giao an anh 8 hot

Lesson 2 Read 1-2Getting started Reading a text for details about Ba’s friends.Lesson 3 Speak 1-2Listen a-b-c-d Listening for details to complete the dialogueand practice in describing s

- to write about themselves and about other people

II Language focus

1 Present Simple to talk about general truths

2 (Not) Adjectives + enough + to infinitive

3 Attributive and predicative adjectives

III Vocabulary

Verbs Adjectives Nouns

generousreserved

IV Unit Allocation

Lesson 1 Listen and read 1-2 Language focus 1 Reading for details a conversation andrevision of simple present and simple past

tense

Lesson 2 Read 1-2Getting started Reading a text for details about Ba’s friends.Lesson 3 Speak 1-2Listen a-b-c-d Listening for details to complete the dialogueand practice in describing someone.Lesson 4 Write 1-2Language Focus 3 Writing about oneself and about other peopleLesson 5 Language focus 2-4 Further practice in Simple Present and NotAdj + enough + to-infinitive

UNIT 1: MY FRIENDSLesson 1: Section: - Listen and read (page 10,11)

- Continue until all the cards are finished

receive met lived received came Sent

I Pre-teach vocabulary

- to seem (translation)

- a next door neighbor (explanation: a person wholives next to your house)

- to look like: (translation)

* Checking vocabulary: Rub out and remember

- Rub out the new words one a time

- Each time you rub out an English word, point to theVietnamese translation and ask “what's this inEnglish?"

- When all the English words are rubbed out go,through the Vietnamese list and get students to callthe English words

- If there's time, get students to come to the board andwrite the English words again

II Pre- questions

Group work

Whole class

Pair work

reading

- Give students some questions and ask them to work

in pairs to answer them

a Is Nien Lan's friend or Hoa's friend?

b How old is Nien?

c Where does Nien live?

d Is she a beautiful girl?

- Give feedback

- Ask students to read the dialogue between Hoa, Lan

and Nien on page l0 and check if their answers are

correct or not

* Answers:

a She is Hoa's friend

b She 's twelve years old

c She lives in Hue

d Yes, she is

I Comprehension questions

- Ask students to read the dialogue again and answer

the questions in exercise 2 on page 11 (work in pairs)

a Where does Nien live?

b Does Lan know Nien?

c Which sentence tells you that Hoa is older than

Nien?

T-Whole classPair work

Pair work

d When is Nien going to visit Hoa?

* 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

- Call on some students to ask and answer the

questions

- Correct their mistakes or pronunciation

- Ask them to work in closed pairs

II Gap-filling

- Ask students to use the simple present and simple

past tense to complete paragraph 1 (a) on page 16

- Provide some verbs so that students can use them to

fill in the gaps.

- live (2) – send - be(2) - come

“ Hoa (1) in Hue last year, but now she (2) in Hanoi

Yesterday, Hoa's friend Nien (3) Hoa a letter Nien (4)

Hoa's neighbor when Hoa lived in Hue She (5)

younger than Hoa She (6) to Hanoi in December

* Answers:

Open pairs Closed pairs

In dividual Work

Pair workWhole class

Individual work

Homework * Cues:

a Lan / Hoa's best friend

b The same class / Quang Trung School

c Last year / Hoa / to school first time

d Lan / show / around / introduce / to new friends

- Let students discuss with their partners

- Choose some answers and correct them in front ofthe class

- Ask students to do exercise 1(a); 1(b) on their

notebooks

Pair workT-whole class

UNIT 1: MY FRIENDS

- Ask students to think of the adjectives used todescribe body build and hair

Whole class

body build

hair

- overweight

- slender

- Show students a picture of Mary and ask them todescribe her hair, her body build

Ex: She has long blond bair

She is short and thin

Form:

S + have / has + adjectives + hair

S + be + adjectives

T-Wholeclass

Practice I Word cue drill

- Prepare 6 cards so that students can drill easily

a he / tall / thin He is tall and thin

b She/short / slim She is short and slim

c He/ short / fat He is short and fat

d long / black She has long black hair

e curly / blond She has curly blond hair

f straight/ brown She has straight brown hair

II Practice Speaking

- Show the posters of six people / or ask students to look

at six people on page 11-12

- Call on a student to describe one person, the othershave to guess who he/she is

Example: S1: This person is short and thin She has long

- Go on until six people on the poster are described

- If there’s time, ask students to describe a famousperson or one of their classmates and their friends have

- Get students to guess and to complete four dialogues

on page 12-13, using the given expressions

Individualwork

listening - Give feedback

- Let students listen to the tape twice

- Get students to work in pairs to complete thedialogues and compare with their prediction

* Tape transcript:

a

Hoa: Hello, Nam

Nam: Morning, Hoa

Hoa: Nam, I’d like you to meet my cousin, Thu

Nam: Nice to meet you, Thu

Thu: Nice to meet you too, Nam

b

Khai: Miss Lien, I’d like you to meet my mother

Miss Lien: It's a pleasure to meet you, Mrs

Mrs Vi: The pleasure is all mine, Miss Lien

Miss Lien: Oh, there is the principal

Please excuse me, Mrs Vi, but I must talk

Bao: Hello, ma'am

Grandmother: Hello young man

Ba: Bao is my classmate, grandmother

Grandmother: What was that?

Ba: Classmate! Bao is my classmate

Grandmother: I see

d

Mr Lam: Isn't that Lan's father, my dear?

Mrs Linh: I'm not sure Go and ask him

Mr Lam: Excuse me Are you Mr Thanh?

Mr Thanh: Yes, I am

Mr Lam: I'm Lam, Nga's father

Mr Thanh: How do you do?

- Ask students to practice speaking the dialogues

- Call on some students to play the roles of Nam - HoaThu; Khai - Mrs Lien - Mrs Vi; Ba-Bao Grandmother;

Mr Lam - Mrs Linh - Mr Thanh and practice thedialogues

- Correct their pronunciation

- Let students work in pairs to practice the dialogues

(closed pairs)

Open pairs

Closed pairs

UNIT 1: MY FRIENDSLesson 3: Section: - Getting started (page 10)

Pre-reading

Chatting:

- Ask students to look at four pictures on page 10 and

talk about the activities they want to do after school or

in their free time

- Give them some questions

 What are these students doing?

(play soccer / play chess / read books / play volley

ball)

 What time of the day do you think it is? (in the

morning / evening, after school)

 Do you like soccer / reading books ?

 Whom do you like playing with?

I Pre-teach vocabulary:

- a character: (translation)

- an orphanage: (explanation: a place where children

without parents live)

- reserved (adj)

- sociable: (adj) (Translation)

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

people laugh)

- sense of humor (translation)

* Checking vocabulary: what and where

- Write the word on the board, put one word in each

circle

- Have students repeat the words in chorus then rub out

word by word but leave the circles

T-whole class

Whole class

- Go on until all the words are rubbed out

Reserve d

characte r

sociable tell

jokes

orphanag e

Sense of humor

reading

- Point to each circle and ask students to repeat

chorally the English words

Ask students to go to the board and write the words

again in the correct circles

II T /F statements prediction

- Stick the poster of T / F statements on the board

- Set the scene: These statements are about Ba and his

friends, read them and gues which statements are true,

which are false

- Get students to work in pairs

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 enoy school and study hard

b

c

d

FFFT

- Ask students to correct false statements

* 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

a Ba talks about three of his friends

b Bao's volunteer work does not affect his school

work

c Khai and Song are rather shy

d Ba's friends sometimes get tired of his jokes

- Explain the meanings of the phrases:

 doesn't affect his school work (không ảnh hưởng tới

việc học)

 rather shy (hơi nhút nhát)

 get tired of (nhàm chán)

II Comprehension questions

Pair work

- Ask students to work in pairs to do exercise 2 on page

14

- Let students read the text again and answer the

questions

* Questions and answers:

a How does Ba feel having a lot of friends?

(He feels lucky having a lot of friends.)

b Who is the most sociable?

(Bao is the most sociable.)

c Who likes reading?

(Khai likes reading.)

d What is the bad thing about Ba's jokes?

(His jokes sometimes annoy his friends.)

e Where does Bao spend his free time?

(Bao spends his free time doing volunteer work at a

local orphanage

f Do you and your close friends have the same or

different characters? (students' answer)

- Call on some pair of students to ask and answer the

questions Teacher corrects their pronunciation

- Ask all students to work in closed pairs

- Ask students to work in groups and talk to one

another about their friends, using the adjectives they

have just learnt to describe

- Ask each student to write a paragraph (about 50

words) about one close friend

Group work

UNIT 1: MY FRIENDS

Warm up Kim's game:

- Ask students to look at the picture on page 17 Group work

quickly (for 20 seconds) Then let them keep their

books closed

- Divide the class into four groups

- Give students two questions, the group which

answers correctly the fastest wins the game

a How many people are there in the picture? (Four)

b What is each person wearing?

- The woman is wearing a red shirt and a green skirt

Pre-writing

While

writing

- The man who is standing beside the car is wearing

brown trousers and a yellow shirt

- The man who is standing on the pavement is

wearing a pink shirt and blue trousers

- The boy is wearing blue shorts and a white shirt

* Reading:

- Ask students to read the information about Tam then

answer some questions

a What is his name?

(Le Van Tam)

b How old is he?

(14)

c What does he look he?

(He is tall and thin He has short black hair.)

d What is he like?

(He is sociable, humorous and helpful.) 1

e Where does he live?

(He lives at 26 Tran Phu Street, Hanoi)

f Whom does he live with?

(He lives with his mother, father and an elder

brother.)

g Who is his friend?

(Ba and Bao)

- Let students write a paragraph about Tam, using the

information they have just got

They have to work individually

- Ask students to compare with the paragraph in their

books on page 15

- Ask students to write some information about one of

their friends, then wrrite a paragraph about him or

His / her name is and homework / she

is years old He / she lives at in with his

Post-writing

Homework

grandmother, his parents and his younger sister, Mai

He / she is tall and slender He / she has short blackhair He / she rather shy but friendly and helpful He /she has a lot of friend but his / her close friendsare and ………

- Ask each student to write a similar paragraph abouthimself / herself

- Move around the class and help students, then asksome students to speak in front of the class abouthimself / herself

- Ask students to wnte another paragraph about one oftheir family members

Individual work

UNIT 1: MY FRIENDSLesson 5: Section: - Language Focus 2 (page 16)

- Ask students to find out the adjectives beginningwith the letters that the teacher gives

- Divide the class into two groups

- Give four letters at the same time, students are tofind out four adjectives begining with the four lettersgiven

S writes: great heavy intelligent jealous

S writes: kind lovely mean new

S writes: old poor quiet rich

- The team which finishes first gets one mark

- Continue to ask two more students to come forward

- Go on until students have slapped all the words

II Revision of Simple Present Tense

- Review simple present tense: formation, usage

T-whole class

Practice

Presentation

2

Focus on one of the usage of Simple present tense It

is used to express an action which is always true

- Give students five verbs: be-move-set-rise- go

- Ask students to complete the dialogue between Baand Tuan, his young cousin

- Get students to work in pairs

* Answers:

Ba: What do you know about the sun, Tuan?

Tuan: The sun rises in the East and sets in the West

Ba: Can you tell me anything about the other planets?

Tuan: I know something about the Earth It goesaround the sun

Ba: Yes, and the moon moves around the Earth

Tuan: Where is Mars, Ba?

Ba: It is near the sun

Tuan: No it's silly! That is Mercury Mars is near theEarth

- Get students to practice the dialogue in pairs

- Correct their pronunciation Focus on thepronunciation of verbs ending with S/ES

Set the scene to introduce the structure "(not) +adjectives enough + to - infinitive" Teacher is to askstudents to hang the picture on the board "How do Isay and how do you answer? Complete theexchange."

Pair work

Pair work

T-whole class

Can you (1) this (2) over there?

No I (3) not (4) (5) to (6) the (7) over there

- Answers:

T: Can you hang this picture over there?

S: No, I am not tall enough to hang the picture overthere

Form: "(not) + adjectives enough + to - infinitive"

Meaning: (chưa / không đủ để làm gì.) Practice

Homework

I Word - cue drill

a Read English books /  good

- Can you read English books?

- Yes My English is good enough to read Englishbooks

b Drive a car / x old

- Can you drive a car?

- No I'm not old enough to drive a car

c Carry this bag /  strong

- Can you carry this bag?

- Yes I'm strong enough to carry it

d Solve this problem /  clever

- Can you solve this problem?

- No I'm not clever enough to solve the problem

- Model two cues, the whole class repeats, then asksome students to repeat individually

- Make sure students remember the exchange, thenask a new student / give a new cue

- Let all students work in pairs, one asks, the otheranswers

II Further Practice

- Ask students to do exercise 4 on page 17 in pairs

- Give feedback and ask students to practice thedialogue

* Answers:

a Not big enough

b Not old enough

c Strong enough

d Good enough

- Ask students to write five sentences aboutthemselves using the structure: "(not) adjectivesenough + to - infinitive"

Helping students:

- to talk about intentions

- to use telephone to make and confirm arrangements

- to take a telephone message

II Language focus

1 GOING TO talks about intentions and activities in the future

an assistant deaf – mute

Language Focus 1-2 GOING TO talks about intentions

Lesson 3 Read 1 - 2 Reading the text for specific information about

Alexander Graham BellLesson 4 Write 1-2-3 Writing a message

Lesson 5 Listen Language Focus 3 Listening for details and practicing adverbs of

place

UNIT 2: MAKING ARRANGEMENTS

Lesson 1: Section: - Getting started (page18)

Period 7 - Listen and read (page 19)

18) with its name

2 to find someone's telephone number

3 to write addresses and telephone numbers

4 to make a phone call in a street telephone box

5 to leave and take messages

a Who made the call?

Pair work

reading

b Who introduced herself?

c Who invited the other to the movies

d Who arranged a meeting place

e Who arranged the time?

f Who agreed to the time?

- Give feedback

- Ask students to read the conversation between Ngaand Hoa on page 19 and give them feedback

- Answers:

a Nga made the call

b Nga introduced herself '

c Nga invited Hoa to the movies

d Nga arranged a meeting place

e Hoa arranged the time

f Nga agreed to the time

I Comprehension questions

- Give students some questions and ask them to work

in pairs to answer them

a What Is Hoa's telephone number?

b Which movie are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet? What time?

IndividualWork

Pair work

Post-reading

a Her telephone number is 3847329

b They are going to see the movie Dream City at SaoMai Movie Theater

c Hoa is going by bike

d They are going to meet outside the theater at 6.30

- Get some pairs of students to ask and answer thequestions (open pairs)

- Let all students work in pairs (closed pairs)

II Matching the phrases with their meanings

a Hold on 1 Nó được chiếu ở đâu?

b Is six thirty all right? 2 Khá xa…

c Where’s it on? 3 Sáu giờ 30 được chứ?

d A bit far from… 4 (Cầm máy) chờ nhé

* Answers:

a- 4b- 3c- 1d- 2

Lan: 854146Mai: Can I speak to Lan please?

Lan: Yes Lan speaking

Mai: Hello Lan This is Mai

Lan: Hello Mai

Mai: I'm going to see a movie at 7.30 this evening

Would you like to come?

Lan: Of course But I have to ask my Mom

Hold on OK She says I can go, where's it on?

Mai: At Sao Mai Movie Theater

Homework

Lan: Let's go by bicycle

Mai: OK Let's meet outside the theater

UNIT 2: MAKING ARRANGEMENTS

Period 8 - Language focus 1-2 (page 19)

- Talk to students about using telephone

 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 toanswer it?

T-whole class

 What would you say if you are the caller?

Presentation - Ask students to do exercise 1 on page 20 The

students have to work in pairs to put the sentences inthe correct order to make a complete conversation

* Answers:

1-b: Hello 9210752

2-f: Hello Can I speak to Eric, please?

I am Adam

3-j: Hello, Adam How are you?

4-a: I'm fine I'm going to the pop concert at the CityConcert Center tonight Would you like to come?

5-i: Which band is it?

6-c: It's Kids in Town You like it, don't you?

7-e: Yes What time can we meet?

8-k: Is 7.15 OK? The concert starts at 7.45 Let's meetinside the center, at the cafe corner

9-g: That's fine See you at 7.15.Thank you Adam

 •What do they intend to do?

(They intend to go to the pop concert.)

 What time are they meeting? Where?

(They are meeting inside the center at 7.15.)

 What form of the verbs do you use to talk aboutintentions?

(be going to)

* Form: S + be + going to + infinitive

* Use: Express an intention

Pair work

Whole class

Practice I Word cue drill

Model sentences:

Are you going to see a movie?

Yes, I am/ No, I'm not

a see a movie 

b play sports, x

c meet your friends 

d help your mother.

Production

- Ask the whole class to work in pairs

II Further Practice

- Ask students to do exercise Language Focus 1 onpage 25 They have to work with a partner and saywhat the people are going to do

- Give an example first

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

S: She'd going to see a movie

- Let students work in pairs

- Give feedback

a They are going fishing

b She's going to read the new novel

c She is 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

Ba: Hello, Bao How are you?

Bao: I'm fine Thanks, and you?

Ba: Great Me too

Bao: Can you play chess tonight?

Ba: I'm sorry I can't play chess tonight I'm going to

do my homework

Bao: What about tomorrow afternoon?

Ba: Tomorrow afternoon is fine

Bao: I'll meet you at the Central Chess Club

Ba: At the Central Chess Club? OK Let meet at thefront door

Bao: Is 2.00 o'clock OK?

Ba: Great See you tomorrow afternoon at 2.00o'clock

- Ask students to play the roles of Ba and Bao topractice the dialogue Ask students to make thesimilar arrangements and practice talking with apartner

- Ask students to write five things that they intend to

do next week

Pair work

What is the telephone used for

UNIT 2: MAKING ARRANGEMENTSLesson 3: Section: - Read (page 21-22)

- to talk to a person who lives far from

- to get information at the airport or railway stationquickly

I Pre teach vocabulary

- (to) emigrate: (example): go to another country tolive

- (to) transmit: (translation)

- (to) conduct: (synonym: What' s the synonym of (to)carry out)

- (to) demonstrate: (translation)

- a device: (translation)

- a deaf- mute: (explanation: a person who is unable tohear and speak)

* Checking vocabulary: What and where

- Have students repeat the words in chorus then rubout word by word but leave the circles Remember to

Whole class

T-wholeclass

Whole class

let students repeat before and after rubbing out each

e

reading

word

- Go on until students can remember the words

- Get students to write the words again in the correct

circles

II T/F statements prediction

- Hang the poster of T/F statements on the board and

ask students to work in pairs and guess which

statements are true and which are false

a) Alexander G Bell was born in the USA

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 ways of transmitting speech

between deaf-mutes over a long distance

f) Bell demonstrated bis invention at a lot of

exhibitions

- Give feedback

- Ask students to read the text on page 21-22 and

check their prediction

- Have students correct false statements

a F He was born in Edinburgh in Scotland

b F He worked with deaf-mute patients at

Boston University

d F He introduced telephone in 1876

e F He experimented with ways of

trnsmitting speech over a long distance

Pair work

Pair work

II Ordering

- Ask students to look at the book page 22

- Get students to read the events of Bell's life and put

them in the correct order

- Ask them to compare with their partners

* 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

Individualwork

Pair work

deaf-mute demonstrat

e

device

Post-reading

Homework

5 worked with Thomas Watson

6 Successfully demonstrated his invention

7 invented the telephone

Writing it up:

- Get students to write a paragraph about Bell's life,using the information from the text

* Suggestion:

Alexander Graham Bell was born on March 3rd, 1847

in Scotland He went to live in Canada and then to theU.S.A in 1870s He worked with deaf mutes at BostonUniversity and did experiments with ways oftransmitting speech over a long distance In 1876, heand his assistant - Thomas Watson introduced thetelephone successfully and in 1877 the first telephonewas in commercial use

- Let them swap their writings and correct

- Ask students to write the paragraph (they have justwritten and corrected with their friends) into theirnotebooks

Individualwork

UNIT 2: MAKING ARRANGEMENTSLesson 4: Section: - Write (page 23-24)

Pre-writing

Jumbled words:

- Write the words whose letters are in a random order

on the board

- Divide the class into 2 teams Students from 2 teams

go to the board and write the correct words

- The team which writes more correct words first winsthe game:

 Talk to students about taking a telephone message

 Have you ever taken a telephone message?

While

writing

II Pre - teach vocabulary

- a customer: (explanation: a person who comes to buysomething at a shop )

- a delivery: (translation)

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

- (to) pick someone up: (translation)Checking vocabulary : Rub out and remember'

III Reading and gap filling

- Ask students to read the message and fill in the gaps

T-wholeclass

in the passage on page 23.

- Let students work in pairs

* Answers:

"A customer phoned the Thang Loi Delivery Service

on May 12 just before midday She wanted to speak to

Mr Ha but he was out So Mr Tam took a messagefor Mr Ha The customer's name was Mrs Lien andshe wanted to know about her furniture delivery Shewanted Mr Ha to call her She said Mr Ha couldreach her at 8645141 after lunch"

- Ask students to read passage 2 on page 23 to getinformation and write the message

- Let students write individually then share with apartner

Message: Mr Nam called about his stationery order

He wanted you to call him at 8634082

Taken by: Mr Toan

- Ask students to write another message

Pair work

IndividualworkPair work

Post-writing

Homework

- Set the scene: "Tom phoned Nancy, but she was out

Lisa, Nancy's sister took a message for Nancy HelpLisa to write a message"

- Ask students to read the dialogue between Lisa andTom then write the message

- Let students work in pairs

Date: ( )Time: ( )For: Nancy

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

Taken by: Lisa

- Divide students into two teams.

- Choose 6 volunteers from each team

- The volunteers stand in two lines The teacher

- Ask students to look at the form of the telephonemessage on page 21 and set the scene "a womanphoned the principal of Kingston junior high school,but he was out"

- Have students guess the message

- Let students work in pairs

3 hetre 6 wonstairds

- Hang the poster of the words with disorderedletters on the board and tell the students that theyare adverbs of place

- Ask students to do exercise 3 on page 26

- Set the scene: "Ba is playing hide and seek withhis cousin, Mr Tuan Use the adverbs of place tocomplete the speech bubbles."

- Let students work in pairs then compare withanother pair (at their table)

- Give feedback

- Answers:

a Where is Tuan? I think he is upstairs

b No, he isn't here

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

- Ask some students to read out the speech bubbles

- Write six sentences about your house, usingadverbs of place

- Eg: My room is upstairs

Individualwork

Pair work

Group work

Individualwork

UNIT 3: AT HOME

I Aim:

Helping students:

- to describe places and situation

- to ask for and give reasons

- to write a description of a room

II Language focus

1 Reflexive Pronouns

2 Modals: Must, have to, ought to

3 Why - Because

III Vocabulary

Verbs Nouns

(to) injure

(to) destroy

a beadchore

a rice cooker

a rugsafety

Read 1-2 Language focus 4 Reading for details about safety

precautions in the house and furtherpractice in why - question withBecause

- Show 6 pictures (getting started) to students

- Ask them to look at 6 pictures quickly in 30seconds and try to remember the verbs in the

Teams

Vocabulary

pictures as many as possible

- Which team remembering more verbs is thewinner

* Answer:

a Wash dishes/ do the washing up

b Make the bed

c Sweep the floor

d Cook

e Tidy upFeed the chicken

- a steammer - chore

- a cup board - a sink

- a sauce pan

* Checking: What and where

- Write the words on the blackboard Each word isinside a circle

- Get students to repeat the words and then rub outone of the words but do not rub out the circle

- Get students to repeat the words including therubbed out word by pointing at the empty circle

- Continue until all the circles are empty

- Ask students to go to the blackboard and fill in thecircles with the correct words

vegetables

- call his Aunt, Ms Chi and ask her

to meet his mother at grandma'shouse

 Form:

Has/have to + Infinitive= Must + Inf.

- Meaning: Phải (làm gì)

Use:

* Exchange: What do you have to do?

I must do the washing up

- Use the picture cues drill:

f feed the chickens

* Give students 7 words

Feed - empty - do - tidy - sweep - clean – dust Ask students to look at the pictures and completethe dialogue between Nga and Lan, using must orhave to together with the verbs given

* Answer:

Nga: Can you come to the movies, Lan?

Lan: No I have to do my chores?

 closed pairs

Homework

Nga: What do you have to do? Lan: I must tidy my bedroom Then I have to dustthe living room and I must sweep the kitchenfloor, too

Nga: That won't take long What's else?

Lan: I have to clean the fish tank and then I mustempty the garbage Finally, I must feed thedog

Nga: OK Let's start Then we can go out Ask student to work in pairs, practicing the dialogue

Write the things you have to do on Sundays

Ex: On Sunday morning, I have to tidy my room,

I have to help my parents do the house work

On Sunday afternoon, I have to

and on Sunday evening, I have to

Open pairsthen closedpairs

UNIT 3: AT HOMELesson 2: Section: - Speak 1-2 (page 28,29)

t Warm up Kim's game:

- Divide the class into 2 teams

Presentation

- Show the picture of a kitchen (page 28) to Ss

- Ask them to study the things in the picture (for 30seconds)

- Take away the picture and ask Ss to write down

as many things as they can remember

- Which team having more things wins the games

- Ask students the positions of the items inthe pictures

Where is the clock? It's above the fridge

The fruit? in the bowl the flowers? on the table rice cooker? next to the bowl of fruit cupboard? on the wall, above the counterknives? They are on the wall,

under the cupboarddish rack? on the counter, next to the

- Get students to work in pairs, talking about theposition of each item

E.g.: The calendar is on the wall, above the stove

The knives are on the wall, under the cupboard

………

Set the scene: "Mrs Vui bought new practice furniture for her living room, but she cannot decide where to put it You should help her to arrange the furniture."

- Ask Ss to look at the picture and talk about theirideas

Pair work

Pair work

- I think the coffee table should be between thecouch and the arm - chair

- Let's put the telephone next to the couch

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

- I think the shelves ought to be at one of thecorners, opposite the couch

-•Ask students to practice speaking: If they agree,

Pair work

they may use:

OK

You are right

If they disagree, they may use:

No, I think we'd better/ought to put

I think it should be

Describe your living room / bedroom

UNIT 3: AT HOMELesson 3: Section: - Read 1-2 (page 31, 32)

Period 14 - Language focus 4 (page 36, 37)

* Brain storming:

drug electricity

Pre-reading

- a match : (realia)

- an object (translation)

- safety (adj)

- (to) destroy translation

- (to) injure : (picture)

- Checking: Slap the board

- Put the new words all over the blackboard:

- Call two students or 2 teams of students to thefront of the class Ask them to stand at an equaldistance from the blackboard

- Teacher calls out one of the new words (inVietnamese) in aloud voice, the two students mustrun forward and slap the word on the blackboard

The one who first slaps the correct word is thewinner If the students play in team, the winningteam gets a mark Then ask two more students tocome forward, etc

2 True/False statements prediction

- Ask students to read the statements and guess

Team work

which is true, which is false,

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 cannot start a fire

e Putting a knife into an electrical socket isdangerous

f Young children do not understand that manyhousehold objects are dangerous

- Ask Ss to read the poster and check theirprediction

- Ask Ss to correct if the statement is false

2 Comprehension questions

- Ask Ss to work in pairs to find out the answers ofthese questions

a Why must we put all chemicals and drugs in alocked cupboard? b Why mustn't we let childrenplay in the kitchen?

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?

- Give feedback

- Ask Ss to work in open pairs and then closed pairs

* Answers:

a Because children often try to eat and drink them

b Because the kitchen is a dangerous place

c Because playing with one match can cause the fire

d Because children often try to put something intoelectrical sockets and electricity can kill

e Because the dangerous objects can injure or killchildren

a Safety precautions in the street

b Safety precautions at school

Group work

Homework Practice in why questions with Because - answer by

doing the exercise language focus 4

UNIT 3: AT HOME Lesson 4 Section : - Language focus 3 (page 36)

Stage Steps/Activities Work

arrangemen t

Warm up

Brain storming

cook

repair the machine

Whole class

Presentation - Set the scene: “You do your homework and no one

helps you What do you say?”

I do my homework myself

- Explain the reflexive Pronouns

- Form :We use I with myself

E.g: She cut herself

John saw himself in thường mirror

Word cue drill:

a you / do / homeworkDid you do your homework?

Yes I did it myself

T-wholeclass

Practice

b He / fix / washing machine Did he fix the washing machine?

Yes He fixed it himself

c Mary / cook / dinner Did Mary cook the dinner?

Yes She cook it herself

d These students / paint / the pictures Did these students paint the pictures?

Things you can do

Things you can’t do

Yes They painted them themselves.

e You / do / your chores Did you do your chores?

Yes We did ourselves

- Ask students to run through the vocabulary first(do your homework, fix the washing machine,cook dinner, paint the pictures, do our chores)

- Ask them to practice the questions and then theanswers

- Ask students to work in open pairs then closed pairs

Whole class

Open pairsclosed pairs

Further

practice

* Complete the dialogue:

- Ask students to fill in the blanks with suitablereflexive pronouns or emphasis pronouns

- Give feedback

- Ask students to practice speaking in pairs

a Did someone help Ba to draw that picture?

No He did it himself

b The repair man can't fix the washing machineuntil tomorrow

Come on We 11 have to try and do it ourselves

c What's the matter, Hoa?

I cut myself

Let me see Oh it's all right

You didn't cut yourself badly

Pair work

d Why are you crying, Nga?

I have just watched the movies Romeo and Juliet

The boy killed himself and then the girl killedherself as well

Why did they killed themselves?

It's a long story

e Boys and girls, you'll do the experiment thisafternoon

Will you come to help us?

Yes I will But you wiH have to do it yourself first

Homework Write 3 sentences with Reflexive Pronouns and 3

sentences with emphasis pronouns

UNIT 3: AT HOME Lesson 5: Section: - Listen (page 30)

Period 16 - Language Focus 2 (page 35)

Aim: •

Listening and further practice in modal verb - ought to

person crossing out all 5 things shouts "Bingo" andwins the game

- Suggested list of food: chickens, beef, cake, candy, garlic, noodles, bread, rice, ham, peas

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

"You should study harder"

- Can you tell me another word for "should"?

T-wholeclass

- Ask students to give advice to people in the pictures(page 35)

a I failed my English test

You ought to study harder

b I'm late

Pair work

She / thin

My Englishbad Her grades /bad the washingmachine

not work

*Answer:

a His tooth aches

He ought to go to the dentist's

b Hoa is late

She ought to get up earlier

c My room is untidy

You ought to tidy your room

d The floor is dirty

You ought to clean it

You ought to practice more

h Her grades are bad

She ought to study harder

i The washing machine doesn't work

You ought to fix it

Group work

Homework Write some advice when your friend feels sick

UNIT 3: AT HOME Lesson 6: Section: - Write (page 32,33)

Pre-writing

Chatting:

- Ask something about the room on page 32

which room is this?

What's this? Where is it?

I Pre - teach vocabulary

* Checking: Rub out and remember

- Get students to copy the words into their booksand then ask them to close the books

- Rub out the new words one at a time Each timeyou rub out a word in English, point to theVietnamese translation and ask "What 's this inEnglish?" When all the English words are rubbedout, go through the Vietnamese list and get students

to call out the English words

T-whole class

a What is there on the left of the room?

b Where is the bookshelf?

c What is there on the right side of the room?

d Where is the wardrobe?

* Answers:

Pair work

writing 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 of the room

d The wardrobe is beside the window and oppositethe desk

Write the description of the kitchen on page 33

- Ask students to describe Hoa's kitchen, using thegiven cues

- 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 other side of the oven, there is a sink andnext to the sink is a towel rack

The dish rack stands on the counter, on the right ofthe window and beneath the selves

On the selves and on the counter beneath thewindow, there are jars of sugar, flour and tea

In the middle of the kitchen, there are a table andfour chairs

The lighting fixture is above the table, and directlybeneath the lighting fixture is a vase with flowers

Individualwork

Post writing

Homework

- Ask students to share with their partners

- Correct the mistakes from some descriptions (ifany)

- to distinguish between facts and opinions

- to write a short imaginary story

II Language focus

1 Past simple tense

2 Prepositions of time: in, on, at, after, before, between

3 Used to

III Vocabulary

Nouns Verbs Adjectives

(to) look after(to) shout(to) tie

cruelexcitedmagical

traditionalupsetmagically

Lesson 1 Listen and read

1-2-3

Language focus 1

Reading the dialogue about life of many years ago

used to be and the way they are now •Lesson 3 Read + Listen

1-2 Reading the story "the lost shoe" for • details and listening to the story

Lesson 4 Language focus 3 Further practice in Used to + inf and

prepositions of time

Lesson 5 Language focus 1 -2

Simple past tense + listening

Revision and further practice in Past simple tense

UNIT 4: OUR PAST Lesson 1 : Section: - Listen and read 1-2-3 (page: 38, 39)

* GETTING STARTED:

- Ask students to look at the picture on'page 38 andwrite the names of the things that do not belong tothe past