Post — reading: Practice in why question with because answer by doing the exercise language statements on the board - Ask Ss to read the statements and guess which 1n true, which is fal
Trang 1Unit 1: My friends
* Warm-up: (Pelmanism) - Guide Ss how to - Matching
meet come | live | think send | thought || play the game words
receive | met _ | lived | received | came | sent
- to seem (translation) - Guide Ss to read | - Copy down
- anext door neighbor new words - Read new (explanation: a person who lives next to your house) | - Check Ss' memory | words in
- to look like (translation) by using technique | chorus
"Rub out and
a Is Nien Lan's friend or Hoa's friend? - Give Ss some - Read the
b How old is Nien?
c Where does Nien live?
d Is she a beautiful girl?
* While-reading:
OQ Read the dialogue (p.10)
oO Check the answers
ao Read the dialogue again
o Answer the questions in exercise 2 on page
11
* Answers:
a Nien lives in Hue
b No, she doesn't
c The sentence is "She wasn't old enough to be in
my class"
d At Christmas
* Post-reading:
a Gap-filling: (live-sent-be-come)
"Hoa (1) in Hue last year, butnow she (2) in
questions and ask
them to answer them
- Ask Ss to read the
dialogue
- Give the correct
answers
- Ask Ss to read the
dialogue again and
pronunciation
- Ask Ss to use the
questions and answer them in pairs
- Give feed back?
- Read the
1
Trang 2
Hanoi Yesterday, Hoa's friend Nien (3) Hoaa
letter Nien (4) Hoa's friend neighbor when Hoa
lived in Hue She (5) yourger than Hoa She (6)
la (p.16)
- Provide some verbs so that Ss can use them to fill in
paragraph and fill in the gaps with the suitable words
* Aim: - Listening for details to complete the dialogue and speak to describe someone
* Objective: - By the end of the lesson, students will be able to describe someone and complete the dialogue by listening
* Teaching aids: - Text book
* Procedure:
* Warm-up: (Brainstorming) - Ask Ss to think of | - Give the
thin curly the adjectives used | adjectives to
build and hair build and hair
a Ex; - She has long blond hair, of Mary and ask Mary
- She is short and thin them to describe her
S + have / has + adjectives + hair structure - Listen and
- Supply the word
- Give Ss some based on cues
Trang 3
* Pre-listening:
oO Present the expressions in the box (p.12)
a Explain and read the expression
a Gap fill prediction
(Dialogues p.12-13)
a Give feedback
a Listen to the tape twice
a Compare with their prediction
* Post-listening:
expressions and make sure they know their mean mgs
- Get Ss to guess and to complete four dialogues on page 12-13
- Let students (to) listen to the tape twice
- Listen and correct
their (prediction)
pronunciation
- Listen and read the expressions
- Read the open dialogues
(p.12-13) and
fill in the blanks with the suitable
* Aim: - Reading for specific information
* Objective: - By the end of the lesson, students will be able to know more about Ba's
a What are these students doing?
b Do you like soccer / reading books ?
c Whom do you like playing with?
page 10 and talk
about the activities they want to do after school or in their free time
- Present and give the meaning of new words
- Guide Ss to read them in chorus
- Listen and repeat
- Copy down
- Listen and
read new words in chorus
- Read and then
write the words again in the correct circles
Trang 4
a T/F statements prediction:
a Ba only has three friends - Bao, Song, Khai
b Ba and his friends have the same characters
c Bao-Song-Khai are quite reserved in public
d They all enjoy school and study hard
a Give feedback:
* While reading:
a Read the text (p.13)
a Check their prediction
a Correction:
a Ba has a lot of friends but he spends most of his
time with Bao, Song and Khai
b They have different characters
c Only Song and Khai are quite reserved
- Learn vocabulary by heart
- Present the statements on the
board
- Set the scene:
These statements
are about Ba and his
friends, read them
and guess which
statements are True
/ False
- Ask Ss to open their books and read the text on page 13
- Read the text and answer the
questions in pairs
- Write the answer on the board
* Aim: - Writing about oneself and about other people
* Objective: - By the end of the lesson, students will be able to write a paragraph about
their close friends
* Teaching aids: - Text books
* Warm-up: (Kim's game)
OQ Look at the pictures and describe the people in
the picture (p.17)
a How many people are there in the picture?
b What is each person weaning?
* Pre-writing:
oO Read the information about Fam
a Answer the questions (exercise 2 p.15)
- Ask Ss to look at the picture (p.17) quickly Then let Ss keep their books closed
- Divide the class in
to 4 groups The group which
- Look at the picture and answer the questions in group
4
Trang 5
His / Her name 1s She is years old He / She
He / She has a lot of friends
a Write some information about one of their
friends, then write a paragraph about him or
- Ask students to write another paragraph about one
of their family members
answers come city the fastest wins the game
- Ask Ss to read the information about Tam then answer the questions
- Let Ss write a paragraph about Tam, using the information they have just got
- Ask Ss to compare with the paragraph
in their books on page 15
- Let Ss write a paragraph about one
of their friends
- Get Ss to share with their partners and correct if possible
- Read the information and then answer the
questions
- Write a paragraph about Tam, using the
information
(individually)
- Compare with the paragraph
in their books
on page 15
- Write a paragraph about one of their friends
- Correct the mistakes if
possible
- Week: 2
- Period: 6
- Teaching date: - Lesson 5: Language 2 - 4 (p.16 - 17)
* Aim: - Farther practice in simple present tense and the structure (not) + adjectives
enough + to-infinitive
* Objective: - By the end of the lesson, students will be able to use simple present tense
to talk about general truths and write some sentences using the structure (not) + adjective enough + to-infinitive
* Teaching aids: - Text book - cards - pictures
Trang 6
+ T writes: a b C d
+ § writes: awful big clever disty
* Presentation:
o Pre- teach vocabulary
- A planet: (ex: the sun, the moon, the earth, )
What are they?
- Mars
Translation
- Mercury
- Silly (adj) translation
na Revision of simple Present tense
* The sunple present tense is used to express an
action which is always true
l.stes 2 goes 3.moves
4 is 5 is 6 is
* Presentation:
Q Set the scene to introduce the structure
Ex: - Can you hang this picture over there?
> No, I am not tall enough to hang the
picture over there
* Practice: (word cue Drill)
a Read English books/v good
b Drive a car/ x old
c Carry this bag/ v strong
d Solve this problem/ x clever
* Further practice:
o Exercise 4 (page 17)
* Homework:
- Ask students to write 5 sentences about
themselves using the structure: “(not) adjective
- Review the simple
Ss to read
- Model two cues,
the whole class
repeats
- Let all students,
work in pairs, one
asks, the other
answers
- Ask Ss to do exercise 4 on page
- do exercise 2
- Read the
dialogue loudly
- Listen and repeat
- Practise the structure in
Trang 7- Teaching date: - Lesson 1: - Getting started (p.18)
- Listen & Read (p.19)
* Aim: - Reading for details about a conversation on the phone
* Objective: - By the end of the lesson, students will be able to use the telephone to
make and confirm arrangements
* Teaching aids: - Text book
a Who made the call?
b Who introduced herself?
c Who invited the other to the movies?
d Who arranged a meeting places?
e Who arrange the time?
f Who agreed to the time?
* While-reading:
a Read the conversation
a Check their prediction
a Matching the phrases with their meanings
a Hold on
b Is six thirty all right?
c Where’s it on?
d A bit far from
1 Nó được chiếu ở đâu?
2 Kha xa
3 Sáu giờ 30 được chứ?
4 Chờ nhé
na Comprehension question:
a What is Hoa’s telephone number?
b Which movies are they going to see? Where?
c How is Hoa going to see the movies?
d Where are they going to meet?
- Ask Ss to match each object with its name
- Show the picture and ask “What are
they doing?
Introduced: They are talking about going to see a movie
- Ask Ss to guess
- Let Ss to read the conversation Give the correct answers
- Let Ss match the phrases with their meanings
- Ask Ss to read the conversation again and answer the
- Do exercises
(p 18)
- Look at the picture and answer the questions
- Read the
question and guess
- Give feetback
- Read the conversation and check their
prediction
-Do exercises
- Read the conversation
and answer the questions
Trang 8
Š¿ l”m gọng to see Would you ?
S, Of course But I have to ask Hold
on OK says I can go, Where’s it on?
S, At Movie threatre
- Move around the
class and help the
* Aim: - Practice talking on the phone
* Objective: - By the end of the lesson, students will be able to talk on the phone about
intensions with “going to”
* Teaching aids: - Text books, cards
- Do you have a telephone at home?
- How often do you make a phone call?
- What would you say when you pick up the phone to
- 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?
u Form: S + be + going to + infinitive
- Ask Ss some
questions
- Ask Ss to do exercise 1 on page
questions
- Put the sentences in the correct
order to make a complete
conversation
- Listen and answer the
questions
Trang 9
a Word cue drill then ask Ss to repeat chorally
- Are you going to see a movie? individually
- Yes, Il am/no, I’m not - Let Ss practice - Practice
a, See a movie asking and asking and
c C Meet your friends - Ask the whole - Practice in
f F Watch TV
* Further Practice:
ao Do exercise language focus 1 on phage 25 - Give an example
T: Nga has a movie ticket What is she going to do? | first
S: She going to see a movie - Let Ss work in - Give
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
a Exercise 2 on page 20 with their partners | feetback
~ Aim: Reading the paragraph for details about Alexander Graham
“* Objective: By the end of the lesson, Ss will be able to know more
about Alexander Graham Bell
“+ Teaching aids: Textbook
> Warm — up: (Brainstorming) - Let Ss answer
To chat with friend To the question by -Answer the
What is the telephone used for?
- Present and - Listen and
Trang 10
= Pre - teach vocabulary:
- (to) emigrate : go to another country
to live
- (to) transmit : (translation) truyén di
- (to) conduct : diéu khién
- (to) demonstrate : ching minh
- a device : thiét bi
- a deaf — mute a person who 1s unable
to hear and speak
-to come up with : tim thay
= T/F statements prediction
a Alexander G Bell was born in the
U.S.A
b He worked with deaf- mute
patients in a hospital in Boston
c Thomas Watson was Bell’s
assistant
d Bell and Watson introduced the
telephone in 1877
e Bell experimented with way of
transmitting speech between deaf-
mute over a long distance
f Bell demonstrated his invention at
a lot of exhibition
> While — reading:
= Read the text on page 21-22
= Check their prediction
= Correct the false Statements
= Put the events in the correct order
(p.22 Exercise 2)
> Alexander Graham Bell:
Was born in Scotland
Went to live in Canada
Went to live in the United States
Worked with people who could
neither speak nor hear
Worked with Thomas Watson
Success fully demonstrated his invent
Invented the telephone
> Post- reading: (write- it- up)
= Write a paragraph about Bell’s life,
using the information in the text
meanings of new words
- Let Ss repeat the words in chorus then rub out word
by word but leave the circles
- Get Ss to write
the words again in
the correct circle -Present T/F statements on the
board and ask Ss guess which
- Ask Ss to look at
the book page 22
- Get Ss to read the event of Bell’s
life and put them
- Rewrite the words in the correct circles Read and predict which
- Read the text
again and check their prediction
- Read and put the sentences in
the correct
order
- Give feedback
- write a paragraph about Bell’s life
10
Trang 11Have you ever taken a telephone
message? When you take a message,
what should be mentioned in the
message? (Date, time, who sent, to
whom, content)
= Pre-teach vocabulary:
- acustomer: a person who comes to
buy sth at a shop
- adelivery: su giao hang
- stationery (n): papers, pens, rulers,
Message: Mr Nam called about his
stationery order He wanted you call
- Ask some question
- Present and give the meaning of new words
- Guide Ss to read new words in chorus
- Ask Ss to read passage 2 on page
23 to get information and write the message
more correct
words first wins the game
- Listen and answer the
- Read the passage to get information and write the
message
- give feedback
11
Trang 12
but she was out Lisa, Nancy’s sister
took a message for Nancy Help Lisa
to write the message ”
> Answer:
Date:
Time:
For: Nancy
Message: Tom called about playing
tennis this afternoon He will come
over to pick you up at 1.30
Taken by: Lisa
information from the
dialogue
- Give feedback
-Week: 4 -Period: 11
- Teaching date: Lesson 5: Listen
Language focus
+ 1 ở
Aim: Listening for details and further practice in adverbs of place
Objective: By the end of the lesson, Ss will be able to complete
telephone message by listening and further practice in adverbs of place
= Set the scene
= Guess the message
KINGSTON JUNIOR HIGH
= Listen to the tape
= Compare with their guess
> Presentation: (Jumbled words )
21 and set the
scene “a woman
phoned the principal of Kingston junior
high school but
hoe was out”
- Get Ss listen to
the tape twice and
fill in the message
- Give the correct answers
- Present the
words with this ordered letters on the board and tell
- Go to the board and write
the meaningful
12
Trang 13
= Set the scene: “Ba is playing hide
and seek with his cousin, Mr Tuan
Use the adverbs of place to complete
the speech bubbles”
“+ Answer:
a Where is Tuan? I think he is
b No, he isn’t here
upstairs
c He isn’t downstairs and he isn’t
upstairs
d Perhaps he’s outside
e No, he isn’t there
f I’m not outside I’m inside, Ba
> Homework:
= Write 6 sentences about your house,
using adverbs of place
Eg: My room is upstairs
Ss that they are adverbs of place
- Let them work
individually, one student one word
- Give feedback
13
Trang 14modal verbs: must have to, ought to
* Aim: Helping Ss to read the dialogue for details and practise the
* Objective: By the end of the lesson, Ss will be able to understand the dialogue and use modal verbs to talk about the housework
> Warm-up: (Kim’s game)
= Look at the pictures on page 27 and
write the chores she often does at
> Pre- teach vocabulary:
- a steamer (n): néi hap
a cupboard (n): tu ly
a sauce pan (n): cai chao
chore (n): viéc vat
a sink (n): bồn rửa chén
introduce the - Look at their
> Presentation: dialogue books and listen
= Set the scene at the dialogue - Get Ss to listen | to the dialogue
= Student listen to the dialoguewhile | the dialogue - Complete the
looking at their books - Let Ss do list of the things
= Complete the list of the thing Nam | exercises Nam has to do
Nam has to - cook dinner by sentence and
- go to the market to buy give the correct - Listen and
Has/ Have to + infinitive structure
the pictures and
write the chores she does at home
- listen and correct
their mistakes
- Present new
words on the board
- Guide Ss to read new words
- Check their memory by using technique “what
Trang 15
> Exchange: what do you have to do? - Practice the
> Practice: (Use the picture cues drill ) - Let Ss practice
Write things you have to do on Sundays
Ex: On Sunday, I have tidy my room
I have to help my parents
- Week: 5 - Period: 13
Aim: Practising speaking Objective: By the end of the lesson, Ss will be able to use the
> Warm-up: (Kim’s game)
- Look at the picture (p 28) and write the
position of each item
> Presentation:
- Where is the clock? It’s above the fridge
- The fruit? in the bowl
- The flowers? on the table
> Practice:
Talk about the position of each item
> Further- Practice:
= Set the scene:
Mrs Vui bought new furniture for her
living room, but she can not decide where
to put it You should help her to arrange
the furniture
Ex: - Let’s put the clock on the wall,
between the shelf and the picture
- Show the picture
- Skim the picture
and write down as many things as they can remember
- Answer the questions
- Practise talking about the position
of each item Talk about the position of the furniture
- Give feedback
15
Trang 16- OK I think we ought to put the TV
and the stereo on the shelf
- I think the coffee table should be
between the couch and the arm chair
- Let’s put the telephone next to the
couch
- I think we should put the magazines
above the books on the shelves
> Homework: (write it up)
Describe your living room / bedroom
“+ Aim: Reading for details safety precautions in the house and further
practice in why — questions and answers - Because
** Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use why -
a It is safe to leave medicine
around the house
b Drugs can look like candy
- Eliciting
- Presents new
words on the board
- Guides Ss to read new words
- Listen and
repeat in chorus
- Two students
run forward and
slap the word on
the blackboard
The one who
first slaps the correct words is
Trang 17Young children do not
understand that many household
objects are dangerous
While — reading:
a,
Read the text and check their
prediction
Correct the false statements
Answer the question
Why must we put all chemicals
and drugs in locked cupboard
Why mustn’t we let children play
Why do we have to put all
dangerous objects out of children’s
reach?
Post — reading:
Practice in why question with because
answer by doing the exercise language
statements on the board
- Ask Ss to read the statements and guess which 1n
true, which is false
- Read the text
loudly
- Give instruction
- Listen and guides Ss how to
correct the false
statements
- Move around the
class and help Ssl
- Read the statement given and guess which
is true, which is
false
- Give feedback
- Listen to their teacher
- Read the text
in silent and check their
prediction
- give feedback
- Correct the false statements
- Practise asking and answering the questions in pairs
17
Trang 18“+ Aim: Further practice in reflexive pronouns
s* Objective: By the end of the lesson, students will be able to use the
> Warm-up: (Brains storming)
homewg
¬ cook
clean the floor
repair the machine
Things you can not do
= Set the scene: “you do your home
work and no one help you what do
Did you do your homework?
Yes I did it myself
b He/ fix / washing machine
c Mary / cook / dinner
d These student / paint / the picture
e You/do/ your chores
- run through the
individually
- Practise the question and
then the answers
- read the open
dialogue and fill
in the blank with suitable
reflexive
18
Trang 19
reflexive pronouns:
a Miss Lien: Did S.O help Ba draw
that picture?
Bao: No, he did it himself
b Nga the repairman can’t fix the
washing machine until tomorrow
Mrs Linh: Come on We’ll have to
Write 3 sentences with reflexive
pronouns and 3 sentences with
Aim: Listening and further practice in modal verb: ought to
Objective: By the end of the lesson, students will be able to identify the right item by listening further practice in modal verb: ought to
= Suggested list of food: chicken, beef,
cake, candy, garlic, noodles, bread,
rice, ham, peas,
>» Prelistening:
= Prediction:
Look at page 30 things they use to cook
the ” Special Chinese Fried Kice”
>» While- listening:
= Listen to tape and check their
prediction
> Presentation:
Set the scene :”Hoa is very sad because
she failed her English test What do
- Call out it word
in a loud voice
- Get Ss to look at
page 30 and guess
4 things they use
- Listen to the teacher carefully The first person crossing out on find things shouts ’Bingo” and urns the game
- Prediction
- give feedback
- Listen to the tape and check their prediction
- give feedback
19
Trang 20
you say to advise her?”
“ You should study harder
- use: “should” is used to give advice to
a I failed my English test exercise (p 35)
You should see a dentist class and help
Noughts and crosses:
His tooth/ | Hoa/ late My room /
The floor/ | Bao / She / thin - Guide Ss how to
My English | Her grades / | The Play game
/ bad bad washing ”Noughts and
machine not crooes”
» Aim; Writing a description of a room
** Objective: By the end of the lesson, students will be able to write a
description of a room in their house
Ask something about the room on page | - Ask the - Listen and
> Pre- writing: - Present new listen and
20
Trang 211 What is there on left of the room?
2 Where is the bookshelf?
3 What is there on the right of the
- This is Hoa’s kitchen
- There is a refrigerator in the right
comer of the room
- Next to the refrigerator are the stove
and the oven
- On the order side of the oven, there is
a sink and next to the sink is a towel
rack
- The dish rack stands on the counter on
the right of the window and beneath the
selve
- On the selve and on the
counterbeneath the window, there are
jars in sugar, flour and tea
- In the middle if the kitchen, there are a
table and floor chairs
the give cues
- write their sentence on the board
21
Trang 22Unit 4: Qur past
** Aim; Reading the dialogue about the life of many year ago
** Objective: By the end of the lesson, students will be able to tell the
activities people use to do in the past
“+ Teaching aids: Text book
> Warm-up: (getting started)
Look at the picture on page 38 and
write the names of the things that do not
belong to the past
Pre- reading:
= Pre —teach vocab:
- (to) look after
- Equipment
- folk tale
- Traditional
- great grandma
= Checking: what and where
= True / false statement prediction
a Nga is used to live on a farm
b Nga’s grandma didn’t go to school
c She has an easy and happy life
when she was young
d There wasn’t any modern
equipment at her time
e “The lost shoe” is a short story
> While- reading:
= Read the story
= Check their prediction
= Correct the false statement
= Answer the question
a Where did Nga’s grandmother use
to live?
b Why didn’t she go to school?
What did Nga great grandma?
What did Nga’s great; do?
Grandmother and great
grandfather do after dinner?
e What did Nga’s ask her grandma
to do at the end of the
conversation?
> Post- reading:
- give instruction
- Present new words and guide
Ss to read them
- Check Ss’
memory by
technique “what and where”
- Present the sentences on the
statements
- Ask Ss to answer the
- Look at the
picture and write
the names of the
things
- give feedback
- Listen and repeat
and predict
which is true and which 1s false
- give feedback
- listen to the
story
- Read the story
again and check
Trang 23
= Fact or opinion
a I used to live on a farm
b There wasn’t any electricity
c Mom have to do every thing
without the help of modern
equipment
d My father used to tell stories
e The best one was The Lost Shoe
f Traditional stories are great
explanation
- Help Ss distinguish fact and opinion
“+ Objective: By the end of the lesson, students will be able to use
“used to” to talk about the things they used to do
“+ Teaching aids: Text book
> Warm-up: (Jumbled words) - Present the - Rewrite the
- Electricity - rieletcicty words whose words in the
- Entertainment - menttaenterin letters are on correct forms
- Supermarket - permasuekt
She used to live in a farm ask: “Where did
S + used to + infinitive use to live? “ - copy down
S + didn’t used to + infinitive
= Use: used to express a past habit, or
an action usually happened in the
past
= Meaning: da thuong hay lam gi
> 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 And show the Structure”
Trang 24How / they / travel?
What’s about the electricity?
What’s about their life / work?
Did children use to go to school?
What’s about their entertainment?
Answer:
People used to live in small houses
Now they live in big houses and
- Elicit some ideas
so that student can talk about them
- Compare 2 picture on page
40, using “used to” to talk about the actions in the past
s* Objective: By the end of the lesson, students will be able to
understand and retell the story “the lost shoe”
“+ Teaching aids: Text book , word cards for drilling e
4% Procedure: e
> Warm-up: (Brains storming)
Name some folk tales that you have
= Pre- teach vocabulary
- cruel (a) (translation)
- upset (a) (synonym)
- Present the
- Tell the names
of the folk tales
that they have read
- Listen and
repeat
- copy down
- listen and repeat in chorus individually
- Read the
24
Trang 25
- (to) fall in love with
- immediately (adv)
=» T/F statements prediction
a Little Pea’s father is a poor farmer
b Her father got married again after
his wife died
c Her new mother was beautiful and
nice to her
d She worked hard all day
e She didn’t have new clothes to tale
part in the festival
> While - reading:
= Read the story “The lost shoe” on
page 41 and check their prediction —
correct the false statements
= Answer the questions
a Who was Little Pea?
b What did Stout Nut’s mother make
Little Pea get her new clothes?
c Whom did the Prince decide to
Complete the sentences with words
from the story ( p 42)
> Homework: rewrite the story
statements on the board
- let Ss guess
- Read the story loudly
- Ask Ss to answer the
- listen and read
the dialogue
again and check their prediction
- Answer the questions and practice them on pairs
- Fill in the blanks with suitable words from the story
“* Aim: Listening and further practice in past simple tense
“* Objective: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice
in past simple tense
Run ran fly flew ride came rode eat ate
sit sat come
> Pre- teach vocabulary:
25
Trang 26
Predict the moral lesson of the story
a Don’t kill chickens
b Don’t be foolish and greedy
c Be happy with what you have
d Itis difficult to find gold
> While - listening:
Listen to the tape and check the
prediction
> Post - listening
= Answer the question
a How did the farmer live?
b What did he discover?
c What did he decide to do?
> Language focus 2:
= Complete the dialogues below Use
the past simple
Nga: No, I ate noodles
b S1: How did you get to school?
- Let Ss predict the moral lesson
of the story
- Ask Ss to listen
to the tape and check their prediction
- Ask some
questions
- Review the simple past tense
- Ask Ss to do exercise 2 (p 44)
- copy down
- read new words in chorus
- Guess the main ideas of the story
- listen to the tape and check their prediction
- give feedback
- Listen and answer the questions
- Complete the
dialogues and then practice in pairs
26
Trang 27-Week: 8 - Period: 24
- Teaching date: Lesson 5: Write 1-2
ty 1 ở
“+ Aim: writing a short story
s* Objective: By the end of the lesson, students will be able to use
simple past tense to write a folk tale
- Name some of them
- Which story do you like best?
- Do you read the story “how the tigers
got his stripes ”?
- (to) light — lit - lighted
= Read and complete the story (p 43)
“+ Answer:
1 appear 2 as 3 said
4 left 5 went 6 tied
7 lit 8 burned 9 escaped
Answer the questions:
Where was the man
What did they buffalo do when the
tiger appeared?
What did they tiger want to know?
What did he do before going home
- Ask some - Listen and
questions answer the
questions
- Present new - listen and
words and give repeat
their meaning - Copy down
- Guide Ss to read | - Read new new words in words in chorus
- Check Ss’ words with the memory by using | suitable
“matching” - Read and
- give instruction | complete the
story
- give feedback
- Ask Ss to work
in group of 4 — answer the - Discuss and questions answer the
questions
- listen and give the correct - give feedback answers
- Get Ss to do - Imagine to be a exercise 2 man to write the
- Get Ss to change
“the man I His My ”
story
27
Trang 28
- sharing and correcting
- Take some writing to correct in front | - Get Ss to share
Write the story again, imagine you are: | mistakes
“+ Aim: Further practice in prepositions of time and “used to”
“* Objective: By the end of the lesson, students will be able to use prepositions of time and “used to” (to talk about the action which always happens in the past)
28
Trang 29
Unit 5: Study habits
26 Lesson 1:
Aim: Reading the dialogue for details
Objective: By the end of the lesson, students will be able to understand dialogue between Tim and his mom about his study
<~ Procedure:
Teaching aids: Text book
> Warm-up: (Network) - Ask students to | - Write the
subjects as they have studied at
Subjects at can on the school
> Pre- reading: (chatting)
- What subject are you good at?
c Tim’s report is poor
d Tim needs to improve his Spanish
grammar
e Tim promised to try his best in
learning Spanish
While - reading:
= Read the dialogue
= Check their prediction and correct
the false statements
= Answer the questions:
a Who is Miss Jackson?
b What did Miss Jackson give Tim’s
mother?
- Ask questions
- Present new
words on the board
- Guide Ss to read new words in chorus
- Checking: Rub
out and remember
- Present the sentences on the board
- give feedback
- Ask Ss to read the dialogue and check their prediction
Trang 30
c How did Tim study this semester?
d What did Miss Jackson say Tim
should do?
e What did Tim’s mother give him
at the end of the conversation?
questions
- go around the class and help weak students
statements
- Practise asking and answering the questions
- Interview their friends
-Week: 9
How to improve your English?
- Read English story
- Present new
words on the board
- Guide Ss to read new words in chorus
- give instruction
- Ask Ss to listen
to the dialogue
- write their ideas on the blackboard
- listen and
repeat
- copy down
- listen and repeat in Chorus individuals
- look at Nga’s
report and guess
the missing information
Trang 31= Answer the questions:
1 Who are Nga’s parents?
2 What’s Nga’s teacher’s name?
3 What subject was reported?
4 What are the comments?
> Post - listening:
= Practise asking and answering the
questions
1 When do you do your homework?
2 Who helps you with your
- Ask Ss to answer some questions about Nga’s report card
- give the correct answer
- give feedback
- Work in pairs, asking their
- Teaching date:
- Period: 28
Lesson 3: Read
S q1 ÿ
s* Objective: By the end of the lesson, students will be able to
understand the text and get specific information
- Do you like learning English?
- How many new words do you try to
learn a day?
- What do you do when you read a new
words?
- How do you learn new words?
- Answer the questions
31
Trang 32
= True / false statements
a All language learners write the
meaning of new words in their
mother tongue
b Some learners write examples of
words they want to learn
c Every learners tries to learn all
new words they come across
d Many learners only learn new
words that are important
= Answer the questions
> Post - reading:
a Do learners learn words in the
same way?
b Why do some learners write
example sentences with new
words?
c What do some learners learn all
the new words they come across?
d What is necessary in learning
words?
e How should you learn words?
> Homework:
Write the ways of learning words that
you think are the best for you
- Present new
words on the board
- Guide Ss to read them in chorus
- Use the
technique “Slap the board to check”
- give instruction
- give feedback
- Ask Ss to answer the questions
- give the correct
- Listen and repeat
- copy down
- read new
words in chorus
- Read the statements and
- give feedback
- Practise asking and answering
the questions
32
Trang 33-Week: 10 - Period: 29
- Teaching date: Lesson 3: Write 1- 2
“+ Aim: Writing letters to friends
Objective: By the end of the lesson, students will be able to know the format of a letter and practice writing a letter to a friend
= Read the parts of the letter on page
50 and compare with their prediction
= Open prediction: Predict the order of
the parts of the letter
= Read the letter ( page 51) and check
their prediction
= Pre -— teach vocabulary:
- Mid- Autumn Festival (n)
Who wrote the letter? To whom?
What are there in the heading?
What is the main part of the letter?
What did Hoa receive a few days
ago?
Is Hoa good at Math?
What subjects is Hoa good at?
7 Where is she going to celebrate the
festival with her grandmother?
> While - writing:
Do exercise on page 51 Help Lan write
a letter to her pen pal Donna in given
- Ask some
questions dealing with writing
letters
- give instructions
- Ask Ss to guess the order of the
parts of the letter
- give instruction
- Listen and give the correct answers
- Present new words and guide
Ss to read
- Check Ss’
memory by technique “rub out and remember”
- give instruction
- Correct their mistakes
- Read the parts
in the box (page 50)compare with prediction
- Read the letter
on page 51 and
check their prediction
- give feedback
- listen and
repeat
- Copy down
- Read the letter
and answer the questions
Trang 34
> Homework:
Write a letter to your friend to tell him
or her about your second semester
report and about your summer holiday
Aim: Further practice adverb of manner and the modal should
Objective: By the end of the lesson, students will be able to use
adverbs of manner and modal should as an advice
‹
se Teaching aids: Text book
¢* Procedures:
Warm — up: (pelmanism)
Good warm bad fast badly
Presentation 1: Set the scene “use any
word from the game pelmanism to
complete the dialogues”
Ex: Lan has a (1) voice and she usually
speak (2)
1 soft (adj)
Practice:
a Does Mrs Nga speak English?
Oh, yes She speaks English well
b Ba always gets excellent grades
That’s because he studies hard
= Set the scene: ?
Is Mr Hao’s house new?
Is the wall discolored?
How is the door?
Is there grass in his garden?
Should Mr Hao repair the roof?
7 From: S+ Should + Infinitive sae
-Setthe sceneto | - listen to their
introduce the teacher
structure
- Help Ss - look at the
distinguish the use | example
of adjectives and adverbs
- Do the
- give instruction | exercise on page
52, using the adverbs in the
box to fill in the
dialogue
- correction
- give feedback
- Ask some questions - look at Mr
Hao’s house and answer some
Trang 35Mr Hao should repair the roof
Hao should paint the house
Mr Hao should cut the grass
Mr Hao should replant the tree
Hao should mend the door
> Homework:
Write 5 sentences using “should +
infinitive” and the following cues
Do morning exercise / regularity
Study hard
Get up early
Ride bike / carefully
Keep room tidy
- Teaching date:
- Period: 31
S ¢
“+ Aim: Practising commands, requests and advice in reported speech
Lesson 6: Language focus 3-4
s* Objective: By the end of the lesson, students will be able to use
reported speech with commands requests and advice
“+ Teaching aids: Text book
Miss Jackson said:
“Can you give Tim this dictionary? ”
Or “Please give Tim this dictionary”
Tim’s mother reported it to Tim
“Miss Jackson asked me to give you
a Miss Jackson asked me to wait for
her outside her office
- Set the scene to introduce the
structure
- Explain how to change into reported speech
- Explain the situation clearly
- Listen to their teacher
Trang 36
Miss Jackson told me to give you
your report card for this semester
Miss Jackson asked me to help
Miss Jackson told me to meet her
next week
2 Drill 2:
a Miss Jackson said you should
spend more time on Spanish
pronunciation
Miss Jackson said you should
practice speaking Spanish
everyday
Miss Jackson said you should
listen to Spanish conversation on
TV
Miss Jackson said you should
practice reading aloud passage in
Spanish
Miss Jackson said you should use
this dictionary to find out how to
pronounce Spanish words
> Homework:
Review commands, requests, and
advice in reported speech
- Ask students to report Miss Jackson’s advice
to Tim’s mother
in their conversation
- Correct their pronunciation
- Work with their partners to
do exercise 4 on page 53
- Practice in pairs
36
Trang 37Unit 6: The young Pioneers club
“+ Aim: Reading for details and practice in gerunds
* Objective: By the end of the lesson, students will be able to
understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy
- answer application form
- Out door activities
= Listen and read the dialogue
= Complete Nga’s details
- Name: Pham Mai Nga
- Home address: 5 Tran Phu Street
- Phone number: not available
e What’s her name?
e Where does she live?
e When was she bom?
e What are her hobbies?
= Concept checking:
- What is after “likes”? (drawing)
- What is after “enjoys”? (acting)
- What do you call “drawing and
acting” (gerund)
- What is the form of “gerunds”
(v_ing)
- When do we use “gerund”? (after
some verbs: like, love, enjoy, late,
mind)
> Practice: (word cue drill)
- Ask some
questions about their activities and
their summer
holidays
- Present new words
- Guide Ss to read them in chorus
- Set the scene to introduce the dialogue
- get them to work
in pairs
- Ask some questions to check their understanding
- Complete Nga’s particulars
- listen and answer the
questions
- Listen and answer the
Trang 38a Play soccer / volleyball then
b Watch TV / listen to music individually
c Read books / do homework
d Chat with friends / do the
housework
> Production:
Do exercise 2 on page 61 Talk about
our friends hobbies
Aim: Practising asking for favors
Objective: By the end of the lesson, students will be able to ask for favors and respond to favors
Teaching aids; Text book
- What do you say to ask for a favor? meaning of the questions
Can / could you help me? word favor
- When do you ask for favor? - Present the - Copy down
- How do you say to respond to favor? | ask andrespond | phrases in
Certainly / of course / sure / no for favor on page | chorus
Do exercise 3a on page 61-62 inpairs
> Further practice:
do exercise expressions in
the box to fill in
Practise the dialogue between Mrs - Correct their blanks the
Ngoc and Hoa (Page 55-56) pronunciation dialogues
- Practice
Trang 39
-Week: 12
- Teaching date:
34 Lesson 5: Listen — Speak a
- Period:
Language focus 3b
Sứ
assistance
* Aim: Listening for details and practicing speaking when offering
* Objective: By the end of the lesson, students will be able to
complete a song and offer and respond to assistance
Present the dialogue between
receptionist and a tourist (p 56) (2h)
“+ Questions:
- What does the receptionist say?
“May I help you?”
- What’s for?
(for offering assistance)
- Another way to offer assistance?
(Do you need any help?
Let me help you)
- How do you say to respond to
assistance? (Yes, No, Thank you)
» Practice:
Do exercise on page 62 use useful
expressions in the boxes on page 55 to
complete the dialogues Then practice
the dialogues with a partner
> Homework:
- Learn the expressions
- Practise the dialogue fluently
- let Ss guess the missing words
- give instruction
- Ask Ss to listen
to the song and check their prediction
- Read the dialogue p 56
- Ask some questions to check students’
understanding
- Present the phrases to offer or respond assistance
- Ask Ss to do exercise 3b on
page 62
- Move around the
class and help
questions
- Copy down and read in chorus and then
individually all
the phrases in the chart
- Complete the
dialogues in exercise 3b
(p.62)
- Practise the dialogues in pairs
39
Trang 40** Objective: By the end of the lesson, students will be able to know
more about youth organization — The Boy Scouts of America (BSA)
“+ Teaching aids: Text book, poster
“+ Procedures:
> Warm — up: (Jumbled words) - Write the - Rewrite the
2 Iojn 5 letters are in correct forms
= Pre -— teach vocabulary: words on the - Copy down
- citizenship (n) - Guide Ss to read | words in chorus
- coeducational (a) in chorus—>
- voluntary(a) individually - Slap the words
- (to) establish - Check
= T/F statements prediction vocabulary by - Predict which
1 The Boy Scout of America is a “slap the board” statement is
2 Scouting began in America - Ask Ss read the | 1s false
3 William Boyce is a businessman in | statements given
4 Boys and girls can join BSA true or false - give feedback
5 The Scouting Association 1s the
biggest voluntary youth
organization in the world
> While — reading: - Read the
= Read the passage on page 57 and passage on page check if their prediction is correct or | - Give instruction | 57 and check
= Fill in the missing dates - Give feedback
b 1909 correct false passage again
d 1994 - Ask Ss to read missing dates
> Post - reading: the passage again | - Give feedback
= Do exercise 1 (p 57) and fill in the
a Scouting began in England in 1907 | missing dates - Answer the
b The meeting between a boy Scout | - Correct mistakes | questions
40