giao an anh 8 ky I moi

Aims & objectives: - To give ss further practice: Past simple tense, simple future, comparative and superlative of long adjs, adverbs of manner, exclamations - Skill: + Target skill : sp

FIRST TERMDate of planning:

Date of teaching:

I Aims & objectives:

- To give ss further practice: Past simple tense, simple future, comparative and superlative

of long adjs, adverbs of manner, exclamations

- Skill: + Target skill : speaking

+ Other skills : Reading, writing, listening

- Main teaching points: To help ss improve the structures above

- By the end of the lesson ss will be able to improve their knowledge and do exercises

fluently

II Teaching aids:

- Teacher: , teacher’s book, lesson plan

- SS : textbook, school things

III Procedures:

1.Warm up:(2’) past simple tense

Elicit forms from ss

simple future

2 New lesson (24’)

Stage Teacher’s & students’

activities Content of the lesson2.1 Practice 1

Past simple tense

Yes, S + did

No, S + didn’t(+) S + will /shall +Bare V(-) S + will /shall not +Bare V(?) Will /Shall+ S + bare V?

Yes, will / shall

No, S + will/shall + not

S1+ be + more adj + than + S2

S + be+ the most +adj

S + V (tense) + ( very) + adv of manner

What + (a /an) + adj + N/s / unc!

3 Test 15 minutes

Question I: Give the correct form of the verbs in brackets.(5ps)

1 She enjoys ( learn) English

2 I am interested in ( listen) to music

3 Don’t worry! We ( wait) for you

4 Minh (not go) to school yesterday because he ( catch) a cold

5 How often you ( play ) soccer?

6 When I (be) a child, I often (go) fishing

7 At the moment Thoa (sit) in Dr Khoa’s surgery.He (check) her teeth

Question II: Rewrite the following sentences in such a away that it means exactly the same as the sentence printed before it (5ps)

1 What is your daughter’s age, Mrs Mai? How ?

2 You shouldn’t eat too much meat You’d

3 I get to work in half an hour It takes

4 How much is this dictionary? How much does ?

5 Do you have a more exspensive computer than this? Is this ?

4 Keys:

QI: 1 learning 2 listening 3 will wait 4 didn’t go,caught

5 do you play 6 was ,went 7 is sitting, is checking QII:

1 How old is your daughter, Mrs Hoa?

2 You’d better not eat too much meat

3 It takes me half an hour to get to work

4.How much does this dictionary cost?

5 Is this the most expensive computer you have?

5.Homework: (2’)

- Learn structures by heart

-Check the test again

_Prepare unit one : Getting started + Listen and repeat

* * * * * * * * * * * * * * * * * * * *

Date of planning:

Date of teaching:

Period 2: UNIT 1:MY FRIENDS

Lesson 1:Getting started + Listen & Read

I.Aims and Objectives:

- Helping ss to understand the content of the dialogue, structures :S + be (not) + adj +

enough ( for obj) + to V, and review simple present tense, simple past tense

- Vocabulary: To in troduce to ss some vocabulary: a next – door neighbor,

enough(adj), (to) look like, (to) seem,(to) smile

+ Other skills: Listening, reading, writing

- Main teaching points: S + be (not) + adj enough ( for obj) + to V

- By the end of the lesson Ss will be able to describe people & using ENOUGH to talk about one’s ability

II Teaching aids:

- Teacher: posters, teacher’s book, lesson plan, radio, tape script

+ What are these students doing?

+ What time of the day do you think it is?

+ Do you like soccer/reading books?

What about Lan and Hoa? Let’s come to our new lesson today

3.New lesson:(37’)

T elicits words from ss

T models, ask ss to read inchorus, individually and give meaningCheck understanding: Ro + R

T shows pictures(Hoa, Lan, photo of Hoa and Nien) and elicit qs & answer from ss Who is this? It’s Hoa

Who is this? It’s Lan What are they talking about? They are talking about Hoa’s photograph

Ask ss to listen to the tape carefully (3times) to get the detail of the text and find out the pronunciation

Pair work- students ask & answer questions (p 11)

- T monitors take notes and give the correct answers

T asks questions to draw student’s attention to structures and vocabulary

“Pick out the words and expressions describing Nien“

What is this sentence into VNamese?

What comes after “enough”? to VWhat comes before” enough”? adjElicits form from ss

Elicits use from ss: To express someone has enough ability to do something

-Ask some ss to practice in front of the class

- T monitors takes notes & correct

S + be( not) + adj + enough + to-infinitive

Complete the sentences

1 Nga/not/old /enough/ go

to class

2 They/clever/ enough /answer that question

3 Mai /tall/ enough /reach the bookshelf

4 She / not /strong / enough/ carry this box

4 Summary:(2’) - repeat the use and form of ENOUGH to talk about one’s abilities

5 Home work:(2’)

- Learn vocabulary and structure by heart, write full answer for the Qs

- Describe the people in their family photograph , using words and expressions

already learnt in Tieng Anh 6+7

- Students bring their photos to class (preparing for speaking pratice in lesson 2)

Hos’s phophotograph

Hos’s phophotograph

Hoa’s photograph

*********************************************

Date of planning:

Date of teaching:

Lesson 2 : Speak & Listen I.Aims and Objectives:

- Helping ss know how to describe one’s appearance & listen for specific

information

- Vocabulary:To introduce to ss some vocabulary: curly, blond,fair, straight, beard,

moustache, bold = bald

- Skill + Target skills: Speaking,listening

+ Other skills: Listening, reading , writing

- Main teaching points: Structure: What + do/does + S + look like? S + be + Adj

to describe one’s appearance

-By the end of the lesson ,Ss will be able to use adjs & structures to describe one’s

appearance and improve their speaking and listening skills

II Teaching aids:

-Teacher: posters, teacher’s book, casset, tape script

- SS textbook, schoolthings

III Procedures:

1 Check up:(3’)

4 ss do execise 4 page 17

2 Lead in:(2’) In daily life , we always have to communicate with other people Thus , it

is imprtant to know the adjs & structures to describe one’s appearance Today we will

deal with this matter

T elicits words from ss

T models, ask ss to read inchorus, individually and give meaningCheck understanding: Ro + R

T shows pictures of some people- asking some questions

What are they? What are they like/What do they look like? Describe their hair and appearance ;Using structures: S + have/has + adj + hair

S + be + adj

- curly(adj), explanation: xo¨n, qu¨n

- blond(adj), translation: vµng ãng, vµng hoe

the beard, example: r©u

- the moustache, translation:

T asks Ss to look at 6 pictures in the text book and call on a student to use the adjs given in the boxes & the verb HAVE to describe one person, the others have to guess who he / she is

- Go on until six people on the poster are describeed

Hoa: This person is short &

thin She has long blond hair.Lan : Is this Mary?

Hoa : Yes

Build Hair Tall,

short,fat, slim, thin, muscular,

Long, short, straight,curly, bold, black, blond, brown, beard, moustache, wavy, …

Example: This person is very short and fat She has short hair She is a famous singer Who is she?

=> She is My Linh

T shows 3 or 4 pictures of famous people Some pairs of Ss practice the dialogue with these pictures OR: T

asks Ss to show the photos they brought

to class (homework of lesson 1)- Ss practice describing people in the photos

T calls one student to describe another student in class; other Ss guess who thatperson is

-T monitors, takes notes and corrects

Ss read these expressions (p 12)

Ss read the 4 conversations (pp 12-13) and try to guess and complete four dialogues, using the given expressions

T asks Ss to get ready to listen to the tape and check if their answers(words in the blanks) are correct

Guessing:

1, how do you do

2, nice to meet you

3, come and meet

4, It’s pleasure to meet you5,come and meet

6, nice to meet you

Key:

1, I’d like to meet you

2, nice to meet you

3, I’d like to meet you

4, It’s pleasure to meet you5,come and meet

Ss work in groups of 3 or 4 and practice introducing to people.

T monitors takes notes and correct their pronunciation and grammar mistakes

4.Summary:(2’) repeat the structure to describe a one’s appearance

5 Homework:(2’)

Write about the people in the photo you brought to class (name, job, body build,

hair)

Example: This person’s name is _ He is a (doctor) He is tall and slim He

has curly short black hair

- Prepare: Unit 1: part read

*****************************************************

Date of planning:

Date of teaching:

Lesson 3: Read I.Aims and Objectives:

- Helping ss know more about describing people by reading a text

- Vocabulary: sociable, character, generous, hard – working, reserved, orphanage,

outgoing, sense of humor

- Skill + Target skill: Reading

+ Other skills: Listening, speaking, writing

- Main teaching points: Reading for specific information

- By the end of the lesson ,Ss will be able to understand the vocabulary, the content

of the text and know more about Ba’s friend

II Teaching aids:

- Teacher: teacher’s book, lesson plan, poster

- Ss: textbook, schoolthings

III Procedures:

1 Check up:(3’ Ask one ss to describe a famous person & the rest guess

2 Lead in:(2’) Today , you’re going to read a text about Ba’s friends What are their

characters? Now we will deal with this matter

T elicits words from ss

T models, ask ss to read inchorus,

I Vocabulary:

- sociable(adj):chan hoµ,dÔ gÇn

- generous(adj),: hµo phãng

- hard - working(adj): ch¨m chØ

T asks question about Ss’ friends:

do you have many friends? What are they like? What do they like doing in their free time?

Ask ss to look at the statements which are about Ba and his friends and ask them to guess which sentences are true or false

- reserved(adj):kín đáo

- an orhanage: trại trẻ mồ côi

- outgoing(adj): dễ tính ,cởi mở

- the sense of humor:có khiếu hài ớc

T gives the correct answersAsk ss to read the text and complete the information about Ba and his friends

Ss work in group of four

- T monitors, takes notes and give the correct answers

Ask Ss to work in pairs to do the exercises 1 (page 14)

- T monitors, takes notes and give the correct answers

Ask ss to work in pairs, ask and answer about the Qs in exercise 2(p14)

- T monitors, takes notes and give the correct answers

Answer keys: a.F b.F c F d.T

* Read the text find suitabe adjs to fill in the table

character favorite

activitiesBa

BaoKhaiSongAnswer:

character Favorite

activities

Ba -not as

outgoing/sociable as Bao-with a sense

of humor

-telling jokes

Bao -Sociable,

kind, generous, hard-working

-doing volunteer work

Khai - reserved in

public

-playing soccerSong -reserved in

public

-going the local library

3.3Post-reading:

( 8’)

Ask ss to work in groups of 4 or 5

Each student describes one friend

in the group (character & favorite activities)

Representatives of some groups describe their group members

Other Ss guess who they are

- T monitors, takes notes and give the correct answers

4 Summary:(2’) Repeat the content of the dialogue

I.Aims and Objectives:

- Helping ss to write themselves and about other people

- Developing writing skill

- Vocabulary: -adjectives (about human character and appearance)- Review

- Skill + Target skill: Writing

+ Other skills: Reading , listening, speaking

- Main teaching points: Writing about oneself and about other people

- By the end of the lesson,Ss will be able to write a paragraph to describe about themselves and about other people

II Teaching aids:

-Teacher:

Word cards (adjs describing body build, hair, character), lesson plan, teacher’s book

- SS: textbook, schoolthings

III Procedures:

1 Check up:(3’) - Have one ss to rewrite vocabulary

- Ask one ss to retell the content of the text

2 Lead in:(2’) You know how to describe people Today we’ll learn how to write a paragraph about yourself and about your friends in formal writing

- Have them work in pairs

- Call some pairs to practice in front

a) What is his/her name?

b) How old is he/she?

c) What does he/she look like?

d) What is he/she like?

e) Where does he/she live?

f) Who does he/she live with?

g) Who is/ are his/her friend(s)?

P2 His name is Le Van Tam

b) P1.How old is he?

P2 He is fourteen

c) P1 What does he look like?

P2 He is tall and thin He has short black hair

d) P1 What is he like?

P2 He is sociable, humorous and helpful

e) P1 Where does he live?

P2 He lives at 26 Tran Hung Dao street

f) P1 Whom does he live with?

P2 He lives with his mother, fatherand elder brother

g) P1 Who is his friend?

P2 Ba and Bao2) Fill in similar form for your partner

Name:

Appearance:

Age:

Post

writing:

(8’)

- Call some ss to ask and answer these questions in front of the class

* Have ss write a paragraph about one of their partners using the form they’ve made above.( groups of five)

- Ask the tutors to write on the board

- Ask other students to give their remarks

- T monitos, takes notes and give the correct answers

Character:

Address:

Family:

Friends:

- Practice in pairs 3) Now write a paragraph about your partner + Sample: This is my friend His/her name is and he/she is years old/ He/she at in with his/her , his/her parents and his/her sister, He/she is

and He/she has black hair He/she is rather shy but friendly and helpful He/she has a lot of friends but his/her close friends are and

4 Summary: (2’)

- Retell how to write a paragraph

5.Homework:(2’)

Have ss write a similar paragraph about one of their family members

Prepare unit one: part language focus

* * * * * * * * * * * * * * * ** * * *

Date of planning:

Date of teaching:

Lesson 5 : Language focus I.Aims and Objectives:

- To give ss further practice in :Simple tenses

Present simple to talk about general truths Using structure: “(not) adj + enough + to infinitive” to talk about one’s abilities

- Vocabulary: Revision

- Skill + Target skill: speaking

+ Other skills: Reading , listening, writing

- Main teaching points: Simple tenses, (not) adj + enough + to infinitive

- By the end of the lesson ,Ss will be able to use simple tense to talk about general truths & using the structure: (not) adj + enough to talk about one’s abilities

II Teaching aids:

- Elicit form from ss

-Elicit use from ss

- Elicit form from ss

-Elicit use from ssAsk ss to do EX 1,2 ( p16)

- T monitors, takes notes &

give the correct answers

I Present simple and past simple tenses:

Form: (+) S + Vs / Ves /Vies / bare V(-) S + don’t / doesn’t + bare V

(?) Do / Does + S + bare V? Yes, S + do / does

No, S + don’t / doesn’t

It is used to express an action which is alwaystrue

Form: (+) S + Ved / irregular verbs(-) S + didn’t + bare V

(?) Did + S + bare V? Yes, S + did

No, S + didn’t

It expresses an action which happened & completed in the past.

1 Exercise 1 (page16)Keys: a, 1- is living, 2- sent, 3- was, 4- is

b, 1- are, 2- came, 3- showed, 4- introduced

- T monitors, takes notes &

give the correct answers

II Exercise 3 Questions: Page 17

- Ask ss to make up 5 sentences individually (using: enough)

- T monitors, takes notes &

give the correct answers

III (not) adjective + enough+ to - infinitive

S + be (not) + adj + enough + ( for obj) + to V

It expresses someone has enough abiltity to

do sth

Keys: a not big enough

b not old enough

Do exercies in the language focus again

Pepare Unit: Getting started + L & R

* * * * * * * * * * * * * * * * * * * * * *

Date of planning:

Date of teaching:

Lesson 1: Getting started + Listen & Read I.Aims and objectives:

- Helping ss know how to communicate by telephone & make an appointment through the telephone

- Vocabulary: - a fax machine, an address book, a telephone directory, a public telephone, a mobile phone, an answering machine,(to) introduce, (to) arrange, (to) agree

- Skill: + Target skill: Speaking

+ Other skills: Reading ,listening, writing

- Main teaching points: To help ss to understand the dialogue,near future & have to

- By the end of the lesson ,Ss will be able to understand vocab and know how to usethe telephone to make and confirm arrangements

II Teaching aids:

- Teacher: Textbook, disc, poster …

3.New lesson: (36 minutes)

- T elicits words from ss, asks ss

to read in chorus, individually and give meaning

- Ask ss to match each object with its name

- T gives the correct answer

- Ask ss to look at the picture &

elicit sentences from ss Who is this? It’s Mai Who is this? It’s Hoa What are they doing? They are talking on the phone What are

I Vocabulary:

- a fax machine: m¸y fax

- an address book: sæ ghi chÐp

- a telephone directory: danh b¹ ®iÖn tho¹i - a public telephone: ®t c«ng céng

they talking about?

Now close your book & listen to the tape carefully, get the datail of the dialogue & how to pronounce new words

- Ask ss to work in pairs

- Monitor, take notes & give the correct answer

b) Who introduced herself? Nga didc) Who invited the other to the movies?Nga did

d)Who arranged the meeting place?

Elicit sentences from ss

Elicit form & use from ss

Ask ss to make up sentences in pairs, individually

- Monitor, take notes & give the correct answer

Ask ss to give the correct form of the verbs in brackets individually

- Monitor, take notes & give the correct answer

III Grammar: Revision

1 Would you like to come?

(using to invte somone to do something) Form: Would you like + to V?

2. I’m going to see a movie Dream City

at 6.45 this evening

Near future:

(+) S + is/am/are + going to + bareV(-) S + is/am/are + not + going to + bareV

(?)Is/am/are + S + going to + bare V?Using to make intention in the future( make an arrangement)

Complete the sentences

1 I ( go ) to HN next Sunday

2 What you ( do) tonight?

3 She (visit) our class next period

4 Would you like ( sit) down please?

4 Summary: (2’)

Repeat how to use the near future to show the intentions in the future

5 Homework: (2’)

- Learn by heart the new words & the structures

- Prepare Unit 2: Speak & listen

* * * * * * * * * * * * * * * * * * * * * *

Date of planning:

Date of teaching:

Lesson 2: Speak & Listen

I.Aims and Objectives:

- Helping ss speak about arrangements on the telephone & listen for specific

information

- Vocabulary: concert (n), band (n), inside, outside (adv),pop concert

- Skill: + Target skills: Speaking, listening

+ Other skills: Reading, writing

- Main teaching points: + Practicing speaking about arrangements on the telephone + Listening for details

- By the end of the lesson ,Ss will be able to make an arrangement on the telephone

& complete a telephone message by listening

II Teaching aids:

- Teacher: Textbook, disc, poster …

Do you have a telephone at home? How oten do you make a phone call?

Let’s come to our lesson today

3 New lesson:(36 minutes)

- T elicits words from ss, asks ss to read in chorus, individually and give meaning

- T shows pictures of some asking some questions

people-Who are they? -They are Adam and Eric What is Adam going to do?

He’s going to phone Eric Are they going to the concert? Yes, they are

- Ask ss to put the sentences into thecorrect order to make a completeconservation

-T monitors, takes notes & give thecorrect answer

- T asks Ss to complete the dialogue in pairs ( p20)

I Vocabulary:

a band: ban nh¹c

a pop concert: nh¹c pop

a concert: buæi hoµ nh¹cinside: ( prep) ë trongoutside: ( prep) ë ngoµi

II Speak :

1, Put the sentences below in the correct order to make a complete conversation:

- Asks Sts to listen and answer these questions

T asks Ss to read to the messageform Explain the information on itASk ss to guess the information tofill in the gap

Ask Ss to listen to the tape (3 times)and fill in the information into themessage form

- T monitors, takes notes & gives thecorrect answers

-Ask ss to listen to the tape again &

This is NgaHoa : Hello Nga How are you ?Nga : I'm fine, thanks And you ?Hoa : Great Me, too

Nga: Can you go to the moviestonight?

Hoa : I'm sorry I can't I'm going to

- Who's talking on the phone?

- What did she want to do?

Telephone number: 646 837 2094

* Exercise:

1, The principal called Mary Nguyen

2, Mary Nguyen wanted to see theprincipal in the morning

3, Her telephone number is 646 837094

4 Summary: (2’)

Retell how to make arrangements & messages

5 Homework: (2’)

-Learn vocabulary by heart

- Prepare Unit 2: part read

I.Aims and Objectives:

- Helping students to read for details

- Vocabulary : a deaf- mute,(to) transmit, an assistant,(to) conduct, a device, (to)demonstrate,(to) emigrate

- Skill: + Target skill: Reading

+ Other skills: Listening, speaking, writing

- Main teaching points: Reading the paragraph for details about Alexander Graham Bell

- By the end of the lesson ,Ss will be able to understand the content of the text about Alexander and his invention

II Teaching aids:

- Teacher:Textbook, poster, cassette , tape

- Students: TExtbook, schoolthings

III Procedures:

1.Check up: (3’)

Ask one ss to write vocabulary

Ask two ss to practice speaking ( making arrangements on the phone)

2 Lead in: (2’)

Do you know any famous inventors? Do you know Alexander Graham Bell?

Would you like to know about his inventions clearly? Let’s come to our lesson today

- Teacher elicits from ss, models, ask ss to read inchorus,

individually & give meaning.

T asks Ss to look at the picture &

answer the qsWho is this?

What did he invented?

When did he invent the telephone?

Ask ss to look at the poster of T/F statements , work in pairs & guess which sentences are true or falseAsk Ss to read the text on p21 silently & check their predictions

T gives the correct answers

Ask ss to put the events in the correct order ( individually)

T monitors, takes notes, and gives the correct answers

Group work: Ss work in groups of 4

or 5 Each student states one sentence about Alexander Graham Bell

Representatives of some groups retell the text in their own words

- Get ss to write a paragraph about bell’s life, using the information from the text

Let them swap their writing &

correct

to hear or speak-(to) transmit : truyờ̀n đi, phát tín hiệu

- an assistant: ngời giúp đỡ, ngời phụtá

-(to) conduct: thực hiện, tiến hành

- a device: thiết bị, dụng cụ, máy móc-(to) demonstrate: biểu diễn

II.Reading:

Answer key:1

a) F in Edinburgh b) F deaf-mutes at BostonUniversity

c) Td) F 1876e) F over a long distance ( between)

f) T

2, Put the events in the correct order

1 - d Alexander was born in Scotland

2 - e : He went to live in Canada

3 - a :He went to live in the UnitedStates

4 - g : He worked with people whocould neither speak nor hear

5 - c : He worked with ThomasWatson

7 - f : He invented the telephone

6 - b : He successfully demonstratedhis invention

- Read and translate the tex, prepare part write **************************************

Date of planning:

Date of teaching:

Period 10:Unit 2: MAKING ARRANGEMENTS

Lesson 4:Write

I.Aims and Objectives:

- Helping ss to write a message

- Vocabulary : the delivery service, pick sb up, (to) take a message for,(to) reach sb at telephone number, a customer

-Skill: + Target skill: Writing

+ Other skills: Listening, reading, speaking

- Main teaching points: How to write a telephone message

- By the end of the lesson, students will be able to write a telephone message fluently & improve their writing skill

II Teaching aids:

- Teacher: Textbook, poster …

individually & give meaning

T elicits situation from ss Have you ever taken a telephone message?

When do you take a message?

What should be mentioned in the message?

II Writing:

T monitors, takes notes and gives the correct answers.

Ask ss to read passage 2 on page

23 to get information and write themessage

- Ask them to work in groups offive then share with a partner

- Call some tutors to write theirmessages on the board

T monitors, takes notes and gives the correct answers

T asks Ss some questions to elicit the information of the dialogue from ss

Who leaves the message? Who does Tom leave the message for?

Who is taken the message by?

What is the message about?

- Ask ss to read the dialoguebetween Lisa and Tom then write atelephone message

- Ask them to work in groups offive then share with a partner

- Call some tutors to write theirmessages on the board

T monitors, takes notes and givesthe correct answers

Form: Date, time, who sent, to whom, content

Taken by Mr Toan

* Work in groups to write another message

Set the scene:

“ Tom phoned Nancy, but she was out.Lisa, Nancy’s sister took a messagefor Nancy Help Lisa to write themessage.”

* Answers:

Date: ( )Time: ( )For: NancyMessage: Tom called about playingtennis this afternoon He would comeover to pick you up at 1.30

Taken by: Lisa

4 Summary: (2’)

Retell how to write the telephone message

5 Home work: (2’)

Write the telephone message for sb

Prepare Unit 2: Language focus

*************************************

Date of planning:

Date of teaching:

Period 11: UNIT TWO: MAKING ARRANGEMENTS

Lesson 5: Language focus

I.Aims and Objectives:

- To give ss further practice in : Near future, adverbs of place

- Vocabulary: Revision

- Skill + Target skill: speaking

+ Other skills: Reading , listening, writing

- Main teaching points: + Talk about intentions with “ be going to”

+ Adverbs of place

- By the end of the lesson ,Ss will be able to improve their knowledge about

intentions with “ be going to” & adverbs of place

II Teaching aids:

- Elicit from ss: Possible answers:

- see a movie - play soccer

- watch TV - do home work

- meet friends - play chess

- Elicit form from ss

-Elicit use from ssAsk ss to do EX 1,2 ( p25)

- T monitors, takes notes & give the correct answers

a They are going fishing

b She is going to read it

c She is going to do it

d He is going to see it

e She is going to his birthday party

2 Exercise2 (page 25).

Keys : It’s up to ss2.2

Ask ss to fill in a suitable adverb

of place into a suitable blank individually

- T monitors, takes notes & give the correct answers

Ex 3: p26Keys:

Do exercies in the language focus again

Pepare Unit 3: Getting started + L & R

**************************************

Date of planning:

Date of teaching:

Lesson 1: Getting started + Listen & Read I.Aims and objectives:

- Helping ss know how to practice modal verbs

- Vocabulary:the chore, a cupboard, a steamer, a sink, a sauce pan, (to) feed the chicken, a rice cooker

- Skill: + Target skill: Speaking

+ Other skills: Reading ,listening, writing

- Main teaching points: To help ss to understand the details & to practice the modal verbs: must, have to, ought to

- By the end of the lesson ,Ss will be able to understand the dialogue & use modal verbs to talk about the housework

II Teaching aids:

- Teacher: Textbook, disc, poster …

- Ss: textbook, schoolthings

III Procedures:

1 Check up: (3’)Ask four ss to make up sentences: Using Structure: S + be (not) + adj +enough + ( for obj) + to V

2 Lead in:(2’) Do you often help your mother? Yes

What do you often do? do the chores

Ask ss to look at: Getting started & write the chores they often do at home

* words given:

a) wash up the dishes / do the washing - up b) make the bed c) sweep the floor d) cook e) tidy up f) feed the chicken

3 New lesson: (36 minutes)

- T elicits words from ss, asks ss to read in chorus, individually and give meaning

Check understanding: Ro + R

- Ask ss to look at the picture & elicit sentences from ss Who is this? It’s Nam Who is this? It’s Mrs Vui, Nam’smother What are they doing? They are talking on the phone What are they talking about?

Now close your book & listen to the tape carefully, get the datail of the dialogue & how to pronounce new words

- Ask ss to read in pairs loudly

- Ask ss to read the dialogue again &

complete the list of things Nam has to do

- Monitor, take notes & give the correctanswer

I Vocabulary:

- a steamer: nồi hấp, nồi đun hơi

- the chore: công việc trong nhà,việc vặt

- a cup board : tủ chạn, tủ ly

- a sink: bồn rửa bát đĩa

a sauce pan : cái chảo

- (to) feed the chicken: cho gà ăn

- a rice cooker: nồi cơm điện

Elicit sentences from ss

Elicit form & use from ss

III Grammar: Revision Modal verbs:

Nam has to cook dinner

Nam ought to go to the market

(+) S + have to / has to + bare V (-) S + don’t / doesn’t + have to + bare V

Do / Does + S + have to + bare

on the phone

- Learn by heart the new words & the structures

- Prepare Unit 3: Speak

I.Aims and Objectives:

- Helping ss speak about the positions of things

- Vocabulary: a rug, a cushion, a dish rack, a counter, a coffee table, a lighting fixture

Skill: + Target skil: Speaking

+ Other skills: Reading, writing, listening

- Main teaching points: + Practicing speaking about the positions of furniture in the house

- 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 fluently & correctly

II Teaching aids:

- Teacher: Textbook, disc, poster, pictures …

- Have Ps write as many words as they can about things in the kitchen

- Call some ss to write on the board

things in the kitchen

3 New lesson:(36 minutes)

3.1 Pre-speaking activities: ( 11’)

- Pre-teach vocabula-ry:

+Techniques: Explanation,example,

translation, picture, situation, picture

+T elicits words from ss, asks ss to read in

chorus, individually and give meaning

+Check understanding: Ro + R

-Set the sence:

- Ask ss to look at the picture?

What are there in the picture?

clock, table

-Qs & answers: Now I’ d like you to look at

the picture, practice asking,& answering the

Qs : using the prepositions of place

-T monitors, takes notes & give the correct

answer

3.2.While speaking activities:(17’)

- Ask some ss to describe the items in the

kitchen, (picture 1- p28)

T monitors, takes notes & give the correct

answer

- Mrs Vui bought new furniture for her living

room, but she can’t decide where to put it

You should help her to arrange the furniture

- Ask ss to look at the picture and talk about

their ideas

- Have ss practice speaking in front of the

class in pairs ( Notice if they agree they can

say “ Yes”, If does not, they can say “No”

- T monitors, takes notes and corrects

3.3 Post – speaking activities: (8’

- Ss are asked to free talk about the picture

that ss already agreed with the

I Vocabulary:

-a rug: thảm, tấm thảm trải sàn

- a dish rack: giá dựng bát đĩa

- a cushion : gối dựa

- a lighting fixture : đèn chùm treo-a counter: bàn nṍu ăn

- a coffee table: bàn nhỏ ở bộ ghế lon

It is on the wall, above the counter

Where are the knives?

They are on the wall, under the cupboard

* Picture 2 – p29: Let’s + bare V

Ss 3: I think the coffee table should

be between the couch and the chair

arm-Ss 4: Let’s put the telephone next to

arrangements of things.

- Ask ss to write a paragraph to describe the

things in their house

- T monitors, takes notes and corrects

indirectly

the couch

S5: I think we should put themagazines above the books on theshelves

Ss 6: I think the shelves ought to be

at one of the corners, opposite the

couch.

4 Summary: (2’)

Retell the main stucture

5 Homework: (2’)

- Learn vocabulary by heart

- Write a paragraph to describe their bedroom

- Prepare Unit 3: part listen

I.Aims and Objectives:

- Helping ss listen for details of the text

- Vocabulary: special, fried rice, garlic,green pepper,ham,teaspoon

Skill: + Target skill: Listening

+ Other skills: Reading, writing, speaking-Main teaching points: Helping ss how to cook fried rice

- By the end of the lesson, ss will be able to identify the right items and know how to makeinstructions how to cook fried rice fluently & improve their listening skill

II Teaching aids:

- Teacher: Textbook, tape, radio, poster, pictures …

- Ss: Textbook, schoolthings

III Procedures:

1.Check up: (3’)

Ask one ss to write vocabulary

Ask one ss to describe her/ his house

2 Lead in: (2’)

* Brainstorm:

- Have ss write about the food they know and like eating.

E.g rice, meat, vegetables, beef, fish, chicken, noodles, bread, peas

3 New lesson:(36 minutes)

3.1: Pre-listening activities: ( 11’)

- Pre-teach vocabulary:

+ Techniques: Explanation, realia, translation,realia,

picture, situation,

+ T elicits words from ss, asks ss to read in chorus,

individually and give meaning

+ Check understanding: Ro + R

- Set the sence:

What kind of food do you like best?

Do you like fried rice?

Have you ever eaten Chinese fried rice?

Do you know how to cook it?

Can you guess what things we need to cook it?

- Open prediction:

-T introduce the situation of the listening dialogue in

order for Ss to get to know that they are going to

listen to Lan and her mother talking about how to

cook a very special food: “ Special Chinese fried

rice”

Now you look at the picture & guess what things Lan’s

mother need to cook fried rice before listening to

check the items used to cook Chinese fried rice

- Ask ss to listen to the tape for the first time

3.2While- listening activities:(17’)

- Have ss listen to the tape ( 3 times )

- The first time: ss listen to tick the right item in the

- the fried rice: c¬m chiªn

- the garlic: tái

- the ham: thÞt heo muèi

- the teaspoon: mungkhuÊytrµ

II Listen :

Answer keys:

a) Fried riceb) Panc) garlic and green pepperd) ham and peas

Complete the dialogue:

Lan : Can I help you(1) ………

Use the big pan, please.

Lan : Okay How much …

Lan : Do I … …… (5) the

ham and peas in now?

Mrs : Yes And now you

Food

-T monitors, takes notes & give the correct answer.

3.3 Post – listening activities: (8’)

Complete the dialogue:

-T omits about 10 words of the listening dialogue,

then ask Ss to complete them T plays the tape again,

Ss can work in groups to complete the dialogue

-T checks and corrects

- Ask ss write the instructions on how to cook fried

rice

Tu can put the rice and

a teaspoon of (6) … in.

Lan :Yummy! It smellS (7) ……

Keys:1 cook 2.rice 3.oil 4.fry 5.put 6 salt7.delicious

4 Summary: (2’)

Retell the instructions how to cook fried rice

5 Homework: (2’)

- Learn vocabulary by heart, guide to ss how to do Ex “ verb form”

- Prepare Unit 3: part Read

I.Aims and objectives:

- Helping ss know more about safety precautions in the house by reading a text

- Vocabulary: a precaution,(to) injure, (to)destroy,a socket, the safety, a match, an object

- Skill + Target skill: Reading

+ Other skills: Listening, speaking, writing

- Main teaching points: Reading for details about safety precautions in the house

- By the end of the lesson ,Ss will be able to understand the vocabulary, and the

safety precautions in the house and know how to protect themselves

II Teaching aids:

- Teacher: Textbook, poster, pictures …

drug electricity knife boiling water

- Call some ss to write on the board

3 New lesson:(36 minutes)

3.1 Pre-reading activities: (10’)

- Pre-teach vocabulary:

+ Techniques: Explanation, translation,

situation realia, antonym, realia, example

+ T elicits words from ss, asks ss to read in

chorus, individually and give meaning

+ Check understanding: Ro + R

- Set the sence: Ask ss to look at the picture

& elicit sentences from ss

Who is this? It’s Mrs Quyen

What is she doing? She is reading a poster

What’s it about? It’s about the safety

precautions in the home

- True or false prediction:

Ask ss to look at the poster & predict which

sentences are true or false After finishing,

compare with their partners

3.2 While-reading activities: (18’)

- Ask ss to open the text book, read silently

and check their predictions, T gives the

correct answers

- Comprehension Qs: Ask ss to work in

pairs to ask & answer the qs

T monitors, takes notes & give the correct

answers

I Vocabulary:

a precaution: sự đề phòng(to) injure: làm bị thong(to)destroy: tàn phá

a socket: ổ (cắm điện) the safety: sự an toàn

a match: bao diêm

2. Drugs can look like candy

3. A kitchen is a suitable place to play

4. Playing with one match cannot start

d why must we cover electrical sockets?

e Why do we have to put all dangerousobjects out of children’s reach?

a Because children often try to eat anddrink them

b Because the kitchen is a dangerousplace

c Because playing with one match can danger in the home for children

3.3 Post- reading activities: (8’)

Ask ss to work in groups of five, discussing

about the topic : Safety precautions in the

street and at school

- Ask the tutor to retell the topic of their

group

- T monitors, takes notes & give the correct

answers

cause the fire

d Because children often try to putsomething into electrical sockets andelectricity can kill

e Because the dangerous objects caninjure or kill children

4 Summary: (2’)

Retell the safety precautions in the home

5 Homework: (2’)

- Learn vocabulary by heart

- Complete the paragraphs to describe the safety in the street & in the home

- Guide to ss how to do ex: verb form - Prepare Unit 3: part write

I.Aims and objectives:

- Helping ss know how to write a description of rooms, houses

- Vocabulary: above (prep), beneath(prep), a wardrobe, an oven, a lighting fixture, a towelrack, a dishrack

- Skill + Target skill: Writing

+ Other skills: Listening, speaking, reading

- Main teaching points: To introduce to ss how write a description of rooms, houses using prep & structure there is / there are

- By the end of the lesson ,Ss will be able to understand the vocabulary, and write a description of rooms, houses fluently & correctly

II Teaching aids:

- Teacher: Textbook, poster, pictures …

- Ss: Textbook, schoolthings

III Procedures:

1.Check up: (3’)

Ask two ss to write vocabulary & the safety in the home

2 Lead in: (2’)

- Have ss write as many words as they can about danger in the home for children

near at,on ,in

beside in front of

- Call some ss to write on the board

3 New lesson:(36 minutes)

3.1 Pre-writing activities: (10’)

- Pre-teach vocabulary:

+ Techniques: Explanation, antonym,

example, translation, realia, situation,

example

+ T elicits words from ss, asks ss to read in

chorus, individually and give meaning

+ Check understanding: Ro + R

- Set the sence: Ask ss to look at the picture

& elicit sentences from ss

Who is this? It’s Hoa

Is this her room? Yes, it is

What are there in the bedroom? bed, desk

Now I’d like you to read the text Part 1

( p32) & answer the questions ( pair work)

T monitors, takes notes & give the correct

answers

3.2 While-writing activities: (18’)

- Have ss work in groups of five to write

the description of the kitchen on page 33

- Have ss share their answers with their

partners

- Ask the tutor of the group to write the

description on the board the others observe

and give their remarks

T monitors, takes notes & give the correct

answers

3.3 Post- writing activities: (8’)

I Vocabulary:

above (prep): bên trên beneath(prep): bên dới

a wardrobe: tủ quần áo

an oven: lò nớng

a lighting fixture: đèn chùm treo

a towel rack: giá treo khăn

a dishrack: giá đựng bát đĩa

II WritePoster:

a What is there on the left of the room?

b Where is the bookshelf?

c a What is there on the right side ofthe room?

d Where is the wardrobe?

Possible answers:

a There is a desk on the left of the room

b The bookshelf is above the desk

c There is a window on the right side ofthe room

d The wardrobe is beside the windowand opposite the desk

* Answer:

This is Hoa’s kitchen

There is a refrigerator in the right corner

of the room Next to the refrigeratorthere is a stove and an oven On the otherside of the oven is a sink and next to thesink there is a towel rack The dish rack Prep of places

- Ask ss to draw a room in their house.

Then T chooses some typical pictures to

show to the class

- Ask ss to write a paragraph, based on the

paragraphs of Section 1&2, about the room

that they have just drawn.( group work)

- T goes around to help Ss with their

writing, encourage Ss to use words and

structures they have leant

- Ask the tutor of the group to write the

description on the board the others observe

and give their remarks

T monitors, takes notes & give the correct

answers

on the counter is to the right of thewindow and beneath the shelves On theshelves and on the counter beneath thewindow, there are jars of sugar, flour andtea In the middle of the kitchen, there is

a table and four chairs The lightingfixture is above the table and beneaththe lighting fixture is a vase withflowers

4 Summary: (2’)

Retell how to write a description of rooms, houses

5 Homework: (2’)

- Learn vocabulary by heart

- Write a description of ss’house

- Guide to ss how to do ex: verb form - Prepare Unit 3: Language focus

* * * * * * * * * * * * * * * * * * * * *

Date of planning: 28-9-2009

Date of teaching: 1-10-2009

Period 17: UNIT 3: AT HOME

Lesson 6: Language focus I.Aims and objectives:

- Giving ss further practice in : Reflexive pronouns, why – Because, modal verbs( must,

have to, ought to)

- Vocabulary: Revision

- Skill + Target skill: speaking

+ Other skills: Reading , listening, writing -Main teaching points: Reflexive pronouns, why – Because, modal verbs( must, have to, ought to)

- By the end of the lesson ,Ss will be able to improve their knowledge and know the use ofmodal verbs, why -because and reflexive pronouns & skill of doing exercises in the realsituation

II Teaching aids:

Teacher:Textbook, poster

SS: textbook, schoolthings

III Procedures:

1 Warm up: (2’) must

T elicits from ss have to

2 New lesson:(39’) ought

Teacher’s & students’ activities Content of the lesson

Modal verbs: must / have to

- Elicit form from ss

-Elicit use from ss

- Ask ss to look at the pictures

( p34) to find what the people

have to do, then use must or

have to and the verbs in the

box to complete the dialogue

( in pairs)

-Monitor, take notes & correct

- Ought to

- Elicit form from ss

-Elicit use from ss

-Ask Ss to look at the pictures

(35),learn the situations &

give advice to the people in

the picture

- Ss think of more situations to

give advice with ought to and

-Ss work in pairs to complete

the sentences, T goes around

to help

T calls some pairs to practice

the dialogue aloud, T corrects

the mistakes

- Why - because

- Have ss work in pairs to

practice asking and answering

about each person in the

1.Form: S + must (not) + bare V

Must + S + bare V ? Yes, S + must

No, S + must not

S + have to / has to + bare V

S + don’t / doesn’t + have to + bare V

Do /Does + S + have to + bareV ?

Yes, S + do /does (No, S + don’t / doesn’t)Use: Someone has to do sth

Keys:

a I have to tidy my bedroom

b I have to dust the living – room

c I must sweep the kitchen floor, too

d I have to clean the fish tank

e I must empty the garbage

f I have to feed the dog

2.Form: S + ought ( not) to + bareV

-Use: Giving advice to someone

-Keys:

You ought to study harder

You ought to get up earlierYou ought to eat more vegetables

You ought to go to the dentist’s

3.ourselves, myself, yourself/ yourselves, himself,herself, themselves, itself

Key:

b ourselves

c myself, yourselfd.himself, herself, themselves

e yourselves4

b) S1: Why did Nam have to cook dinner?

S2: Because his mother was home late

c) S1: Why was Mrs.Vui, Nam’s mother home late?S2: Because she had to come to visit his grandmother Modal verbs

-Monitor, take notes & correct

She was tired

d) S1: Why did Ha fail her English exam?

S2: Because she didn’t learn for her exam She playedthe computer games

e) S1: Why didn’t Nga go to the movies?

S2: Because she had to do her chores She had to cleanthe kitchen and sweep the living room

4 Summary: (2’)

Retell how to use modal verbs & reflexive pronouns

5 Homework: (2’)

- Learn grammar by heart

- Guide to ss how to use verb form – Prepare for revisions

* * * * * * * * * * * * * * * * * * * * *

Date of planning: 28-9-2009

Date of teaching: 2-10-2009

Period 18: Revision

I.Aims and objectives:

- Giving ss further practice in : Simple tenses, near future, (not) adjective + to V, reflexive

pronouns, why – Because, modal verbs( must, have to, ought to)

- Vocabulary: Revision

- Skill + Target skill: speaking

+ Other skills: Reading , listening, writing -Main teaching points:To help ss to revise simple tenses, near future, (not) adjective + to

V, reflexive pronouns, why – Because, modal verbs( must, have to, ought to)

- By the end of the lesson, Ss will be able to improve their knowledge, know the use of the structures above clearly & skills of doing exercises in the real situation

II Teaching aids:

Teacher’s & students’

activities Content of the lesson

-Present simple tense:

- Elicit form from ss

-Elicit use from ss

1.Form:

S + ( often)bare V / Vs / Ves / Vies

S + don’t / doesn’t ( often)+ bare V

Do /Does + S (often)+ bareV ?

Yes, S + do /does (No, S + don’t / doesn’t)

Tenses you have learned from U1 to U3

- Near future:

- Elicit form from ss

-Elicit use from ss

- Elicit form from ss

-Elicit use from ss

2.5 revision 5:(5 )’

Enough:

- Elicit form from ss

-Elicit use from ss

- Monitor, take notes

& give the correct

answers

2.Form: S + to be + going to + bare V

S + to be not + going to + bareV

To be + S + going to + bare V ?

yes, S + to be / No, S + to be not

3 itself, herself, himself, themselves, ourselves, yourself,yourselfves, myself

4.Form: S + must (not) + bare V

Must + S + bare V ? Yes, S + must

No, S + must not

S + have to / has to + bare V

S + don’t / doesn’t + have to + bare V

Do /Does + S + have to + bareV ?

Yes, S + do /does (No, S + don’t / doesn’t)

S + ought ( not) to + bare V

5 Form : S + to be ( not) + adj + enough + ( for obj) + to V

6 Futher exercises:

1 I… go swimming when I was in the countryside

A didn’t B doesn’t

C not do D not did

2 The party was great and we enjoyed………very much

A weselves B.usselves

C ourself D.ourselves

3 I hope that …… us when you come to Ha noi

A you’ll visit B you’re visiting

C you visited D you’d visit

4 Will she…… take this exam?

C like D would like

1.Why is Nam absent today ? 2.Why did Lan get good marks ? 3.Why can Hoa speak English fluently ?

4.Why does Mr Tu have to get up early 5.Why did Ha have to cook dinner ?

A Because she practices speaking English all the time.

B Because he is sick.

C Because her mom came back home late.

D.Because she worked hard for the final exams.

E Because he has to go to work early

4 Summary: (2’)

Retell how to use simple present tense & near future

5 Homework: (2’)

- Learn grammar by heart

- Guide to ss how to rewrite the sentences – Prepare for 45- minute test **********************************

Date of planning:

Date of teaching:

Period19: Forty-five-minute test

I Aims and objectives:

_ To check ss’ vocabulary , knowledge & skills ss have already learned from unit one to unit three

- To motivate , rank ss & know ss’ level and then find out the best method to teach ss

suitably and effectively.

II Teaching aids:

- Teacher: Questions for the test

- SS : Paper and knowledge for doing the test well

2 Questions:

Question I: Choose the best answer among A,B, C or D.( 1,1 ps)

1 Jack can’t reach the top shelf He isn’t to reach it.

A tall B tall enough C enough tall D too tall

2 She arrived two o’clock the morning

3 Bao is the most He is also extremely kind and generous

4 What does your father look ? – He is short and fat

QuestionIII: Give the correct form of the verbs in brackets (1p)

1 Yesterday Hoang spent two hours ( repair) his computuer set

2 She ( send ) me a letter last week

3 They ( wear ) uniform now

4 The moon (move) around the earth

Question IV: Combine each pair of sentences into one Using “enough” (2ps)

1 He is strong He can carry that suitcase

4 He is not tall He can’t be a good basketball player

Question V: Find & correct the mistakes in the following sentences(0,9ps)

1 They have to do that exercise yourselves

QuestionVI: Read the text and then answer the following questions.(2ps)

A.G Bell was born in Scotland in the 19th century, and later emigrated to the

USA.Severals members of his family did a great deal to encourage him in the field of science.His father helped him a lot by supervising his work with the deaf When he

worked with deaf and investigated the science acoutics, his studies led to his greatest

invention, the telephone, He dedicated the last quarter century of his life to advances in

aviation

1.When was he born?

2.What was his greatest invention?

3.How many years did he dedicate to aviation?

4.Who helped him a lot in the field of science?

1 There is a window in Ba’s bedroom

2 Ba can see a park from his window

3 The room is always clean and tidy

4 There is a bookshelf in the room

The end

III Keys

Question I ( 1,1 ps ) 1.B 2.A 3.C 4 D 5.B

Question II: ( 1 p )1.D 2.A 3 C 4.A

QuestionIII: ( 1 p )1 repairing 2 sent 3 are wearing 4 moves

QuestionIV:( 2ps )

1 He is strong enough to carry that suitcase

2 The buffalo isn’t big enough to harm you

3 You are not old to have a front-door key

4 He is not tall enough to be a good basketball player

Question V: ( 0,9p )1 D -> by themselves 2 C -> play 3 C -> to

Question VI: ( 2ps)

1 He was born in the 19th century

2 It was the telephone

3 25 years

4 His father did

Question VII: ( 2ps)

This is Ba’s bedroom There is a very beautiful picture on the wall On the desk there

are some cartoons There is a bookshelf opposite the picture Ba’s bed is near the window

From the window, you can see a lake Near a lake, there is a tall building Ba loves his room

a lot He always keeps the bedroom clean and tidy

1.T 2.F 3 T 4.T

IV Homework:

Do the test again

-prepare for correcting test

* * * * * * * * * * * * * * * * * * * * * * * * * ** * * * Date of planning:

Date of teaching:

Period 20: 45 -minute correction test

I Aims & objectives:

- To help ss study the answer keys

-To help ss find out the mistakes they often make

- To help ss how to do a test well

- To improve ss’ skills: Writing, speaking, listening, reading

II Teaching aids:

Questions, answer keys, poster

III Procedures:

1 Questions: ( 10’)

Hand out ss paper containing qs

-Ask ss to look at the questions again and find out the mistakes they have made

2 Answers: ( 10’) poster

-Ask ss to look at the answer keys again and find out the mistakes they have made

3 The mistakes: (23’)

- Common mistakes: tenses

- Mixed pronouns: Answer the qs

- Mixed form of using enough

- Mixed pronunciation: Ved / Vs/ ves/ vies And plural nouns

Lesson 1: Getting started + Listen & Read I.Aims and objectives:

- Helping ss to understand the content of the dialogue and new strucrure

- Vocabulary: used to, morden equipment, a folktale, to light, a great- grandmother

- Skill: + Target skill: Speaking

+ Other skills: Reading ,listening, writing

- Main teaching points: To help ss to understand the dialogue about life in the past & structure “used to” for past habit

- By the end of the lesson, Ss will be able to understand the dialogue & how to use structure “used to” to talk about the actions in the past fluently & correctly

II Teaching aids:

- Teacher: Textbook, disc, poster …

2 Lead in:(2’) ? work in 4 groups

Ask the tutors to write the name of things that do not belong to the past (picture p38) Ask ss to read in chorus, individually

- Correct if necessary

3 New lesson: (36 minutes)

Teacher’s & students’ activities Content of the lesson

- Preteach vocabulary

+ Techniques: translation, explanation,

example, translation, situation

+ T elicits words from ss, asks ss to read in

chorus, individually and give meaning

+ Check understanding: Ro + R

- Set the sence: Who is this? It’s Nga

And who is this? It’s Nga ‘s grandmother

What are they talking about?

-Present the dialogue:

Ask s to close their books & listen to the

tape carefully

Ask ss to open their books, listen to the

tape twice, find out the pronunciation &

what Nga’s grandmother had to do

Ask ss to read the dialogue in pairs

- Comprehension Qs: Ask ss to read the

dilogue again & practice asking &

answering the Qs in pairs T monitors,

takes notes & give the correct answers

- Fact or opinion: Ask ss to practice saying

which sentences are F or O

T monitors, takes notes & give the correct

answers

- Present new target item: Elicit sentence

from ss

+ What are these sentences into Vnamese?

Does she live on a farm now? No

Did she live on a farm in the past? Yes

Dos she cook once or many times? many

times

Was it a habit in the past but it’s finished

now ? yes

- What comes after “ S ” ? Used to

Cook or to cook? cook

+ Elicit form & use from ss

3.2 Practice: (10 )’

Practice the new target item

-Run through word cues, model the first

word cue, follow steps T-Wc, Wc-T,

open-pair, close- pair

Ask ss to make up sentences to talk about

the action they used to do in the past

- Monitor, take notes & give the correct

a Where did Nga’s grandmother use to live?

b Why didn’t she go to school?

c What did Nga great grandma use to do?

d What did Nga’s great- grandmother & great grandfather do after dinner?

e What did Nga ask her grandma to do at the end of the conversation?

Answer keys:

a.She used to live on a farm

b.Because she had to stay at home and helpher mom

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

d.They used to tell stories

e.Nga asked her Grandmother to tell her thetale named The lost shoe

- Fact or opinion:

a I used to live on a farm

b There wasn’t any electricity

c Mom had to do everything without the help of modern equipment

d My farther used to tell us stories

e.The best one was The Lost Shoe

f.Traditional stories are great

a – F; b – F; c – F; d – F; e – O; f – O

* Grammar points:

I used to live on a farm

I used to look after my young brothers and

sisters

I used to cook the meals.

Form: S + used to + V( bare inf) +

S + didn’t + use to + V ( bare inf)+

Did + S + use to + V( bare inf) +?

Use: To express the habit in the past but it’s finished now

Lan / tell liesThey / get up late

He / play / soccerShe / go to school late

We / get bad marks