de kiem ta 1 tiet so 4 mon tieng anh

Ps may practice in pairs, using the suggested questions beside play soccer play tennis go to the movies help mom read books look after baby listen to music go fishing chatting with frie

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Date of planning: 18/08/2011

Date of teaching: 23/08/2011

Period 1: REVIEW - INTRODUCE THE SUBJECT AND

METHODS OF LEARNINGA.The aims and Objectives

1 The Aims : By the end of this lesson, Ps will be able to review some old knowledge, knowabout the subject and methods of learning T also tells Ps how to prepare for the new lesson andwhat are necessary in learning

2 Objectives :

a Language Focus : past tense

b Skills : -To develop sts speaking skill

B.Preparation

-Teacher : lesson plan,poster

-Sts : textbook,notebook

C.Procedures

I.Organization (1'): -Good morning! How are you?

-Who is absent today?

II.Checking-up & warm up(7’) :

-Sts make sentences with the words given

a.Lan / see / him / yesterday

b.They / live / Luc Ngan / 20 years ago

-T checks and gives their marks

III.New lesson

*Warm up : Chatting to review

some tenses Ps have learnt in 7

form especially the simple past

T tells Ps some requirement

What do Ps have to prepare at

home? And how do they do them?

T tells Ps some ways of learning

I Revision

How are you today?

Did you have a beautiful summer holiday?

Where did you go on the summer holiday?

Affirmative: S + Ved/ V2Interrogative Did + S + infNegative: S + didn’t + inf

II

Introduce the subject

There are 18 units in the textbook, each unitcontains 7 sections and 6 periods for each unit

In the first semester, Ps have to learn 8 unitsand have tests as following:

- two forty-five-minute tests / a semester

- 1 fifteen minute test / a semester

- one semester test / at the end of the semester

III Methods of learning

Some requirement :

Ps must prepare lessons at home so that Ps will

be able to understand new lesson easier

What do Ps have to prepare?

- Vocabulary: Ps must look up for the meanings

of all new words which they don’t know themeanings

- Ps must read passage, dialogue before goinginto classroom and do the exercises (no matterhow much they can do)

- Practicing: Ps must practice with friends consciously, especially in pairs or in groups

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Ps listen - Ps can turn to the teacher for correctsentences or vocabularies at any time

- Some ways of learning English:

Practicing at every time, about everything

Don’t worry about making mistakes

Speak as naturally as you can

Don’t be shy The more you practice the better your English will be

IV Consolidation (2'):

-Teachers asks sts what they've learned in the lesson

V-Homework(3')

- Prepare topic Friend, Unit 1 - GETTING STARTED + LISTEN AND READ

………

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

unit 1: my friends

Period 2: lesson 1: geting started & listen and read

A.The aims and Objectives

1 The Aims : Answer the question " What do you do everyday? " & " What are they doing?"

Get to know the sentence: " (not) adj + enough + to-infinitive" and " What does she/ he look like?"

-By the end of the lesson, St'll be able to revise how to express their daily activities and learn some new sentences

2 Objectives :

a Language Focus : (not) adj + enough + to-infinitive

b Skills : -To develop sts speaking skill

B.Preparation

C.Procedures

II.Checking-up & warm up (7’):

" GETTING STARTED"

What do you often do in your free time? Which sports do you play?

Ps answer about activities in their free time

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Getting started:

Asking ps to look at the pictures and talk about activities of these groups of friends

Ps may practice in pairs, using the suggested questions beside

play soccer play tennis

go to the movies help mom

read books look after baby

listen to music go fishing chatting with friends

III.New lesson

Teacher's & Students' activities Time Content

-T elicits and models vocabs

-Sts listen and repeat chorally and

individually

-T writes records and checks

sts'understanding

-Sts copy vocabs

T gives some questions about Hoa

-Sts look at the picture and answer

Sts listen and answer

-T introduces the situation of the

dialogue then play the radio so as

for ss to listen to the whole

dialogue

-Sts listen and practice the

dialogue with their friends

-T calls some sts to practice out

-T listens and checks

-T asks sts to find out in the

dialouge the sentence with

"enough"

-Sts say out it and practice

-T gives sts the form and usage of

the structure

-Sts copy in the notebook

-T runs thruogh all the cues

-Sts listen and repeat individually

-T asks sts to make complete

sentences with the words given

-Sts make sentences and say out

-T listens and cheks

- Sts write sentences in the

notebook

-T asks sts to say the differences

between two questions

-enough(adv) :đủ -smile(n): nụ cời -(to)receive: nhận đợc *Check vocabs: “ rub out and remember "

2.Listen and read

-Who is Hoa? Where is she from ? How old

is she ? Where does she live now? What class

is she in?

-" This dialogue is between Hoa & Lan Hoa istalking to Lan about her friend in Hue She is Nien"

*Model sentence She wasn't old enough to be in my class -Form :

S+ to be(not)+ adj+ enough+ to V -Usage:Dùng để diễn đạt ai đó đủ hoặc không

III.Production

1 -"What does she look like?"

-"What is she like?"

2 Answer the questions :a) Nien lives in Hue

b) No, she doesn’t

Free time

Trang 4

-Sts take note in the notebook c) She wasn’t old enough to be in my class.

d) She is going to visit Hoa at Christmas

IV Consolidation(2'):

V-Homework(3')

-Teacher evaluates the result of sts'learning and comments the lesson

-Guide sts to study at home:

+Take 3 examples with the structure

+Prepare : Speak and Listen ********************************

Date of planning: 22/8/2011

unit 1: my friends

Period 3: lesson 2: speak & listen

A.The aims and Objectives

1 The Aims : By the end of the lesson, SS'll be able to describe a person and remember how to

greet each other when meeting again

2 Objectives :

a Language Focus : What does she look like?

b Skills : -To develop sts speaking & listening skills

B.Preparation

C.Procedures

II.Checking-up & warm up(7’) :

-Sts make sentences with the structure: (not) adj + enough + to-infinitive a.Ba/ not old / ride / motorbike

b.They / strong / lift / the car

-T checks and gives their marks

III.New lesson

individually

sts'understanding

-Sts copy vocabs

-T sets the sence

-Sts listen and answer T's

5’

A.Pre speaking–

1.Pre-teach vocabs

-slim(adj): thanh,m¶nh dÎ -straight(adj): th¼ng -curly(adj): xo¨n,qu¨n -bold(adj): hãi

-blond(adj): vµng hoe -fair(adj): vµng nh¹t -brown(adj): mµu n©u -pleasure(n): niÒm vui,vinh dù -cousin(n): c«

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questions

-T gives sts model dialogue -Sts

practice the dialogue with T-Sts,

Sts-T, h-h, pairs

_Sts come to the board to write the

missing words

-T checks

-Sts translate the dialogue into

Vnese and say the form, usage

-T listens and gives sts the correct

form, usage

-Sts takenote in the notebook

-T runs through the cues and asks

sts to ask ,asnwer about

appearance

-Sts use the words given to ask

and answer with T-St, Sts-T, h- h

,pairs

-Sts write the questions and

answers in the notebook

-T goes arround to check

-T asks sts to describe a person in

the class who they like (keep

secretary),then come to the boarb

to describe -Other sts have to

predict who she/he is

-T asks sts to listen to four

dialogues and choose the

expressions to fill in the gaps -Sts

listen and comeplete the dialogues

-T gets feetback by asking sts to

say out the answer

Ba: What _Mary _ like?

Lan: She _ short and thin She _long blond hair

*Concept check

-Meaning:

-Form: What+ does+ S+ look like?

S+ to be+ adj (hình dáng) S+ has+ adj (tính chất+màu sắc)+ hair-Usage:Dùng để hỏi và trả lời về hình dáng bên ngoài và kiểu tóc của ai đó

-Intonation:

B.While-speaking

(words cues drill)

1 He/ tall/ thin

6.How do you do?

IV Consolidation(2'):

- T revises the main grammar you have learned

V-Homework(3')

+Take 3 examples with the structure

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I.The aims and requests

-T helps sts to read for details a text about Ba's friends

-To develop sts reading and speaking skills

-By the end of the lesson sts will be able to understand the content of the text and read fluently

II.Preparation

-Teacher prepares lesson plan,posters

-Sts prepare textbook,notebook

III.Procedures

1.Organization (1'): -Goodmorning! How are you?

2.Checking-up(3')

-Sts write + the structure and examples

+vocabs -T checks and gives marks

3.New lesson

Teacher's & Students' activities Time Content

-T elicits and models vocabs -Sts

listen and repeat chorally and

individually

sts'understanding

-Sts copy vocabs

-T sets the sence and gives sts

some T/F statements from the text

-Sts predict which sentence is T/F

-T gets feedback by calling sts to

give their prediction -Sts read

the text carefully and check their

prediction

-T calls sts to say out the answers

-Sts read the text again and choose

the best answer to fill in the gaps

-T calls sts to give the answer -T

checks

-Sts copy the answer in the

notebook

-T devides class into two teams

and explains how to do -Sts ask

and answer questions to get marks

-T finds out team's winner

-T asks sts to say some sentences

about Bao,Khai,Song and Ba

-character(n): tính cách -volunteer(n): tình nguyện -orphanage(n): trại mồ côI -sociable(adj): hoà đồng,dễ gần -generous(adj): hào phóng

-reserved(adj): kín đáo -outgoing(adj): thân thiện -(to) annoy: làm bực mình

*Check vocabs:Matching

2 T / F statements prediction

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

4 Consolidation (2'):

-Teachers asks sts what they've learnt in the lesson

5-Homework(3')

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+Learn vocabs by heart

+Sum up the lesson

-T helps sts to write a paragraph about other person (name,appearance,character

,address,family,friends)

-To develop sts reading and writing skills

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

II.Preparation

III.Procedures

2.Checking-up(5') Net work

sociable

3.New lesson

Teacher's & Students' activities Time Contents

-T asks sts to read the

information about Tam then

answer some questions

-Sts work in pairs to ask and

A.Pre-writing 1) Read the information about Tam.

a) P1 What his name?

P2 His name is Le Van Tam

Appeara

nce and

charact

ers

Trang 8

answer about Tam

-T calls some pairs to practice in

front of the class

- T asks sts if they understand the

text or not

-Sts say about the main

information about Tam

T asks sts to write a similar form

for their partners Use the

following questions as prompts

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)?

-Sts ask their friend questions to

fill in the form

-T gets feedback by asking sts to

report what they've asked

-T ask sts to write a paragraph

about your partner using the form

that they've asked

-Sts write about their friend

-T goes arround to check

-T calls sts to read out

theirparagraph -Sts read their

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 Tran Hung Dao street

f) P1 Whom does he live with?

P2 He lives with his mother, father and elder brother

g) P1 Who is his friend?

P2 Ba and Bao 2) Fill in similar form for your partner

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

+ write a similar paragraph about one of their family members

+Prepare Language forcus

• Experiences

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

to To develop sts speaking and writing skills

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

III.Procedures 1.Organization (1'): -Goodmorning! How are you?

2.Checking-up(5') Brainstorming

-T devides class into two teams and

asks sts to write as many adjectives as

they can on the board

-Sts come to the board(one by one) and write

adjective

-T checks and find out team's winner

3.New lesson Teaches & Students' activities time Contents

-T elicits and models vocabs -Sts

-T calls sts to give the answer -T

review simple present tense: form,

usage

- Sts listen and complete dialogue

between Ba and Tuan in pairs

- T calls some pairs to practise

dialouge

-T asks sts to say the form,usage of

structure and do exercise 4

-Sts do exercise

-T checks

-Sts look at picture 3 page then

ask and answer the questions

2 Complete the paragraph

a) 1 is living; 2 sent 3 was ; 4 is b) 1 are ; 2 came 3 showed ;

4 introduced

3 Complete the dialogue:

1 sets ; 2 goes 3 moves

4 is 5 is ; 6 is

4 Complete the dialogue

Use (not) adjective+ enough

a) No It is not big enough to carry every thing b) Ba

is not old enough to drive a car

c) I am strong enough to lift this box

d) I don't think my English is good enough to be a

outgoing

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-T calls some sts to ask and answer

8’

member

5 Look and describe:

a) How many people are there in the picture? b) What does each person look like? c) What is each person wearing?

5-Homework(3')

+ do all exercises in workbook

lesson 1: getting started + listen and read

-" Be going to" & " Present continuous tense" for intention in the future

-To develop sts listening and speaking skills

-By the end of the lesson, Ss'll be able to revise the words showing equipment & materials for communication Ss know how to make an arrangement on the phone

II.Preparation-Teacher prepares lesson plan,posters,radio,tape

III.Procedures 1.Organization (1'): -Good morning! How are you?

2.Checking-up(5') Matching

-T ask sts to match each object with its name

-Sts match by looking to the pictures and choose

the correct words in the box

-T lintens and checks

3.New lesson

-upstairs(n): lÇu trªn -downstairs(n): lÇu díi -a fax machine: m¸y göi ph¸ch -a public telephone: ®t c«ng céng -a telephone dictionary: danh b¹ ®t -an address book: sæ ghi ®t

-an answering machine: m¸y tr¶ lêi ®t

Trang 11

and Nga,then asks sts to guess the answer

of the questions

-Sts study the questions and guess the

answer

–T calls sts to give their prediction

-Sts read the conversation and check their

prediction

-T calls sts to give their answer

-T checks

-T asks sts to match the phrases with their

meanings -Sts come to the board and

match -T checks

-Sts works in pairs to ask and answer the

questios

-T calls some pairs to ask and answer

-T asks sts to use the frame given and

practice the conversation with their friends

-Sts work in pairs to practice the

conversation

-T moves around the class and help the

students

-T calls some pairs to practice out

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?

B While-reading:

a.Nga d.Ngab.Nga e.Hoa

d.A bit far from… 4 CÇm m¸y

*Comprehension questions:

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?

C.Post-reading:

S1: Can I speak ….? This …

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 theatre

+ Practice the conversation

+Prepare Speak

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

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- T helps sts to practice talking on the phone

- To develop sts speaking skill

By the end of the lesson, students will be able to talk on the phone about intentions with

1.Organization (1'): -Good morning! How are you?

2.Checking-up(5') Chatting

a- Do you have a telephone at home?

b- How often do you make a phone call?

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

d- What would you say if you are the caller?

-T asks sts some questions

-Sts listen and answer

3.New lesson

-T set the sence snd asks sts to put the

sentences in the correct order to make a

complete conversation

-Sts study the sentences and make them

into logical dialogue

-T gets feedback by asking sts togive

the order

- T asks sts some questions to check

Sts' understanding and focus on the

structure -Sts listen and answer the

*Questions

- Are they talking on the phone?

- What do they intend to do?

- What time are they meeting? Where?

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

Trang 13

-T listens and gives sts the form ,usage

of the structure

-Sts take note in the notebook

-T runs through the cues and models

the first one

individually

-Sts make questions and answers with

t-sts,sts-t,h-h ,pairs

-Sts write in the notebook

-T goes around to check

-T ask sts to work with their partners to

complete the dialogue like T's model

-Sts use the situations to ask answer

about intention

-T gets feedback by calling sts to ask

and answer

-T gives sts the activities in language

focus 2 and let sts ask their friends

about the intention on the weekend

-Sts ask and take note

-T calls sts to report what they've asked

7’

10’

5’

*Form: S + be + going to + infinitive

*Use: Express an intention

B Practice:

*Word cue drill

a 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

*Model sentences: Are you going to see a movie?

–Yes, I am / No, I'm not

*Questions and Answers -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 do her homework

d He's going to watch an action movie on

+ Practice the conversation

-T helps sts to listening for details and further practice in adverbs of place

-By the end of the lesson, Ss will be able to complete telephone message by listening and

further practice in adverbs of place

II.Preparation

-Teacher prepares lesson plan,posters,tape,radio

III.Procedures

-T calls sts to write vocabs and structure,examples

-T checks and gives marks

3.New lesson

Trang 14

-T sets the sence and asks sts to

predict the missing words in the

message

-Sts study the form of the

telephone and guess the words

-T calls sts to give their prediction

-Sts listen to the tape and check

their prediction,then compare with

friends

give the answer

-T presents the words with this

ordered letters on the board and

tell sts that they are adverbs of

"a woman phoned the principal of Kingston junior

high school but he was out "

KINGSTON JUNIOR HIGH SCHOOL Date: Time:

For : The Principal Message :

-T helps sts to read the paragraph for details about Alexander Graham Bell

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

II.Preparation

III.Procedures

-T calls sts to write sentences about your house using adverbs of place

3.New lesson

Teacher's & Students' activitiess Time Content

individually -T writes records and

checks sts'understanding -Sts copy

A.Pre - reading:

*Pre - teach vocabulary:

-(to) emigrate : xuÊt c¶nh,di c

- (to) transmit : truyÒn ®i

- (to) conduct : thùc hiÖn,tiÕn hµnh

- (to) demonstrate : biÓu diÔn

- a device : thiÕt bÞ,dông cô

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-T sets the sence and present T/F

statements on the board and ask

sts to guess which statements are

true and which are false

-Sts study T/F statements and

predict which statements are true

and which are false

T calls sts to give their predictions

_Sts read the text about Alexander

Graham Belland decide T/F

statements

give the answer

- T get sts to read the event of

Bell's life and put them in the

correct order

-Sts put the sentences in the

correct order

-T calls sts to give the answer

_T asks sts to write a paragraph

about Bell's life, using the

information in the text

-Sts write in their notebook

-T calls sts to read their writing

-exhibition(n): cuéc triÓn l·m

*Check vocabs: Matching

*T/F statements prediction

a Alexander G Bell was born in the U.S.A b Heworked with deaf- mute patients in a hospital in Boston

c Thomas Watson was Bell's assistant

d Bell and Watson introduced the telephone in

Alexander Graham Bell:

1. Was born in Scotland

2 Went to live in Canada.

3 Went to live in the United States

4 Worked with people who could neither speak

nor hear

5 Worked with Thomas Watson

6 Success fully demonstrated his invent

7. Invented the telephone

C.Post- reading:

(write- it- up)

"Alexander Graham Bell was born on March 3rd 1847 in Edingburgh… "

4 Consolidation(2'):

5-Homework(3')

+ Learn vocabs by heard

+Sum up the lesson

+Prepare Write

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

Trang 16

lesson 5: write

-T helps sts to write a message

-By the end of the lesson, students will be able to write a telephone message

II.Preparation

III.Procedures

1.Organization (1'): -Good morning !How are you?

-T calls sts to write vocabs and say some sentences about Alexander Graham Bell

3.New lesson

individually

sts'understanding

-Sts copy vocabs

-T sets the sence and have sts read the

message and fill in the gaps in the

passage on page 23 -Sts read the

message then complete the passage

-T calls sts to say out the missing

words

-T asks sts some questions

-Sts answer to find out what the

content of telephone message is -T

checks by giving example

-T asks sts to read passage 2 on page

23 to get information and write the

-(to) take a message: ghi l¹i lêi nh¾n

B while - Writing

* Answers:

Trang 17

-Sts work individually to write the

message

-T calls some sts to read their

messages again

-T corrects any mistakes if necessary

-T sets the sence and ask sts to read the

dialogue between Lisa and Tom then

write a message -Sts write the

message in their notebook

-T goes around to check sts'writing

at 8634082 Taken by Mr Toan

C post - Writing " Tom phoned Nancy, but she was out Lisa, Nancy's sister took a message for Nancy Help Lisa to write a message."

* Answers:

Date: ( ) Time: ( ) For: Nancy Message: Tom called about playing tennis this afternoon He will come over to pick you

+ Learn vocabs by heart

+ Have sts write a message on their notebooks

+Prepare language focus

•Experiences

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

Date of planning:13/9/2010

-T helps sts to further practice : be going to, adverbs

-To develop sts speaking and writing skills

II.Preparation

III.Procedures

2.Checking-up ( no )

3.New lesson

Trang 18

-T helps sts to remember what

they learnt in the lessons by saying

out tenses,stucture

-Sts remember and answer T's

questions

-T ask sts to work with their

partners to complete the dialogue

like T's model -Sts use the

situations to ask answer about

intention

-T gets feedback by calling sts to

ask and answer

-T gives sts the activities in

language focus 2 and let sts ask

their friends about the intention on

the weekend

-Sts ask and take note

-T calls sts to report what they've

asked

-T sets the sence and asks sts to

do language focus 3 -Sts complete

the speech bubbles, using each

adverbs in the box once

*Form: S + be + going to + infinitive.

*Use: Express an intention

II.Practice

*Questions and Answers -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 do her homework

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

e She's going to give him a birthday present

* L.F2: ask and answer

1 outside 4 here 2 inside

5 upstairs 3 there 6 downstairs

*Practice:

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

-Teachers asks sts what they've revised in the lesson

5 Homework(3')

+Prepare Unit 3

lesson 1: getting started + listen and read I.The aims and requests

-T helps sts to read the dialogue for details and practise the modal verbs: must /have to/ ought to

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

II.Preparation

Trang 19

-Sts prepare textbook,notebook.

III.Procedures

2.Checking-up (5’): (Kim's game)

-T asks sts to look at the pictures and write the chores she does at home

-Sts skim the pictures and write the verbs

-T calls sts to say thechores

-T listens and corrects their mistakes

a washes dishes b Make the bed

c cook d sweep the floor

e tidy up f feed the chicken

3.New lesson

Teacher's & Students'

individually

sts'understanding

-Sts copy vocabs

-T sets the scene at the dialogue

and lets sts listen to the dialogue

while looking at their books

-Sts listen to the dialouge and

practice with their friends

-T has sts complete the list of the

things Nam has to do -Sts

complete what Nam has to do

-T calls sts to say out the answer

-T gives sts model sentences -Sts

practice with t-sts,sts-t ,h-h,pairs

-T asks sts to give the form,usage

of modal verbs

-Sts say out

-T listens and gives sts correct

form,usage of the structure

_T runs through the cues and asks

sts to use structure to make

1-Pre- teach vocabs

- a steamer (n): nồi hấp

Nam has to - cook dinner

- go to the market to buy fish and vegetables

*Exchange:

What do you have to do?

- I must wash dishes

Form: S+ modal verbs( have to;ought to

must;should) +V(nd)

*Note:

-ought to: dùng để khuyên -must,have to:dùng để bắt buộc

B 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

Trang 20

-T lets sts to do language focus 1

-Sts come to the board and do

+ Learn vocabs ,structure by heart

+Write things you have to do on Sunday

Ex: On Sunday, I have tidy my room…

I have to help my parents…

-T helps sts to talk about the furniture in the kitchen and in the living room

-To develop sts speaking skill

- By the end of the lesson, Ss will be able to use the prepositions of place to talk about thepositions of furniture in the house

II.Preparation

-Teacher prepares lesson plan,posters,

III.Procedures

1.Organization (1'): -Good morning ! How are you?

2.Checking-up: (5’)

-T calls sts to write vocabs and structure then take examples

-T checks snd gives marks

Trang 21

they can about thing in the kitchen

- Call some Ps to write on the board

individually

sts'understanding

-Sts copy vocabs

-T asks sts questions about the

position of the items in the picture

-Sts listens and answers t's questions

-T notices sts some prepositions of

place: In , on, under, above, next to,

-T asks sts to look at the picture and

describe the position of each item

-Sts work in pairs to ask and amswer

the position of each item

-T calls some sts to describe the items

in the kitchen again

T sets the scene:

" 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"

And ask sts to look at the picture and

talk about their ideas

-Sts practice with friends

-T has sts practice speaking in front

of the class ( Notice if they agree

they can say " Yes", If does not, they

can say "No"

- dish jack: giá để bát đĩa

- cushion (n): tấm đệm gối -a lighting fixture; đèn chùm

- counter : bàn nấu ăn

- a folder: cặp đựng giấy -a wardrobe: tủ tờng

- above(prep): ở trên

- under(prep): ở dới

2.Presentation

Where is the clock? It's above the fridge

- The fruit? in the bowl

- The flowers? on the table

B.While -speaking

+ P1: Where is the clock?

P2: It is on the wall

+ P1: Where is the cupboard?

P2: It is on the wall, above the counter

+ P1: Where are the knives?

P2: They are on the wall, under the cupboard.The calendar is on the wall, above the stove The knives are on the wall, under the

4 Consolidation(2'):

5 Homework(3')

+Write a short paragraph to describe about their bedroom

+Prepare listen- L.F3

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

lesson 2: listen- language focus3

-T helps sts to listen to a conversation to understand how to make a meal

-To develop sts listening skil

- By the end of the lesson, Ps will be able to identify the right items and know how to make an instruction how to cook Chinese fried rice, further practice reflexive pronouns

II.Preparation

III.Procedures

- T elicits and models vocabs

- Sts listen and repeat chorally and

individually

- T writes records and checks

sts'understanding

- Sts copy vocabs

-T sets the scene and asks sts to

predict what items which Lan use to

cook dinner

-Sts predict four items

-T calls sts to give their prediction

-Sts listen to the tape and check their

prediction

-T gets feedback by asking sts to say

the answer

-T asks sts to listen again and order

5’

6’

8’

A.Pre-listening 1.Pre-teach vocabs

-Chinese fried rice(n): cơm rang TQ -ham(n):giăm bông,bắp đùi súc vật -pan(n):chảo rán

-garlic(n):tỏi -peas(n): đỗ Hà Lan -a teaspoon: 1 thìa –green pepper: hạt tiêu xanh *Check vocabs: what and where

c-garlic and green pepper d-ham and peas

Trang 23

the recipe to make the special chinese

fried rice

-Sts write the order and compare with

their friends

-T gives sts list ingredients and list

steps for making spring rolls

-Sts work in group of four to write

the recipe to make spring rolls in a

poster

–T calls sts to take their poster on

the board and lets other groups read,

*.Gap-fill ( L.F3.P36)

*Answer key :

1 ourselves 2 myself 3 yourselves

4 himself 5 herself 6 themselves

7 yourself

4 Consolidation(2'):

5.Homework(3')

+Do exercise

+Prepare read

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

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lesson 4: read

-T helps sts to read for details safety precautions in the house and further practice in why - questions and answers - Because

By the end of the lesson, students will be able to understand the safety precautions in the houseand use why - because

II.Preparation

III.Procedures

2.Checking-up(5'): Brainstorms

-T gives sts a topic and asks sts to say

what danger in the home for children

-Sts say out the danger

3.New lesson

individually

sts'understanding

- Sts copy vocabs

-T sets the scene and present T/F

statements on the board and ask

sts to guess which statements are

true and which are false

-Sts study T/F statements and

predict which statements are true

and which are false

-T calls sts to give their predictions

-T asks sts to read the text and

check their prediction

-Sts read the text and decide T/F

- Safety (a): an toµn

- (to) destroy : ph¸ huû

- (to) injure:lam bÞ th¬ng -match(n): que diªm -scissors(n): c¸i kÐo -bead(n):h¹t,vËt trßn -(to) cover: che,®Ëy

2.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 do not understand that many

household objects are dangerous

Trang 25

-T listens and guides sts how to

correct the false

-T divides class into two teams and

-T asks sts to work in groups,

discussing about the topic : Safety

precaution in the street and at the

school

-Sts discuss the safety precaution

in the street and at the school

-T goes around to help sts

c. Why mustn't children play with matches? d

Why must we cover electrical sockets?

e.Why do we have to put all dangerous objects out of children's reach?

+Sum up the lesson

-T helps sts to write a description of a room

-By the end of the lesson, students will be able to write a description of a room in their house II.Preparation

III.Procedures

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2.Checking-up(5'):

-T calls sts to write vocabs and say some sentences about safety precaution

3.New lesson

Teacher's & Students' activities Time Content

-T asks sts something about the

room on page 32 -Sts listen and

answer the questions

individually

sts'understanding

- Sts copy vocabs

-T asks sts to read the description of

Hoa's room and answer questions

-Sts ask and answer questions in

pairs

-T calls sts to ask and answer

-T lets sts to describe Hoa's kitchen,

using the give cues

-Sts write the description of Hoa's

kitchen in their notebook

-T goes around to check sts'doing

_T calls sts to read out their

- Which room is this?

- What's this? Where is it?

II Reading

Pre- writing:

1.Pre- teach vocab:

-a tower rack:giá móc khăn -beneath(prep):ở dới thấp -vase(n): lọ hoa

-dish rack(n)gía để bát đĩa -oven(n): lò nớng

*Check vocabs:Slap the board

2.Reading:

1.What is there on left of the room?

2.Where is the bookshelf?

3.What is there on the right of the room?

4.Where is the wardrobe?

While- writing:

*Answer:

- This is Hoa's kitchen

-There is a refrigerator in the right corner of theroom 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 tower rack

- The dish rack stands on the counter on the right of the window and beneath the selves

- On the selve and on the counter beneath the window, there are jars in sugar, flour and tea -

In the middle of the kitchen, there is a table and

floor chairsPost writing :

( Correction)

5 Homework(3')

+ Write a description of their bedroom / living room

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

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Date of teaching: 29/ 9/2010

lesson 6: language focus 1,2

-T helps sts to do further practice in reflexive pronouns and question with "Why"

-By the end of the lesson, Ss'll be able to practise how to use " Modal verbs" And question word" Why - because"

II.Preparation

III.Procedures

2.Checking-up:

3.New lesson.

Teacher's & Students' activities Time Content

-T says : I/ you/ ect

- Sts slap the pronouns

- Sts copy

-T : uses the picture P35 to set the

scene and gives model

A: I failed my English testB: you ought to study harder

• Form : S + ought to +V<infi >

• Use: give advice III Practice:

ourselves

herself myself

themselves

Trang 28

-ss ; work in pairs to fill in the gap

-ss : match the sentences by using

the pictures and the information

from the tables

- ss: work in group of 4 to make qs

and answers rely on the pictures

He You

we

ought to study harder get up early

play soccer

do something interesting eat less

c Why was nam’s mother home late ?

- Because she had to come to see grandmother

d Why did ha fail her english exam ?

- Because she didn’t learn for her exam She played computer games

e Why didn’t Nga go to the movies ? Because she had to do her chores

5 Homework(3')

+ revise the reflexive pronouns and take examples

-T helps sts to revised what they learnt in the lessons

-By the end of the lessons sts will be able to graps the knowledge:

- Present simple tenses

- Enough

- be going to

- Modal verbs

- Reflexive pronouns

Trang 29

II.Preparation

III.Procedures

2.Checking-up:

3.New lesson

-T asks sts to retell the main

-Sts give the symptoms to recognize

tenses

-T lets sts say the structure with

-T has sts say which tense to use for

intention and prediction

-Sts say the tense

E.g.: I was at home yesterday evening She went to HCM city last year

- Adverbs: last, ago , yesterday… -

III Enough:

- Before nouns & after adjectives

-E.g.: there are enough chairs for us to sit – The tea is cold enough to drink

IV Be going to

- For intention and prediction

- E.g.: we are going to have a day off next week

- The wind is strong the door is going to slam

V Modal verbs

- must/ have to for obligation

- ought to for advice

B.Exercise Ex1:Give the correct form of the verbs in

Trang 30

supply the verbs in brackets

-T calls sts to come to the board

and do

-T checks and gives sts the corect

answer

-T hangs a poster with the exercise

-Sts do exercise by choosing the

best answer

8’

6’

brackets

1.The sun (rise) in the east and (set)in the west

2.I (live) in Hue last year but now I (live) in HN3.She (see) a movie this evening

4.He (be) my neighbor when I worked in HN 5.We (meet) each other this afternoon

6.Yesterday we (buy) two new rackets 7.She (send) him a letter two days ago 8.Hoa (be) younger than me

9.They (do) the test at the moment

Ex2: Choose the best answer

1.I'll pick you … This afternoon(at/in/up) 2.He has to cook dinner…

(herself/himself/yourself) 3.You….to go to the market (ought/should/must)

4.Lan… do her homework tonight (have to/haves to/has to)

5.This house is big enough…… (live/ to live/living)

6.He called… the stationary order (for/about/to)

-Teachers asks sts what they've revised in the lesson

5 Homework(3')

+ revise the knowledge and do exercise

+Prepare witten test

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

Trang 31

Date of testing: 5/10/2010

Period 20: Written test

I-The aims and requests

-T helps sts to do the test in order to know what they have learnt in the lessons

-Sts remember the knowledge and do the test

-By the end of the lesson sts will be able to evaluate their ability of study

II.Preparation

-Teacher: prepares lesson plan

-Sts prepare : test

III.Procedures

2.Checking-up:

3.New lesson : *Content of the test :

Part A: Tr¾c nghiÖm

I-Choose the best answer (2 marks)

1.We do the test…………

A.ourselves B.themselves C.yourself

2.Can I speak …….Lan,please?

A.with B.for C.to

3.She…….do her homework tonight

A.have to B.has to C.haves to

4.You……to go to the market

A.must B.should C.ought

II-Match a question in A with its answer in B (2 marks)

1.Why did Hoa go to school late ? a.That’s fine

2.What does he look like? b.Because she watched TV late last night

Part B: Tù luËn

III-Give the corect form of the verbs in brackets (3 marks)

1.The sun (rise) in the east and (set) in the west

2.Last year,Ba (live) in Ha Noi but now he (live) in Bac Giang

3.I (see) a movie “Dream City” at 7.00 this evening

4.Nga (be) nexr door neighbor when I worked in Ha Noi

IV-Read the passage carefully and answer the questions below (2 marks)

Alexander Graham Bell was born in Edinburgh in the 19th century and later came to the United State He worked with deaf-mute at Boston university.He started strasmitting speech over

Trang 32

long distance.This led to the invention of the telephone Thomas Waston was his

assistance.They first introduced the telephone in 1976 and in 1977, the first telephone was in commercial use

*Questions

a.Where was Alexander Graham Bell born?

b.Did he work with deaf-mute patients in a hospital?

c Who was his assistance?

d.When was they first introduced the telephone?

V-Complete the sentences using “ enouh to” and the words given (1 mark)

1.He / strong / carry the box

2.This house / not big / live

B.Answer key and points

1.rises / sets 3.am going to see

2 lived / is living 4.was

IV-( 2 marks)

a.He was born in Edinburgh

b.No,he didn’t

c.Thomas Waston

d.They first introduced it in 1976

C Results and percents

- Total of ss : 89

+ excellent : + Good: + Fair: + Poor : + Fail :

4.Consolidation

- T comments ss’ attitude and ss’ attention

5.Homework :- prepare: Unit 4

Date of teaching:6/10/2010

lesson 4:getting started+listen and read

Trang 33

-T helps sts to read the dialogue about the life of many year ago and understand how to use structure with "used to"

-By the end of the lesson, students will be able to tell the activities people use to do in the past II.Preparation

-Teacher prepares lesson plan,pictures,wordcues

III.Procedures

2.Checking-up (5):

Warm-up: (getting started)

-Sts look at the picture on page 38 and write the names of the things that do not belong to the past

3.New lesson

-T gives sts moldel sentences -Sts

individually ,then say the

form,usage

-Sts copy in the notebook

-T runs through the cues and asks

sts to make questions and answers

with the words given

-Sts do with t-sts,sts-t,h-h,pairs

–Sts write the answer in their

notebook

-T asks sts to write the activities that

they used to do when they young

Pre - teach vocab:

- (to) look after: chăm sóc - Equipment(n):dụng cụ,thiết bị

- folk tale(n):chuyện dân gian - Traditional(adj):truyền thống

-great grandma (n):cụ -(to) light-lit: thắp -used to:đã từng

*Check vocabs: what and where

* Presentation text Nga is asking her great granma about the life

in the past a.She used to live on a farm b.Because she had to stay home and help her Mom

c.She used cook the mean ,clean…

*Model sentences She used to live in a farm Form:

(+) S+used to + V(bare-inf) (-) S + didn't use to + V(bare-inf) (?) Did + S + use to + V(bare-inf) Use: used to express a past habit, or an action usually happened in the past

II.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

III.Production:

(Further practice)

Trang 34

When I was young I used to cry

4 consolidation (2'):

5 Homework (3')

+ Learn vocabs ,structure by heart

+ Write about the things you used to do last year

+Prepare Speak+language focus 2,4

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

Date of planning:5/10/2010

lesson 2: speak & Language focus4

-T helps sts to speak about the way things used to be and the way they are now

-To develop sts speaking skills

- By the end of the lesson, students will be able to use "used to" to talk about the things they

2.Checking-up (5):

-Sts write vocabs and structure,then take examples

-T checks and gives sts marks

3.New lesson

individually

sts'understanding

-Sts copy vocabs

-T hangs two pictures and a posters

with phrases ,lets sts look at the

pictures and put the phrases in rhe

correct column

-Sts study and come to the board to do

-T checks and corrects if they do

-(to) work hard:lµm viÖc vÊt v¶ -

*check vocabs: Matching

2.Matching

Now In the past -big building - small house-go to school -stay at home -go by car/motor -go on foot-have a lot of time -work hard for entertainment

Trang 35

wrongly

-T asks sts to use the information in

the table ,then talk about the past and

present

-T models first

-Sts say out with friends

-T lets sts do language focus 4

-Sts complete the dialouges with

friends using the structure with "used

to"

-T calls sts to speak out

-T listens and corrects

5 Homework(3')

+ Write about the things you used to do last year

and compare with now

+Prepare Speak+language focus 4

-T helps sts to listen for specific information about a traditional story

-To develop sts listening skill

-By the end of the lesson, students will be able to understand the main idea of a story by

2.Checking-up (5’):

-Sts say some sentences about life in the past and at present

3.New lesson

Trang 36

-T sets the scence and asks sts to

predict which sentences areT/F

-Sts listen and decide T/F sentences

-T calls sts to say the answer

-T listens and corrects

-Sts listen again and find out the moral

lesson of the story

-T gets feedback by asking sts to say

the moral lesson

-T lets sts answer questions about the

story

-Sts work in pairs to ask and answer

-T goes around to check

*Check vocabs: rub out and remember

*T/F statement prediction a.The farmer raises ducks b.His chicken lays eggs c.He finds a gold ring d.The farmer doesn't want any gold eggs e.He cuts open all the eggs

f.The chicken live forever

II.While - listening:

a.F b.T c.F d.F e.F f.F

*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

III.Post - listening

*Answer the question

a How did the farmer live?

b What did he discover?

c What did he decide to do?

5.Homework (3')

+ Learn vocabs by heart

+ Retell the story based in the answers

-T helps sts to read the story "the lost shoe"for details

-To develop sts reading skills

By the end of the lesson, students will be able to understand and retell the story "the lost shoe"

Trang 37

III.Procedures

2.Checking-up (5’):

-Sts write vocabs and say some sentences about the story " a gold egg"

3.New lesson

individually

sts'understanding

-Sts copy vocabs

-T presents the statements on the

board and lets sts guess which

sentences are T/F

-Sts read the statements given and

guess if they are true or false

-T calls sts to give their predictions

-Sts read the story "The lost shoe"

on page 41 and check their

prediction

give the answer then correct the

false statements -Sts take note in

-T asks sts to complete the

sentences with words from the

story ( p 42)

-Sts fill in the blanks with suitable

words from the story

-T lets sts say the answer

- magically (adv) : kú diÖu

- rags(n): quÇn ¸o r¸ch r¬Ý

- (to) fall in love with : yªu -immediately (adv): ngay lËp tøc -harvest festival(n): lÔ héi mïa gÆt -(to) drop: r¬i

-(to) fit: võa

*Chech vocabs: Matching

*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

II.While - reading:

a.T b.F c.F d.T e.T

*Comprehension questions

a Who was Little Pea?

b What did Stout Nut's mother make Little Pea gether new clothes?

c Whom did the Prince decide to marry?

d Is it a true story? How do you know ?

III.Post - reading:

*Gap - fill:

a a farmer b died

c used….again d marry /choose

e new clothes f lost

Trang 38

-T checks and corrects

5.Homework(3')

+ Learn vocabs by heart

+Prepare the next lesson

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

Date of planning:17/10/2010

Date of teaching:19/10/2010

Period 25:

TRẢ VÀ CHỮA BÀI KT 1 TIẾT SỐ 1

I/ The aims and requests

- By the end of the lesson, students will be able to appreciate themselves their level ofachievement

- help ss to have experience from their writing test

II Preparation

- Teacher: lesson plan, sideboard

- Ss: old lesson, prepare: the key of the test

III.Procedures :

1.Organization (1’)

- Good afternoon! How are you?

2.Checking up previous lesson( No ) 3.New lesson :

e

The content

1 Activity 1 :

-T retells the use and form of these

structures which were used in the

7.“S + tobe + adj + enough + to V”

II The answer key and points I.(2 marks)

1.A 2 C 3.B

Trang 39

- T : gives the answer key for ss to

compare

-ss: have their experiences from

their mistakes by themselves

III-(3 marks)1.rises / sets 3.am going to see

2 lived / is living 4.wasIV-( 2 marks)

a.He was born in Edinburghb.No,he didn’t

c.Thomas Wastond.They first introduced it in 1976 III The mistakes that ss often make

1.mistaken between : be-V-ing and be going to V

2 mistaken between : V-ed and V<column2 >

IV The result of ss’ writing test

*Comment:

Some sts got good marks but there are still a lot of sts got bad marks because of not revising the lessons

Trang 40

Period 26: unit 4: our past

Lesson 5: write

-T helps sts to write a story

- By the end of the lesson students will be able to know one more traditional story " How theTiger got his stripes", practice writing a story, using the words given

II.Preparation

III.Procedures

2.Checking-up :

3.New lesson

individually

sts'understanding

-Sts copy vocabs 

-T sets the scene and asks sts about

story then lets sts read the missing

story and fill in the gaps with

-T calls some sts to read out the

completed story with the word

- T listens and gives the correct

answers

- T guides: Imagine that you are the

farmer Use the words to write the

story Start like this: One day I was

in the fill and and lets sts write

the story in the notebook

- Sts listen carefully and write

8’

6’

15’

A-Pre - writing

1.Pre -teach vocabs

- (to) graze: gÆm cá -servant(n): ®Çy tí -master(n): «ng chñ -wisdom(n): trÝ kh«n, sù th«ng minh -straw(n): r¬m, r¹

(to) escape: trèn tho¸t –stripes(n): vÕt v»n

- (to) burn: ch¸y

- (to) tie: buéc

*Check vocabs: Slap the board

2.Gap fill

* Answer key:

(1) : appeared/ came (2) : was (3) : said ( 4) : left (5) : went (6) tied (7) : lit (8) : burned (9) : escaped

B.while - writing

One day I was in the fill and my buffalo

grazed nearby, a tiger appeared The tiger asked why the strong buffalo was my servant and I was it's master I told the tiger that I had the something called wisdom the tiger wanted to see it, but I told it I left it at home

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