 2nd time 3rd time Correct
Raise chicken
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(43)Post task:
3 Homework
1
b
3
T ask Ss to listen the tape again to get the main idea of the story
- T omits some information of the story, then hang the sub – board with uncompleted story and plays the tape again
- Ss listen to the tape and complete the story with information they can hear T check and corrects
Once a ……… lived a comfortable life with his family His ……… laid many ……… which the farmers used to sell to buy food and clothing for his family
One day, he went to ……… eggs and discovered one of the chicken laid a ……… egg He shouted excitedly to his wife, We re rich!“ ’ We re rich!’ ”
His wife ran to him and they both looked at the egg in ……… The wife wanted more, so her husband decided to ……… all the chickens and find more gold eggs Unfortunately, he couldn’t find any eggs When he finished, all the chickens were ………
farmer chickens eggs collect
gold amazement cut dead
- Ss prepare next lesson
- Read the dialogue for fluency and learn new vocabulary by heart - Exercise Language focus: Write the past form of each verb
Unit
our past
read
I Objectives:
1 Language:
- Structures : THE SIMPLE PAST TENSE - Vocabulary : Past form of the verbs
The language of an old tale
2 Skills: Listening to story and get the general idea: the moral lesson
II Preparation
1 Teacher: Picture of the listening text, flash cards Students: Prepare the listening table
III Procedure:
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Period 23/ 8th week
(44)stages activities Ice –
breaking:
2 Pre - task
3 While– task
: Present the story
- T asks some questions to get Ss involved in the lesson: 1.Do you know the story ?
2.Whose shoe was lost ?
3.Can you find a Vietnamese story which has the similar content ? 4.Do you like the story ?
- Ss skim the story to find the answer the above questions Then T explain the requirement of the lesson: Ss read the story and then complete the statements page 42 and answer the questions about the story
a Complete the sentences with the words from the story
- T ask Ss to the story silently, then complete the statement with the words from the story T goes around to help Ss with difficult words
- Ss exchange their answers to compare, then T checks and corrects all the answers:
2 Little Pea s farther was a ’ farmer
3 Little Pea s mother ’ died when she was young.
4 Little Pea had to the housework after her farther married again.
5 The prince wanted to marry a girl from Little Pea s village.’
6 Stout Nut s mother didn t make ’ ’ new clothes for Little Pea.
7 The prince found Little Pea s ’ lost shoe.
stages activities
b Answer the questions.
- Ss read the story again and answer the questions Ss exchange their answer with their partners to compare T asks Ss to write their answers in the exercise books
- T corrects the answers and write the answers on bb for Ss to check their answer themselves
2 She was a poor farmer s daughter.’
3 She made Little Pea the chores all day
4 Before the festival started, a fairy appear and magically changed her
rag into beautiful clothes.
5 The prince decided to marry the girl who fitted the lost shoe.
6 Ss answers’
- Ss work in pairs, practice asking and answering the questions and the answers about the story
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(45)4 Post - task
5. Homework
T encourage Ss to answer the last question in their own language, can ask smaller questions so that Ss can answer more easily
Explain meanings of difficult words
- T omits some information of the story, then hang the sub – board with uncompleted story and plays the tape again
- Ss listen to the tape and complete the story with information they can hear T check and corrects
cruel độc ác broken heart đau tim
upset buån rÇu harvest festival héi mùa
poor tội nghiệp fairy bà tiên
lost shoe chiếc giày (bị mất) - Ss prepare next lesson
- Ss summary the story and learn new vocabulary by heart
Unit
our past write
I Objectives:
1 Language:
- Structures : THE SIMPLE PAST TENSE - Vocabulary : Past form of the verbs
The language of an old tale Skills:
- Complete the story with the words given - Rewrite story with guided words and phrases
II Preparation
1 Teacher: Picture of the story, sub – board Students: Prepare the vocabulary
III Procedure:
stages activities
1 Ice – breaking: Pre - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Play a game of verbs:
- T gives out 10 verbs and asks ss to changed these verbs into past form:
burn appear escape graze say
ask tell want bring tie
- T divides class into big groups and play the game SHARK ATTACK
Present the story:
- T hang out the picture to present the characters of the story: 1.The farmer.
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Period 24 / 8th week
(46)3 While - task
2.The buffalo. 3.The tiger.
- T explains the difficult words and phrases: nearby
servant master wisdom rope straw stripes
[adv] [n] [n] [n] [n] [n] [n]
bên cạnh đầy tớ ông chủ trí khôn
dựng tranh để giải thích nghĩa từ
“ “
Complete the story
- Ss work in groups of and use the verbs in the box to complete the story
stages activities
4 Post - task
b Answer the questions.
- T goes around to help weak groups Then asks each group to send one S to write their answers on the bb
- T corrects the answers and write the answers on bb for Ss to check their answer themselves
Group
1
Teacher’s correction
1 appeared 2 was 3 sad 4 left
5 went 6 tied 7 lit 8 burned 9 escaped
Rewrite the story
- Ss imagine that they are the farmer, rewrite the story using the guided words and phrases at page 43 The first sentences has been done for them as example:
One day as I was in the field and …
- Ss write the story, T goes around to help weak Ss Then asks Ss to exchange their writing to compare
- T can choose some good and a bad writing to correct and give remarks for Ss to be acknowledged the way to rewrite a story using the frame
The writing may be:
One day as I was in the field and my buffalo was grazing nearby,
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(47)5 Homework
a tiger came It asked why the strong buffalo was my servant and why I was its master I told the tiger that I had something called wisdom The tiger wanted to see it, but I left it at home So I tied the tiger to a tree with a rope since I did not want it to eat my buffalo Then I went home to get some straw that I said was my wisdom and burned the tiger The tiger escaped, but today it still has black striped from the burns.
- Ss prepare the next lesson: Language focus - Read again all the old tale in Unit : Our past - Study the Irregular verbs in the simple past form
Unit
our past language focus
I Objectives:
1 Language:
- Structures : THE SIMPLE PAST TENSE - Vocabulary : Past form of the irregular verbs Skills:
- Complete the exercise orally in pairs - Writing task
II Preparation
1 Teacher: Picture of the story, sub – board Students: Prepare the exercise
III Procedure:
stages activities
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Period 26/ 9th week
(48)1 Ice – breaking: Revision
3 Exercises
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Grammar: The simple past tense
- T revises the simple past tense and asks Ss to work out the form: S + VERB – ED + ADV OF TIME
* Verb – ed : Regular verbs (Ss find examples) * Irregular verbs : (Ss find examples)
* Adverbs of time :
on in at
between before after
* USED TO : only used in the simple past tense to show past actions
Exercise 1:
- Ss write the simple past form of each verb, exchange the exercise to compare, T checks and corrects:
a ran b flew c took d went e had
f did g was h rode i ate j sat k came
Exercise 2:
- Ss work in pairs to complete the dialogue Then exchange the dialogue with other pairs to compare and self – correct
stages activities
- T checks and corrects after all
a Lan : Did you eat rice for lunch ? Nga: No, I ate noodles
b Ba: How did you get to school ? Nam: I rode a bicycle to school c Minh: Where were you yesterday ?
Hoa: I was at home
d Chi: Which subject did you have yesterday ? Ba : I had Math.
- Ss practice the completed dialogue in pairs, T corrects their pronunciation
Exercise 3.
- Ss work in pairs and complete the sentences, use the prepositions in the table, follow the example:
a I ll see you ’ on Wednesday.
- Ss complete the exercise, T goes around to help weak Ss Then asks Ss to exchange their work to compare
- T checks and corrects:
a on b in c between
d at after e before
Exercise 4.
- Ss work in pairs, look at pictures and the verbs in the box, complete the dialogue
- Ss exchange their dialogue to compare, T checks and corrects the
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(49)5 Homework
works
- Ss practice the complete dialogue in pairs, T corrects their pronunciation
Answers:
Hoa: …(1) …used to have …
Hoa: … (2) … used to be …
Hoa: …(3) … used to live …
- Read again all the old tale in Unit : Our past - Study the Irregular verbs in the simple past form
Unit
study habits getting started
listen and read I Objectives:
1 Language:
- Structures : Adverbs of manner
Commands, requests and advice in reported speech - Vocabulary : Modal : should.
2 Skills:
- Ss study new language
II Preparation
1 Teacher:
- Picture of Getting started & Listen and read - Picture to teach new words
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TiÕt 26
(50)2 Students:
- Prepare vocabulary for the lesson
III Procedure:
stages activities
1 Ice – breaking:
2 Presentation
Brainstorm: Subjects
History Math
Getting started
- T hangs out the picture of Getting started and ask Ss to work in pairs practicing the question and answers:
Ask : How often we have Math ? Answer : We have Math five times a week.
- Ss substitute the subject in the sentences to make new dialogue, using their real Schedule Then practice their questions and answers T calls some pairs to practice aloud before the class, corrects the mistakes if any
stages activities
Vocabulary
- T plays the tape for the 1st time, Ss listen and read the dialogue and underline the new words in the dialogue
- T uses the picture to present the new language: report card
be proud of semester improve Spanish sound
[n] [v] [n] [v] [n] [n]
theông báo kq học tập tự hào về
học kỳ
cải thiện, nâng cao Tiếng Tây Ban Nha ©m
- Ss practice the new words in chorus, play “What and where”
Grammar: Indirect speech
- T explains the usage of Reported speech: To report someone’s sayings, a reported speech often be introduced by the word asked, said.
- Ss find the sentences in the dialogue which are reported speech T ask Ss to analyze the sentences:
E.g : Miss Jackson said you should work harder on your Spanish
Subjects
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(51)3 Practice
pronunciation.
She asked me to give you this dictionary.
Practice the dialogue with the partners
- T plays the tape again, Ss listen and read the dialogue Then in pairs, Ss practice the dialogue
- T goes around to control the class Help the weak Ss with the pronunciation T calls some pairs to practice the dialogue aloud before the class
True or False
- Ss read the dialogue again and check the boxes:
2 Tim was out when his mother called him.
3 Tim s mother met his teacher at school.’
4 Tim s report is poor.’
5 Tim s mother wants him to improve one thing.’
6 Tim need to improve his Spanish grammar.
7 Tim promised to try his best in learning Spanish.
Answers:
a F b T c F d T e F f T
stages activities
4 Production:
5 Homework
Answer the questions.
- Ss read the dialogue again and answer the questions, then exchange the answers to compare T checks and corrects the answers
- Ss work in pairs, practice the questions and answers: She is Tim s class teacher.’
3 She gave Tom s mother his report card.’ He did it very well.
5 Tim should improve his Spanish pronunciation. His report card.
- Ss prepare the next lesson
- Study vocabulary and new grammar
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(52)Unit
study habits
Listen
I Objectives:
1 Language:
- Structures : Report card language
The simple present tense to ask about study habits Reported speech
- Vocabulary : Study habits.
2 Skills:
- Asking and answering the habits - Complete the report card
II Preparation
1 Teacher:
- Picture of Listen & Read - Picture to teach new words Students:
- Prepare vocabulary for the lesson, - A schedule
- A survey form
III Procedure:
stages activities
1 Ice – breaking: Speaking
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Speak about study habits
- T asks Ss to be ready for to speak about their own study habits
- T divides class into groups, and prepare a question in the questionnaire page 48:
G1 When you your home work ? G2 Who help you with your homework?
G3 How much time you spends on these subjects: Math, Vietnamese, History, English, etc.?
G4 Which subject you need to improve? G5 What you to improve your English ?
- Each group prepare the answers of every member in the group Then each group sends one person to report their members’ answers:
E.g When you your homework ?
Report of G1:
Duck: after school
Lan: after dinner
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TuÇn 10
(53)I my homework
Ba: late at night
Xuan: early in the morning
Luong: after breakfast
- S can say:
1 Duck said she did her homework after school
2 Lan said she did her homework after dinner
3 Ba said he did his homework late at night
4 Xuan said she did her homework early in the morning
5 Luong said she did her homework after breakfast
- Other groups practice speaking in the same way T goes around to control the activity and help the weak SS to find vocabulary to speak Encourage advanced Ss to make their own sentences
- After all the groups complete their reports, T can gives remarks about the performance of each group
stages activities
3 Listening: Vocabulary:
- Ss read the report card and underline the new words T explains the new words and the structure of the report card:
New language:
present >< absent behavior - participle comments
marking period co-operation satisfactory
[n] [v] [n] [v] [n] [n]
attendance tù hµo vỊ häc kú
cải thiện, nâng cao Tiếng Tây Ban Nha unsatisfactory
- Ss practice the new words in chorus, play “What and where”, “Slap at the board”.
Complete the report card
- T plays the tape for the first time, after that ask Ss some questions to elicit the content of the listening dialogue:
1.Whose report is it ?
2.Which subject does it report ? 3.What is the marking period? 4.How is Sarah s co-operation?’
5.What is the English teacher s comments?’
- T plays the tape again, about times, pause after each time to check if there are any answers
- Ss exchange their answers to compare, T checks and corrects
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(54)4 Homework
1.87 days presents
2.5 days absent 3.Participant : S 4.Listening : C 5.Speaking : A 6.Reading : A 7.Writing : B
- Ss make their own report card of English in the 2nd semester of the last school year
- Prepare next lesson : READ
Unit
study habits
read I Objectives:
1 Language:
- Modals : should, can.
2 Skills:
- Reading comprehension: checking True/False statements and answer the questions
II Preparation
1 Teacher: Some flashcard
2 Students: Prepare vocabulary for the lesson, and a survey form
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
3 While - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Discussion
- The topic: How you study words ?
- T divides class into groups, each group sends one person to be secretary The secretary will have to write down all the ideas from the members of the group, T goes around to help with new words
- T asks all the groups to submit their report and make the summary on bb
E.g.: I learn words with my dictionary
- T presents the content of the lesson, asks Ss to read the passage and complete the exercise
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TiÕt 29 Planning date:
(55)Check True/False statements
- Ss read the passage and check the True/False statements at page 50 Then exchange their answers to compare
- T checks and corrects the exercise:
2 All language learners write the meaning of new words in their mother tongue
3 Some learners write examples of words they want to learn Every learner tries to learn all new words they come across Many learners only learn new words that are important
stages activities
4 Post - task
Answer the questions
- Ss read the text again and answer the questions in Section 2, page 50 Then exchange their answers to compare and self – correct
- T calls some Ss to tell the class their answers, then T corrects all the answers
- Ss work in pairs and practice the questions and answers 1.Do learners learn words in the same way ?
No, they learn in different ways.
2.Why some learners write example sentences with new words ? Because such sentences help them remember the use of new words. 3.What some learners in order to remember words better? They write example, put the words and their meanings on stickers, underline or highlight them.
4.Why don t some learners learn all the new words they come’
across?
Because they think they can t remember all.’
5.How should you learn words? Ss answers.’
Vocabulary
- T explains the difficult words in the reading passage and presents their meanings:
mother tongue learn by heart instead
stick
come across underline highlight
[n] [v] [adv] [v] [v] [v] [v]
tiếng mẹ đẻ học thuộc thay vào đó dán
học qua gạch chân đánh dấu
Write about your study method
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(56)5 Homework
- Ss write about their own study method, using information from the discussion and the reading passage T goes around to help Ss
- Prepare next lesson as Writing lesson - Learn all the new words by heart - Revise the model of a letter
Unit :
study habits
write I Objectives:
1 Language: Language of a letter Skills:
- Identify the sections of a letter
- Write a letter using guided information
II Preparation
1 Teacher: A letter on the sub - board
2 Students: Revise the form of a letter and a paper sheet to write letter
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
3 While - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Revise:
- T asks some question to eliciting the content of the lesson: 1.Have you ever write a letter in English ?
2.How many sections are there in a letter ? 3.What are there in the Heading ?
Opening section? Body of the letter ? Closing ?
Identify the sections of a letter
- T hang the sub – board with the letter on for Ss to analyze and divide Ss into groups, each group have one sets of flashcard
- Ss work in groups, read the letter and label the sections of the letter, T goes around to help Ss and control the activity
- Each group get one set of Sections of the letter, then send one S to go to the black board and stick their flashcard to the letter
- T checks Ss’ work, gives remarks on their group – performance Then corrects the work
A: Body of the letter B Heading – writer’s address and the date
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TiÕt 30
(57)C Closing : Love D Opening
stages activities
4 Post - task
5 Homework
12 Tran Hung Dao St, Ha Noi February 10, 2007
Dear Tim,
Thanks for your letter I’m pleased to hear you had an enjoyable
Christmas vacation.
We received our first semester report a few days ago I got good
grade for Science, English and History, but my Math result was poor.
My Math teacher asked me to spend more time on it. I must study
harder next semester.
It’s almost Tet That’s the Lunar New Year Festival in Viet Nam.
I think I told you about it in my last letter We’re going to Hue
tonight to celebrate the festival with my grandmother I’ll send
you a postcard from there.
Write soon and tell me all your news, Regards,
Hoa
Help Lan write a letter:
- T asks some eliciting questions so that Ss can get the necessary information themselves:
Heading
Opening
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(58)1.Who is Lan going to write to? 2.What is Lan s address?’
- Ss write the letter using the form of Hoa’s letter In weaker class, T can underline the information in Hoa’s letter Then ask Ss to substitute the information to make a new letter
- Ss exchange their writing to compare and check the mistakes T chooses some Ss’ letter to corrects and give remarks
- T reminds Ss again about the structure of a letter, then asks Ss to make a letter form
- Prepare next lesson as Writing lesson - Learn all the new words by heart
Unit
study habit language focus
I Objectives:
1 Language:
- Adverbs of manners - Modal : should
- Commands, requests and advice in reported speech Skills:
- Complete the exercise orally in pairs - Writing task
II Preparation
1 Teacher: Picture of section 2, sub – board Students: Prepare the exercise
III Procedure:
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TuÇn 11
TiÕt 31 Planning date:
(59)stages activities Ice –
breaking: Revision
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Grammar: Adverbs of manner:
- T asks Ss to finds as many adverbs of manner as they can For examples: softly, well, fast, badly, hard.
Modal should
- T explains when and how to use modal should: to say something people should or to advice someone to something
S + SHOULD + VERB + OB
Reported speech:
* Commands& requests : Example: Mrs Jackson said :
Requests: “Can you give Tom this dictionary?”
Commands: Please give Tim this dictionary“ ”
Tim’s mother reported it to Tom:
“Miss Jackson told me to give you this dictionary”
* Advice :
Example: Mrs Jackson said :
stages activities
3 Exercises:
“Tim should work harder on his Spanish pronunciation” Tim’s mother reported it to Tom:
“Miss Jackson said you should work harder on your Spanish pronunciation”
Exercise 1: Complete the dialogue
- Ss read the dialogue once, then find the words to complete into the blanks
- Ss exchange their answers to compare, T calls some Ss to say their answers T corrects the mistakes
- Answers:
(0) well (1)hard (2) fast (3) badly (4) softly
Exercise 2: Work with a partner
- T hangs the picture on the bb and asks some questions:
1.Do you think the house is new ?
2.Is it beautiful?
- Ss talk about the house in the picture, using should Then exchange their answers to compare T calls some Ss to say their answers T corrects the mistakes
1.Mr Hao should repair the roof.
2.He should paint the house
3.He should cut the grass.
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(60)4 Homework
4.He should replant the tree.
5.He should mend the door.
Exercise 3: Work with a partner
- Ss read the examples in the book T asks Ss to pay attention to the BARE INFINITIVE in the reported speech with tell/ask sb to do
smt
- Answers:
1.Miss Jackson asked me to wait outside the her office.
2.She told me to give you your report card for this semester.
3.She told me to help you with your Spanish pronunciation.
4.She asked me to meet her next week.
Exercise 4: Report Miss Jackson s advice:’ - Similar to Exercise 3:
1 Miss Jackson said you should spend more time on Spanish
pronunciation.
2 She said you should practice speaking Spanish everyday.
3 She said you should listen to Spanish conversation on TV.
4 She said you should practice reading aloud passage in Spanish.
5 She said you should use the dictionary to find out how to pronounce
words.
- Prepare next lesson : Unit 6: The young pioneer club
Unit
the young pioneer club
Getting started listen and read I Objectives:
1 Language: - Future plan
- The personal information Skills:
- Practice the dialogue in pairs - Learning new words
II Preparation
1 Teacher: The personal information form Students: Prepare the form
III Procedure:
stages activities
1 Ice – breaking: Presentation
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Getting started
- T presents the content of the activity: SS will get familiar with the activities of Y&Y organization Ask Ss to find as many activities as they can remember Ss can speak in Vietnamese and T translate into English
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TiÕt 32
(61)- T hangs the list of activities bellows:
helping blind people helping elderly people
helping handicapped people
cleaning up beaches caring for animals taking part in sports
- Ss work in groups to find out which of the above activities are the Y&Y organization’s Then discuss to add the activities of Y&Y in their school to the list
- T goes around to help Ss with new and difficult words to complete the activity Then ask Ss to stick their list on bb, T corrects the mistake - T explains the new words:
blind [adj] - mï
handicapped [adj] có hoàn cảnh khó khăn
stages activities
3 Practice Listen and read:
- T asks some questions to elicit the information in the dialogue:
1.Who are in the dialogue ?
2.What does the secretary ask Nga to do?
3.What does Nga want to do?
- T plays the tape once, Ss listen and underline new language Then practice the new words
enroll hobby
outdoor activity sign
[v] [n] [n] [v]
đăng ký sở thích
hoạt động xã hội ký
Practice the dialogue:
- T plays the tape again, Ss listen and read the dialogue Then work in pairs to practice the dialogue
- T goes around to help Ss with difficult words, then calls some pairs to practice aloud before the class
Complete Nga s details:’
- Ss work in pairs to complete the form for Nga Then exchange their work to compare, T checks and correct the mistakes
- Name : Pham Mai Nga - home address : 5 Tran Phu Street - phone number : None
- date of birth : April 22, 1989 - sex : Female
- interests : Drawing, outdoor activities, acting.
Make your own form:
- Ss make their own form to enroll for the activities this summer
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(62)4 Production
5 Homework
holiday, then ask and answer about those information, follow the example in the dialogue between Nga and the secretary:
S1: What’s your name ? S2: My name is ………… - Learn new words by heart
- Prepare next lesson : SPEAK & LISTEN
Unit
the young pioneer club
listen I Objectives:
1 Language:
- Asking for favors and responding to favors - Offering assistant and responding to assistant Skills:
- Practice speaking in pairs
- Listen to a song and complete the missing words
II Preparation
1 Teacher:
- The situations for Ss to ask for favor or offer assistants
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TuÇn 12
TiÕt 34 Planning date:
(63)- The tape script of the song Students: Prepare the vocabulary
III Procedure:
stages activities
1 Ice – breaking: Activity
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Brainstorm:
- T divides class into big groups to find as many situations as above brainstorm as they can
- T write the situations in English on the bb The following situation can be given as some examples: you meet a blind people
you meet elderly people
you meet handicapped children
you carry a too heavy thing
you have to clean the house alone
you don t know the way to ’ …
stages activities
Structures:
- T presents the structures which are used in the speaking: To ask for favors:
Can you /Could you me a favor? I need a favor.
Can/Could you + Verb ? To respond to favor:
Certainly/Of course/Sure No problem
What can I for you?/ How can I help you ? I m sorry I m really busy.’ ’
4 To offer assistance
May I help you?
Do you need any help? Let me help you.
5 To respond to assistance:
Yes/No Thank you
situation to ask for favor
situation to offerassistant
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(64)4 Production:
Yes That’s very kind of you No, thank you I’m fine
Practice speaking:
- T asks Ss to work in pairs and practice the dialogues in the Ss boo T goes around to help the weaker Ss Then call some pairs to practice aloud before the class T correct their pronunciation
- Ss work in pairs and use the appropriate phrases in the box to make similar dialogues about some of the given situations page 56
who what why
tourist neighbor friend aunt
need to find a police station needs help tidying yard needs help fixing her bike needs to buy some vegetables
lost money has a broken leg has a flat tire
is busy cooking meal
- T makes gives clear instruction for Ss to be awarded of the way to do:
Mrs Ngoc: Could you me a favor? Hoa: Sure What can I for you?
Mrs Ngoc: Can you help me carry my bags? I ve hurt my harm.’
Hoa: Certainly I ll help you’
stages activities
4 Homework
- T asks Ss to substitute the underlined information with the structure given in the box to make a new dialogue
- Ss practice their dialogue, T goes around to help weak Ss Then call about 10 pairs to practice aloud before the class T corrects their mistake of grammar (only for serous mistakes)
- T can give marks and remarks for the pairs who have good performance to encourage Ss to speak in the class
- Learn new words by heart - Prepare next lesson : READ
Unit
the young pioneer club
read I Objectives:
1 Language: The simple past tense
The foundation of the Scouting Association Skills:
- Reading comprehension to specific information & answer the questions
II Preparation
1 Teacher: - The general knowledge about scouting activities Students: - Prepare the vocabulary
III Procedure:
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Period 35 Planning date:
(65)stages activities Ice –
breaking: Pre - task
3 While - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Brainstorm
help tourists
- T presents the Boy Scouts and Girl Guilds, also introduce the meanings of some difficult words since it is a difficult reading passage. citizenship
fitness
coeducational voluntary worldwide
[n] [n] [adj]
[n] [adv]
qun, bỉn phËn công dân sự hài hoà
phối hợp giáo dục tình nguyện khắp giới
Fill the missing dates
- Ss read the passage about minutes silently, then work in pairs to fill the missing dates
- Ss exchange their answer to compare, T goes around to control the activity Then ask Ss to come to bb and write their answers
- T checks and corrects if there are any mistakes:
Dates Events
a. 1907 the beginning of the Scout Association b. 1909 William Boyce was introduced to scouting c. 1910 the founding of the Girl Guilds Association
and Campfire Boys and Girls. d 1994 Over million scouts in the USA.
Answer the questions
- Ss read the passage again and answer the questions page 57 Then exchange the answers with a partner to compare T go around to control the activity
- SS go to bb to write their answers, then T corrects the mistakes and gives remark
stages activities
- Answers:
2 Scouting began in England in 1907.
3 The meeting between a boy scout and Mr William Boyce led to the
Y & Y activities
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(66)4 Post – task:
5 Homework
Scouts Association crossing the Atlantic in 1910.
4 Girls can join in the Girl Guides Association and Campfire Boys and
Girls.
5 The three aims are building character, good citizenship and personal
fitness.
Discussion:
- T asks Ss to make the list of Y&Y activities in compare with Scouts Association activities Ss discuss in groups of and the secretary notes down every idea
- T goes around to help and call the groups to show their work before class T checks and corrects the mistakes if any
- Make the list to compare the activities of Y&Y organization with the activity of Scouts
- Learn new words by heart - Prepare next lesson : write
Unit
the young pioneer club
write I Objectives:
1 Language: - The future plan with WILL - The letter form
2 Skills:
- Read a notice and get necessary information to complete the letter - Write the letter using information form the dialogue
II Preparation
1 Teacher: - The letter form, the sub- board Students: - Prepare the vocabulary
- Prepare a letter form
III Procedure:
stages activities
1 Ice – breaking: Pre - task
- T checks Ss homework and preparation.’
- Settle the class and present the content of new lesson.
Present new language:
- T presents the notice from the Y&Y, asks Ss to skim the passage to find out new
language.
Vocabulary:
community encourage participate natural recourse the poor
[n] [v] [v] [n]
[n]
cng ng khuyn khớch tham gia
tài nguyên thiªn nhiªn ngêi nghÌo
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Period 36
(67)3 While - task
street children sidewalk
[n] [n]
trỴ lang thang vØa hÌ.
Grammar
WILL + BARE INF to talk about future plan. - E.g.: I will cut collect grass
Read the notice:
- Ss read the notice again and complete the letter from Nga Then exchange the exercise with a partner to compare T goes around to control the activity SS go to bb to write their answers, then T corrects the mistakes and gives remarks:
Dear Linh,
I’m glad to tell you that I’m going to have interesting activities. The Y& Y is planning to help the community I will
participate in its recycling program In this program, we will collect glass, used paper and cans Then we will send them for recycling.
I hope I can save natural resources and raise some money for for my school Y&Y in these activities I also think about participating in either planting trees and flowers or helping the street children It is really interesting, isn’t it?
Write to me soon and tell me all your news. Love,
Nga
stages activities
4 Homework
Read the dialogue Then Write the letter.
- T asks Ss to read the dialogue between Hoa and her aunt Then write Hoa’s letter to her parents telling what is she going to using the form of Nga’s letter in Section
- T goes around to help the weak Ss T gives out the guided letter for Ss to check and correct their letter:
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 blanks of the lakes on the weekends We are 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 other schools.
We hope that we can give 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?’
I will tell you about the group activities later. Love,
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(68)Hoa
- Rewrite the letter
- Learn new words by heart
Prepare exercise for the next lesson : language focus
Unit
the young pioneer club
language focus
I
Objectives:-1 Language: The present simple tense with future meaning Gerunds and modal: can, could, may
2 Skills: Complete the exercise and practice it in pairs
II Preparation
1 Teacher: - The sub- board Students: - Prepare the exercise
III Procedure:
stages activities
1 Ice – breaking: Exercise
3 Exercise 2:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Present tense with future meaning
- Ss work with a partner to ask and answer questions about Y&Y Spring activities program:
When they collect and empty garbage? On January 9
Where they collect and empty garbage? At Dong Xuan market.
What time they start and finish work? Start at am & finish pm. - Ss in the same way and practice in pairs, T goes around to help
weak Ss T calls some pairs to stand up and practice their questions and answers
Gerunds:
- T explains the requirements of the exercise: Gerunds are used after some certain verbs (mental verbs):
love like, dislike, hate, enjoy etc + gerunds.
2 Talk about our friends hobbies.’ - T gives an example:
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.’ ’
- SS work in pairs and makes sentences in the same ways T goes around to control the activities
- T calls some Ss to practice their sentences
b Copy the table Then complete it with information about you Next
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TuÇn 13
Period 37
(69)ask and answer the questions with a partner.
You Your partner
love like don tlike’ hate love like don tlike’ hate
playing soccer washing up cooking meals doing homework gardening
gathering broken glasses
watching TV camping
stages activities
4 Exercise
- Ask and answer question about the hobbies: A: Do you like playing soccer ? B: No, I hate it What about you? A: Yes, I love playing soccer.
Modals:
a Work with a partner:
- Ss work in pairs, use the expression in the box to ask for a favor Then practice the dialogues with a partner
Expressions:
Help me with this math problem buy a ticket
water the flower in the garden. take me across the road
A Woman : Can you help me, please?
Man : Yes, certainly.
Woman : Can you buy a ticket for me?
B Old woman : Could you me a favor?
Boy : What can I for you ?
Old woman : Can you take me across the road.
C Boy : I need a favor.
Girl : How can I help?
Boy : Could you help me with this math problem
D Grandma : Can you help me, please?
Niece : Yes, of course.
Grandma : Can you water the flowers in the garden for me?
b Use useful expressions p55 in the boxes to complete the dialogue.
- Ss work in pairs again to complete the dialogue, T checks and corrects the exercise:
1.Can/ Could 2.Do you need
3.me help you 4.very kind
- Ss practice the dialogue, T corrects the mistakes if necessary
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(70)5 Homework
- Redo the exercise in the exercise notebooks - Prepare the new words for the next lesson
revision
I Objectives:
1 Language:
- The present simple tense with future meaning - Gerunds and modal: can, could, may
2 Skills:
- Complete the exercise and revise grammar
II Preparation
1 Teacher: - The sub- board Students: - Prepare the exercise
III Procedure:
stages activities
1 Ice – breaking: Exercises:
- Settle the class
- T checks Ss’ homework and check Ss’ preparation
Exercise 1:
I Choose the best words to fill the blank
0 I ……… ……… on a farm when I was young
a used live b used to living c used to live She used to cook the meal and ………… ……… the garden a watered b waters c water
2 There ………… ……… electricity when I was young a wasn’t b weren’t c used not
3 My father used to ………… ……… stories in the evening
a say b tell c ask
4 Little Pea’s father soon died ………… ……… a broken heart a in b of c at
Exercise 2:
II Change the following direct speech into reported speech:
0. I said to my daughter: “Go to bed” I told my daughter to go to bed
1. My mother said to me: “Go to the movie”
My mother asked ………… ………… ……… 2. I said to him: “Stay at home!”
I told him ………… ………… ………
stages activities
3. The teacher said to the children: “Don’t make noise in the class!”
The teacher said ………… ……… ………
4. She said to me: “Can you water the flowers?”
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c
Period 38
(71)Exercise 3:
Exercise 4:
3 Homework
She told ………… ……… ………
III Complete the sentences: A Can you help me?.
B. May ………help you?
C. ………you need any help?
D. Could you ………me a favor?
E. Yes, that’s very kind ………you
IV Read the passage:
Once a poor farmer had a daughter named Little Pea After his wife died, the farmer married again His new wife had a daughter Stout Nut Unfortunately, the new wife was very cruel to Little Pea Little Pea had to chores all day This made Little Pea’s farther very upset He soon died of a broken heart Check True/False statements:
T F
Once a poor farmer had a son named Little Pea Little Pea’s farther was a farmer
Stout Nut’s mother died when she was young
Little Pea’s farther got married before his wife died Stout Nut’s mother was very cruel to Little Pea
2 Read the passage and answer the questions:
1 Why did Little Pea’s farther soon died ? Who was Little Pea?
3 What did Stout Nut’s mother make Little Pea all day? When did Little Pea’s father get married again?
- Students revise all the related knowledge from Unit to Unit
- Prepare the exercises in the language focus from Unit to Unit again
- Prepare the written test next period
English written test No 2: 1st semester
Time allowance: 45 minutes
_ I. Circle the best answers:
0 I must ……… ……… there at am
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b
Period 39
(72)a am be c is d to be
1 There ……… ……… any electricity when my mom was young
a wasn’t b weren’t c was d were
2 I ……… ……… at home yesterday
a stayed b stays c staying d stay
3 Thanh ……… ……… to be a very good student
a use b used c uses d to use
4 Could you please ……… ……… this flowers to Mrs Rosie?
a to give b gives c give d gave
II. Circle the odd one out
1
a good a playing a love a can a report
b friendly b cooking b like b could b semester
c happy c interesting c dislike c should c improve
d well d watching d enjoy d certainly d result
III. Complete the sentences with suitable prepositions in the blankets. 0.I’ll see you on Monday (on, in, at)
1.The movie will start at pm, we must be there ………… …… that time (at, before, after) 2.My birthday is ………… …… July 31st (on, in, at)
3.The class starts at 7.30 am, if you arrive ………… …… 7.30, you’ll be late (at, before, after) 4.They met each other ………… …… November, 2001 (between, in, at)
IV Report the following sentences:
0 Hoa said to me : “ Can you open the window for me?” Hoa asked me to open the window for her.
1 Hoa said to me: “Please clean the living – room?” Hoa said to me: “You should improve your English.”
3 Hoa said to me: “You should your homework before going to class” Hoa said to me: “Can you buy me some stamps?”
V Read Then check T/F statements:
Boy Scouts of America (BSA) was born in 1910 The movement encourages boys to participate in outdoor activities, including camping, forestry, farm work and to aid in community service It is open to boys and youths between and 20 years of age The movement is divided into programs: Tiger Cub, Cub Scouts, Boy Scouts and Explorer Scouts, each design for a different age level.(0) Boy Scouts of America was born in 1910
(1) The movement encourages girls to participate in outdoor activities (2) It is open for men and adults
(3) The movement is divided into programs (4) Boys can go camping or the farm work
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(73)key answers and points
I. Circle the best answers: 2 points
1 a wasn’t a stayed b used c give
II. Circle the odd one out
2
c interesting c dislike d certainly c improve
III. Complete the sentences with suitable prepositions: 2 points
1. before
2. on
3. after
4. in
IV Report the following sentences: 2
points
1 Hoa asked me to clean the living – room Hoa asked me to improve my English
3 Hoa asked me to my homework before going to class Hoa asked me to buy her some stamps
V. Read Then check T/F statements: points
(1) The movement encourages girls to participate in outdoor activities
(2) It is open for men and adults
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(74)(3) The movement is divided into programs
(4) Boys can go camping or the farm work
-10 points
- T returns the tests to Ss, then corrects the tests with analysis for each Exercise Then ask Ss to work in pairs, check their tests again to see how many mistakes they have made
- Ss the test again in their exercise notebooks, T goes around to control the activity and to help weak Ss
- T reminds Ss to remember the main knowledge in Unit 4, 5, again once more Ss can asks any questions – T explains
- Ss prepare next lesson :
Unit MY NEIGHBORHOOD : GETTING STARTED & LISTEN AND READ
-unit
my neighborhood
getting started
listen & read I
Objectives:-1 Language:
- The present perfect tense with since & for - Places in the city
2 Skills:
- Study new language through pictures and dialogue
II Preparation
1 Teacher:
-The sub- board
-Picture of places and picture of the dialogue Students:
-Prepare the new words by searching for the meaning in the Glossary
III Procedure:
stages activities
1 Ice – breaking: Presentation
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Getting started:
- Ss work with a partner, match the names of places found in a neighborhood with the picture Ss can also predict
- T corrects works, then presents the meanings of the new words in Getting started by using the pictures
- T asks Ss to skim the dialogue to underline the new words, T presents the meanings of new words. grocery store
hairdresser s’
drug store wet market neighborhood
[n] [n] [n] [n] [n]
cửa hàng tạp hoá hiệu uốn tóc hiệu thuốc chợ thuỷ sản
vùng, khu vực lân cận
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Period 39 / 13th week
(75)pancake tasty serve
[n] [adj]
[v]
bánh bột mì rán mặt delicious
phôc vô
- T let Ss practice the new words in chorus, then Ss play the game of WHAT AND WHERE, SLAP AT BOARD
- Then Ss practice making sentences with the new words
stages activities
3 Practice:
4 Production:
5 Homework
The present perfect tense:
- T presents the new grammar : The present perfect tense used to express the actions which occur and last for a period of time, used with
since and for T asks Ss to find all the sentences which contain since or
for:
- Since: used to express a point of time in the present perfect sentences
- For : used to express a period of time in the present perfect sentences
E.g We’ve been here since last week How long have you lived here?
We have lived here for about 10 years.
Practice the dialogue with a partner:
- Ss work in pairs, practice the dialogue T goes around to help Ss with pronunciation
- T calls some pairs to practice aloud before the class T corrects the mistakes in the pronunciation if any
Complete the sentences, use the words from the dialogue.
- Ss read the dialogue silently, then complete the sentences at page 64 Then exchange their answers to compare T calls some Ss to go to the bb to write their answers
- T corrects the answers, Ss can write the corrects sentences into their exercise notebooks
2 Na is new to the neighborhood. She and her family arrived last week.
4 Na’s mother is very tired.
5 There is a restaurant in the area. The restaurant serve food from Hue
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(76)7 Nam thinks the pancakes are tasty
Write sentences about yourselves:
- Ss write sentences about themselves, follow the example: 1.I have lived here for 5 years
2.I have lived here since 2002.
- Use the verb phrases in the box to substitute the underlined words in the above sentences
work/ last year learn English/ years cook/2 hours
T corrects their sentences
- Prepare Exercise & in Language focus - Learn new words by heart
unit 7 : my neighborhood speak
listen I Objectives:
1 Language:
- Ask for information and assistance
- Procedure of sending mails or package at the post office Skills:
- Making dialogue at the post office
- Listening to the conversation and check the information
II Preparation
1 Teacher:
-The sub- board
-Picture of the dialogue
2 Students: Prepare the new words by searching for the meaning in the Glossary
III Procedure:
stages activities
1 Ice – breaking: Activity 1:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Speak: a Practice the dialogue with a partner:
- Ss work with a partner, practice the dialogue, T goes around to help Ss with the pronunciation
- T asks Ss to underline the new words, T presents the meanings and pronunciation of new words. parcel
airmail surface
[n] [n] [n]
bu kiƯn
gửi đờng hàng khơng gửi thờng
b Make similar dialogue:
- Ss look at the brochure and the information in the box, then in pairs,
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Period 40 /14th week
(77)make the new dialogue and practice it
- In weaker class, T can give instructions by asking Ss to underline the information in the original dialogue then use the information in the brochure to substitute
- T goes around to help Ss practice their dialogue, then calls some pairs to practice their dialogue aloud
stages activities
3 Activity Listen:
a Listen to the conversation Then fill in the blank:
- T presents the situation : Na is new to the neighborhood She is talking to Nam about what she is going to on the weekend Look at the
advertisement of What s on this week?“ ’ ”
T plays the tape, Ss listen and choose the phrases in the box page 65 to complete the advertisements
- Ss exchange the answers to compare T calls Ss to go to bb to write their answers T plays the tape the last time and checks all the answers:
1.The Newcomer.
2.Town ground
3.English Speaking Contest.
4.Culture House.
- Ss work in pairs, playing the roles of Na and Nam to decide where to go to and what to this weekend T won’t correct the sentences in order to encourage their imagination Follow the example:
MILLENNIUM CINEMA
The new comer
Two performances Monday – Saturday
5 pm – pm
-
-NGUYEN KHUYEN school
Thursday, 22nd March
7.30 pm – 9.30 pm
photo exhibition Hundreds of photos
taken
by young photographers
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-Monday – Friday open : 9.00 am – 9.00 pm
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football
Le Do school vs Quang Trung school
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-kick off pm
(78)Na: I find The Newcomer interesting Would you like to go with me? Nam: Why don’t we go to English Speaking contest?
b Listen to the conversation again and check the correct box:
- Ss read the statements at page 66 silently, then predict the information given are True, False or No information compared to the listening conversation
- Ss listen to the conversation again and check the boxes, then exchange the answers with their partners to compare T plays the tape once more and corrects the answers, Ss write the corrects answers in the notebooks
5 Homework:
- Prepare Exercise & in Language focus - Learn new words by heart
-unit
my neighborhood
read
listen
I Objectives:
1 Language:
- Vocabulary about a shopping mall - The simple future tense
2 Skills: - Reading for general ideas and answer the questions
II Preparation
1 Teacher:
-The sub- board
-Picture of a shopping mall
2 Students: Prepare the new words by searching for the meaning in the Glossary
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Presentation: a Present the Shopping mall:
- Since there is no shopping mall in the areas , T presents some general concept about shopping mall for the Ss to be aware
- Shopping mall is a very big supermarket where there are movie theatre, restaurants, swimming pool, children play area and shops
b Present the vocabulary:
- Ss skim the passage then underline the new words, T gives the meanings of the words with clear explanations:
roof humid
[n] [adj]
mái nhà ẩm ớt
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Period 41 / 14th week
(79)comfort resident selection
[adj] [n] [n]
thn tiƯn c d©n sù chän lùa
stages activities
3 While– task
c Present the difficult structure:
- T presents and explains the difficult structures appeared in the passage: a in comfort – It s easy and convenient to shop there.’
b take their business: take their customers so that their business will be worse than before
c have been concerned about: pay attention and worry about the situation
Read and check True/False:
- Ss read the passage and check True/False statements at page 68 Then exchange their answers to compare T calls some Ss to give their answers aloud
- T checks and corrects the mistake if necessary:
Answers: a False The mall is open daily
b False There are 50 stores in the mall
c False Not everyone is pleased about the new mall. d True
e True
Answer the questions:
- Ss read the passage again and answer the questions at page 68 Then exchange their work for self – correcting
- T corrects all the answers if necessary: Answers:
2 It is very different from the present shopping area All the shop are
under one roof That will be very convenient, especially during the hot
and humid summer months Customers will shop in comfort and won t’
notice the weather.
3 In the shopping mall, there are 50 air – conditional specialty
stores, movie theatre and 10 restaurants; there is also a children s play’
area.
4 They think the new shopping mall will take their business.
5 The stores in the mall will offer a wider selection of products, some
kinds of goods are at cheaper price.
- Ss can copy the corrects answers in the notebooks or write their own sentences
- T asks a question to get Ss’ opinion about the new shopping mall: What you think about the new shopping mall? Should it be opened? - Learn the new words by heart
- Prepare the next lesson: Write
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(80)4 Post – task:
5 Homework
unit 7:
my neighborhood
write
listen
I Objectives:
1 Language:
- Vocabulary of a notice Skills:
- Write the notice for a meeting
II Preparation
1 Teacher:
-The sub- board Students:
-Prepare the new words by searching for the meaning in the Glossary
III Procedure:
stages activities
1 Ice – breaking: Pre – task:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Presentation: a Present the situation:
- T presents the Notice about the meeting to discuss effects of new mall
b Present the new words:
- T presents the meanings of some new words:
effect contact
hardware store Hall
[n] [v] [n] [n]
hiƯu qu¶ liªn hƯ
cửa hàngbán đồ ngũ kim tồ nhà
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Tran Phu Street Residents and Store Owners
MEETING TO DISCUSS EFFECTS OF NEW MALL Date : May 20 Time: 8.00 pm Place : Binh’s Hardware Store, 12 Hang Da street
Please contact Pham Van Tai at the above address for more information
Period 42 / 14th week
(81)- Ss practice the new words and read the Notice
stages activities
3 While– task
4 Homework
Read the community notice:
- Ss read the community notice and get the general ideas by answering the questions:
1 Who will join the meeting? 2 What is the meeting held for? 3 When will it start?
4 Where will the meeting be held?
5 Who can they can contact for more information?
Write a notice about English Speaking Contest
- Ss read the information about the English Speaking Contest and use the same format to write a notice
- T asks the same questions as above, Ss answer the questions to get necessary information to write the notice
- T goes around to help weaker Ss, then T can give out a notice as an example for Ss to check and correct their notice themselves
Write your own notice:
- Ss choose one of the two meetings to write the notice about the class meeting or the Sports Club Meeting Ss can decide the content, date, time, place of the meeting and the secretary themselves as well
- T goes around to help Ss with their writing, encourage Ss to make the notice look as beautiful as better
- After the lesson, T can collect the notice home to check and correct Choose some good work to show to everybody
- T can give remarks on the performance of each group in the lesson, give marks for Ss who have good writing
- Learn the new words by heart
- Prepare the next lesson: Language focus
unit
my neighborhood
Language focus I Objectives:
1 Language:
- Present perfect with for and since
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English Speaking Club
HOLDING A SPEAKING CONTEST TO CELEBRATE THE TEACHER’S DAY
Date : November 15 Time: 7.30 pm to 10 pm
Place : Hall 204, Building G
Please contact Tran Thi Thu Hang of class 8H at the above address for more information.
Period 43 /15th week
(82)- Comparison with like (not) as … as; (not)the same as; different from Skills:
- Complete the exercises orally in pairs or in groups
II Preparation
1 Teacher: The sub- board
2 Students: Prepare the exercises at home
III Procedure:
stages activities
1 Ice – breaking: Presentation
3 Practice:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
The present perfect tense: a PPT with for and since:
T presents the PPT with for and since:
S+ HAVE/HAS + PII + FOR/SINCE
For: a period of time (a day, month, week, year, some minutes) Since: a point of time (yesterday, Friday, last Christmas)
Comparison:
- T revises the comparison with like, not as …as; (not) the same as; different from.
Exercise 1:
Match each verb to its past participle:
- Ss work in pairs and match the verb with its past participle, T encourage Ss the exercise and then check their work themselves by using the Irregular verbs Glossary T will not correct the work
Exercise 2: Complete the expressions Use for or since
- SS work in pairs and decide to choose for or since to complete each expression T will not correct the work but let good Ss check their friend’s exercise
stages activities
Exercise 3:
Complete the sentences Use the PP form of the verb
- Ss work in pairs and complete the sentences using the present perfect form of the verbs in brackets
- T goes around to help weak Ss SS exchange their work to compare and check for each other
Answers:
2 I have lived here since last week
3 We haven t eaten’ in that restaurant for years I haven t seen’ her since yesterday
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(83)5 They have attended Quang Trung school since last year My dad have worked for this company for 20 years Ba has collected stamps since 1995
Exercise 4:
Complete the conversation Use the correct of the verbs in the box: hope be (3) live see look want
- Ss work in pairs and complete the sentences, then exchange their work to compare
- T goes around to help weaker Ss, then T corrects the sentences, remind Ss the way to use verbs in present perfect form
Ba: Hi My name s Ba’
Tom :
Nice to meet you, B I m Tom’
Ba: Are you a newcomer here?
Tom :
Yes I have been here since last week
Ba: I m sure you ll love this place’ ’
Tom :
I hope so How long have you been here?
Ba: For 15 years.
Tom :
So you must know this place very well Is there a post office near here?
Ba: Yes, there s one next to my house Why?’
Tom :
Ah! I want to sent this postcard to my parents.
Ba: Let me have a look Oh! It looks very beautiful Where is your house?
Tom :
In London Have you ever been there?
Ba: Not yet But I have seen it through films and magazines I m’
going there with my parents next summer.
Tom :
That s great I hope to see you again over there.’
stages activities
Exercise 5:
Complete the exercise use the words in the box:
- Ss work in pairs and complete the sentences using the words in the box
- T goes around to help weak Ss SS exchange their work to compare and check for each other
Answers:
2 The magazine is not as large as the newspaper Lipton tea is different from Dilmah tea
4 The red dictionary is the same as the blue one
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(84)4 Homework
5 The bag on the left is the same as the bag on the right The toy cat is as cheap as the toy dog
7 Hoa’s package is different from Lan’s package The snake is as long as the rope
9 The pocket – watch is not as modern as the wristwatch 10 The ruler is not as cheap as the eraser
- At home, Ss prepare the exercises again and write down in their notebooks
- Prepare the next lesson
unit
country life and city life
getting started listen and read I Objectives:
1 Language:
- Present progressive tense
- Comparative and superlative adjectives Skills:
- Compare the differences between the country life and city life
II Preparation
1 Teacher: The picture of the dialogue and a sub-board Students: Prepare the new vocabulary
III Procedure:
stages activities
1 Ice – breaking: Presentation
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Getting started:
divides the class into groups to work out and add as many words as they can to the two Brainstorms T help Ss to write the difficult words into English
- T encourages SS to use the words in the Getting started section to add to the Brainstorms T corrects all the mistakes if there are any
- City: noisy, tall buildings, beautiful views, kinds of good,
country life city
life
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Period 44/ 15th week
(85)entertainments, traffic jam
- Country: beautiful views, fresh air, fresh foods, friendly
- T asks Ss to make sentences with the words they have found, follow the example:
E.g The life in the cities is very busy There are many tall buildings
Present new words:
- T plays the tape for the first time, Ss listen and skim at the dialogue to find out new words, T presents the meanings of the new words using pictures:
relative quiet peaceful permanently entertainment medical
facility accessible
[n] [adj] [adj] [adv] [n] [n] [n] [adj]
ngêi thân yên tĩnh hoà bình
bền vững, mÃi mÃi giải trí
y tế điều kiện
cú th đạt đợc, tới gần đợc
- Ss practice the new words in chorus, then play What and Where
Grammar:
- The progressive tense used to talk about the changing, for example: Things are changing Remote areas are getting electricity.
stages activities
3 Practice:
4 Production
Practice the dialogue with a partner:
- T plays the tape for one more time, Ss listen and read along silently Then work in pairs and practice the dialogue, T goes around to help SS with pronunciation
- T calls some pairs to practice the dialogue aloud, T corrects the mistakes in pronunciation if there are any
Answer the questions:
- Ss read the dialogue again to answer the questions at page 73, then exchange the answers to compare T goes around to help weak Ss
- T calls some Ss to stand up and say their answers aloud, T corrects: Answers:
1 Na has been to the countryside. 2 She was there for the weekend.
3 She thinks that the countryside is peaceful and quiet and there nothing to do.
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(86)5 Homework
4 There are no library, no movies, no supermarket, no parks etc to go to. 5 Many remote areas are getting electricity People can now have things like refrigerators and TV, and medical facilities are more accessible. 6 Ss’ answers
Discussion:
- Ss discuss the last question Do you prefer the city or the countryside ? Why?
- Ss work in groups and make a survey to show their choice and the reasons for the choice
- T just goes around to help weaker groups, encourage Ss to say their own opinions and respect those ideas
- Learn the new words by heart - Prepare the next lesson
unit
country life and city life
speak
list listen I Objectives:
1 Language: - Present progressive tense to talk about the changes - Comparative and superlative adjectives
2 Skills: Compare the differences between the city now and in the past (5 years ago)
II Preparation
1 Teacher:
- Pictures of the town years ago and now.& a sub - board Students:
- Prepare the new vocabulary
III Procedure:
stages activities
1 Ice – breaking: Activity 1:
Speak
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Pre – activity:
- T ask Ss to write the comparative of adjectives in the box, Ss work in pairs or in groups of to complete the task:
busy – busier tall – taller beautiful – more
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Period 45 / 15th week
(87)3 Activity 2: Listen
beautiful
modern – more modern noisy – noisier dirty – dirtier expensive – more expensive
- T asks Ss to make sentences using the structure below and the adjectives above
E.g: The town is becoming busier.
The town is becoming more beautiful
While – activity:
Talk about the town in the picture:
- Ss works in pairs to talk about the changes of the town years ago and now T goes around to help weaker Ss
- T calls some pairs to practice their sentences aloud T will not pay much attention to the correction of Ss but pay attention to their fluency
Post – activity:
- Ss work in groups of to find out the changes in their hometown T encourage Ss to make their own sentences, Ss can also use the adjectives in the lesson
- T calls the groups to talk about the changes of their own hometown, T can add any necessary information to make the lesson more interesting
Pre – activity:
- T presents the content of the listening exercise: Listen to the conversation between Lan and Aunt Hang and fill in the missing words - T plays the tape for the first time, Ss listen to the tape without
opening their books and noting down any information This can help Ss imagine the situation of the conversation
stages activities
While - listening:
- T plays the tape for times, Ss listen to the conversation between Lan and Aunt Hang and fill in the missing words T stops and checks after each time to see if there are any answers
- T asks Ss to write their answers on the listening table on bb Then Ss compare their answers with their friends
- T plays the tape for the last time to check and correct the exercise Answers:
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(88)4 Production
5 Homework
Lan : Hello.
Aunt Hang : Hello Is that Lan? Lan : Yes Who is this?
Aunt Hang : It s’ Aunt Hang How are you?
Lan : I m fine ’ Where are you phoning from?
Aunt Hang : Hue I m calling to tell you Uncle Chi and I are ’ coming to visit
you next week.
Lan : Great! When are you arriving?
Aunt Hang : On Thursday We re arriving in Ha Noi in the ’ late afternoon Lan : OK Do you want to speak to my Mom?
Aunt Hang : Yes, please.
Lan : Hold on a moment and I ll ’ get her.
Post – listening:
- Ss practice the dialogue in pairs, T just goes around to help weaker Ss, encourage Ss to speak as naturally as well
- T call some pairs to practice the dialogue aloud, corrects the pronunciation if necessary
- Ss can work in pairs to make a new dialogue upon the given one to talk about an arrangement to visit someone, relatives or friends etc Then practice their telephone conversation
- Learn the new words by heart
- Make a telephone call to arrange a visit to a relative in the city - Prepare the next lesson
unit 8:
country life and city life
read I Objectives:
1 Language:
- Present progressive tense to talk about the changes - Comparative and superlative adjectives
2 Skills:
- Read the passage and complete the summary and define the words
II Preparation
1 Teacher:
-The words definition -A sub – board
2 Students: Prepare the new vocabulary
III Procedure:
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Period 46 / 16th week
(89)stages activities Ice –
breaking: Pre - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Present the topic:
- T asks Ss a question to elicit the topic of the reading passage:
Why are people leaving their home in the countryside and moving to the cities?
What are the disadvantages? What are the advantages?
Ss work in groups and give their answers, T goes around to help Ss change the ideas into English if they can not
- T collects all the ideas, then present the topic of the reading passage Vocabulary:
rural traditional well – paying plentiful struggle typhoon flood drought [n] [n] [adj] [adj] [n] [n] [n] [n] n«ng the«n trun thèng l¬ng cao nhiỊu
cuộc đấu tranh bão nhiệt i l lt
hạn hán
stages activities
3 While- task
overcrowding strain supply pollution unpleasant human side tragedy apart urban facility migrant [adj] [n] [n] [n] [n] [n] [n] [adv] [n] [n] [n]
quá đông đúc áp lực, q tải cung cấp ơ nhiễm khó chu
khía cạnh ngời bi kịch
xa nhau thành thị
điều kiện sinh hoạt nhập c
Complete the summary
- T should explain the new words clearly and nearly to the passage Ss get the new words then read the passage from the beginning to the end in order to understand the content
- Ss works in pairs, read the summary of the passage, then use the words from the reading passage to complete the summary
(90)4 Production
5 Homework
- T corrects the answers:
People from the countryside are leaving their home to go and live in the city Farming can sometimes be a difficult life and these people from rural areas feel the cities offer more opportunities However, many people coming to the cities create problems There may not be enough schools or hospitals, while water and electricity supplies may not adequate This a problem facing governments around the world.
- Ss check and correct their work, then write the correct answers into their notebooks
Find the words with same meanings:
- Ss read the passage again, then in pairs, find the words in the passage which have the same meaning with the words or phrases given
- SS exchange their answers with their friends to compare, T calls Ss to write their words on bb Then T corrects all the words:
a rural b plentiful c increase d strain e tragedy f urban
- Learn the new words by heart - Prepare the next lesson
unit 8:
country life and city life
Write
list listen
I Objectives:
1 Language:
- An informal letter - Neighborhood Skills:
- Write an informal letter to friend to tell her/him about life in city/country
II Preparation
1 Teacher: A letter outline & a sub – board Students: Prepare the new vocabulary
III Procedure:
Period 47 / 16th week
(91)stages activities Ice –
breaking: Pre - task
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson
Brainstorm
T divides class into groups to play the game of brainstorm: city life and country life Ss work out and add as many words to the brainstorm as possible
The outline of an informal letter:
T presents the jumbled outline:
stages activities
3 While- task
- Ss works in pairs, read the jumbled outline of a letter Then discuss with their partner and rearrange the outline
- Ss exchange their outline to compare, T calls some Ss to come to the bb to write their answers T corrects after all:
Write a letter: a Answers the questions:
- T gives out the questions page 76 and asks Ss to write their answers on the drafting paper
- T can answer some of the questions to be an example for Ss:
country life city
life
Opening Date Closing Heading
Writer’s address Body of the letter
Heading
Writer’s address Date
Opening Body of the letter
(92)-Answers:
I live in Dong Khe commune. My house is small but beautiful.
From my bedroom window I can see a garden.
It’s not very from my home to my school, about 100 meters. I get to school on foot.
In my neighborhood, there is enough facilities like electricity, medical health care, water supply etc.
I like the sights here best. Because they are beautiful
stages activities
- Ss answers all the questions, then use the format of the informal letter to write the letter to a friend tell him or her about life in the countryside
- T goes around to help Ss with their writing in case they need any new words or phrases
- Ss can exchange their writing to compare and check the mistakes for each other T collect the Ss’ work home to correct and set the points
- T gives remarks on the Ss’ performance in the lesson and hang the guided letter prepared on the sub – board:
- The guided letter can be as follow:
Where you live?
What does your house look like?
What can you see from your bedroom window? How far is it from your home to your school? How you get to school?
(93)4 Homework
- At home, Ss rewrite the letter into a paper sheet and make it as real as possible
- Study the outline of an informal letter
- Prepare the exercises for the Language focus
unit 8:
country life and city life
Language focus I Objectives:
1 Language:
- Present progressive to talk about the future and to show changes with get and become
- Comparative and superlative adjectives Skills:
- Complete the exercises orally in pairs or in groups
II Preparation
1 Teacher:
-The sub- board to revise grammar
Dong Khe, Van Chan, Yen Bai December 17, 2007 Dear ………,
I live in Dong Khe, a small commune near Van Chan town My family live in a small house with rooms From my bedroom window I can see a vegetable garden It’s green around the years I live not very far from my school It takes me only some minutes to get there on foot.
In my neighborhood there are four schools, a hospital and a market The things I like best in my neighborhood is the market There are a lot of fresh food from the farms nearby: Fresh vegetables and fresh fruits, too.
Can you write and tell me about your city? I would like to know more about the neighborhood where you live and work Please tell me about your life, too Write to me soon, yeah?
I am looking forward to receiving your letter. Yours truly,
Dung
Period 48 /16th week
(94)2 Students:
-Prepare the exercises at home
III Procedure:
stages activities
1 Ice – breaking: Presentation
3 Practice:
- T checks Ss’ homework and preparation
- Settle the class and present the content of new lesson The present progressive tense:
a To talk about the future:
T presents the PPT with for and since:
S+ AM/IS/ARE + VERB -ING + OB E.g.: The ship is leaving on December 22nd at 10 30 am
b To show changes with get and become:
S + AM/IS/ARE + GETTING/BECOMING + COMPARATIVE ADJ
E.g.: The city is getting more and more crounded
She is becoming more patient
- T asks SS to make some more examples, use their own ideas Comparative adjs:
a Short adjs:
ADJ + ER: cheaper, shorter, colder, + THAN sadder, bigger, fatter
happier, busier, earlier better, worse, more
stages activities
2 Practice
b Long adj: MORE + ADJ + THAN beautiful
intelligent
Superlative adjs:
a Short adjs: THE ADJ + EST: cheapest, shortest, coldest, saddest, biggest, fattest happiest, busiest, earliest best, worst, most
b Long adj:
THE MOST + ADJ
Exercise 1:
Read the dialogue Then make similar dialogue using the shipping information:
(95)- T calls some pairs to practice their dialogue aloud, T corrects the mistakes if there are any
Exercise 2:
Complete the dialogue Use the verbs in the progressive tense:
- SS work in pairs to complete the dialogue, pay attention to the tense of the verbs:
- Ss exchange their exercise to compare T corrects the mistakes:
- Answers:
a Nam: What are you doing tonight?
Bao: I’m playing table tennis
b Uncle Thanh: Would you and Lan like to go to the movies?
Hoa: Sorry, we can t We ’ are doing our homework
c Mrs Vui: Are you watching the seven o clock news?’
Mr Nhat: No, I’m watching a program on rainforests
d Hoa: I m going to the beach on Saturday.’
Lan: Lucky to you I’m going to my violin lesson.
e Mrs Thoa: Are you free on Sunday afternoon?
Na: No, Mom and I are cleaning the house.
stages activities
2 Practice
Exercise 3:
Complete the sentences Use the verbs and adj in the boxes
- Ss work in pairs and complete the sentences T goes around to help weaker Ss
- Ss exchange their sentences to compare, T corrects the exercise after calling some Ss to write their sentences on bb
- Answers:
a The boys are getting taller
b We should go home It is getting darker. c The weather is becoming colder.
d The students are getting better. e The schoolyard is becoming cleaner.
Exercise 4:
(96)4 Homework
- SS make comparisons between the city and the country about those things, T will not give out a certain example
- Guided answers:
a food The food in the country is fresher
b traffic The traffic in the city is busier.
c transport There are more transports in the cities
d air The air in the country is fresher
Exercise 5:
Look at the advertisement Compare the house, the villa and the apartment:
- Ss read the ads and using the given adjs to make the comparisons and superlatives
- SS exchange their sentences to compare and check the mistakes for each other
- T call some Ss to go to the bb and write their sentences, then T corrects the sentences
- Revise all the knowledge from Unit to Unit to prepare for the Written test of the first term
revision
I Objectives:
1 Language:
- All knowledge concerned from Unit to Unit Skills:
- Complete the exercises orally in pairs or in groups - Improve the skill of completing a written test
II Preparation
1 Teacher:
-The sub- board to revise grammar Students:
-Prepare the revision at home
III Procedure:
busy easy expensive cheap good
bad poor big accessible fresh
Period 49 - 52/ week
(97)Stages activities Ice –
breaking: Presentation
- Settle the class
- Check Ss’ preparations
Getting started:
- T asks Ss to recall the main grammar structure they have learnt during Unit and Unit to add to the brainstorm
- T can make some suggestions, such as asking the following questions: How many tenses have you learnt within Unit and Unit 5?
2 What modals have you learnt?
Review:
- T summary all the ideas from the Ss, then start the review lesson
1 Tenses:
a The simple tenses:
- The present simple to talk about general truth
Stages activities
S + V(S/ES) + OB E.g The Earth goes around the Sun.
- BE GOING TO to talk about intentions
S + AM/IS/ARE+ GOING TO + BARE INF E.g I’m going to make a great decision.
It is going to rain.
- The past simple tense:
E.g There were no electricity 100 years ago.
The children used to stay at home and help their parents the housework
- The present simple tenses with future meaning: We can use the present
Grammar structures
(98)simple tense to talk about future definite plan with clear date and time, it is often used when we talk about the program of a certain action
E.g : We clean the beach on May 1st
We gather the garbage at Dong Xuan market on June 15th .
- The present progressive tense to talk about future and to show changes with get and become
E.g.: I’m playing soccer next Monday afternoon.
They are practicing their piano lesson tomorrow morning. The city is getting more crowded.
The students are becoming more inteligent.
b The present perfect tense:
* PPT with for and since:
T presents the PPT with for and since:
S+ HAVE/HAS + PII + FOR/SINCE
For: a period of time (a day, month, week, year, some minutes) Since: a point of time (yesterday, Friday, last Christmas)
2 Comparison:
- T revises the comparison with like, not as …as; (not) the same as; different from.
3 (not) adjective + enough + to - infinitive E.g: I’m not brave enough to face the truth
He is not good enough to tell me the truth, too.
Stages activities
4 Modal verbs:
- * Should, may, can, could in asking for favors and offering assistance
Structures:
- T presents the structures which are used in the speaking: a To ask for favors:
Can you /Could you me a favor? I need a favor.
Can/Could you + Verb ? b To respond to favor:
Certainly/Of course/Sure No problem
(99)3 Practice:
What can I for you? How can I help you ? I m sorry I m really busy.’ ’
c To offer assistance
May I help you?
Do you need any help? Let me help you.
d To respond to assistance:
Yes/No Thank you
Yes That’s very kind of you No, thank you I’m fine
5 Comparative adjs:
- T asks Ss to recall the knowledge of comparative adjectives since it was mention in Unit – Language Focus
EXERCISES : I circle the best answers:
1 ……………… you mind opening the win dow?
a Must b Shall c Would d Can
2 I ……… ……… not play soccer in the living room again, I promise.
a will b c won’t d does
3 The paper ……… ……… be recycled to make toys.
a shall b can c have d would
4 It is interesting ……… ……… English.
a to learn b learning c learn d learned
Stages activities
II Circle the odd one out :
2
a book a caves a dry a
b notebook b beaches b mix b will
c pen c mini bus c clean c would
d student d island d glass d can III Read, then check true /false statements:
Last summer, Giang’s family spent their holiday in Nha Trang They spent a week there and everything was wonderful Giang liked swimming so she loved the beaches of Nha Trang best Her parents were interested in taking photos They bought a lot of souvenir and presents for their friends and Giang didn’t want to leave They are going to visit Nha Trang again next summer
(100)4 Giang doesn’t want to go to Nha Trang again IV Choose the best answers:
1 They (work) ………… very hard when they (be)……… young
2 We (have) ………a small party next Sunday.Would you like (come) …………?
3 It always (rain) ………a lot at weekends
4 Mrs, hien(not be) ………….here now You (tell)………her the news when
she (come)……….back, Nam?
5 Last yesr my brother (spend)……… His summer holiday(do)
………….volunteer work in the mountainous area I……….to go out when I was in the countryside
A not used B wasn’t used C didn’t use D wasn’t using The party was great and we enjoyed………very much
A weselves B.usselves
C ourself D.ourselves I hope that …… us when you come to Ha noi
A You’ll B.You’re visiting C You visited D.You’d visit
ENGLISH WRITTEN TEST 1ST SEMESTER
Time allowance: 45 minutes
Full name:……… ……… … ……… Class 8……… Marks:………
_ I Circle the best option to complete each of the following sentences:
0 I often play soccer ………… ……… Sunday afternoon
a in b at c on d for
1 Mrs Lan is the same age ………… ……… Mrs Hoa
a as b like c from d with
2 The little boy is not ………… ……… to lift the suitcase
a enough strong b strong enough c too strong d so strong My farther was good at swimming He used to………… ……… swimming in summer
a go b goes c went d going
4 Ho Chi Minh City is large and………… ……… beautiful than Ha Noi
a more b as c most d the most
II Use the present progressive tense to fill the verb into blanks: E.g : He is cooking dinner with his mother (cook)
What are you doing at the moment? (do)
1 ………… ……… you………… ……… English at school?(learn)
(101)2 My farther ………… ……… with us in our house (not live) They ………… ……… on a trip to Da Lat (go)
4 ………… ……… your mother ………… ……… in the city (work) III Choose the best word to fill in the blank:
0 Can you help me? (Can, Should, May).
1 ………… ……… problem, sir (Any, Without, No)
2 Yes, that’s very ………… ……… of you (help, kind, fine) Could you ………… ……… me a favor? (do, make, take) ………… ……… me help you (Give, Let, Ask)
IV Read the passage and put a tick in the box T or F:
Hello My name is Ba I’m 13 years old I have a sister Lan, she is 15, but she isn’t as tall as I am Everyday I go to school in the morning, my sister has classes in the afternoon Like my sister I love listening to pop music and reading novels in my free time We both like playing chess and going swimming in summer Unlike her, I don’t like cooking, doing the shopping on Sunday Instead I like watching films, especially war film on TV I also love playing soccer in my spare time
T F
Ba is younger than his sister. Lan is shorter than her brother
Both Lan and Ba go to school in the morning
Lan doesn’t like cooking, doing the shopping on Sundays. They love listening to pop music and reading novels V Read the passage again and answer the questions:
1 What’s his name? Does he have a sister? When does Ba go to school? What does he in his free time?
key answers and points
I. Circle the best option to complete each of the following sentences: ( pts) 1.c on
2.a as
3.b strong enough 4.a more
II Use the present progressive tense to fill the verb into blanks: (2 pts) Are – learning
2 isn’t living are going is - working
III Choose the best word to fill in the blank: (2 pts)
1 No kind Let
IV Read the passage and put a tick in the box T or F: (2 pts) T F
(102) Lan is shorter than her brother
Both Lan and Ba go to school in the morning
Lan doesn’t like cooking, doing the shopping on Sundays. They love listening to pop music and reading novels
V Read the passage again and answer the questions: (2 pts)
1 His name is Ba Yes, he does
3 He goes to school in the morning He plays soccer in his free time
- T returns the tests to Ss, then corrects the tests with analysis for each Exercise Then ask Ss to work in pairs, check their tests again to see how many mistakes they have made - Ss the test again in their exercise notebooks, T goes around to control the activity and
to help weak Ss
- T reminds Ss to remember the main knowledge in the first semester again once more - Ss can asks any questions about the grammar or vocabulary that they are not very clear –
T explains