giao an tieng anh 8 3 cot cuc hay

- look at the pictures and say where it is - listen and say words in English or in Vietnamese - Listen and repeat in chorus - Copy down - Complete the letter Tim sent to Hoa about t[r]

Period 1: Class: 8a – Period: Teaching: Total: Absent:

Class: 8b – Period: Teaching: Total: Absent:

Review

INTRODUCE HOW TO STUDY Aims

a, Knowledge: review some main knowledge

b, Skills: By the end of the lesson, students will be able to remind something about grade and know how to learn well in the new school year

c, Attitude 2 Teaching aids :

a, Teacher: - Textbooks, chalks - Picture, boards b, Students: - Textbooks, notebooks 3.Stage of teaching

a Procedure

Teacher's Students’ Content

I Revision

- Ask Ss to repeat the uses and forms of each tense

II Practice

- Ask Ss to work in pairs

- Give feedback III Presentation - Introduce some books , reference books to students

- Listen and repeat the uses and forms of them

-Work in pairs to practice changing these sentences into other tenses

- Listen to the introduction - Listen and copy

1 The tenses

- Present simple - Simple future - Present progressive - Near future - Past simple - Past progressive 2 Exercise

Change these sentences into other tenses and add appropriate adverbs of time

1 She is in Grade

2 They are playing soccer She went to Ha Noi last week I will visit my sister next week Mai is going to build a new house 3 Presenting the English Grade

- There are 16 units in this program , each unit has parts which mention a particular skill such as Listening, Speaking, Reading and Writing

- At the beginning of the unit is “ Getting started “ to lead in the new lesson or in order to warm up

-Each unit has Language Focus which help Ss to summarize basic knowledge they have learnt in each one

b, Consolidasion

- Repeat the main content of the lesson c, Homework

- Study the old lesson

- Prepare Unit “ Getting started + Listen and read “

Period 2: Class: 8a – Period: Teaching: Total: Absent:

Class: 8b – Period: Teaching: Total: Absent:

Lesson 1: - Getting started - Listen & Read

1 Aims

a, Knowledge: help student to read the dialogue for details and revision of simple present and simple past tenses

b Skills: By the end of the lesson, students will be able to know more about Hoa-Lan-Nien and to review simple present and simple past tense

c Attitude 2.Teaching aids:

a Teachers: - Tape & radio - Text book, pictures. b Students: - Notebooks

3 Stages of teaching

a Check up

- Talk about the past simple b Procedure

Teacher's Students’ Content

I Warm-up - Guide Ss to describe

II Pre-reading - Present new words on the board

- Give Ss some questions and ask them to answer them

III While-reading

- Ask Ss to read the dialogue - Explain some structures - Give some examples

IV.Post-reading - Give the correct answers

- Look at four pictures and describe these people

- Listen and repeat

- Copy down - Read the questions and answer them in pairs

- Read the dialogue and check their pre diction

- Listen & write it on

- Get some examples

- Read the dialogue again and answer the questions

I Getting started

Describe these groups of friends and their activities

a, These boys like playing soccer b, These girls like studying together c, These two boys like playing chess d, They like playing volleyball II Listen and read

1 Pre-teach vocabulary:

 to seem [si:m](v): có vẻ như, dường

a next door neighbor: bạn cạnh nhà to look like: tr«ng gièng nh

2 Pre-questions:

a Is Nien Lan's friend or Hoa's friend? b How old is Nien?

c Where does Nien live? d Is she a beautiful girl? Structures:

a, Hái hình dáng bên ngoài, diện mạo:

Eg: What does she look like? – She’s beautiful b Đủ/ cha đủ để làm gì:

Eg: She wasn’t old enough to be in my class c Câu cảm thán:

Eg: What a lovely smile !

4 Answers the following questions: a Nien lives in Hue

b No, she doesn't

c The sentence is "She wasn't old enough to be in my class"

d At Christmas

c, Consolidation

What + ( a/ an) + adj + n ! What + do/does + s + look like?

- Repeat the main content of the lesson d, Homework

- Study the old lesson - Prepare the next peroid

Period: Class: 8a – period: teaching: total: absent: Class: 8b – period: teaching: total: absent:

Lesson 2: - Speak (page 11) - Listen (page 12, 13) 1.Aims:

a, Knowledge: help student to listen for details to complete the dialogue and speak to describe someone

b Skills: By the end of the lesson, students will be able to describe someone and complete the dialogue by listening

c, Attitude 2.Teaching aids:

a Teachers: - Tape & radio - Posters & pictures. b Students: - Text books & notebooks Stages of teaching

a Check up

b Procedure

Teacher's Content Students’

I Warm-up

- Ask Ss to think of the adjectives used to describe body build and hair II.Presentation: - Show Ss a picture of Mary and ask them to describe her hair, her body build - Explain the

structure III Practice: - Supply the word cues and ask Ss to complete the sentences

- Ask Ss to look at six people on page 11-12-Call on a student to describe one person, the others have to guess who he/she is

IV.Pre-listening - Give Ss some expressions and make sure they know their mean mgs

- Get Ss to guess and to complete four dialogues on page 12-13

V.While listening: - Let students (to) listen to the tape twice

VI. Pos t-listening: - Listen and correct their (prediction) pronunciation VII Homework

1, Brainstorming

thin curly body build hair

2.Read

Ex: - She has long blond hair. - She is short and thin > Form:

1 Word one drill: a He / tall / thin b She / short / shin c He / short / fat d long / black e curly / blond f straight / brown Practice speaking: * Example:

S1: This person is short and thin She has long blond hair

S2: Is this Mary? S1: Yes

3.Listen

 Present the expressions in the box (p.12)  Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

 Give feedback

 Tapetranscript

 Listen to the tape twice

 Compare with their prediction

 Practise the dialogues

- Learn new words by heart - Prepare the neck period

- Give the adjectives to describe body build and hair - Describe Mary

- Listen and copy down - Complete the sentences based on cues

- Look at six people and describe them

- Listen and read the expressions - Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions - Listen to the tape and then check their prediction

- Pratise the dialogues - Study the old lesson

Period: Class: 8a – period: teaching: total: absent: Class: 8b – period: teaching: total: absent:

Lesson 3: - Getting started (p.10) - Read (p.13 - 14) A Aims:

- Reading for specific information B Objectives:

- By the end of the lesson, students will be able to know more about Ba's friend C Teaching aids: - Text books.

D Procedure:

Teacher's Content Students’

I.Warm-up: - Ask Ss to look at four pictures on page 10 and talk about the activities they want to after school or in their free time

II Pre-reading: - Present and give the meaning of new words

- Guide Ss to read them in chorus - Check Ss' memory by using technique "What and where"

1.Chatting

 Look at the pictures (p.10) and answer

the questions

a What are these students doing?

b Do you like soccer / reading books ? c Whom you like playing with? 2.Reading:

 Pre-teach vocabulary:

.character ['kæriktə](n):tính nết; tính cách; cá tính

- an orphanage ['ɔ:fənidʒ](n):cảnh mồ côi, trại mồ côi

a place where children without parents live - reserved [ri'zə:vd](adj) kín đáo; dè dặt; giữ gìn (về người, tính cách của người đó)

- sociable ['sou∫əbl](adv)dễ gần gũi, dễ chan hoà, hoà đồng

- (to) tell jokes: tell a story which makes people

- Look at the pictures and talk about the activities they after school or in their free time

- Listen and read new words in chorus

- Present the statements on the board

- Set the scene: These statements are about Ba and his friends, read them and guess which statements are True / False

III While reading - Ask Ss to open their books and read the text on page 13 - Correct their mistakes

- Guide Ss how to exercise (p.14) and give the correct answers

- Let Ss read the text again and answer the questions - Read the answers and correct the mistakes

laugh.(nói đùa)

- sense of humor (translation) *T / F statements prediction:

a Ba only has three friends - Bao, Song, Khai b Ba and his friends have the same characters c Bao-Song-Khai are quite reserved in public d They all enjoy school and study hard

 Give feedback: 

* While reading:

 Read the text (p.13)  Check their prediction  Correction:

a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai

b They have different characters

c Only Song and Khai are quite reserved

 Multiple choice:

(do exercise on page 14)

* Post-reading:

 Read the text again and answer the

questions (exercise p.14) * Homework:

- Learn vocabulary by heart - Read the text fluently

- Read the statements given and guess which statements are True, which are False

- Read the text and check their prediction - Correct false statements - Read the text again and choose the best answers on page 14 - Read the text and answer the questions in pairs - Write the answer on the board

Lesson 4: - Write (p.15)

- Language focus (p.17) A Aims:

- Writing about oneself and about other people B Objectives:

- By the end of the lesson, students will be able to write a paragraph about their close friends

C Teaching aids: - Text books. D Procedure:

Teacher's activities Content Sts' activities

- Ask Ss to look at the picture (p.17) quickly Then let Ss keep their books closed

- Divide the class in to groups The group which answers come city the fastest wins the game - Ask Ss to read the information about Tam then answer the questions

- Let Ss write a paragraph about Tam, using the information they have just got

- Ask Ss to compare with the paragraph in their books on page 15

- Let Ss write a paragraph about one of their friends - Get Ss to share with their partners and correct if possible

* Warm-up: (Kim's game)

 Look at the pictures and describe the

people in the picture (p.17)

a How many people are there in the picture? b What is each person weaning?

* Pre-writing:

 Read the information about Fam  Answer the questions (exercise

p.15) * While-writing:

 Write a paragraph about Tam based on

the answers

 Sample:

His / Her name is She is years old He / She lives at in with his He / She is tall,

He / She has short hair He / She has a lot of friends

 Write some information about one of

their friends, then write a paragraph about him or her

* Post-writing:

 Speak in front of the class about

himself / herself * Homework:

- Ask students to write another paragraph about one of their family members

- Look at the picture and answer the questions in group

- Read the information and then answer the questions

- Write a paragraph about Tam, using the information (individually) - Compare with the paragraph in their books on page 15 - Write a paragraph about one of their friends

Period: Class: 8a – period: teaching: total: absent: Class: 8b – period: teaching: total: absent:

Lesson 5: Language - (p.16 - 17) A Aims:

- Farther practice in simple present tense and the structure (not) + adjectives enough + to-infinitive

B Objectives:

- By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure (not) + adjective enough + to-infinitive

C.Teaching aids: - Text book - cards - pictures D Procedure:

Teacher's Content Students ’

- Divide the class in to two groups - Ask Ss to find out the adjectives beginning with the letters given

* Warm-up: (Categories)

 Find but the adjectives beginning with

the letters given - Example

+ T writes: a b c d + S writes: awful big clever disty

- Find out the adjectives

beginning with the letters given in groups

- Present and give the meaming of new words

- Gwide Ss to read new words in chorus - Review the simple present tense

- Let Ss exer cise on page 16

- Listen and correct their pronunciation - Set the scene to introduce the structure - Analyse the structure and guide Ss to read

- Model two cues, the whole class repeats

- Let all students, work in pairs, one asks, the other answers - Ask Ss to exercise on page 17 in pairs

* Presentation:

 Pre – teach vocabulary

- A planet: (ex: the sun, the moon, the earth,…) What are they?

- Mars

Translation - Mercury

- Silly (adj) translation

 Revision of simple Present tense

* The sunple present tense is used to express an action which is always true

1 stes goes moves is is is * Presentation:

 Set the scene to introduce the structure

Ex:

* Practice: (word cue Drill) a Read English books/v good b Drive a car/ x old

c Carry this bag/ v strong d Solve this problem/ x clever * Further practice:

 Exercise (page 17)

* Homework:

- Ask students to write sentences about themselves using the structure: “(not) adjective enough + to infinitive”

- Listen and repeat

- Coppy down - Read in chorus ->individually - Listen to their teacher

- exercise - Read the dialogue loudly - Listen and repeat

- Practise the structure in pairs - Give feed back - Practise the dialogue

- Can you hang this picture over there?

Period: Class: 8a – period: teaching: total: absent: Class: 8b – period: teaching: total: absent:

- Lesson 1: - Getting started (p.18)

- Listen & Read (p.19) * Aim: - Reading for details about a conversation on the phone

* Objective: - By the end of the lesson, students will be able to use the telephone to make and confirm arrangements

* Teaching aids: - Text book * Procedure:

Content Teacher's activities Sts' activities * Warm-up: (Matching)

Match each object (pictures on page 18) with its name

* Pre-reading:

 Set the scene  Open prediction

a Who made the call? b Who introduced herself?

c Who invited the other to the movies? d Who arranged a meeting places? e Who arrange the time?

f Who agreed to the time? * While-reading:

 Read the conversation  Check their prediction

 Matching the phrases with their meanings

a Hold on

b Is six thirty all right? c Where’s it on? d A bit far from…

1 Nó chi u âu?ế đ Khá xa…

3 Sáu gi 30 ờ ch ?ứ Ch nhé.ờ

 Comprehension question:

a What is Hoa’s telephone number?

b Which movies are they going to see? Where? c How is Hoa going to see the movies?

d Where are they going to meet? What time?

* Post-reading:

 Practice the conversation, using the frame:

S1: …

S2: Can I speak ….? This … S1: …

S2: I’m going to see … Would you…? S1: Of course But I have to ask…Hold on….OK….says I can go, Where’s it on? S2: At… Movie threatre

S1: Let’s go by…

S2: OK Let’s meet outside the threatre S1: Is … OK?

- Ask Ss to match each object with its name

- Show the picture and ask “What are they doing?

Introduced: They are talking about going to see a movie

- Ask Ss to guess - Let Ss to read the conversation Give the correct answers - Let Ss match the phrases with their meanings

- Ask Ss to read the conversation again and answer the questions

- Let Ss practice the conversation using the frame given

- Move around the class and help the students

- Do exercises (p 18)

- Look at the picture and answer the questions - Read the question and guess

- Give feetback - Read the conversation and check their prediction -Do exercises

- Read the conversation and answer the questions

S2: All right See you at…Bye S1: Bye

- Week: - Period:

- Teaching date: - Lesson 2: + Speak

+ Language focus 1.2 * Aim: - Practice talking on the phone

* Objective: - By the end of the lesson, students will be able to talk on the phone about intensions with “going to”

* Teaching aids: - Text books, cards * Procedure:

Content Teacher's activities Sts' activities

 Warm-up: (Chatting). - Do you have a telephone at home? - How often you make a phone call?

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

- What would you say if you are the caller?

* Presentation:

 Do exercise on page 20  Question:

- Are they talking on the phone? - What they intend to do?

- What time are they meeting? Where?

- What form of the verbs you use to talk about intent?

 Form: S + be + going to + infinitive  Use: Express an intension

* Practice:

 Word cue drill  Model sentences:

- Are you going to see a movie?

- Yes, I am / no, I’m not a See a movie

b B Play sport

c C Meet your friends d D Help your mother e E Do your homeworks f F Watch TV

* Further Practice:

 Do exercise language focus on phage 25

T: Nga has a movie ticket What is she going to do? S: She going to see a movie

a They are going fishing

b She’s going to read a new novel c She’s going to her homework

d He’s going to watch an action movie on TV tonight

e She’s going to give him a birthday present * Production:

 Exercise on page 20  Practice the dialogue

- Ask Ss some questions

- Ask Ss to exercise on page 20

- Ask some question to check Ss’

understanding and focus on the structure

- Model two cues then ask Ss to repeat chorally 

individually - Let Ss practice asking and answering - Ask the whole class to work in pairs

- Give an example first

- Let Ss work in pairs

- Ask Ss to work with their partners to complete the dialogue

- Listen and answer the questions - Put the

sentences in the correct order to make a

complete conversation

- Listen and answer the questions

- Listen and repeat chorally

 individually - Practice asking and answering - Practice in pairs

- Give feetback

- Week: 3 - Period:

- Teaching date: Lesson 3: Read (p 21 - 22)   

 Aim: Reading the paragraph for details about Alexander Graham Bell

 Objective: By the end of the lesson, Ss will be able to know more about Alexander Graham Bell

 Teaching aids: Textbook.

 Procedure:

Content T’s activities Ss’ activities

 Warm – up: (Brainstorming) To chat with friend To communicate

 Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another country to live

- (to) transmit : (translation) truy n iề đ - (to) conduct : i u nđ ề ể

- (to) demonstrate : ch ng minhứ - a device : thi t bế ị

- a deaf – mute a person who is unable to hear and speak

-to come up with : tìm th yấ

 T/F statements prediction

a Alexander G Bell was born in the U.S.A

b He worked with deaf- mute patients in a hospital in Boston c Thomas Watson was Bell’s

assistant

d Bell and Watson introduced the telephone in 1877

e Bell experimented with way of transmitting speech between deaf- mute over a long distance

f Bell demonstrated his invention at a lot of exhibition

 While – reading:

 Read the text on page 21-22

 Check their prediction

 Correct the false Statements

 Put the events in the correct order (p.22 Exercise 2)

 Alexander Graham Bell:

1 Was born in Scotland Went to live in Canada

3 Went to live in the United States Worked with people who could neither

speak nor hear

5 Worked with Thomas Watson

6 Success fully demonstrated his invent

- Let Ss answer the question by coming to the board and write

- Present and given the

meanings of new words

- Let Ss repeat the words in chorus then rub out word by word but leave the circles

- Get Ss to write the words again in the correct circle -Present T/F statements on the board and ask Ss guess which statements are true and which are false

- Read the text - Have Ss correct false statements - Ask Ss to look at the book page 22 - Get Ss to read the event of Bell’s life and put them in the correct order

- correct the

-Answer the question

- Listen and repeat

- copy down - Listen and repeat the words in chorus

- Rewrite the words in the correct circles Read and predict which

statements are true and which are false

- Give feedback - Listen to their teacher

- Read the text again and check their prediction

- Read and put the sentences in the correct order - Give feedback What is the

7 Invented the telephone

 Post- reading: (write- it- up)

 Write a paragraph about Bell’s life, using the information in the text

mistakes - write a

- Week: 4 - Period: 10

- Teaching date: Lesson 4: Write (p 23 - 24)   

 Aim: Writing a message

 Objective: By the end of the lesson, Ss will be able to write a telephone message

 Teaching aids: Textbook.

 Procedure:

Content T’s activities Ss’ activities

 Warm- up: (Jumbled words) mcuestor = customer ayddmi = midday essgmea = message nifuretu = furniture rvseice = service

 Pre- writing:

 Chatting:

Have you ever taken a telephone message? When you take a message, what should be mentioned in the message? (Date, time, who sent, to whom, content)

 Pre-teach vocabulary:

- a customer: a person who comes to buy sth at a shop

- a delivery: s giao h ngự à

- stationery (n): papers, pens, rulers, envelopes

- to pick so up: ón aiđ

 While- writing:

 Reading and gap filling

(1) phoned (2) May 12 (3) speak (4) took (5) name (6) delivery (7) Mr Ha (8) at

 Answers

Thanh Cong Delivery Service Date: June 16

Time: After midday For: Mr Van

Message: Mr Nam called about his stationery order He wanted you call him at 8634082

Taken by: Mr Toan

 Post- writing:

 Set the scene: “Tom phoned Nancy, but she was out Lisa, Nancy’s sister took a message for Nancy Help Lisa to write the message ”

 Answer:

Date: Time: For: Nancy

Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30

Taken by: Lisa

- write the words whose letters are in a random order on the board - Divide the class into teams - Talk to Ss about a telephone message - Ask some question

- Present and give the meaning of new words

- Guide Ss to read new words in chorus

- check memory by technique “Rub out and remember” - Ask Ss to read the message and fill in the gaps in the passage on page 23

- Ask Ss to read passage on page 23 to get

information and write the message - Correct their mistakes

- Guide Ss how to exercise on page 24

- Correct their mistakes

 Homework:

Write the

message on their notebooks

- Go to the board and write the correct words - The team which writes more correct words first wins the game

- Listen and answer the question - Listen and repeat

- Copy down - Listen and repeat in chorus

- Read and fill in the gaps in the passage(p.23) - Read the passage to get information and write the

message

- give feedback

- write a message for Nancy, using the information from the dialogue

- Week: 4 - Period: 11

- Teaching date: Lesson 5: Listen

Language focus   

 Aim: Listening for details and further practice in adverbs of place

 Objective: By the end of the lesson, Ss will be able to complete telephone message by listening and further practice in adverbs of place

 Teaching aids: Textbook.

 Procedure:

Content T’s activities Ss’ activities

 Pre- listening:

 Set the scene

 Guess the message

KINGSTON JUNIOR HIGH SCHOOL

Date: Time: For : The Principal Message :

Telephone number:

 While- listening:

 Listen to the tape

 Compare with their guess

 Presentation: (Jumbled words ) tdeousi erhe siiden stupairs hetre 6.wonstairds

 Answer:

1 outside here inside upstairs there downstairs

 Practice:

 Do exercise on page 26

 Set the scene: “Ba is playing hide and seek with his cousin, Mr Tuan Use the adverbs of place to complete the speech bubbles”

 Answer:

a Where is Tuan? I think he is b No, he isn’t here

upstairs

c He isn’t downstairs and he isn’t upstairs

d Perhaps he’s outside e No, he isn’t there

f I’m not outside I’m inside, Ba

 Homework:

 Write sentences about your house, using adverbs of place

Eg: My room is upstairs

- Ask Ss to look at the form of the telephone

message on page 21 and set the scene “a woman phoned the principal of Kingston junior high school but hoe was out ” - Get Ss listen to the tape twice and fill in the message - Give the correct answers

- Present the words with this ordered letters on the board and tell Ss that they are adverbs of place - Let them work individually, one student one word - Make sure Ss know the meaning of these adverbs - Let Ss exercises

- Give the correct answer

- guess the message - give feedback - listen to the tape and compare with their guess

- Go to the board and write the meaningful words

- Complete the speech bubbles, using each adverbs in the box once

Unit 3: At home - Week: 4 - Period: 12

- Teaching date: Lesson 1: Listen and read (p 27-28) Language focus (p.34)

  

 Aim: Helping Ss to read the dialogue for details and practise the modal verbs: must have to, ought to

 Objective: By the end of the lesson, Ss will be able to understand the dialogue and use modal verbs to talk about the housework

 Teaching aids: Textbook.

 Procedure:

Content T’s activities Ss’ activities

 Warm- up: (Kim’s game)

 Look at the pictures on page 27 and write the chores she often does at home

a washes dishes b Make the bed

c cook d sweep the floor

e tidy up f feed the chicken

 Pre- teach vocabulary: - a steamer (n): n i h pồ ấ

- a cupboard (n): t lyủ

- a sauce pan (n): ch oả

- chore (n): vi c v tệ ặ

- a sink (n): b n r a chénồ

 Presentation:

 Set the scene at the dialogue

 Student listen to the dialoguewhile looking at their books

 Complete the list of the thing Nam has to

Nam has to - cook dinner

- go to the market to buy fish and vegetables

 Exchange: what you have to do? - I must wash dishes

 Practice: (Use the picture cues drill ) a Make the bed

b Sweep the floor c Cook dinner d Tidy my room e Feed the chicken

 Further practice:

Do exercise language focus on page

- Ask Ss to look at the pictures and write the chores she does at home - listen and correct their mistakes

- Present new words on the board

- Guide Ss to read new words

- Check their memory by using technique “what and where” - Set the scene to introduce the dialogue

- Get Ss to listen the dialogue - Let Ss exercises

- Read sentence by sentence and give the correct answers

- Elicit to show the form of the structure

- Model the exchange

- Let Ss practice the structure, using the picture cues drill

- Skim the pictures and write the verbs - give feedback - Listen and repeat

- copy down - Listen and read in chorus

- Fill in the circles with the correct words - Look at their books and listen to the dialogue - Complete the list of the things Nam has to - Give feedback - Listen and copy down

- Practice the structure - Form:

Has/ Have to + infinitive = must + infinitive

34

 Homework:

Write things you have to on Sundays Ex: On Sunday, I have tidy my room… I have to help my parents… - Week: 5 - Period: 13

- Teaching date: Lesson 2: Speak (p 28- 29)   

 Aim: Practising speaking

 Objective: By the end of the lesson, Ss will be able to use the prepositions of place to talk about the positions of furniture in the house

 Teaching aids: picture on page 28- 29

 Procedure:

Content T’s activities Ss’ activities

 Warm- up: (Kim’s game)

- Look at the picture (p 28) and write the position of each item

 Presentation:

- Where is the clock? It’s above the fridge - The fruit? in the bowl

- The flowers? on the table

 Practice:

Talk about the position of each item

 Further- Practice:

 Set the scene:

Mrs Vui bought new furniture for her living room, but she can not decide where to put it You should help her to arrange the furniture

Ex: - Let’s put the clock on the wall, between the shelf and the picture - OK I think we ought to put the TV and the stereo on the shelf

- I think the coffee table should be between the couch and the arm chair - Let’s put the telephone next to the couch

- I think we should put the magazines above the books on the shelves

 Homework: (write it up)

Describe your living room / bedroom

- Show the picture of the kitchen to Ss - Take away the picture and ask Ss to write the things - Ask Ss the positions of the items in the pictures - Give instruction - Ask Ss to look at the picture and talk about their ideas - Listen and correct their mistakes

- Move around the class and help the Students

- Skim the picture and write down as many things as they can

remember - Answer the questions

- Practise talking about the position of each item Talk about the position of the furniture

- Give feedback

- Practise talking about the position of each item in pairs

- Week: 5 - Period: 14

- Teaching date: Lesson 3: Read

Language focus   

 Aim: Reading for details safety precautions in the house and further practice in why – questions and answers - Because

 Objective: By the end of the lesson, students will be able to

understand the safety precautions in the house and use why - because

 Teaching aids: Text book - picture

 Warm up: (Brain storming)

Drug electricity Boiling

water

knife

five gas

 Pre – reading:

 Dre – teach vocabulary: - Precaution (n) : (translation) - A socket : c m i nổ ắ đ ệ

- A match : que diêm - An object :

- Safety (a) - (to) destroy - (to) injure

 T / F statements prediction:

a. It is safe to leave medicine around the house

b. Drugs can look like candy

c. A kitchen is a suitable place to play

d. Playing with one match can not start a fire

e. Putting a knife into an electrical socket is dangerous

f. Young children not

understand that many household objects are dangerous

 While – reading:

 Read the text and check their prediction

 Correct the false statements

 Answer the question

a. Why must we put all chemicals and drugs in locked cupboard

b. Why mustn’t we let children play in the kitchen?

c. Why mustn’t children play with matches?

d. Why must we cover electrical sockets?

e. Why we have to put all

dangerous objects out of children’s reach?

 Post – reading:

Practice in why question with because answer by doing the exercise language focus

- Eliciting

- Presents new words on the board

- Guides Ss to read new words - Check Ss’ memory by using technique “Slap the board”

- Present the statements on the board

- Ask Ss to read the statements and guess which in true, which is false

- Read the text loudly

- Give instruction

- Listen and guides Ss how to correct the false statements

- Move around the class and help Ssl

- Answering

- Copy down on their notebooks - Listen and repeat in chorus - Two students run forward and slap the word on the blackboard The one who first slaps the correct words is the winner - Read the statement given and guess which is true, which is false

- Give feedback - Listen to their teacher

- Read the text in silent and check their prediction - give feedback - Correct the false statements - Practise asking and answering the questions in pairs

Danger in the home for

- Week: 5 - Period: 15

- Teaching date: Language focus (p 36)   

 Aim: Further practice in reflexive pronouns

 Objective: By the end of the lesson, students will be able to use the reflexive pronouns

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Brains storming) tidy up our homework

cook

clean the floor repair the machine

fix the TV set

 Presentation:

 Set the scene: “you your home work and no one help you what you say? ”

 Form: we use I with myself You yourself He himself She herself We ourselves They

themselves

It itself

 Practice:

 Word cue drill:

a You / / homework Did you your homework? Yes I did it myself

b He / fix / washing machine c Mary / cook / dinner

d These student / paint / the picture e You / / your chores

 Further practice:

Complete the dialogues, using the reflexive pronouns:

a Miss Lien: Did S.O help Ba draw that picture?

Bao: No, he did it himself b Nga the repairman can’t fix the

washing machine until tomorrow Mrs Linh: Come on We’ll have to try and it (1)

c Aunt Thanh: What’s the matter? Hoa: I cut (2) …

d e page 36

 Homework:

Write sentences with reflexive

- Eliciting

- Set the scene to introduce the structure

- Explain the reflexive pronouns

- run through the vocabulary

- Model and then ask Ss to repeat in chorus

individuals - give instruction

- Guide Ss how to exercise

- Listen and give the correct answer

- Write thing they at home

- Listen and copy down

- Listen and repeat chorally individually - Practise the question and then the answers - read the open dialogue and fill in the blank with suitable

reflexive pronouns - give feedback - Practice

speaking in pairs Things you

can do

Things you can not do

pronouns and sentences with emphasis pronouns

- Week: 6 - Period: 16

- Teaching date: Lesson 3: Listen Language focus   

 Aim: Listening and further practice in modal verb: ought to

 Objective: By the end of the lesson, students will be able to identify the right item by listening further practice in modal verb: ought to

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Bingo)

 Suggested list of food: chicken, beef, cake, candy, garlic, noodles, bread, rice, ham, peas, ……

 Prelistening:

 Prediction:

Look at page 30 things they use to cook the ” Special Chinese Fried Kice”

 While- listening:

 Listen to tape and check their prediction

 Presentation:

Set the scene :”Hoa is very sad because she failed her English test What you say to advise her?”

You should study harder

- use: “should” is used to give advice to some one

- Meaning: nên

 Practice:

 Give advice to people in the picture (p 35)

a I failed my English test you should study harder b I’m late

You should get up early c I’m fat

You should eat more fruit and… d My tooth aches

You should see a dentist

 Production:

Noughts and crosses: His tooth /

ache Hoa / late My room / untidy The floor /

dirty Bao / overweight She / thin My

English / bad

Her grades /

bad The washingmachine not work

 Homework:

- Call out it word in a loud voice

- Get Ss to look at page 30 and guess things they use to cook

- give instruction - Correct their mistakes

- Set the scene to introduce the structure - Explain the structure and its usage

- Ask Ss to exercise (p 35)

Move around the class and help students

- Guide Ss how to play game

- Write down on their notebook things they eat - Listen to the teacher

carefully The first person crossing out on find things shouts ”Bingo” and urns the game

- Prediction - give feedback - Listen to the tape and check their prediction - give feedback - Listen to their teacher and copy down

- Look at the pictures Use “should “to give advice to the people

Write some advice when your friends feels sick

- Week: 6 - Period: 17

- Teaching date: Lesson 6: Write     Aim: Writing a description of a room

 Objective: By the end of the lesson, students will be able to write a description of a room in their house

 Teaching aids:

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (chatting)

Ask something about the room on page 32

- Which room is this? - What’s this? Where is it?

 Pre- writing:

 Pre- teach vocab:

- folder

- beneath

- towel rack

- dish rack

- lighting fixture

 Reading:

1 What is there on left of the room? Where is the bookshelf?

3 What is there on the right of the room?

4 Where is the wardrobe?

 While- writing:

 Describe Ha’s kitchen, using the give cues.(p 33)

 Answer:

- This is Hoa’s kitchen

- There is a refrigerator in the right corner of the room

- Next to the refrigerator are the stove and the oven

- On the order 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 selve

- On the selve and on the

counterbeneath the window, there are jars in sugar, flour and tea

- In the middle if the kitchen, there are a table and floor chairs

 Post writing:

- Correction

- Talk to their partners about their room

 Homework:

Write a description of their bedroom /

- Ask the questions - Present new words and guide Ss to read them - Check Ss’ memory by technique ”Rub out and

remember” - Let Ss read the passage on page 32

- Ask some questions

- Correct Ss’s mistakes

- Listen and answer the questions - Copy down listen and reading chorus

- Read the description of Hoa’s room - Listen and answer the questions

- Describe Hoa’s kitchen, using the give cues

Unit 4: Our past - Week: 6 - Period: 18

- Teaching date: Lesson 1: Listen and read

  

 Aim: Reading the dialogue about the life of many year ago

 Objective: By the end of the lesson, students will be able to tell the activities people use to in the past

 Teaching aids: Text book

Content T’s activities Ss’ activities

 Warm-up: (getting started)

Look at the picture on page 38 and write the names of the things that not belong to the past

 Pre- reading:

 Pre – teach vocab: - (to) look after

- Equipment - folk tale - Traditional - great grandma

 Checking: what and where

 True / false statement prediction a Nga is used to live on a farm b Nga’s grandma didn’t go to school c She has an easy and happy life

when she was young d There wasn’t any modern

equipment at her time

e “The lost shoe” is a short story

 While- reading:

 Read the story

 Check their prediction

 Correct the false statement

 Answer the question

a Where did Nga’s grandmother use to live?

b Why didn’t she go to school? c What did Nga great grandma? d What did Nga’s great; do?

Grandmother and great grandfather after dinner?

e What did Nga’s ask her grandma to at the end of the

conversation?

 Post- reading:

 Fact or opinion

a I used to live on a farm b There wasn’t any electricity c Mom have to every thing

without the help of modern equipment

d My father used to tell stories e The best one was The Lost Shoe f Traditional stories are great

 Homework:

- Learning vocabulary - Read the dialogue again

- give instruction - Present new words and guide Ss to read them - Check Ss’ memory by technique “what and where” - Present the sentences on the board

- Ask Ss to exercises

- Read the story loudly

- Ask Ss to correct the false

statements

- Ask Ss to answer the questions

- Help Ss distinguish fact and opinion - Ask Ss to exercise

- Look at the picture and write the names of the things

- give feedback - Listen and repeat

- Copy down - write the words in the correct circles

- read the sentences given and predict which is true and which is false

- give feedback - listen to the story

- Read the story again and check their prediction - give feedback - Practise asking and answering the questions

- Week: 7 - Period: 19

- Teaching date: Lesson 2: Speak Language focus   

 Aim: Speaking about the way things used to be and the way they are now

 Objective: By the end of the lesson, students will be able to use “used to” to talk about the things they used to

 Teaching aids: Text book

Content T’s activities Ss’ activities

 Warm-up: (Jumbled words) - Electricity - rieletcicty - Entertainment - menttaenterin - Market - rkmaret - Supermarket - permasuekt

 Presentation:

 Structure:

She used to live in a farm

 Form:

 Use: used to express a past habit, or an action usually happened in the past

 Meaning: ã thđ ường hay l m gìà

 Practice: (word cue drill) a Live /Hue / Hanoi - Did you use to live in hue? - No, I used to live in Hanoi b Have / long hairs / short hairs c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning

 Production:

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

b How / they / travel?

c What’s about the electricity? d What’s about their life / work? e Did children use to go to school? f What’s about their entertainment?

 Answer:

a People used to live in small houses Now they live in big houses and buidings

b People used to walk Now they can go by cars or motorbikes

 Homework:

Write about the things you used to last year

“Last year, I used to get up late Now, I get up early”

- Present the words whose letters are on disorder - Recall the conversation, the ask: “Where did Nga’s grandma use to live? “ And show the Structure”

- Correct Ss’ pronunciation

- Guides Ss practice speaking - Elicit some ideas so that student can talk about them

- Rewrite the words in the correct forms - Answer the questions - copy down

- Practise asking and answering the questions, using the given cues

- Compare picture on page 40, using “used to” to talk about the actions in the past

- Week: 7 - Period: 20

- Teaching date: Lesson 3: Read (p 41- 42)   

 Aim: Reading the story “the lost shoe for details”

 Objective: By the end of the lesson, students will be able to understand and retell the story “the lost shoe”

 Teaching aids: Text book , word cards for drilling

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Brains storming)

Name some folk tales that you have read

One hundred- section bamboo

seven- mile shoes

 Pre- reading:

 Pre- teach vocabulary - cruel (a) (translation) - upset (a) (synonym) - fairy (n) (translation) - magical (a)

- rag

- (to) fall in love with - immediately (adv)

 T / F statements prediction

a Little Pea’s father is a poor farmer b Her father got married again after

his wife died

c Her new mother was beautiful and nice to her

d She worked hard all day

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

 While - reading:

 Read the story “The lost shoe” on page 41 and check their prediction – correct the false statements

 Answer the questions a Who was Little Pea?

b What did Stout Nut’s mother make Little Pea get her new clothes? c Whom did the Prince decide to

marry?

d Is it a true story? How you know?

 Post - reading:

 Gap – filling:

Complete the sentences with words from the story ( p 42)

 Homework: rewrite the story

- listen and repeat on the board

- Present new words and guide Ss to read them in chorus

- Present the statements on the board

- let Ss guess

- Read the story loudly

- Ask Ss to answer the questions

- Ask Ss to complete the sentences

- Correct mistakes

- Tell the names of the folk tales that they have read

- Listen and repeat

- copy down - listen and repeat in chorus individually - Read the statements gives and guess they are true or false

- listen and read the dialogue again and check their prediction - Answer the questions and practice them on pairs

- Fill in the blanks with suitable words from the story - give feedback

- Week: 7 - Period: 21

- Teaching date: Lesson 3: - Listen

- Language focus 1-2   

 Aim: Listening and further practice in past simple tense

 Objective: By the end of the lesson, students will be able to

understand the main idea of a story by listening and further practice in past simple tense

 Teaching aids: Text books.

 Procedures:

Content T’s activities Ss’ activities

 Warm-up: ( Pelmanism )

Run ran fly flew ride came rode eat ate sit sat come

 Pre- teach vocabulary:

- Foolish - Greedy - Gold

- (to) lay – laid – laid - Amazement

 Pre - listening:

 Prediction:

Predict the moral lesson of the story a Don’t kill chickens

b Don’t be foolish and greedy c Be happy with what you have d It is difficult to find gold

 While - listening:

Listen to the tape and check the prediction

 Post - listening

 Answer the question a How did the farmer live? b What did he discover? c What did he decide to do?

 Language focus 2:

 Complete the dialogues below Use the past simple

a Lan:……… ? Nga: No, I ate noodles

b S1: How did you get to school?

S2:………

c S1: I was at home

d S1: Which subject did you have yesterday?

S2:………

 Practise the

dialogues in pairs

 Homework:

- Write twenty irregular verbs on the notebooks

- Retell the story based in the answers

- give instructions - Present new words on the board

- Guide Ss to read them in chorus

- Let Ss predict the moral lesson of the story

- Ask Ss to listen to the tape and check their prediction - Ask some questions

- Review the simple past tense - Ask Ss to exercise (p 44)

- play game - Listen and repeat - copy down - read new words in chorus

- Guess the main ideas of the story

- listen to the tape and check their prediction - give feedback - Listen and answer the questions

- Week: 8 - Period: 24

- Teaching date: Lesson 5: Write 1-2     Aim: writing a short story

 Objective: By the end of the lesson, students will be able to use simple past tense to write a folk tale

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (chatting)

 Ask some

questions about imaginary stories: - Do you want to read imaginary stories?

- Name some of them

- Which story you like best?

- Do you read the story “how the tigers got his stripes ”?

 Pre- Writing:

 Pre – teach vocabulary: - wisdom (n) translation - a stripe

- a straw - a servant - (to) escape - (to) graze

- (to) light – lit – lighted

 Read and complete the story (p 43)

 Answer:

1 appear as said left went tied lit burned escaped

 Answer the questions: a Where was the man

b What did they buffalo when the tiger appeared?

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

why?

e What did he when he returned?

 While - writing:

Write the story

 Post - writing:

- sharing and correcting

- Take some writing to correct in front of the class

 Homework:

Write the story again, imagine you are:

- the tiger

- the buffalo

- Ask some questions

- Present new words and give their meaning - Guide Ss to read new words in chorus

- Check Ss’ memory by using technique

“matching” - give instruction

- Ask Ss to work in group of – answer the questions

- listen and give the correct answers - Get Ss to exercise

- Get Ss to change “the man I His My ” - Get Ss to share with their partners and correct mistakes

- Listen and answer the questions

- listen and repeat

- Copy down - Read new words in chorus - Match the words with the suitable meaning - Read and complete the story

- give feedback - Discuss and answer the questions - give feedback

- Imagine to be a man to write the story

- Week: 9 - Period: 25

  

 Aim: Further practice in prepositions of time and “used to”

 Objective: By the end of the lesson, students will be able to use prepositions of time and “used to” (to talk about the action which always happens in the past)

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Revision: (Matching)

In January On p.m At Wednesday Between November 1997

After / before Am July 2nd a.m and a.m

 Practice:

 Do exercise on page 44

 Answer

a on b in c between d at e before

 Do exercise on page 45 used to have

2 used to be used to live

- give instruction - Do exercise on page 44 individually then compare with their partners - give feedback - look at the pictures and then complete the dialogue

Unit 5: Study habits - Week: 9 - Period: 26

- Teaching date: Lesson 1: Getting Listen and read   

 Aim: Reading the dialogue for details

 Objective: By the end of the lesson, students will be able to understand dialogue between Tim and his mom about his study

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Network)

Chemistry Math

Geography History

 Pre- reading: (chatting)

- What subject are you good at? bad at?

 Pre – teach vocabulary:

- Ask students to write as many subjects as they can on the blackboard

- Ask questions

- Write the subjects they have studied at school

- Listen and answer the questions Subjects at

- a report card - pronunciation - (to) improve - (to) be proud of - (to) try one’s best

 T / F statements prediction: a Tim was out when his mother

called him

b Tim’ mother meet his teacher at school

c Tim’s report is poor

d Tim needs to improve his Spanish grammar

e Tim promised to try his best in learning Spanish

 While - reading:

 Read the dialogue

 Check their prediction and correct the false statements

 Answer the questions: a Who is Miss Jackson?

b What did Miss Jackson give Tim’s mother?

c How did Tim study this semester? d What did Miss Jackson say Tim

should do?

e What did Tim’s mother give him at the end of the conversation?

 Post - reading:

 Survey:

Name What

subject Mai literature

Ex: What subject you need to improve?

- Present new words on the board

- Guide Ss to read new words in chorus

- Checking: Rub out and remember - Present the sentences on the board

- give feedback - Ask Ss to read the dialogue and check their prediction

- Ask Ss to answer the questions

- go around the class and help weak students

- Listen and repeat

- Copy down - Listen and repeat in chorus - Call out the English words - Read the sentences given and predict which is true and which is false

- Give feedback - read the dialogue and check their prediction – correct the false statements - Practise asking and answering the questions

- Interview their friends

- Week: 9 - Period: 27

- Teaching date: Lesson 2: Speak Listen

    Aim: Practising speaking and listening

 Objective: By the end of the lesson, students will be able to talk about their study habits and to listen for specific information to fill in a report card

 Teaching aids: Text book , poster

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Brainstorming) How to improve your English? - Read English story

- Do grammar exercises

- Speak English to friends in class

 Pre - listening:

 Pre – teach vocabulary: - behavior (n)

- a participant - satisfactory - cooperation

- Elicit ideas from students

- Present new words on the board

- Guide Ss to read new words in chorus

- write their ideas on the blackboard

- attendance - (to) appreciate

 Prediction:

Look at Nga’s report and predict the missing information

 While - listening:

 Listen to tape and check their prediction

1 87 days present days absent

3 participation: Spanish pronunciation listening: comprehension

5 Speaking: A Reading: A Writing B

 Answer the questions: Who are Nga’s parents?

2 What’s Nga’s teacher’s name? What subject was reported? What are the comments?

 Post - listening:

 Practise asking and answering the questions

1 When you your homework? Who helps you with your

homework?

3 How much time you spend on? Math?

English? History? Literature? Which subject you need to

improve?

5 What you to improve your English?

 Homework:

Write something about your partners study habits

- give instruction - Ask Ss to listen to the dialogue - Correct their mistakes

- Ask Ss to answer some questions about Nga’s report card - give the correct answer

- go around the class and help weak students

individuals - look at Nga’s report and guess the missing information - Listen to the tape and check their prediction - give feedback

- Answer the question

- give feedback

- Work in pairs, asking their partners questions and talking notes of the answers

- Week: 10 - Period: 28

- Teaching date: Lesson 3: Read

  

 Aim: Helping students to read the text for details

 Objective: By the end of the lesson, students will be able to understand the text and get specific information

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (chatting)

- Do you like learning English?

- How many new words you try to learn a day?

- What you when you read a new words?

- How you learn new words?

 Pre - reading:

 Pre – teach vocabulary - mother tongue

- Ask some question

- Present new words on the board

- Answer the questions

- Listen and repeat

- (to) underline - (to) highlight - (to) come across - (to) stick

 While - reading:

 True / false statements

a All language learners write the meaning of new words in their mother tongue

b Some learners write examples of words they want to learn

c Every learners tries to learn all new words they come across d Many learners only learn new

words that are important

 Answer the questions

 Post - reading:

a Do learners learn words in the same way?

b Why some learners write example sentences with new words?

c What some learners learn all the new words they come across? d What is necessary in learning

words?

e How should you learn words?

 Homework:

Write the ways of learning words that you think are the best for you

- Guide Ss to read them in chorus - Use the

technique “Slap the board to check”

- give instruction

- give feedback

- Ask Ss to answer the questions - give the correct answers

- read new words in chorus

- Read the statements and predict which is true and which is false

- Read the text and check their prediction

- Week: 10 - Period: 29

- Teaching date: Lesson 3: Write -     Aim: Writing letters to friends.

 Objective: By the end of the lesson, students will be able to know the format of a letter and practice writing a letter to a friend

 Teaching aids: Text book – poster.

 Procedures:

Content T’s activities Ss’ activities

 Warm-up:

 Brainstorming

- What you often write in a letter? - address

- date

 Prewriting:

 Read the parts of the letter on page 50 and compare with their prediction

 Open prediction: Predict the order of the parts of the letter

 Read the letter ( page 51) and check their prediction

 Pre – teach vocabulary: - Mid- Autumn Festival (n) - enjoyable(a)

- (to) celebrate - result(n)

 Read the letter and answer the questions:

1 Who wrote the letter? To whom? What are there in the heading? What is the main part of the letter? What did Hoa receive a few days

ago?

5 Is Hoa good at Math?

6 What subjects is Hoa good at? Where is she going to celebrate the

festival with her grandmother?

 While - writing:

Do exercise on page 51 Help Lan write a letter to her pen pal Donna in given information

 Post - writing:

- sharing and comparing - Feedback - correction

 Homework:

Write a letter to your friend to tell him or her about your second semester report and about your summer holiday

- Set the scene to introduce the lesson

- Ask some questions dealing with writing letters

- give instructions - Ask Ss to guess the order of the parts of the letter - give instruction - Listen and give the correct answers - Present new words and guide Ss to read

- Check Ss’ memory by

technique “rub out and remember” - give instruction - Correct their mistakes

- guide Ss to exercise

- Listen and answer the questions

- Tell what they often write in a letter

- Read the parts in the box (page 50)compare with prediction

- Read the letter on page 51 and check their prediction - give feedback - listen and repeat

- Copy down - Read the letter and answer the questions - give feedback

- write a letter, using the given information

- Week: 10 - Period: 30

- Teaching date: Lesson 5: Language focus 1-2   

 Aim: Further practice adverb of manner and the modal should.

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (pelmanism)

Good warm bad fast badly rode eat ate sit sat

 Presentation 1: Set the scene “use any word from the game pelmanism to complete the dialogues”

Ex: Lan has a (1) voice and she usually speak (2)

1 soft (adj) softly (adv)

 Practice:

a Does Mrs Nga speak English? Oh, yes She speaks English well b Ba always gets excellent grades That’s because he studies hard

c ……… Run fast

d ……… behaved badly

e ……… speaking softly

 Presentation 2:

 Set the scene: ?

a Is Mr Hao’s house new? b Is the wall discolored? c How is the door?

d Is there grass in his garden? e Should Mr Hao repair the roof?

 From: S+ Should + Infinitive

 Practice:

Mend? Paint?

Replant? Repair? Cut?

a Mr Hao should repair the roof b Mr Hao should paint the house c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door

 Homework:

Write sentences using “should + infinitive” and the following cues

a Do morning exercise / regularity b Study hard

c Get up early

d Ride bike / carefully e Keep room tidy

- Set the scene to introduce the structure - Help Ss

distinguish the use of adjectives and adverbs

- give instruction

- correction - Ask some questions

- give explanation of the modal “should”

- guide Ss to exercise

- listen to their teacher

- look at the example

- Do the exercise on page 52, using the adverbs in the box to fill in the dialogue

- give feedback - look at Mr Hao’s house and answer some questions

- use the verbs to advise Mr Hao what to

- write sentences using the given cues

- Week: 11 - Period: 31

- Teaching date: Lesson 6: Language focus 3-4   

 Aim: Practising commands, requests and advice in reported speech

 Objective: By the end of the lesson, students will be able to use reported speech with commands requests and advice

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Presentation:

- Example:

Miss Jackson said:

“Can you give Tim this dictionary? ” Or “Please give Tim this dictionary” Tim’s mother reported it to Tim

“Miss Jackson asked me to give you this dictionary.”

“Miss Jackson told me to give you this dictionary”

 Practice:

1 Drill 1:

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

b Miss Jackson told me to give you your report card for this semester c Miss Jackson asked me to help d Miss Jackson told me to meet her

next week Drill 2:

a Miss Jackson said you should spend more time on Spanish pronunciation

b Miss Jackson said you should practice speaking Spanish everyday

c Miss Jackson said you should listen to Spanish conversation on TV

d Miss Jackson said you should practice reading aloud passage in Spanish

e Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words

 Homework:

Review commands, requests, and advice in reported speech

- Set the scene to introduce the structure

- Explain how to change into reported speech

- Explain the situation clearly

- Ask students to report Miss Jackson’s advice to Tim’s mother in their conversation

- Correct their pronunciation

- Listen to their teacher

- Work in pairs to exercise on page 53

- Work with their partners to exercise on page 53

Unit 6: The young Pioneers club - Week: 11 - Period: 32

- Teaching date: Lesson 1: Listen and read Language focus

  

 Aim: Reading for details and practice in gerunds.

 Objective: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up:

- What you usually on your summer holiday?

- Are there any activity programs for the summer?

- Do you take part in them?

 Presentation:

 Pre- teach vocabulary: - (to) enroll

- answer application form - Out door activities

 Listen and read the dialogue

 Complete Nga’s details - Name: Pham Mai Nga

- Home address: Tran Phu Street - Phone number: not available

What’s her name?

Where does she live?

When was she born?

What are her hobbies?

 Concept checking:

- What is after “likes”? (drawing) - What is after “enjoys”? (acting) - What you call “drawing and acting” (gerund)

- What is the form of “gerunds” (v_ing)

- When we use “gerund”? (after some verbs: like, love, enjoy, late, mind)

 Practice: (word cue drill) a Play soccer / volleyball b Watch TV / listen to music c Read books / homework

d Chat with friends / the housework e Cook meal / decorate the house

 Production:

Do exercise on page 61 Talk about our friends hobbies

 Homework:

Write about their friends’ hobbies

- Ask some questions about their activities and their summer holidays

- Present new words - Guide Ss to read them in chorus

- Set the scene to introduce the dialogue

- get them to work in pairs

- Ask some

questions to check their understanding - Ask some

questions to explain the structure

- Model the first two cues

- listen and correct the mistakes

- Listen and answer the questions - Listen and repeat

- Copy down - Listen and repeat

- Listen and read the dialogue at the some time - Complete Nga’s particulars - listen and answer the questions - Listen and answer the questions

- Repeat in choral twice and then individually

- Work in groups of there to ask their friends and tick on the chart - give feedback

- Week: 11 - Period: 33

Language focus 3a     Aim: Practising asking for favors.

 Objective: By the end of the lesson, students will be able to ask for favors and respond to favors

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Presentation:

- What you say to ask for a favor? Can / could you help me?

- When you ask for favor? Need some help

- How you say to respond to favor? Certainly / of course / sure / no problem

 Practice:

Do exercise 3a on page 61-62 inpairs

 Further practice:

Practise the dialogue between Mrs Ngoc and Hoa (Page 55-56)

- Ask Ss the meaning of the word favor - Present the phrases used to ask and respond for favor on page 55

- Guide Ss how to exercise

- Correct their pronunciation

- Answer the questions - Copy down - Read the phrases in chorus - Use the expressions in the box to fill in blanks the dialogues - Practice

- Week: 12 - Period: 34

- Teaching date: Lesson 5: Listen – Speak a Language focus 3b

  

 Aim: Listening for details and practicing speaking when offering assistance

 Objective: By the end of the lesson, students will be able to complete a song and offer and respond to assistance

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Pre - listening:

 Pre – teach vocabulary: - (to) write

- peace (n)

 Guess the missing words

 While - listening:

Listening to the song and check their prediction

 Presentation:

Present the dialogue between a receptionist and a tourist (p 56) (2h)

 Questions:

- What does the receptionist say? “May I help you?”

- What’s for?

(for offering assistance)

- Another way to offer assistance? (Do you need any help?

Let me help you)

- How you say to respond to assistance? (Yes, No, Thank you)

 Practice:

Do exercise on page 62 use useful expressions in the boxes on page 55 to complete the dialogues Then practice the dialogues with a partner

 Homework:

- Learn the expressions

- Practise the dialogue fluently

- Present new words and guide Ss to read in chorus

- let Ss guess the missing words - give instruction - Ask Ss to listen to the song and check their prediction - Read the dialogue p 56 - Ask some

questions to check students’

understanding - Present the phrases to offer or respond assistance

- Ask Ss to exercise 3b on page 62

- Move around the class and help students

- Listen and repeat

- copy down - Predict the words to fill in the grass in the song (p 56) - Share with their partner and give feedback - Listen to the dialogue - Listen and answer the questions - Copy down and read in chorus and then individually all the phrases in the chart

- Complete the dialogues in exercise 3b (p.62)

- Week: 12 - Period: 35

- Teaching date: Lesson 5: read 1-2   

 Aim: Reading comprehension the passage about the Boy Scout of America

 Objective: By the end of the lesson, students will be able to know more about youth organization – The Boy Scouts of America (BSA)

 Teaching aids: Text book, poster

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Jumbled words) Racchtaer Pexailn Iojn

Nessmsibuan

3 Mai Thauolgh

 Pre- reading:

 Pre – teach vocabulary: - (to) encourage

- citizenship (n) - coeducational (a) - voluntary(a)

- (to) lead – led – led - (to) establish

 T / F statements prediction The Boy Scout of America is a

youth organization

2 Scouting began in America

3 William Boyce is a businessman in London

4 Boys and girls can join BSA The Scouting Association is the

biggest voluntary youth organization in the world

 While – reading:

 Read the passage on page 57 and check if their prediction is correct or not

 Fill in the missing dates a 1907

b 1909 c 1910 d 1994

 Post - reading:

 Do exercise (p 57)

a Scouting began in England in 1907 b The meeting between a boy Scout

and Mr Milliam Boyce let to the Scouts Association crossing the Atlantic in 1910

c Girls can join in the Girls Guides Association and Camp Fire Boys and Girls

d They are building characters, good citizenship and personal fitness

- Write the wordswhose letters are in discover - Present new words on the board

- Guide Ss to read in chorus individually - Check vocabulary by “slap the board” - Ask Ss read the statements given and guess they are true or false

- Give instruction - Listen and correct false statements - Ask Ss to read the passage again and fill in the missing dates - Correct mistakes - Ask Ss to work in pairs to exercise (p 57) - Correct the pronunciation

- Rewrite the words in the correct forms - Listen and repeat - Copy down - Read the words in chorus

- Slap the words on the board - Predict which statement is true, and which is false

- give feedback

- Read the passage on page 57 and check their prediction - Give feedback - Read the passage again and fill in the missing dates - Give feedback - Answer the questions - Ask and answer in front of the class

- Week: 12 - Period: 36

 Aim: Writing a letter.

 Objective: By the end of the lesson, students will be able to write a letter about a future plan using “be going to”

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Revision)

Review the structure “be going to”

 Pre - Writing:

 Pre – teach vocabulary - (to) raise fund

- a bank

- natural resources

 Read the notice: (p 58)

a What members of the Y and Y have to in the recycling

program?

b What is the purpose of the recycling program?

c What other programs can members of the Y and Y participate in?

 Complete the letter: a Who writes the letter? b To whom does Nga write? c Is Nga a member of Y and Y?

 Answer:

1 community recycling collect send recycling save earn participating

9 planning 10 helping

 Read the dialogue (p 59)

 Answer the questions: - Why does Hoa look happy? - What is she going to in the

environment month?

- What are they doing to earn money for their school Y & Y?

 While - writing:

Write a letter

 Post - Writing:

- sharing – comparing - Correction

- Ask Ss the usage of “be going to” - Present new words and guide Ss to read them in chorus

- Ask Ss to read the notice

- Ask some

questions to check Ss’ understanding - Ask some questions to set the scene

- Get Ss to work in pairs to complete the letter

- Ask Ss to read the dialogue - Ask some

questions to check Ss’ understanding - Ask Ss to write a letter

- Answer - Listen and repeat

- Copy down - read new words in chorus - read the notice (p 58)

- Listen and answer the questions - Answer the questions

- Fill in the gaps in the letter - Give feedback

- Read the dialogue - Listen and answer the questions - Write a letter

- Week: 13 - Period: 37

- Teaching date: Lesson 6: - Getting Started. - Language focus 1. * Aim: - Introducing some activies of the Y & Y

Organizatio and practise present tense writh future meaning

* Objective: - By the end of the lesson, students wrill be able to use Simple Present Tense to talk about future activities

Content T's activties Ss' activities * Warm-up: (Brainstorming)

* Presentation:

□ Pre-teach vocab: - a rest home

- an orphanage -A stachum

□ Set the scene

- Introduce the dialogue: Lan and Mai are members of the Y & Y organization They are talking about the summer activity program

Lan: Where we collect and empty garbage?

Mai: At Dong Xuan Market

Lan: When we collect and empty garbage?

Mai: On Jannuary

Lan: What time we start and finish? Mai: We start at 8am and finish at 5pm

□ Concopt checking:

 When we use "where"? (to ask for the place)

 When we use "when" (to ask for the date)

 When we use "What time"?

 What tense we use in the dialogue?

- Present new words and guide Ss to read them in chorus

- Set the scene to introduce the dialogue

- Ask Ss to

complete the

dialogue

- Ask Ss to practise the dialogue

Some questions - Ask Ss to check their understanding

- Say the activities of the Y&Y

- Listen and repeat - Copy down

- Read new words in chorus

- Complete the dialogue

- Practise the dialogue

- Answer some questions

* Practice:

□ Do exercise on page 60

- Ask Ss to practise

asking anol

answering about the Y&Y activity program

- Practise asking and answering about the Y&Y activity program by using the given cues

* Homework:

Ask students to write on their notebook the report on the Y & Y organization Spring Activity Program

Collect help blind

- Week: 13 - Period: 38

- Teaching date: One Period Test

oOo I Read the story and answer the questions:

One day, as a farmer was in his field and his buffalo was graring nearby, a tiger appeared The tiger wanted to know why the strong buffalo was the servant and the small man was the master The farmer said he had sth called wisdom, but he left it at home that day He went to get the wisdom, but before that he tied the tiger to a tree with a rope because he didn't want it to eat the buffalo When he returned, the farmer brought some straw with him He said it was his wisdom He lit the straw and the fire burned the tiger The tiger escaped, but it still has black stripes from the burns today

* Questions:

1 Where was the man?

2 What did the buffalo when the tiger appeared? What did the tiger wnat to know?

II Choose the best answer to complete the sentences given: I'll see you wednesday

a in b on c at d after

2 Little pea to the housework all day after her father got married again

a has b had c have d was

3 Last year, I to get up late

a use b usesc used d using Lan you eat rice for lunch?

Nga: No I ate noodles

a Did b c Does d Are

5 Lan were you yesterday evening? Nga: I was at home

a what b How c Where d Who

6 Which subject did you have yesterday? - I Math a had b have c has d have to III Tell about the things you used to last year IV Write a description of the Kitchen

a This/ Hoa's Kitchen

b There/ refrigerator/ right corner/ room V Listen - write the sentences you hear

Unit 7: My Neighborhood

- Week: 14 - Period: 40 - Teaching date:

Lesson 1: - Getting Started. - Listen and Read. * Aim: - Helping students to know about the places in their neighborhood

* Objective: - By the end of the lesson, Ss will be able to know more about Na's new neighbor

* Teaching aids: - Textbook * Procedure:

Content T's activties Ss' activities

* Warm-up: (Getting started) a grocery store b stadium c wet market d drug store e hairdresser's f swimming pool * Pre-reading:

□ Pre-teach vocab: - close by (adv) - (to) serve - a pancake - tasty (adj)

□ Pre- questions:

a How long has Nam lived in that neighborhood?

b Where does Na want to go?

- Ask Ss to match the names of places with the switable pictures

- Present new words and guide ss to read them in chorus - Check Ss' memory by technique "What and where"

- Give two

questions and ask students to work in pairs to guess the answers

- Match the names of places found in a neighborhood

- listen and repeat-copy down

- Read in chorus - Writ the words in the correct circles

- listen and predict the answers

* While-reading:

□ Do exercise on page 64 a New

b last week c tired d restaurant e Hue f pancakes * Post-reading:

□ Answers the questions:

a How long has Nam lived here? b Is Na's mother tired?

c What Kind of food does the restaurant serve?

- Ask Ss to read the dialogue

- Listen and correct Ss' mistakes

- Listen and give the correct answers

- Read the dialogue and check their prediction

- Read the dialogue again and complete the sentences on page 64

- Give feedback

* Homework:

Write a passage about their neighborhood by answering the following questions: a How long have you lived in your neighborhood?

b Do you like it? Why?

c Is there a restaurant/ post office/ market/ in your neighborhood?

- Let Ss ask and

answer the

questions

- Guide Ss to write a passage

d How you to keep your neighborhood clean

- Week: 14 - Period: 41

- Teaching date: Lesson 2: Speak. * Aim: - Speaking about how to send a parcel or a letter

* Objective: - By the end of the letter, students will be able to talk about to send parcels or letters

* Teaching aids: - Textbook

Procedure T's activties Ss' activities

* Warm-up: (chatting)

 What's this?

 Where can I post it to my freind?

 How can I post it?

 How much * Presentation:

□ Pre-teach vocab:

- air-mail: (explanation: letter or parcel sent by air)

- surface-mail: letter or parcel sent by bus, trai or ship

- Charge

□ Reading comprehension:

a Does Mrs Kim send the parcel airmail or surface mail? Why?

b What's the weight of her parcel? c How much does she pay?

- Ask some

questions

- Present new words on the board - guide Ss to read new words in chorus

- Check vocab: Rub out & remember - Set the scene to introduce the dialogue and give Ss some questions

- Listen and answer the questions

- Listen and repeat - Copy down

- Read in chorus

- Read the dialogue and find out the answers

- Give feedback * Practice:

□ Dractise the dialogue * Further practice: * Expected dialogue: Clerk: Can I help you?

Mrs Lan: I wnat to send a letter to Kontum

Clerk: Do you wnat to send it airmail or surface mail?

Mrs Lan: I send it airmail How much is it?

Clerk: Let me see, Mmm, 15 grams, it's only 1,200 dougs

Mrs Lan: Here you are Clerk: Thank you

2 Postcard/ HCM City/ airmail/ 15g parcel/ Buon Me Thuot/ surface kgs parcel/ Ca Mau/ airmail/ kgs

- Correct Ss' pronunciation

- Elicit and

encourage Ss to make the dialogues themsehes

- Give other sitwations and ask students to make similar dialogues

- Practice the dialogue

- Make the

dialogues themselves

- Make similar dialogues

Students write a dialogue on their notebooks

- Week: 14 - Period: 42

- Teaching date: Lesson 3: Listen. * Aim: - Listening for specific information

* Objective: - By the end of the lesson, Ss will be able to know what Na is going to on weekend by listening

* Teaching aids: - Textbook, cassettes * Procedures:

Content T's activties Ss' activities

* Pre-listening:

□ Brainstorning and gisessing:

- Look at advertisements of "What's on this week?" and get Ss to guess what is in the blanks 2-3-4

* While-listening: Task 1:

□ Listen to the tape and fill in the blanks * Answers:

a The new comer b Town Ground

c English speaking contest d Culture House

Task 2:

□ Read the statements in the exercises page 66

* Answers:

a Na doesn't know the neighborhood very well

b Na doesn't like movies

c Na will go to the photo exhibition d Na won't go to the English Speaking Contest

e Na will go to the soccer match with Nam

f Nam is a soccer fan

- Ask Ss to predict

- Ask Ss to listen to the tape and fill in the blanks in each advertisement

- Correct the mistakes

- Get Ss to read the statements and guess

- Correct the mistakes

- Look at the advertisements and guess what is in the blanks

- Listen and fill in the blanks

- Give feedback

- Read the

statements and predict which is true, which is True and which has no informat"

- give feedback

* Post-listening:

□ Answers the questions: a Does Na like movies?

b Why won't she go to see the film "The new comer?"

c Why won't Na go to the photo exhibition?

d Who will Na go to the soccer match with?

e What time does the match start?

- Ask Ss some questions to check their understanding of the conversation

- Listen and

answers the

* Homework:

- Week: 15 - Period: 43

- Teaching date: Lesson 4: Read.

* Aim: - Reading for details about Tran Phu Shopping Mal

* Objective: - By the end of the lesson, Ss will be able to understand the passage about a new shopping Mall

* Teaching aids: - Textbook * Procedures:

Content T's activties Ss' activities

* Warm-up: (Revision)

1 A place where you can buy everything (Super market)

2 A place where you can buy vegetables and fruits (Grocery stora)

3 A place where you can buy books (Bookstore)

4 A place where you can come to eat (restaurant)

5 A person who comes to the store and buys sth (customer)

* Pre-reading:

□ Pre-teach vocab: - a roof

- convement - a selection - Available - A mail - A resident

□ True/ False prediction:

Look at the statements in the exercise page 68 and guess which statements are true, which are False

- Give the

definitions and get ss to find out the words

- Present new words on the board

- Guide Ss to read them in chorus - Check vocab: What and where - Ask Ss bead the statements (p.68) and predict

- listen and find out the words

- Listen and repeat - Copy down

- Read new words in chorus

- Write the words in the correct circles - Read and predict which statements are True, which are false

* While-reading:

□ Read the passages and advertisement (p.67)

□ Check their prediction

□ Correct false statements * Post-reading:

□ Answers the questions: (p.68) Exercise

- Get Ss to read the text and check their prediction

- Read the text and correct false statements

- Give feedback - Answers the questions

- Week: 15 - Period: 44

- Teaching date: Lesson 5: Write. * Aim: - Helping Ss to write a notice

* Objective: - By the end of the lesson, Ss will be able to write a notice * Teaching aids: - Textbook

* Procedures:

* Pre-writing:

□ Set the scene: The residents and store owners on Tran Phu street are going to hold a meeting to discuss the effects of the new mall

□ Questions:

a Why are the residents and store owners on Tran Phu Street going to hold a meeting?

b When will they hold a meeting what time?

c Where will they hold the meeting?

□ Read passage on page 68

- Set the scene to introduce the notice

- Get students to read the notice and

answers some

questions to check their understanding - Correct the mistakes

- listen to their teacher

- Read the notice and answers the questions

- Give feedback

* While-writing:

□ Write the notice

□ Answers the questions:

a What is the English Speaking Club going to hold?

b Where and when will it be help? c What time?

d Who is the person to contact?

* Post-writing:

□ Check some notices and correct them * Answers:

The school English Speaking club Holding A Speaking Contest to Celebrate teacher's Day

Date: November 15

Time: 7.30p.m to 10.00p.m

Place: Hall 204, Building Please contact Mr Tran Thi Thu Hang of Class 8H at the above address for more information

- Let students know the way to write a notice, not write full sentences

- Let Ss to read passage on page 68

- Ask some

questions to check Ss' understanding - Monitor and help them write

- Write the model notice on the board (Elicit student to write)

- Listen to their teacher's

explanation

- Read the passage (p.68)

- Answers some questions

- Write the notice - Share with their parthers

- Present the model notice on the board

* Homework:

Do exercise on page 68

- Week: 15 - Period: 45

- Teaching date: Lesson 6: Language focus. * Aim: - Practice in Present Perfect Tense

* Objective: - By the end of the lesson, students will be able to use Present Perfect tense

* Teaching aids: - Textbook, posters, cards * Procedures:

Content T's activties Ss' activities

* Warm-up: (Matching)

Be see colleted go worked

- Stick a poster of infinitives and Past Participles on the

Lived seen eat attended Write been writen eaten work Attend done live collect gone * Presentation:

□ Set the scene: Na is new in Nam's neighborhood They are talking to each other

Na: How long (1) you (2) in this neighborhood?

Nam: I (3) (4) herve (5) 10 years Na: Really It's a long time

 Form: have/ hast p.p

 use: to talk about something which started in the past and continues up to the present

 We often use "For" and "Since" with the Present Perfect tense"

board

- Set the scene to introducce the present perfect

- Give the form and use of the present perfect tense

participles

- Complete the open dialogue

- Listen to their teacher and copy down

* Practice: Drill 1:

Do exercise (p 69) Ex: T: five minutes Ss: for five minutes Drill 2:

□ Make full sentences a I/ live/ here/ last week

b We/ not eat/ in that restaurant for years

c I/ not see/ her/ yesterday

d They/ attend/ Quang Trung school/ since last year,

e My Dad/ work/ for his company 20 years

f Ba/ collect/ stamp/ 1995

- Read a phrase

- Give the cues written on cards and ask Ss to make full sentences

- Correct Ss' prounuciation

- Correction

- Add since or For

- Look at the cues written on cards and make full sentences

- Do exercise * Production:

□ Do exercise (p 70) * Homework:

Do exercise (p.69) on their notebooks

Unit : Country Life & City Life

Period 1: Class: 8a – Period: Teaching: Total: Absent:

Class: 8b – Period: Teaching: Total: Absent:

Lesson 1: - Getting Started&Listen and Read. A Aims:

1 Knowledge: Held student to read for details about the differences between city life and country life

2 Skill: By the end of the lesson, Ss will be able to talk about the city life and the country life

3 Attitude:

B Teaching aids: Teacher: - Poster & picture Students: - Textbook C Stages of teaching Check up

- Do exercise Procedures:

Teacher s’ Students’ Content

I Warm-up:

- Talk to Ss about life the city and life in the country by

asking some

questions II Pre-reading: - Present new words on the board

- Guide Ss to read the words in chorus - Get Ss to talk about city life and country life

-Listen and answers the questions

- Listen and repeat copy down

- Read the words in chorus

- Talk about city life anf country life

I Getting started a Where you live?

b Do you want to live in the city why? c Do you want to live in the country? Why? II Listen and read

1 Pre-teach vocab:

- a relative (uncles, aunts, cousins) - peaceful = quiet

- Accessible

- Medical facilities

* Checking vocab: Rub out and remember

□ Brainstouning** (getting started)

- Ask Ss to read the

dialogue and

compare their ideas

- Get more

information

- Correct their mistakes

- Read the dialogue and compare their ideas

- Give feedback - Answers the questions on page 73

- Give feedback

* While-reading:

□ Read the dialogue

□ Compare their ideas

□ Answers the questions (p.73) a Where has Na been?

b How long was she there?

c What is her opinion of the countryside? d Na says "there is nothing to do" What does

City life Country life

- Move around and

correct Ss'

pronunciation

- Practise the dialogue

- Discuss in groups

she mean by this?

e What are some of the changes that hoa mentions?

* Post-reading:

□ Practive the dialogue

□ Discuss in groups

- Do you prefer the city or the country life? Why?

* Homework:

- Ask Ss to write a shout passage about why they prefer the city life or the country life

- Week: 16 - Period: 46

- Teaching date: Lesson 2: - Speak.

- Language focus 3

* Aim: - Practice in Present Progressive tense to descivibe changes with get and becom

* Objective: - By the end of the lesson, Ss will be able to practice Speaking about the changes of a place

Content T's activties Ss' activities * Presentation:

□ Set the scene:

 Model sentence:

 Form: am/ is/ are + V-ing

 Use: used to deseribe changes with "get" and "become"

* Practice: (Word cues Drill) a The boys/ get/ tall

b The old men/ becom/ weak c It/ become/ dark

d The weather/ get/ cold e The students/ get/ better

f The school/ yard/ become/ cleaner * Production:

1 Speaking 1:

Look at the two pictures and talk about the changes of the town (p.73)

 The traffic is getting busier

 The house are getting more modern

2 Speaking 2:

Talk about changes in their hometown

- Set the scence to introduce the model sentence

- Explain the structure

- Model first two cues, the whole class reperat chorally, then some students read out individually

- Ask Ss to look at the pictures (p.73) and talk about the changes of the town

- Write the word prompts on the board and help Ss speak

- Listen and copy down

- Complete the sentences, using the cues given

- Speak the changes of the town

- Talk about changes in their hometown

* Homework:

□ Write sentences, using Present Progressive Tense to describe changes in their school

- Week: 16 - Period: 48

- Teaching date: Lesson 3: - Listen.

- Language focus - 2

* Aim: - Listening for details to complete the dialogue and Further Dractice in Present Progressive tense

* Objective: - By the end of the lesson, students will be able to complete the dialogue by listening and Further Practice in Present continuous to talk about the future

* Teaching aids: - Textbook, cards * Procedures:

Content T's activties Ss' activities

* Warm-up: (Matching) Play the house

Do my aunt, Mrs Hang Watch a meeting

Go to man

Clean to violin lesson Have table tennis

- Prepare cards with phrases on them Write verbs on the board

- Divide the class into teams and hand out each team cards

- Stick the cards with phrases besides the suitable verbs

Phone my homework Speak a programe * Prelistening:

- Complete the dialogue use the verbs in the present progressive tense (page 78) - Review the form of the present Progressive tense

□ Set the scence

□ Guess the missing words

* While-listening:

□ Listen to the tape and check their predition (p.74)

- Guide Ss how to exercise

- Correct the mistakes

- Set the scence to introduce the dialogue - letSs predict

- Ask Ss to listen to the tape

- Listen and correct the mistakes

- Complete the dialogue, using the suitable verbs in the Present Progressive tense

- Read the

dialogue

- Predict the missing words - Listen to the tape and check their prediction

- Give feedback * Post-listening:

Do exercise on page 77 - Help Ss practise - Practise speaking * Homework:

- Ask Ss to write a shout passage about why they prefer the city life or the country life

- Week: 17 - Period: 49

- Teaching date: Lesson 4: Read.

* Aim: - Reading comprehension about the problem of people from the countryside moving to the city

* Objective: - By the end of the lesson, Ss will be able to understand the text about one of the social problems

* Teaching aids: - Textbook * Procedures:

Content T's activties Ss' activities

* Warm-up: (Jumbled words)

Plentiful, nature, flood, destroy, population, provide, result, facilities * Pre-reading:

□ Pre-teach vocab:

- rural (adj) thuộc mie n quê.à - urban (a) thuộc ve thành phốà - Stain (n): trạng thái căng thẳng - typhoon: bão

Drought: hợp tác and dry weather for a long time

- strouggle (n): đấu tranh

- migrant (n) a person who moves from one place to another especially in cerder to find work

□ Checking vocab: what and where

□ Brain storming:

- Present the Jumbled words on the board

- Present new words and guide Ss to read them in chorus - Guide Ss to read words in chorus

 insividually - Check vocab by technique what and where

- Ask Ss to think of

- Rewrite the words in the ordered letters

- Listen and repeat - copy down

the difficulties of

farmers' life - Tell about thedifficulties of farmers' life

* While-reading:

□ Read the text silently and find the word in the passage that means:

a of the countryside b as many as needed c become greater or larger d a great pressure

e a terrible event f of the city or city life * Post-reading:

□ Gap - filling: (Exercise page 75)

- Ask Ss to exercise on page 75

- Listen and give the correctanswers

- Ask Ss to exercise on page 75

- Read the text and find the word in the passage that means - Give feedback

- Complete the summary on page 75, using the information from the passage

- Week: 17 - Period: 50

- Teaching date: Lesson 5: Write

* Aim: - Writing letters to friends about the neighborhood

* Objective: - By the end of the lesson, Ss will be able to write letters to their friends about their neighborhood

* Teaching aids: - Textbook, cards * Procedures:

Content T's activties Ss' activities

* Warm-up: (Revision) Review the form of a letter Heading:

 Write's address

 Date

 Dear , Opening Body of letter Closing * Pre-writing:

□ Discuss and answers the questions a Where you lire?

b What does your house look like?

c What can you see from your bedroom window?

d How far is it from your home to school? e What kind of facilities are there in your neighborhood?

f What things in your neighborhood you like best? Why?

- Review the form of the letter

- Ask Ss to exercise (p.76)

- Ask Ss to work in groups to answers the questions in exercise on page 76

- Listen and

answers the

questions

(Put the outline for an informal letter in the correct order)

- Discuss in groups and answers the questions

* While-reading:

□ Write a letter to a friend about your neighborhood, using the answers

* Post-writing:

- Let Ss write the letter

- Write the letter, using the answers Difficulties of

farmers life

- Sharing and comparing Correction

- Week: 17 - Period: 51

- Teaching date: Lesson 6: - Language focus. * Aim: - Further Practice in comparative and superlative adjectives

* Objective: - By the end of the lesson, Ss will be able to use comparative and superlative adjectives

* Teaching aids: - Textbook * Procedures:

Content T's activties Ss' activities

* Warm-up: (Brainstorming)

□ Find out short adjectives and long adjectives they have learnt

* Presentation:

 Comparative:

Short adjective-er + than + Object More long adjective + than + object

 Superlative:

The + short adj - est

The most + long adjective

 Irregular adjectives:

Good/ well better the best Bad worse the worst Mary more the most Little less the least

- Ask ss to find out the adjectives

- Remind Ss of the

forms of

comparative and superlative

adjectives

- Go to the board and write the adjectives

- Listen and copy down

* Dractice:

Do exercise on page 79

Ex: - The air in the country is fresher then in the city

- The medical faccilities in the city are more accessible than in the country * Production:

Do exercise on page 79

 What are advertised?

 How old are they?

 How much we pay per month?

- Ask Ss to exercice (p.79)

give some

examples

- Move around the class and help Ss write comparison sentences

- Ask Ss read the advertisement then ask them some questions to check their understanding - Guide Ss to play a game

- Make comparions

between the

country

- Each student reads aloand one of the sentences they have made

- Read the

adiertisement and

answers the

questions

- Play a game

Noughts and

Grosses * Homework:

Long adjectives Short adjectives

expensive

big

tall

old expensiv

□ Write sentences comparing their house with their neighbors

Re

vis

Unit : A first - Aid Course

- Week: 18 - Period: 53 - Teaching date:

Lesson 1: - Getting Started. - Listen and Read 1, 2. * Aim: - Reading for details about the situations which require first - aid

* Objective: - By the end of the lesson, Ss can know what they would in the situations which require first-aid

* Teaching aids: - Textbook

Content T's activties Ss' activities

* Discussion:

Look at the pictures and discurs what they would in these situation which require first aid

* Pre-reading:

□ Pre-teach vocab:

- ambulance: xe cứu thương - emergency: cấp cứu - unconcious concious≠ - (to) bleed

- wound (n): vết thương - pressure: sức ép - tight loose≠

□ gap-fill predition

There was an emergency at lan's school A student off her bike and tượng her head on the road She was but she cut her head and the was badly Lan telephoned Bach Mai Hospital and asked the nurse to send an to Quang Trung school Lan was asked to keep the student while waiting for the ambulance"

- Give instructions - Call on some groups to give their answers and correct - Present new words on the board - guide Ss to read them in

chorus 

individuals

- Check Ss' memory by technique "slap the board"

- Present the open Passage on the board

- Ask Ss predict the words in the gaps - Listen and write on the board

Look at the pictures and discuss in groups

- Listen and repeat - Copy down

- Read the passage in fill in the blanks with suitable words

- Give feedback

* While-reading:

Read the dialogue and check Ss' prediction * Post-reading:

Read the dialogue again and select the topics covered in the dialogue (page 81)

- Give the correct

answers - Read the dialogueand check their predictions

* Homework:

- Write a story using the information from the dialogue begin their story with:

Yesterday there was an emerger of at - Week: 18 - Period: 54

- Teaching date: Lesson 1: - Speak.

* Objective: - By the end of the lesson, Ss can make and respond requests, offers and promises

* Teaching aids: - Pictures on page 82, 87, 88 * Procedures:

Content T's activties Ss' activities

* Presentation:

□ Set the scene

□ Model sentence:

Will you (please) get me a bandage?

□ Concept checking: To make a request: Will

Would + you (please) + bare infini: ? Could

Can

Responses: - Sure/ ok/ Tất right - I'm sorry I can't/ I'm To make an offer:

Will/ won't you

Shall I bare infinitive ? Can I

Would you like + to infinitive (on page 81)

* Practice: (Matching) (p.82) The girl has a burn on her hand The girl has a bad fever

3 The boy has just broken the vase The boy has a headache

5 The boy has a snake bite

□ Picture Drill

Picture a: request d offer b offer/ request e promise c offer/ request

a Could you give me a bandage, please? - Sure Here you are

b Shall I get you some medicine? - Yes, please

- Ask Ss questions to elicit the models - Presents the models

- Get Ss to work out the rules for

themsehes by

asking questions

- Hang the chart with the statements on the board

- Identify the situations in the pictures

- Model picture a

- Monitor and correct, encourage

Ss to make

sentences for themsehes

- Answers the questions

- Listen and repeat

- Copy down

- Look at the pictures on page 82 and match the situations with the statements

- Repeat the model sentence in chorus

 individual - Practise all the exchanges in turns

* Production:

1 (LF2: Repettion Drill) LF3: Role play

3 Do Language Focus then practise speaking with a partner

- Collect the Ss' ideas and write them on the board

* Homework: Rewrit exercises 2, 3, (p.86, 87) 88)

- Week: 18 - Period: 55

* Aim: - Listening to a paragraph for details about the activities taking place in an emergency room

* Objective: - Help Ss known how to listen for details * Teaching aids: - Textbook, pictures on page 82 * Procedures:

Content T's activties Ss' activities

* Warm-up:

Guess from context: What actions?

Look at the pictures on page 82 and write out all the verbs describing the actions of the people in it

* Pre-listening:

□ Pre-teach vocab: - eye chart (picture) - a parademic

- Wheelchair (picture) - Stretcher

- Crutches

□ Checking technique: What and where

□ Matching:

A  ambulance D  eye chart B  wheelchair E  scale C  crutches F  stretcher

- Give instruction - Tell Ss the group having the most right vebs is the winner

- Present new words on the board

- Have Ss repeat in chorus and copy down

- Ask Ss to exercise

- Look at the pictures and write the verbs desoubing the people in it

- Listen and repeat - Copy down

- Look at the picture in their books again and match the letter A, B, C, to the corret words in the box * While-listening:

□ Order Prediction

* Post-listening: True False Statements:

1 A doctor is wheeling a patient into the emergency room

2 The patient's head is banadged

3 A nurse is pushing a wheelchair with a patient sitting on it

4 The eye chart consists of 28 letters ranging (from) in the different sire* The baby's mother is trying to stop the nure from weighing her baby

- Have Ss copy and guess the order of the words

- Play the tape and ask Ss to listen - Listen and correct

- Present the statements on the board

- Ask Ss to read the statements carefully and check if they understand the meaning of the statements

- Copy and guess the order of the words

- Listen and give the answers

- Read the

statements given carefully and work in pairs to decide which of the statements is true and which is false

* Correction:

1 False (a parademic) True

3 False (empty wheelchair) True

5 False (stop herbaby fromcrying)

- Play the tape and have Ss to listen (2 or times)

- Listen the tage again and give the answers

You guess On tape Ambulance

Wheelchair Crutches Eye chart Scale Stretcher

- Week: 19 - Period: 56

- Teaching date: Lesson 4: - Read.

- Language focus 1.

* Aim: - Reading for the instructions about some more situations requiring first-aid

* Objective: - At the end of the lesson, Ss can use "in order to and so as to" to indicate purposes

* Teaching aids: - Textbook * Procedures:

Content T's activties Ss' activities

* Warm-up: Siggested words:

Burn, cut, bee sting, smake bite, fainting, shock, nose bleed

* Pre-reading:

□ Pre-teach vocabulary: - (to) lie flat

- (to) elevate (to) lower≠

- a victim (person who needs first-aid) - (to) over heat

- tissue damage - (to) ease = (to) stop

□ Checking technique: Rub out and remember

□ Network:

cool the burn with ice

- Ask Ss to give nouns for emergen cies which require first-aid

- Present new words on the board

- Guide Ss to read them in chorus - Check ss' memory by technique "Rub out and remember" - Collect and write the Ss' ideas on the board

- Give nouns and write them on the board

- Listen and repeat - Copy down

- Read new words in chorus

- Think of what to

do in these

emergency cases

* While-reading:

□ Read the instructions on page 83 and add the missing information

□ Matching:

 Read the statements on page 84 and match three leading A, B, C to them

□ Model sentence:

- Why should we cool the burn inmediately?

 we should it in order to minimize the tissue damage

□ Concept checking:

Form: in order to + bare infinitive Meaning: để

Use: to indicate purposes * Post reading:

Do exercise on page 86

- Have Ss read the instructions on page 83 and add the missing

information

- Ask the questions to elicit the answers

- Monitor and correct

- Read the

onstructions and the statemnets -match three leading A, B, C to them - Listen and

answers the

questions

- practise asking and answering the questions with "Why"

- Week: 19 - Period: 57

- Teaching date: Lesson 5: - Write. burn faintin

g

* Aim: - Writing a thank-you note

* Objective: - By the end of the lesson, Ss know how to write a thank-you note * Teaching aids: - Textbook

* Procedures:

Content T's activties Ss' activities

* Pre-writing:

□ Pre-teach vocab: - (to) thank SO for sth

- (to) cheer SO up = to make SO feel happier

- (to) come over

□ Set the scene

"Nga was sick and she had to go to hospital After she left the hospital, she wrote a thank-you note to Hoa Why and what did she write?

□ True-false prediction:

1 Nga write to thank Hoa for some candy Hoa's gift cheered Nga up

3 Nga'd lke Hoa to see her at the hospital Nga is very bored now

5 Nga write the letter at the hospital

□ Complete the thank-you note Nga sent to Hoa after she left the hospital Use the correct tense forms of the verbs in brackets

1 was were helped come am I'm phone * While - writing:

□ Answers the questions on (page 85)

□ Write a thank-you note to a friend Invite your friend to go on a picnic with you Use the questions

- Present new words and guide Ss to read them

- Set the scene to introduce the situation

- Give instructions

- Ask Ss to exercise (page 84) - Monitor and help ss with the tense firms

- Correct the mistakes

- Guide Ss to

answers the

questions

- Corret the mistakes

- Listen and repeat - Copy down

- Read the

statements and predict

- Give their predictions and write on the board

- Look at the letter on page 84 and complete it with the right verb forms - Give their answers

- Answers the questions

- Give feedback

* Post-writing:

- Comparing - sharing - Correction

Unit 10 : Recycling

- Week: 20 - Period: 58 - Teaching date:

Lesson 1: - Getting Started. - Listen and Read 1, 2. * Aim: - To give information about the environment problems

* Objective: Ss will be able to something to protect the environment and save natural resources

* Teaching aids: - Textbook, posters * Procedures:

Content T's activties Ss' activities

* Warm - up: (Brainstorm) Reuse plastic bags

* Pre-reading:

□ Pre-teach vocabulary:

- representative: người đại diện

- (to) protect: to keep so/ sth safe from danger

- natural resources (coal, mines, oil, gold, )

- (to) contact: (to) communicate with

□ Checking techniques: Jumbled words

□ True/ False predictions:

1 Freinds of the Earth is an organiration to help peope make friends with each other

2 Miss Blake asks the students to remember things: reduce, reuse, recycle Reduce means buying the products which are overpacked

4 We cannot reuse things like envelopes glass, plastic bottles, old plastic bags Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all

6 recycling means not just throwing things away but trying and finding another use for them

- Collect the ideas from the students:

- Present new words on the board

- Have ss copy - Guide ss to read them in chorus

- Present the Jumbled words on the board

- Ask ss to listen the situation

- Write the Ss' guesses on the board

- Think of ways to reduce the amount of garbage

- Give feedback

- Listen and repeat - Copy down

- Read the words in chrus

- Rewrite the words in the right order - Listen to the situation

- Work in pairs to decide if the statements are true or false

* While-reading:

□ Read the dialogue and check their prediction

□ Correct the false statements * Post-reading:

□ Answers the questions on page 90

□ Prectise the dialogue

- Monitor

- Read the dialogue and check their predictions correct

the false

statements

- Practise the dialogue

- Teaching date: Lesson 2: - Speak - Listen.

* Aim: To help ss practice in giving and responding to instructions and listening for specifi information about making compost

* Objective: - Ss can give and respond to instructions * Teaching aids: - Pictures, a mapped dialogue chart * Procedures:

Content T's activties Ss' activities

* Warm-up: (Kim's game)

□ Write the words showing things in the picture,

Possible answers: used paper, books, bottles, glasses, jars,

* Pre-speaking:

□ Pre-teach vocabulary:

- fertilizer (farmers ofter use this thing to make their plants or trees grow well) (what's it?)

- compost (what you call the fertilizer made from spoiled food, leaves, vegetable matter, )

- fabric

- leather: (our shves, sandals are often made of ?)

□ Dictation - list:

- Give instruction

- Show the

meaming og some new words

- Guide Ss to read them in chorus - Check ss' memory

by technique

"Bingo"

- Read the words and guide Ss to exercise

- Look at the picture and write the words showing things in it

- Listen and repeat - Copy down

- Read new words in chorus

- Listen to the words for items and put them into the right groups

* While-speaking:

□ Mapped Dialogue:

* Post-listening:

- Elicit the

exchanges from students

- Model the exchanges

- Monitor and correct

- Practise the exchanges in pairs, replacing the information (in brackets) with the words in the dictation list

- Read the multiple - Which group

Belong to?Put in- What can we do

With ? - We can - Are ? What shall we do

With ( )That's right - We make

Group Items

Paper

Used paper (old newspaper, books, cardboard boxes) Glass Bottles, glasses, jars

Plastic Plastic bags, plastic bottles Metal Food cans, drinking tins Fabric

Leather Vegetables

□ Hear four questions during the recording Check the correct answers

□ answers Key:

a A b B c A d B

- Have ss read the multiple choice questions on page 91 and check if Ss understand the questions

Correct

choice questions on pae 91

- Week: 20 - Period: 60-61

- Teaching date: Lesson 3: - Read 1, 2

- Language focus - 2 * Aim: - Reading for details about how things are recycled

* Objective: - By the end of the lesson, Ss will be able to form the Passive in the Present Simple

* Teaching aids: - Textbook * Procedures:

Content T's activties Ss' activities

* Warm-up: (Bingo)

Environment, garbage, pure, used paper, protect, envelope, dust, green tree, can, plastic,

* Pre-reading:

□ Pre-teach vocabulary: - tire: voû 9xe)

- pipe: ống nước

- deposit: tie n đặt cọcà - (to) refill: làm đa yà - (to) melt (to) freeze≠

□ Open - prediction:

? What people with used things? ? What can they make from them? - Car tires 

- milk bottle 

- Glass 

- Give instruction - Call out the words until someone shouts "Bingo" - Elicit words from students

- Guide Ss to read new words

- Check Ss' memory by technique "Rub

out and

Remember"

- Write the

questions the board - Ask Ss to guess - Write the Ss' guesses on the board

- Write any words and listen to their teacher

- Copy the new words

- Read new words

- Guess what they are going to read

* While-reading:

□ Read the text

□ Make a list of recycled things (Ex.2 p.93)

□ Check their prediction * Post reading:

□ Answers the questions on page 93 (Ex1)

- Ask Ss to open their books and read the text

- Ask Ss exercise and on page 93 - Correcttion

- Read the text and make a list of recycling facts mentioned in the text

- Answers the questions

- Give feedback

Model sentence: Passive voice

□ Concept checking:

+ Form: Passive Form in the Present Simple

- Elicit the model sentences from students

- Explain and show how to change an active sentence to a

- Copy down Car

tires

ar e

recycle d

to make pipes and floor caerings Glass is recycle

d

Subject + is/ am/ are + p.p

+ Use: it is used when the subject is affected by the action of the verb

+ How to change an active sentence to a passive one

Active: S O Passive: S be + p.p by O

□ Language focus (p.95, 96)

passive one

- Give instruction - Correction

- exercise & (p.95, 96)

- Week: 21 - Period: 61

- Teaching date: Lesson 4: - Write 1-2.

* Aim: - To help Ss to write a set of instruction on how to recycle used things * Objective: - Students will be able to write a set of instructions, using the sequencing

* Teaching aids: * Procedures:

Content T's activties Ss' activities

* Warm-up: (Lucky numbers) Say these sentences in the passive: People speak English everywhere Most children like cartoons We donot use things carefuly Children like candies

5 Mr Han teaches Maths * Pre-writing:

□ Pre-teach vocab: - (to) soak: làm ướt - (to) mash: nghie nà - bucket: thùng, sô - wire mesh: lưới sắt

□ Complete the recycling instructions (Exercise page: 93)

* While - writing:

□ Ordering picturess

□ Make the instructions on how to prepare the leaves

- Write numbers on the board

- Tell Ss each number is for a questions but of them are lucky numbers

- Elicit words from students

- Guide Ss to read words

- Check ss' memory "Slap the board" - Correct the exercise in the text book

- Correct the mistakes

- Ss choose a lucky number, they not have to answers any questions but they get point and they can choose another number

- Read new words - Copy down

- Do exercise p 93

- Order the pictures

- Write the

- Week: 21 - Period: 63

- Teaching date: Lesson 5: Language focus - 4.

* Aim: - To get Ss to further practice in expressing their feelings using Adjectives * Objective: - Students will be able to form the structures with adjectives

* Teaching aids: - Textbook, handouts * Procedures:

Content T's activties Ss' activities

* Warm-up: (Junbled words) - difficult - important - easy - understand - hard - believe, dangerous - wait * Presentation: (Language focus 3)

□ Pre-teach structures:

□ Set the scene:

Ba gives Nam a lot of directions at a time so Nam finds it difficult to follow Ba's directions what does he say to Nam? Model sentences:

Concept checking:

Form: It + be + adj + to infinitive

- Present the Jumpled words on the board

- Set the scene to introduce the structure

- Explain the structure

- Have Ss copy - Give instruction

- Rewrite the Jumbled words in the correct ones

- Listen to their teacher

- Copy down

- Complete the dialogue on page 96

* Practice:

□ Gap fill

(Exercise on page 96) Language focus 4 * Presentation:

□ Pre-teach structure: + Set the scene:

Nam passed the English exam and his grandparents are delighted at it What did they write to him?

Model sentence:

Concept checking:

Form: S + be + adj + that/ noun clause * Practice:

- Call on some pairs to demonstrate the

dialogue and

correct

- Set the scene to elicit the model

- Explain the structure of the model sentence

- Ask Ss to exercise

- Listen and copy down

- Read the letter on It 's difficul

t

to follow Your It b

e

adj to infi direction s

W e

ar e

delighted that you S be adj passed the

□ Matching: - Call on some Ss to go the board to draw the lines

page 97 and match the words

* Production:

□ gap - fill

(Exercise on page 97) * Homework:

Rewrite the letter beginning write: "Nam's grandparents are delighted that he "

- Get some Ss to give their answers - Correct

- Read and

complete the letter - Give feedback 1 relieved a Xin chuùc

mừng

2

Unit 11 : TRAVELING AROUND VIETNAM

- Week: 22 - Period: 64 - Teaching date:

Lesson 1: - Getting Started. - Listen and Read 1, 2. * Aim: - Reading for details about how to express interest

* Objective: By the end of the lesson, ss will be able to use some expressions to express their interest

* Teaching aids: * Procedures:

Content T's activties Ss' activities

* Warm - up: (Matching)

Match the places of interest in Viet Nam with their names

* Pre-reading:

□ Pre-teach vocabulary: - crop

- sugar can - water buffalo - (to) take a photo * Pre-questions:

1 Where does Hoa meet the Jones?

2 Is it the first time the Jones have visited VietNam?

3 How they travel to HaNoi?

4 What they see along the read to HaNoi?

- Give instruction - Call on some Ss to give their answers - Elicit the words from Ss

- Guide Ss to read words

- Check if Ss understand the questions and have them a feu minutes to think about the questions

- Match the places of interest with their names

- Copy down - Read the words

- Work in pairs to

answers the

questions * While-reading:

□ Read the dialogue and check the answers

□ True/ False statements

a This is the first time Hoa has met Tim's family

b Hoa helps Mrs Jones with her luggage c The Jones family is trweling from the airport in a bus

d Shannon has never seen rice paddies before

e The car is traveling past farmland f Only rice and crn are grown around HaNoi

* Post-reading:

□ Correct the false statements

□ Prectise the dialogue

- Ask ss to exercise

- Monitor and correct

- Read the dialogue and check the answers

- Read the dialogue again and answers which statements are true, which are false

- Give feedback

- Week: 22 - Period: 65

- Teaching date: Lesson 2: - Speak.

* Aim: - To help Ss practise in making suggestions and using "mind" to make requests

* Objective: - By the end of the lesson, Ss will be able to make and respond to formal requests using "mind" and make suggestions

* Teaching aids: * Procedures:

Content T's activties Ss' activities

* Warm-up: (Game: what does it say?) * Presentation:

□ Pre-teach structures: + Set the scene:

Remind Ss of the exchanges between Hoa and Mr Jones and between Hoa and Jim in the last dialogue (and)

□ Form: on page 100

□ Use: to make and respond to formal requests

□ Meaning: Xin ban cam phien

- Give instructions

- Set the scene to elicit the model sentences

- Explain the structures

- Prepare

cardboards with cues including checks and crosses

- Guess the information on the board

- Give the answers

- Listen and copy down

- Some Ss repeat the sentence and correct

* Practice:

□ Cardboard Drill (LF 3) p.109) a - Would you mind moving your car?

 No, of course not

b Do you mind putting out your cigarette? - No, I don't mind

- Model the first cue or times

- Correct their mistakes

- Listen

- Practise Ex on page 109

* Production:

T: Would you mind moving your car?

 S: No, of course not

□ Mapped Dialogue:

- Demonstrate how to put the exchange to gether

- Put the dialogue chart on the board

- Elicit the

exchanges from students

- Monitor and correct

- Practise all the exchange

- Repeat

- Use the

information on page 101 to practise other dialogues

- Week: 22 - Period: 66

- Teaching date: Lesson 3: - Listen - Read 1 YouYour friendExcuse me!Yes?I'd

like to visit a market Would you mind suggesting one?

Not at all How about going to Thai Binh market? It opens from about 5am to 8pm.

1A: Would you mind sitting in the front seat of the bus?

B: No problem.

2A: Would you mind if I took a photo?

* Aim: - Listening and reading for details about the place directions and information about some places of interest in VietNam

* Objective: - Ss will be able to get information from simple tourist achertisements

* Teaching aids: * Procedures:

Content T's activties Ss' activities

* Warm-up: (What's this place?) * Dalat:

- It is called the city of Eternal Spring - It has a lot of waterfalls and lakes

- You can find the most Kinds of flowers here

* Nha Trang:

- It's a seaside resort

- It has a very big monument of Buddha - It has an Oceanic Institude

* Listen:

□ Set the scene

□ Listen and match the places in the box to their correct positions on the map

□ Correction: * Pre-reading: - Accominodation - Giant

- Tribe - Slope - Jungle - Limestone

- Say information

- Play the tape - Ask Ss to isentify the places

- Correct

- Elicit words from students

- Guide Ss to read words

- Check Ss' memory

by technique

"Bingo"

- Guess what this place is

- Listen and match the places to the correct positions on the map

- Give feedback - Copy down

- Listen and repeat

* While-reading:

□ Grid (on page 104)

 Nha Trang:

Flights to HN, railway, hotels, local tranport, tourist attractions

* Post - reading:

□ Rewrite the advertisements to make them into short paragraphs, like this: "Nha Trang is a wonderful seaside resort for summer holidays "

- Ask Ss to read the advertisements about the resors (p.102, 103) (and) - Correct

- Read and check

the topics

mentioned in the grid (p.104)

- Give feedback

- Week: 23 - Period: 67

- Teaching date: Lesson 4: - Read - LF 4.

* Aim: - Reading for details about some places of interest in VietNam Further practice in making and responding to requests using "mind"

* Objective: - Ss will be able to make some suggestions on some tourist sites in VietNam to foreign tourists

Content T's activties Ss' activities * Warm-up: (Bingo)

- Resort, beach, caves, lake, mountain, tribe, seaside,

* Presentation:

□ Pre-teach structures: - mountain - chinbing - (to) sunbathe

- a florist

- (to) inport (to) export≠ * While - reading:

□ Matching:

□ grid: (exercise on page 105)

 answers the questions * Post-reading: (Role play)

□ Model:

A Where should (Andrew) B he should go to

A Why?

B Because (he studies tribes and he likes mountain-dimbing)

* Language focus 4: * Presentation:

□ Revision: (Gap fill)

- Elicit words from students

- Guide Ss to read words

- Check Ss' memory by technique "What and where"

- Put the poster on the board and ask Ss to match

- Correct

- Guide Ss to exercise

- Monitor and correct

- Tell Ss to ask and answers questions

using the

informations the text

- Monitor and correct

- Put the gap fill chart on the board ask Ss to exercise

- Correct

- Give the words - Listen and repeat - Copy down

- Write the words in the correct circles

- Match the words or phrases in column A to column B

- Give feedback

- Read the text on page 105 and check (V) the boxes - Practise asking and answering the questions

- Use the right words in the box to fill in the gaps - Give feedback

* Practice:

□ Ordering pictures - turnoff the stereo - watch TV while eating - sit down

- postpone the meeting - turn on the air-conditioner - smoke

- Give instructions

- Correct

- Write the numbers and look at the pictures on page 110

- Listen to the situations and order the pictures

- Give their answers

* Production:

Play the roles to demonstrate the exchanges based on the models below the pictures

- Monitor - Play roles Turned off explain telling ask.

1 Would you mind me sth about it? 2 Do you mind if I you a questions? 3 Would you please this new word to me?

4 Would you mind if I the television?

1

NhaTrang

a tribal villages mountain dimbing 2 Dalat b The place where

President HCM left VietNam in 1911. 3 HaLong

Bay

c swimming and sunbathing

4 Sapa d Oceanic Institute. 5

NhaRong Harbor

- Week: 23 - Period: 68 - Teaching date:

Lesson 5: - Write 1-2.

* Aim: - To help Ss practice in writing a narrative using a guided compostion * Objective: - Ss will be able to know how to write a narrative

* Teaching aids: * Procedures:

Content T's activties Ss' activities

* Warm-up: (Lucky numbers)

□ Pre-teach vocab: - Canoe

- (to) paddle - (to) hive - (to) overturn - (to) rescue * While-reading:

□ Ordering statements - Set the scene:

Last week, while on vacation in DaLat, the Jones family had quite an unforgetable adventure on Xuan huong lake What did they and what happened to them? c, a, g, d, f, b, e (Ex P 106)

* Pre-writing:

□ Pre-teach: (Matching) - (to) stumble: văng l6n - (to) go off: nhận - (to) redize: trượt chân

□ Ordering pictures:

(pictures on page 106 - 107) d, b, e, h, a, f, c, g

* While - writing: Write a story about

Uyen, using the pictures already rearranged and the given words

- Elicit words from students

- Guide Ss to read-check: Jumbled words

- Set the scene to introduce the situation

- Guide Ss to exercise on page 106

- Correct

- Correct

pronunciation errors

- Write the

vocabulary on the board

- Ask Ss to math them

- Call on some Ss to give their answers and correct

- Monitor and help Ss with words or structures while they are writing

- Copy down - Read in chorus - Rewrite in the correct forms

- Read the first part of the story on page 105 and rearrange the sentences on page 106 to complete the story - Read the story aloud

- Look at the pictures (p 106-107)

- Guess the meaning of new words

- Copy down

- Look at the pictures and rearrange the events in the correct chronolo gical order to make it a story

* Post-writing:

- Comparing - Correction - Correct - Give feedback - Week: 23 - Period: 69

- Teaching date: Lesson 6: - Language focus - 2. * Aim: - To help Ss practise in using - ed and - ing participles

* Objective: - Ss will be able to use present and past participles to describe things and people

Content T's activties Ss' activities * Warm-up: (Kim's game)

□ Look at the pictures and write the names of the things they've just seen in the pictures

* Language Focus 1:

 Presentation:

□ Pre-teach:

T: What's Ba doing? Ss: He's reading a book

Or: He's sitting under the tree? Who is the boy reading a book?

 Model setence:

- Concept check:

Form: Verb + ing  Present participle Use: A present participle can be used as an adj to qualify a noun

* Practice: (Word - Cue - Drill) Mr Quang/ walk up the stairs Miss Lien/ carry a bag

- Ask questions and call on Ss to answers correct

- Elicit the target lịch sử by saking the questions

- Explain the form and use of the present participle

- Open their books and look at the pictures on p 108

- Answers the questions

- Repeat the model sentence

- Listen and copy down

3 Nam / talk to Miss Lien Ba / sit under the tree Lan / Stand by the table Nga and Hoa / play chess

 Language focus 2: (Presentation)

 Pre – teach : Matching

1 box a wrap in truck b dress in lamp c recycled from

4 doll d keep in flowers e make in toys f paint Where is the old lamp made in? ? How much is the old lamp made in China?

Model sentence:

The old lamp made in China is five dollars

(p p phrase)

 Practice:

 Question answer drill:

How much is the box painted green?

2 Truck made from recycled cans Doll dressed in red

4 Flowers wrapped in yellow paper

- Ask Ss to exercise

- Ask the questions

- Explain the form and use of past participle phrase

- Ask the questions

- Run through the situation again - Look at the words in the box and the picture on page 109 to the matching - Look at the picture and answer the questions

- Listen and copy down

- Look at their books, listen to the questions and answer

- Week: 24 - Period: 70

- Teaching date: One period test   

I Change these sentences into Passive: Ba drew the picture

2 Mr Nhan repaired the computer Mary wrote a notice on the board Tim’s mother met his teacher at school

II Fill in the blanks with the correct form of the verbs: The girl……(live) at 50 Tran Hung Dao is my friend The garden…… (water) every morning is full of flowers The cat…….(sit) on the table is hers

4 The vase…… (break) yesterday is my father’s favorite one The woman………(sing) on the stage is my neighbor The book…… (wrap) in blue paper is mine

III Tell what this place is:

1 It is called the city of Eternal Spring it has tribal villages

3 It is recognized as a world Heritage Site by Unessco IV Complete the following sentences:

1 She / realize / her alarm clock / not / go off She / math exam / Friday / and she / get up / late V Answer this question:

Unit 12: A vacation abroad - Week: 24 - Period: 71

- Teaching date: Lesson 1: Getting started Listen & Read

  

 Aim: Reading for details about making plans for a vacation abroad.

 Objective: By the end of the lesson, students will be aware of how to make, accept and decline invitations

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up:

 Match the names of the countries in the box with appropriate pictures / flags

 Chatting:

T: Which country you want to visit?

S: ……… T: Why? S: ………

 Pre - reading:

 Pre – teach vocabulary - (to) include

- (to) come over - (to) pick S.O up

- abroad (adv) : in a foreign country - (to) be / go / travel / live abroad

 T / F Prediction

1 Mrs Quyen is calling Mrs Smith from the airport in San Francisco Mrs Smith invite Mrs Quyen and her husband to stay with her while they are in town

3 Mrs Quyen doesn’t accept Mrs Smith’s invitation because she wants to say with a Vietnamese friends of hers

4 Mrs Quyen and her husband will be in the USA for days

5 Mrs Quyen and her husband will come over to Mrs Smith’s place for dinner one night

6 Mr Thanh, Mrs Quyen’s husband goes abroad for a business meeting

 While - reading:

 Read the dialogue (p 112)

 Correct the false statements

 Complete Mrs Quyen’s schedule Exercise on page 113

 Post - reading:

Answer the questions (Exercise on page 113)

- show the

pictures to Ss and ask Ss to guess what country it is - Ask some questions - Elicit words from Ss

- Guide Ss to read words

- Check vocabulary by technique “Rub Out and

Remember” - Put the chart on the board and ask Ss to read the statements - Ask Ss to exercise

- Have Ss open their books

- Call on some Ss to correct the false statements

- Dsk Ss to exercise and on p 113

- Look at the pictures or flags or and guess what country it is

- Listen and answer the questions

- Give the words - Listen and words in chorus - Copy down

- Read the statements on the board - Work in pairs to decide if the statements are true or false - Give the dialogue and correct the false sentences

- Complete MrsQuyen’s schedule - Answer the questions

- Week: 25 - Period: 72

 Aim: to get Ss to practice in making plans using tourist brochures and flight information

 Objective: By the end of the lesson, students will be able to talk about their plans for a trip abroad

 Teaching aids: Text book, chart.

 Procedures:

Content T’s activities Ss’ activities

 Presentation:

 Pre – tech vocabulary:

- (an) itinerary : a plan for a journey including the route and the places you visit

- (a) gallery : I go to this place to see works of arts to be shown

- (a) flight : a journey made by plane - via (prep) : through a place

- facilities - (a) brochure

 Matching: Itinerary

2 Flight information Hotel advertisement Travel brochure

 Practice:

 Questions:

 For the flight information table - How many flights a week can you take from Los Angeles to Boston? - Which flight can you take every day of the week?

- Which of the hotel is cheaper?

 Production:

You

- Where shall we stay

- Where should we visit?

- What time should we leave Los Angeles

Your friends - The Revere Hotel is expensive but it has a gym - I think we should visit

- Elicit words from students - Guide Ss to read words in chorus - Check

vocabulary by technique “Slap the board” - Show the

photocopied tables (p 113-114) on the right of the board and ask Ss to match them with the right titles on the left - Ask Ss questions for information about the flight accommodation and tourist places - Correct the mistakes

- Model

- Monitor and correct

- Give words in English or Vietnamese - Listen and repeat

- Match the photocopied tables with the right titles - Listen and answer the questions - Give the answers

- Work in pairs replacing the information using the tables

- Week: 25 - Period: 73

- Teaching date: Lesson 3: Listening   

 Aim: Listening for information about the weather.

 Objective: Practice in listening to the weather forecast for information about the weather in big cities in the world

 Teaching aids: Cassette, chat.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: Chain game T: Yesterday

S1: I S2: went

- Ask Ss to say out a word until they make a

meaningful

 Pre- listening:

 Brainstorm :

cold

warm

 Open – prediction (gap – fill on page 115)

 While – listening:

Listen to the passage and fill in the blanks with the information (p 115)

 Post - listening:

Write – it – up : use the information in the table to write a weather report

sentence

- Write the topic on the board

- let Ss predict - give instruction - Correct the mistakes

- Find the words related to the topic

- Predict the information - Listen to the passage and give the answer - Write the weather report

- Week: 25 - Period: 74

- Teaching date: Lesson 5: Read   

 Aim: Reading for information about the places of interest in the world

 Objective: By the end of the lesson, students can obtain some knowledge about some scenic sports in the USA

 Teaching aids: Text book.

- Week: 26 - Period: 75

- Teaching date: Lesson 5: write   

 Aim: To get Ss to practice in writing a postcard.

 Objective: Ss will be able to write postcards to their friends about their trip

 Teaching aids: Chart, drawing.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Lucky numbers)

 Pre - writing:

 Gap – fill

Exercise on page 118

1 in people weather visited

5 her nice/happy bought

8 for heaviness 10 soon

 Grid :

 Information needed to write a postcard

- What you write about the place?

- ……… weather?

 While – writing:

- Set the scene - Write the postcard

 Post - writing:

correction

 Homework:

Write their postcard in their notebooks

- give instructions - Call on some Ss to go the board and correct the mistakes

- Go through the instruction by using questions - Monitor and assist Ss with their writing

- Correct

- Look at the postcard on p.118

And complete the gaps with the appropriate words

- give feedback - Look at past (p.118) and answer the questions - Write a postcard

- Week: 26 - Period: 76

- Teaching date: Lesson 6: Language focus   

 Aim: Practice in Past progressive and Present progressive tenses with “always”

 Objective: Ss will be able to talk about activities using the Present and Past Progressive tenses

 Teaching aids: Pictures.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Kim’s game)

Say what the people in the pictures are doing

1 take a shower write a letter eat dinner walk with a dog

3 read book talk to grandma

 Presentation 1

 Set the scene:

Look at picture ! what was Ba doing at o’clock last night?

- Model sentence:

Ba was talking a shower at o’clock last be v_ing night

- Form: was/ were + v_ing

- use: to indicate an action that was in progress at a point of time in the past

 Practice:

1 Ba / take a shower Hoa / have dinner Bao / read a book Nga / write a letter Na / walk with her dog

6 Lan and her grandma / talk to each other

 Presentation: (language focus 2)

 Matching

Look at the pictures then match the half – sentences in column A to those in column B

 Model sentence:

The Le family was sleeping when the mailman came

Concept check:

- Form: Main clause Con adv clause

S.P When S.past While P.C - Use sequence of tenses: An action was talking place in the past when another action took place

 Practice: (picture drill)

Look at the pictures (p.120) write the sentences say what the people are always doing

 Homework:

Write complete sentences in the

- Give instruction - Call on some Ss to the write on the board and correct - Set the scene to introduce the model sentence by eliciting the answer from Ss, get Ss to repeat and write the sentence on the board

- show the

cardboards and go through the verbs - Model the first sentence and have Ss repeat

- Ask Ss to exercise p.119-120

- Elicit the model from Ss, using Vietnamese - Have Ss repeat and write the sentence on the board

- Model the first picture and have Ss repeat

- Look at the picture and then remind what the people in the pictures are doing

- give feedback - Answer the question - Listen and repeat the sentence in chorus

- Listen and repeat

- Work through the rest of the cues

- Look at the pictures and the matching

- Listen and repeat

notebook(1, 2, 3)

Unit 13: Festivals - Week: 26 - Period: 78-79

- Teaching date: Lesson 1: getting started Listen and read

  

 Aim: Reading for details about traditional festivals.

 Objective: students will be able to ask for explanations of events.

 Teaching aids: Text book, fosters.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (chatting)

Tom, David, Huckleberry,…… T: I likes swimming and sunbathing Where should he go? why?

S:………

 Pre - reading:

 Pre –teach vocabulary: - (to) fetch

- (to) yell = to short loudly

- (to) urge : make a person move more quickly

- (to) rub

- (to) participate - (to) award

 Open prediction:

Rice – cooking festival Water fetching rice cooking

Fire making

 While – reading:

T / F statements

a Only one team member take part in the water Fetching contest

b One person has to collect one water bottle

c Pieces of bamboo are used to make the fire

d In the final contest, the judges taste the rice

 Post - reading:

 Grammar drill:

(compound adjectives)

A rice - cooking festival A water – fetching Competition

article noun V_ing

 Concept check

Use: to form a compound adj Form: Noun + V_ing

 Transformation drill: a A fire - making contest b A bull – fighting festival c A car – making industry d A flower – arranging contest e A rice – exporting country f A clothes – washing machine

Write the names on the board - give the

information and then ask question - Present new words on the board

- Guide Ss to read in chorus

- Check vocab by technique “what and where” - Ask Ss to guess what they are going to read

- Ask Ss to exercise on p 122

- Get Ss to give their answer and correct the false sentences

- Elicit the examples and write them on the board

- Correct

- Look at the board

- Listen and answer the question - Listen and repeat

- copy down - read new words in chorus - Predict the information

- Read the statements and check (v) the boxes, using the information in the dialogue

- Do the exercise on page 130 and write their answers

- Week: 27 - Period: 80-81

- Teaching date: Lesson 2: Speak - Listen   

 Aim: Practice in talking about preparations and listen for details.

 Objective: students will be able to talk about their preparations for a special event

 Teaching aids: Text book, chart.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: Find things in common write things often prepare the Tet

 Presentation:

 Speak 1:

 Pre – teach vocabulary: - Pomegranate: l uự

- Peach blossoms

- Marigolds: cúc v n thạ ọ - Dried watermelon seeds - Spring rolls: ch giòả

 Ordering:

A – F B – G C – H E – I D – J

 Practice: (Mapped dialogue) Mrs Quyen

A You / tidies / bedroom? B Market / have

to / oranges / pomegranates

Lan Yes / where /

going?

2 Could / collect / new Ao Dai tailor / corner

 Production: (speak 2) - a village festival - a school festival - a harvest festival

………

 Pre – listening:

- Gap – fill prediction

Read the statements on page 124 and predict the words in the gaps

 While – listening :

 Listen to the dialogue

 Give the answer and check if Ss’ guesses are right or not

 Post – listening:

- Grid: Fill in the gaps with the information taken from the

statements (p.124 ex2) thing to

- Mr Robinson: Go to the flower market to buy peach blossom and a bunch of marigolds

- Mr Robinson: Go to Mrs Nga’s to learn how to make spring rolls

- Liz: Go to the market to buy candies and a packet of dried watermelon seeds

- Monitor - Present new words and then guide Ss to read them in chorus - Check vocab by technique “Bingo” - Ask Ss to exercise on page 123

- Correct - put the chart with the cues on the board

- Elicit the exchanges from Ss

- Give instruction - Monitor and assist Ss while they are working - Get Ss to predict the words in the gaps

- Ask Ss to listen to the dialogue - Call on some Ss to give the

answers - Ask Ss to exercise on page 124

- Correct

- Write things they often prepare for Tet - Give the words in English or in Vietnamese - Read the dialogue on page 123 and put the sentences in the correct order - Give feedback - Practice exchange in pairs

- Choose one of the festival and make up their own dialogue - Guess the words in the blanks

- Listen to the dialogue

- Give feedback - Check their prediction - Complete the notes

- Week: 27 - Period: 82

- Teaching date: Lesson 3: read   

 Aim: Reading for details about Christmas.

 Objective: Ss will get some knowledge about Christmas

 Teaching aids: Pictures , poster.

 Procedures:

Content T’s activities Ss’ activities

 Pre - reading:

 Pre – teach vocab: - (to) spread

- Christmas carol - Patron saint - Jolly decorate

 Matching:

1 It has been said he was the patron saint of children, a fat jolly man who wore a red suit and give children presents on Christmas Eve

2 The custom of decorating it and putting it in a common place, spread throughout Europe to America

3 They were stories put to music and enjoyed by most people First the leaders of the church did not like them but later they became popular An English man had S.O design it to

send Christmas greetings to his friends Now it is a part of the Christmas tradition

a Christmas carol b Christmas card c Santa Claus d Christmas tree

 While - reading:

 Read the paragraphs on page 124 – 125

 Check if Ss’ answers are right or not

 Complete the table (Ex1 p 126)

 Post - reading:

Answer the questions (ex2 p 126) More than a century ago

2 He wanted to send Christmas greetings to his friends

3 800 years ago

4 An American professor named Clement Clarke Moore

5 On the description of Saint Nicholas in professor Moore’s poem

- Present new words in the board - Guide Ss to read words in chorus - Check vocab by technique

“Jumbled words” - Stick the pictures (Christmas / tree / card / Santa Claus) on the board - Put the

statements on the board

- Write on the board

- Ask Ss to read the paragraphs and check their predictions - Correct the answers

- Give words in English or Vietnamese - Listen and repeat - Copy down vocabulary - Look at the pictures and read the statements then the matching

Give the answer

- Read the paragraphs and check their prediction - Answer the question

- Give feedback

- Week: 28 - Period: 82

- Teaching date: Lesson 4: Write 1_2   

 Aim: to get Ss to practise in writing a report.

 Objective: Ss practice in writing a report on a festival they have joined

 Teaching aids: Photocopied picture

Content T’s activities Ss’ activities

 Warm – up:

 Brainstorm:

1 How many people are there in the picture?

2 Name all the things in the picture

 Pre – writing:

 Gap fill

 Answer key

1 Rice – cooking traditional one / a bamboo Water – fetching six run separate water 10 added

 While –writing:

Questions and answers (ex2 on p 127)

 Post – writing:

Present the report on a festival on the board

- Ask Ss to look at the picture and ask the questions - Guide Ss to exercise on p 127

- Correct the mistakes - Guide Ss to answer the

question on p 127 - Correct the mistakes

- Look at the picture

- Week: 28 - Period: 83

- Teaching date: Lesson 5: Language focus   

 Aim: To get Ss to practise in reporting what was said and further practice in using the passive forms

 Objective: Ss will be able to use reported speech and the passive in the past, Present and future tenses

 Teaching aids:

 Procedures:

Content T’s activities Ss’ activities

 Warm – up:

Infinitive Past participle Put put

Write written Hold held Make made Break broken

 Presentation:

 Language focus 1:

Pre – teach : Matching A

1 Present simple Past simple Future simple Present

perfect

B a was/were + p.p b.have/has been + p.p c Is/are/am + p.p d.Will/shall + p.p

 Practice: Exercise on p 128

 Language focus 2:

 Presentation: Pre – teach vocab: - (to) jumble

- (to) scatter - a jar

 Practice: gap fill: Answer key:

1 jumble broken broken

4 scattered pulled

 Language focus 4:

 Presentation: Pre – teach Set the scene:

Model sentence: Reported speech He said he was a plumber

 Pay attention to the changes in Tenses

Quoted speech - Present Will Must

Reported speech - Past

Would Had to Pronouns: depending on the

subject of the main clause Adverb of place and time Exercise page 130

a He said he could fix the faucets b He said the pipes were broken c He said new pipes were very

expensive

- Give instruction

- Present column A and column B on the board and ask Ss to match them

- correction

- Guide Ss to exercise

- Correct the mistakes

- Set the scene to introduce the model sentence - Explain how to change into reported speech

- Correction

- Match an infinitive with its past participle

- Match the words in column A with the form in column B - Give the answer

- Do exercise on page 128

- Look at

language focus on p 128-129 and fill in the gaps with the right form of the verbs in the box - give feedback - Listen to their teacher

d He said Mrs Thu had to pay him then

Unit 14: Wonders of the world - Week: 28 - Period: 84

- Teaching date: Lesson 1: Getting started Listen and read

  

 Aim: To get to practise in reading to seek information.

 Objective: Ss will seek information about a language game to complete a summary

 Teaching aids: Picture, postcards.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Matching)

Match the names of the famous world landmarks to the correct

 Pre - reading: (ordering)

1 B asks questions to find out who or what is

2 A thinks of a famous person or place B wins if he/she can guess the

correct answer A gives B a clue

5 B loves if he/she can not guess the correct answer

6 A can only answer “Yes” or “No”

 While - reading:

- Read the dialogue p 131

- Check their prediction

 Post – reading: Gap fill on p 132 (ex2)

- give instruction

- Put the

statements chart on the board and then guide Ss to exercise

- Ask Ss to read the dialogue and check their prediction - Correction

- Matching

- Read the statements and put them in right order

- Read the dialogue and check if their guesses are right or not

- give feedback

- Week: 29 - Period: 85

- Teaching date: Lesson 2: Speak   

 Aim: Practise in asking and answering questions about places and how to repeat them

 Objective: Ss will be able to make a report on famous places using reported speech

 Teaching aids: Chart, posters.

 Procedures:

Content T’s activities Ss’ activities

 Presentation:

 Pre – teach : matching

1 It was designed and built by the French civil engineer with 300 meters in height

2 It is in South Central Asia, 8.848 meters high above sea level

3 It was built from 246.209 BC and some people say it can be seen from the moon

4 It is a bell striking the hours in the clock tower of the Houses of Parliament in London

- Put the chart with the

statements on the board

- ask Ss to the matching

- Check if Ss understand the

5 It is a skyscraper in Manhattan New York City

6 It is a famous place in Quang Binh Province recognized as a world Heritage Site by Unessco

 Practice:

1 Have they just built the Eiffel Tower in Paris?

2 Is the Empire State building located in New York?

3 Are the Detronas Twin Towers located in Malaysia?

4 Is the Great Barrier Reef in Australia?

5 Have you ever seen Mount Rushmore?

6 Is Mount Everest in Nepal? - Set the scene:

Model sentence:

I asked Hoa if Phong Nha Cave was in Southern Vietnam She said that it wasn’t

I said to Lan “ Is Phong Nha Cave in Southern Vietnam?”

Yes/No question (direct speech) I asked Lan if / whether Phong Nha Cave was in Southern Vietnam

 Production:

Asking and reporting

 Homework:

Write 10 indirect questions of your group in your notebooks

statements - Correct

- Ask Ss to make Yes/No questions

Monitor and assiat Ss if necessary

- Set the scene to introduce the model sentence - Explain how to change into reported speech

- give feedback

- write Yes/No questions about10 places in the box, using the information in the matching - Practise asking and answering the questions

- Listen and copy down

- Practise asking and reporting

- Week: 29 - Period: 86

- Teaching date: Lesson 3: Listen Language focus   

 Aim: To get Ss to practice in recognizing and correcting mistakes, further practice in using to infinitive

 Objective: Ss will be able to recognize mistakes through listening to an advertisement

 Teaching aids:

 Procedures:

Content T’s activities Ss’ activities

 Pre listening:

 Pre – teach vocab: - Relaxing

- Crystal clear - coral

- to snorkel

 Checking technique: Rub out and remember

 While - listening:

Listen to the tape and correct the mistakes the paragraph on p 133

 Language focus 4:

 Presentation :

- Elicit words form students - Guide Ss to read words in chorus - Check Ss’ memory by technique “Rub out and

remember”

1 I want to go out at weekends She enjoys swimming very much He can speak many languages

 Concept check:

1 Form : S+ verb To infinitive verb Use: Most of the verbs in English

are followed by a to inf Form: S+ V _ verb-ing

Use: Same use as enjoy: start, begin, advise,…

3 Form: S + Model verb + Bare inf Use: Model: can, could, may, will,

should, might, must,

 Practice:

Complete the passage on p 137 with the right form of the verbs

1 to go jogging go gathering raining to reach to continue get

 Production:

Ask Ss to write sentences of their own, using three forms above

- give the correct answer

- Elicit to show the model sentences

- Explain the form and the usage of some verbs

- Ask Ss to exercise on p 137

- Correct and have a Student read and whole paragraph aloud

- Monitor and assist Ss if necessary - Correct the mistakes

- give feedback

- listen and copy down

- Read and complete

passage on p.137 with the right form of the verbs

- give feedback - Write

sentences using forms above - Write their sentences on the board

- Week: 29 - Period: 87

- Teaching date: Lesson 4: Read   

 Aim: read for details about the wonders of the world.

 Objective: Ss will be able to get some knowledge about the wonders of the world

 Teaching aids: Pictures.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (bingo)

- Wonder, attraction, famous, quiet, century

 Pre - reading:

 Pre – teach vocab: - to compile

- to claim - to honor - a god - religion - royal

 Checking technique: Slap the board

 T / F prediction

1 An Egyptian man compiled a list of what he thought were the seven wonders of the world

2 The only surviving wonder is the Pyramid of Cheeps in Egypt Today, we can still see the Hanging

Gardens of Babylon in present –

- Elicit words from students - Guide Ss to read word in chorus - Check Ss’ memory by technique “Slap the board”

- Put the chart on the board

- Ask Ss to decide if the statements or true or false

- Say the words in English or in Vietnamese - Listen and repeat in chorus - copy down

day Iraq

4 Angkor Wat was originally built to honor in Hindu God

5 The Great Wall if China first wasn’t in the list of the wonders of the world

6 In the early 15th century, the

Khoner King chose Angkor Wat as the new capital

 While – reading:

 Read the text on p 134, to check their guesses

 Correct the false statements

 Multiple choice (ex on p 134)

 Answer key:

a The only surviving wonder on Antipater’s list is the Pyramid of Cheops

b Angkor Wat was originally built for Hindus

c Angkor Wat was part of a royal Khmer city a long time ago d In the 1400s, the Khmer King

chose Phnom Penh as the new capital

 Post – reading:

Grid:

Wonders of the world Country Hanging Gardens of

babylon ………

Iraq

- write Ss’ guesses on the board - Ask Ss to read the text on p 134 and check their prediction

- Ask Ss to exercise on p 134 - Listen and give the correct answers

- Present the grid on the board and ask Ss to fill in

- Read the text and check their prediction - Correct the false statements

- Week: 30 - Period: 88

- Teaching date: Lesson 5: Write   

 Aim: Practice in writing a letter to a friend.

 Objective: Ss can write a letter to a friend about a place they have visited

 Teaching aids: pictures.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: guessing place

- Look at the picture and say where it is

 Pre - writing:

 Pre – teach vocab:

- ranger: a person qho takes care of a park

- edge - canyon

- breathtaking : very exciting - temperate

- stone Age

 Checking technique: Rub out and remember

 Insertion:

Read the letter and then to complete it by inserting the letters of the missing sentences

 While - writing:

Write a letter to a friend, using the prompts on p 135

 Post - writing:

- Correction

- Present the pictures - Elicit words from students - Guide Ss to read words in chorus - Get Ss to copy - Check Ss’ memory by technique Rub out and remember - Ask Ss to ex1 on p.135

- Draw the out time on the board and elicit some details

- Monitor and assist Ss if necessary - Correct the mistakes

- look at the pictures and say where it is - listen and say words in English or in Vietnamese - Listen and repeat in chorus - Copy down - Complete the letter Tim sent to Hoa about the Grand Cauyen Insert the letter of the missing sentences - Answer the question

- Week: 30 - Period: 89

- Teaching date: Lesson 6: Language focus   

 Aim: Further practice in reported speech and the passive.

 Objective: Ss can report what people say and answer about one of the world cultural Heritage of Vietnam

 Teaching aids: Charts, posters.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Bingo)

Temperate, breathtaking, royal,

religious, canyon, pyramid, edge, god, jungle, compile

 Language focus 1:

 Presentation:

The passive in the past simple : Was / were + p.p

 Practice:

Do exercise on p 136 - Answer key:

a was completed d was presented

b was constructed e was reached

c was designed

 Language focus 2:

 Presentation:

Ex: Do you know My son, Nga? - Nhi asked Nga if / whether she knew My son

 Practice: - Oral Drill

 Production:

- Writing Drill: MS was in a Nhi asked Nga QN province

b ……… it was far from HN

c ………

 Language focus 3:

 Word Cue Drill

a tell / go / there / how

- Nga told Nhi how to go there S V Qw to-inf b Nga showed Nhi where to get

tickets

c Nga pointed out where to buy souvenirs

d Nga told Nhi what to there during the visit

- Remind the form of the passive in the Past simple tense

- Ask Ss to exercise on p.136 - set the scene to introduce the model sentence

- Give instruction - Correct and ask Ss to write the right answer in their notebooks

- Show the word Cue chart on the board

- Model the first sentence and ask Ss to listen

- Check if Ss

recognize the model sentence

- Correct and have Ss copy

- Resay the form of the Passive in the Past simple tense

- Choose the verbs in the box for the gaps in the sentences - Complete the sentences with the right passive form of the verbs

- report what Nhi asked Nga

- One student reads the question, another student reads the reported sentence

- write the

reported sentence on the board - listen to their teacher

- Do exercise - Give feedback

- Week: 30 - Period: 90

- Teaching date: One Period Test   

I Fill in the blanks with suitable words : (2ms) The Rice – cookingFestival

In the fire – making contest two team members had to make a five in the traditional way They tried to rub pieces of (5) together to make the fire

(6) people from each team took part in the rice – cooking contest They had to (7) the rice from the husk and then cook the rice

After the three contest, all the point were (8) and the Thon Trieu group won the grand prize The festival was wonderful

II Choose the best option A, B, C or D to complete the following sentences : (4ms) Tom loves …… soccer

A plays B played C playing D play The…… are friendly here

A weather B food C sights D people It was a …… contest

A cooking rice B rice cooking C rice cook D ricing cooked He asked me if I ……… Play tennis

A can B could C may D must The girl …… Next to me is a new comer

A sitting B sit C sat D sits Vietnam …… many gold modals at Sea Games 22nd

A win B won C was wining D to win Most of the mobile phone …… in this shop are imported from China

A selling B sold C are sold D were sold Many people want ……… the time machine

A to see B saw C see D seeing III Change these sentences into reported speech: (2ms)

1 Mary said “I come to school by bus” Tom says “I can this exercise”

3 The man said to Mrs Thu “You must pay me now” Nhi asked Nga: “Is My son in Quang Nam province?” IV Change the sentences from the active into the passive: (2ms)

1 Miss Lien wrote the letter Ba drew the picture

3 Mr Nhan is repairing the computer Hoa turns off the light

The end

Unit 15: Computers - Week: 31 - Period: 91

- Teaching date: Lesson 1: Listen and read   

 Aim: to get Ss to differentiate facts from opinions through reading.

 Objective: Ss will be able to express their opinion about a problem

 Teaching aids: Photocopied picture.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Brainstorm) Computer can help us :

- Save time

 Pre –reading:

 Pre – teach vocab: - Printer

- manual: a book coming with a machine tells you how to use the machine

- connect

- under guarantee - plug

- write the topic on the board - Elicit words from students - Guide Ss to read words in chorus - Check Ss’ memory by using

- socket

 T /F prediction:

1 The painter isn’t working Nam has already turned the

computer on

3 Nam knows how to connect a printer but he hasn’t connected it properly

4 the manual helped them to find out the problem

5 Mr Nhat bought the computer in HCM City and it’s still under guarantee

6 Mr Nhat think the (computer) company wouldn’t anything with his computer because it’s too far from his place

 While - reading:

 Reading the dialogue on p 138 and check if their guesses are right or not

 Correct the false statements

 Post – reading:

 Fact: a thing that is known to be true, especially when it can be proved

 Opinion: Your feelings or thoughts about someone or something, rather than a fact

 Fact or opinion:

a The printer isn’t working b There shouldn’t be anything

wrong with it

c I know how to connect a painter d The manual isn’t very helpful e I bought it in HCM City f I don’t know what they can

technique “what and where” - Present the statements on the board

- Ask Ss to read the statements and guess which statements are true and which are false

- write Ss’ guesses on the board - Ask Ss to open their books and read the dialogue on p.138

- Correct the false sentences

- Explain the words “Fact and Opinion”

- Ask Ss to exercise on p.139

- Read and write the words in the right circles

- Read the statements and predict which are true, and which are false - give their answers - Read the dialogue on p 138 and check if their guesses are right or not - Give feedback - Copy the corrected sentences - read the dialogue again and decide which are fact or which are opinion

- Week: 31 - Period: 92

- Teaching date: Lesson 2: Read   

 Aim: Further practice adverb of manner and the modal should.

 Objective: By the end of the lesson, students will be able to use adverbs of manner and modal should as an advice

 Teaching aids: Text book.

 Procedures:

Content T’s activities Ss’ activities

 Warm – up: (Jumbled words) - terpirn – sewmo – resnc

- nimorot – bdoaryke – moseudap

 Pre - reading:

 Pre – teach vocab: - freshman

- Jack

- bullet ion board - skeptical

- impact

 Checking technique : what and where

- Present the Jumbled words on the board

- Elicit words from students - Guide Ss to read words in chorus - Check Ss’ memory by technique “what and where”

- Write the Jumbled words in the correct ones

 Open prediction

- Where in the library we find information?

- How can we (get) store the information?

- If we want to discuss something how can we do?

 While - reading:

 T / F statements Exercise on p 141 a T

b T c T

d F: Student don’t have to go to computer rooms because college campuses now have computer Jacks in every part of the university

 Post - reading:

Answer the questions on p 142 (ex2)

- Introduce the topic of the text - Ask some questions

- Ask Ss to read the text

- Ask Ss to ex1 on p 141

- Correct the false statements

- Ask Ss to answer the questions on p.142

- correct the mistakes

correct circles - Listen and answer the questions - Read the text and check if their guesses are correct or not - Read the text again and decide if the statements are true or false - Give their answer - Answer the question

- give feedback

- Week: 31 - Period: 93

- Teaching date: Lesson 3: Speak   

 Aim: to get Ss to practice in expressing agreement and disagreement

 Objective: Ss will be able to use some common useful expressions to express agreement and disagreement

 Teaching aids: Photocopied.

 Procedures:

Content T’s activities Ss’ activities

 Presentation:

 Brainstorm:

Present the table on p 140

 Matching:

1 reading comic books playing in the rain driving a car Foreign food

 Practice: (picture Drill) T: I think driving a car is easy P: I disagree I think it’s difficult to drive a car

 Production:

Practice the dialogue on p 140 and then make similar dialogues about these items, using the information in the table in exercise

- Elicit

expressions to express agreement and disagreement - Guide Ss to exercise

- Ask Ss to express their opinions by using the adjectives in the box

- Present the dialogue and guide Ss to practise

- Monitor and assist Ss if necessary

- Look at the table and listen to their teacher’s explanation - Match the words with the pictures on p 139

- Express their opinions, using the adjectives in the box

Unit 15: (Cont)

Lesson 3: - Read 1, (p 141, 142) - Week: - Period:

- Teaching date: * Aim: - Reading comprehension

* Objective: - Ss can know more about how computers work in a university * Teaching aids: - Chart, cardboards

* Procedure:

Content T's activties Ss' activities

* Warm-up: (Jumbled words) Terpirn = printer

2 Seumo =mouse Recsnc = screen Nimorot = monitor Bdoaryke =keyboard Moseu dap = mouse pad * Presentation:

□ Dre-teach vocabulary:

- (a) freshman = the first-year student at a college

- (a) Jack (translation)

- (a) bulletion board = notice board - Skeptical (a) : translation

- Impact (translation)

□ Checking technique: What and where

□ Open - Prediction:

1 Where in the library we get information?

2 How can we store the information? If we want to discuss something, how can we do?

- Present Jumbled words on the board - Divide the class into teams

- Elicit words from students

- Guide Ss to read words in chorus - Check ss'memory by technique "what and where"

- Introduce the topic of the test and ask ss to guess what they're going to read

- Give feedback

- Each team goes to the board to write their answers as fast as possible

- Say words in Enhlish or in VNese

- Listen and repeat - Fill in the circles with the right words

- Listen to the questions and give their prediction - Read the text and check their guesses

* While-reading:

□ True/ False Statements: ( Read  on page 141 -142)

 Answer key: a) T

b) T c) T

d) F: Students don't have to go to computer rooms Because college campuses now have computer jacks in every part of the university

e) T f) T

* Dost-reading:

□ Comprehension Questions: ( Read on page 142)

 Answer key:

a) If has no library All the information

- Get Ss to read the text again then read the true/ false statements or true or false

- Ask Ss to exercise on page 142

- Read and decide which statements is true or false

- Give their answers and correct the false statements

- Read the

normally found in a library is now store in the university's computers

b) All the information normally found in a library or messages normally found on a bulletin board

c) A computer and a telephone

d) With a bulletin board on the Internet, a great number of people can get access to the bulletin and exchange information quickly

e) (student's answers)

- Give feedback and correct

partners

- Give their answers for the class

* Homework:

Write the answers in your notebooks

Unit 15: (Cont)

Lesson 4: - Write 1, (p 142, 143) - Listen (p 141)

- Week: - Period: - Teaching date:

* Aim: - To get Ss to practice in writing instructions - Listening for details

* Objective: - Ss will be able to write a set of instructions on how to use the printer and complete a flow chart

* Teaching aids: - picture (p 142, 143) charts * Procedure:

Content T's activties Ss' activities

* Warm-up: (Bingo)

- Monitor, power, mouse, screen, keyboard, printer,

* Presentation - reading:

□ Dre-teach vocab: Paper input tray

2 Power button picture Icon

4 Output path

5 (To) remove: to put (sth) away

□ Checking technique: Matching Exercise on page 142

 Answer key: a)

b)

- Call out each word in a loud voice

- Use the picture on page 142 to elicit

words from

students

- Guide Ss to read words in chorus

- Ask Ss to look at exercise on page 142 and the matching

- Get some Ss to give their answers

- Write words relating to a computer in their notebooks

- Listen to the teacher If anyone has the same words, they cross it out The first student crossing out tất words shout "Bingo" and win the game - Listen and repeat - Copy down

c) d) e) f)

□ Gap-fill

1 To wait (so/ sth) To remove (sth) To turn (a machine) To plug (sth)

5 Load (sth)

and correct

- Put the words on the board

- Correct the mistakes

- Fill the gaps with the right words - Give their answers

* While-reading:

□ Write the instructions on how to use the printer (Exercise p 143)

 Answer key:

- Remove the old paper and load the new paper in the paper input tray

- Wait for the power button to flash

- Have the pages appear on the computer screen

- Click the printer icon on the screen and wait for a few seconds

* Post-writing: * Pre-listening:

□ Pre-teach:

> starting/ stopping point (circle)

> Questions (triangle) > Answers (oval) * While-listening

□ Listen and fill the gaps * Post-listening:

 Answer key:

a) Do you have

the correct b) Yes change

d) Take it

- Monitor

- Call on some Ss to

say out the

instructions in their notebooks

- Ask ss to write the instructions in their notebooks

- Give feedback and correct

- Put the flow chart on the board and have Ss copy it into their exercise books

- Get Ss to understand how

events are

requenced in a flow chart and the meanings of tất the shapes used in the chart

- Play the tape and ask Ss to listen

- Give feedback and correct

- Work in pairs to

outline the

instructions using the pictures and the cues on the page 143

- Read their writing before the class

- Copy the flow chart

- Look at the flow chart and guess the words in the gaps

- Fill the gaps with the information they have hears from the tape - Compare the answers with their partners

- Go to the board to write their answers Find a

machine

What you want to drink

Lemon soda Insert

Unit 15: (Cont)

Lesson 5: - Language Focus 1, (p 144, 145) - Week: - Period:

- Teaching date:

* Aim: - Futher practice in using the present perfect

* Objective: - Ss can be use "Yet" and "already" to express the present perfect * Teaching aids: - Chart

* Procedure:

Content T's activties Ss' activities

* Warm-up: (lucky numbers) ( Consolidation of tenses) Questions:

1 What does your mother do? What did you last night? Lucky number

4 How often is Hue Festival held? Lucky number

6 What were you doing at c'clock last ninght?

7 Guess what your parents are doing at the moment?

8 Who often cooks in your family?

9 Which grade will you be in next school year?

10 Lucky number Language focus 1: * Presentation

□ Set the scens

" Ba's mother wanted him to some housework while she was at the market Ba made noets in his diary."

□ Questions:

T- Has Ba done his homework yet?

S- Yes, he has already done his homework T- Has Ba tidied the room yet?

S- No, he has't tidied the room yet

 Concept check: Present perfect with Yet and Already

 Use: Yet: used in questions and negative statements

Already: used in opsitve statements

* Practice:

□ Gap-fill dialogue (exercise p.144)

- Write 10 numbers on the board - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they don't have to answer any question but they'll get paints

- Divide the class into teams

- Show the chart on the board

- Ask questions and clicit the answers from Ss

- Have Ss repeat and write the sentences on the board

- Explain the form and the usage of the present perfect

- Let Ss exercise

- Play game

- Look at the chart and answer the questions

- Listen and copy down

Do homework v Tidy the room x

* Production:

* Language Focus (p.144)

T- Has the flight to Vientiane departed yet?

S- Yes, it has already departed

T-Has the flight from Los-Angeles arrived yet?

S- No, it hasn't arrived yet

* Homework:

Write the questions and answers into your exercise books

1 on page 144

- Give feedback and correct

- Ask Ss to look at

the flight

information tables and ask questions to show the models - Monitor

- Give feedback and correct

- Look at Ba's diary and complete the dialogue using Yet and Already

- Demonstrate the dialogue for the class

- Look at the flinght information and answer the questions

- Take in turns to ask and answer the questions

Unit 15: (Cont)

Lesson 6: - Language Focus 3, (p 146) - Week: - Period:

- Teaching date:

* Aim: - Futher practice in comparision of the present perfect and past simple * Objective: - Ss can be use present perfect to express complete and in complete actions and recognine the difference between the present perfect and past simple

* Teaching aids: - Charts * Procedure:

Content T's activties Ss' activities

* Presentation: Language Focus

□ Pre-teach:

 Set the scene:

1 I've ever been to Dalat  finished My parents have gone to Dalat for days (incomplete)

- Concept check: present perfect tence

 Use:

- Finished action  indefinite time - Incomplete action  for, since, recently

 Form: have/ has + past participle * Practice:

 Do excercise on page 146 Answer key

Finished

action Incompleteaction a)

b) c) d) e) f) g)

v v v v

v v

v Language Focus

* Presentation:

□ Revision

1 Her family moved to Hanoi years ago He has never met such an intelligent boy before

3 My brother has become more independent since he left home

4 When did the second world war break out?

Answer key:

1+4: Past simple  finished action with definite time

2+3: Present perfect  an action taking place from the past to the present

- Use Vietnamese to elicit the models - Explain the usage of the present perfect tense

- Ask Ss to exercise on page 146

- Give feedback and correct

- Put the chart on the board and ask Ss

to read the

sentences

- Give feedback and correct

- Listen to the teacher

- Look at the table on page 146, read the sentences and check (v) the correct column - Give their answers

- Read the

sentences and decide which sentence is in the present perfect and which is past simple

* Practice: (Grammar Drill)

 Do exercise on page 146

 Answer key:

see (1) Have you seen Did you see I saw

not have (2) We haven't had be (3) My parents have been hear (4) Have you heard the news happen (5) What happened?

have (6) He had an accident fall (7) He suddenly fell break (8) and broke

arrive (9) Have the plame arrives yet? Yes, it has

When did it arrive? It arrived

- Ask Ss to exercise on page 146

- Give feedback and correct

- Pronunciation correction

- Complete the dialogues, using the present perfect or the past simple of the verbs in brackets

- Give their answer

Unit 16: INVENTIONS.

Lesson 1: - Getting Started (p.147)

- Listen and Read 1, (p.147, 149) - Week: - Period:

- Teaching date:

* Aim: - Reading for details about development of paper and how to produce chocolate

* Objective: - Ss can know the origin of paper and talk about the process of producing something

* Teaching aids: - pictures (p.147, 148), gird chart * Procedure:

Content T's activties Ss' activities

* Warm-up: Quiz - who did it? " Who invented ?"

1 Light bulb Humphry Davy, an English scientist, in 1800

2 Sewing machine  Isaac Meritt Singer Telephone  A.Graham Bell

* Pre-reading

□ Getting started:

- Where are they from? (picture a, b, c, e) - What is the man in picture a) doing? - What is it? (d)

□ Answer key: A b)

B c) C e) D a) E d)

□ Listen and read 1, - To remove

- To crush - To liquify

-To grind - ground - ground - To manufacture = toproduce

- A process  manufacturing process - A mold

- Conveyor belt

□ Set the scene: Jim - Jones is visiting a chocolate factory with his class and his teacher

* While-reading:

 Matching (Exercise on page 149) a) E

b) D c) C d) F e) B

- Divide the class into teams Tell ss the teams raising their hands first willhave the right to

answer the

questions

- Get ss to look at the pictureon page 147 and ask them some questions to evaluate how much they understand thepictures

- Ask Ss to the matching on page 147

- Give feedback and correct

- Elicit words from Ss

- Guide Ss to read words in chorus - Check vocb by technique "Slap the board"

- Set the scene to introduce

thedialogue

- Ask Ss to exercise on page 149

- Give feedback and correct

- Answer the questions

- Look at the pictures and answer the questions

- Read the

sentences (A E) and match them with the correct pictures

- Give their answers

- Say words in English or in VNese

- Listen and repeat - Copy down

- Slap theright word on the board

- Read thedialogue and match the half sentences

f) A

* Post reading

Answer key:

1 The beans are washed, weighed and cooked

2 The shells are removed

3 The beans are crushed and liqnified Cocoa butter, sugar, vanilla and milk are added

5 The mixture is ground, rolled, and pound into the molds

- Put the grid on the board

- Give feedback and correct

- Copy the grid - Read the dialogua again and fill in the grid

- Go to theboar and write their answers

Unit 16: ( Cont)

- Lesson 2: - Speak (p.149, 150) - Language Focus ( p.156) - Week: - Period:

- Teaching date: * Aim: - Futher practice in using the passive

* Objective: - Ss can talk about the inventions the passive * Teaching aids: - tables

* Procedure:

Content T's activties Ss' activities

* Warm-up: (Bingo)

Foreman, process, manufacture, remove, crush, liquify, grind, pour, mold, conveyorbelt

* Speak 1, 2: * Presentation:

 Pre-teach vocab: - Facsimile

- Reiuforced concrete - Microphone

- X-ray

- Loundspeaker - Helicopter

 Grammar Awareness

Read the dialogue again and pick out tất of the passive sentences

1 This is where the cocoa beans are stored

2 That button cannot be touched

3 Thebeans are washed, weighed and cooked here

4 After the shells are removed into molds

- Get Ss to brainsrorm a list of 10 words and write them on the board - Call out the words until someone has ticked all of the words and shouts "bingo"

- Have Ss study the meanings of the inventions using Vietnamese

- Give instructions

- Review the passive in the present and past simple tenses

Choose any words and copy them into their paper

- Study the meaning of the invetions

- Read the dialogue on page 148 again and pick out all of

the passive

sentences

- Give their answers

* Practice:

 Word-cue Drill

 Ask and answer questions to fill in the missing information in the tables on page 150 and 156

T.What was invented by Friedrich Koenig?

S Printing Press

T When was it invinted? S In 1810

S Where was Koenig from? T He was from Germany

* Production:

 Making reports

Eg: The printing Press was invented by Friedrich Koenig in 1810

- Give instructions - Monitor and help Ss if necessary - Call on some pairs to demonstrate the exchenges

- Correct the mistakes

- Model and have Ss repeat

- Read themodel dialogue on page 149

- Askand answer questions about the inventions to fill in

the missing

Unit 16: ( Cont)

- Lesson 3: - Listen 1,2 (p.150, 151) - Read 1, ( p.151, 152) - Week: - Period:

- Teaching date:

* Aim: - Listening and reading for information about papermaking and inventions * Objective: - Ss can fill in the gaps and order sentences  from listening

* Teaching aids: - pictures (p.150) * Procedure:

Content T's activties Ss' activities

* Pre-listening: (Listen 1, 2)

□ Pre-teach vocab: - Procedure (n) - Pulp

- Vat - Drain - Roller - Roll

* While-listening

 Listen (page 150)

 Answer key: Simple Same

3 Two hundred Left

5 Rollers

* Post-listening

 Ordering Prediction (Listen p.150)

 Answer key:

c) Paper pulp was placed in the vat d) Paper pulp was mixed with water a) The water was drained

e) The pulp fibers were poured out

g) The pulp was cinveyed under the rollers

Read 1, * Pre-reading:

□ Pre-teachvocabulary: (Brains

- Elicit words from ss

- Guide Ss to read in chorus

- Have ss copy - Check vocab by technique "What and where"

- Inform the topic paper-marking process

- Play thetape and ask Ss to fill in the gaps with the words they catch

- Give feedback and correct

- Ask Ss to read the senteces (ag) and guess the order - Write the Ss' predictions on the board

- Play the tape again

- Call on Ss to give their correction - Correct the mistakes

- Elicit words from Ss and write them on the board

- Guide Ss to read words in chorus

- Check vocab by

- Saywords in English or VNese - Listen and repeat - Copy down

- Read the

sentences (listen p.150)

- Listen and fill in the gaps

- Compare their answers with their partners

- Give their answers

- Read and predict theorder of the sentences in the part listen on page 150

- Listen and check their prediction

- Say words in English or VNese - Listen and repeat - Copy down Washing machine microwave

- Microwave (n) - Vacuum (n) - Toaster (n)

□ Checking technique "Bingo" * While-reading:

□ Matching ( Read p.151, 152)

 Questions:

+ What's the 1ST verse about?

+ Is the 2hd verse about the appliances used in the kitchen?

+ What are "Doom, chugga-chug, vroom, boom?"

 Match the headings to the verse on page 152

 Answer key:

+ Verse 1: b Appliances that cook food + Verse 2: c Appliances that clean and dry things

+ Verse 3: a Instrucment invented by Alexander Graham Bell

* Post-reading:

□ Gap-fill (read 2)

□ Answer key:

1 Vacuum Microwave Telephone Hair dryer Washingmachine Toaster

technique "Bingo" - Get Ss to read the poem

- Ask some

questions to help ss understand the reading more

- Ask ss to exercise on page 152

- Give feedback and correct

- Ask Ss to exercise on page 152

- Call on Ss to give their answere and correct

- Read the poem on page 151

- Listen and answer the questions

- Match the headings to the verses

- Give their answers

- Read the

sentences and fill in the gaps with the inventions taken from the poems - Compare their answers with their partners

Unit 16: ( Cont)

- Lesson 4: - Write 1,2 (p.152, 153) - Language ( p.155) - Week: - Period: - Teaching date:

* Aim: - Futher practice in using the sequence markers

* Objective: - Ss can use the sequence markers to describe a manufacuring procedure

* Teaching aids: - pictures (p.153) * Procedure:

Content T's activties Ss' activities

* Warm-up (Jumbled words) Lppu = pulp

2 Ureor = roller Morever = remove Darniver = drain Berifver = fibre Write 1: * Pre-writing:

□ Pre-teach vocab:

- A log = a thick piece of wood that is cut from a tree

- To flatten: to make sth become flat - To refine

- Chemically: treated in a chemical process

□ Checking technique: Rub out and remember

□ Gap-fill (Write p.152) + What is cut into chips?

+ What are chips mixed with before they are crushed to heavy pulp?

+ Why is the pulp passed through rollers? + What is the last step in paper-making?

□ Answer key:

1 First After this Then Then 3.Next Finally Write 2:

□ Ordering pictures:

1d The fruit harvest is fermented for to days to kill the beans and turn them brown

2a The beans are dried in the sun

3e The beans are cleared in special machines

4c Thebeans are roasted to bring out the chocolate flavor

5b They are shelled and ground to produce chocolate liquor

- Present the Jumbled words on the board

- Inform the topic

- Elicit words from Ss

- Guide Ss to read words in chorns - Check vocab by technique "Rub out and remember"

- Ask ss to exercise "write 1" on page 152

- Ask some

questions to check if they understand the text

- Give feedback and the correct

- Give instruction - Ask Ss to put the pictures that describe how cacao beans are processed in the correct order - Give feedback and correct

- Read and reurite the right words

- Give words in English or in VNese

-Listen and repeat - Copy down

- Read the text on page 152 and fill in the gaps with the right sequence makers to descrbe the procedure of paper making

- Read the

completed sentences

- Look at the picture on page 153

- Think of the

process of

chocolate-making and put the pictures in the correct order

- Read the

6f The liquor is made into chocolate candy or cocoa pouder

 Answer key: 6- 2- 4- 1- 5- * While-writing:

 Use the sequence makers in exercise "write 1" to link the sentences together in a paragraph

 Answer key:

1d, 2a, 3e, 4c, 5b, 6f

* Post-writing (Language Focus 4)

□ Word cue Drill (exercise on page 155)

□ Answer key:

Firt, the rice crop is harvested Then the rice plants are threshed Next, the rice grains are husked in the mill to produce brown rice After this, the bran is removed in the mortar and it is finally winnowed toproduce white rice

- Give instructions - Call on Ss to give their answer

- Have Ss use the sequence markers to link the sentences together in a paragraph

- Give feedback and correct

- Give instructions - Monitor while Ss are writing and help if necessary

- Call on some Ss to read their writing - Give feedback and correct

sentences on page 153 according to

the ordered

pictures

- Link the

sentences together in a paragraph - Read their writing for the class