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Ss look at the pictures and listen to the tape, read silently and find outnew words.. Skill development reading While reading Ss listen the tape, read silently and find out new words tas

Unit One:

BACK TO SCHOOL

PERIOD: A1, A2 I/

OBJECTIVES

- Greeting people, introducing one self and others (review)

- Developing reading skill

II/ LANGUAGE CONTENTS

- Grammar:

• Structure used in greeting

• Comparatives

• A lot of

• Still / many (new)

- Vocabulary: Words relating to greetings and introduction

III/ TECHNIQUES

- Role play

- Questions – Answers

- Silent reading

IV/ READING AIDS

- Pictures, worksheets / task sheets, cassette recorder + tape.

V/ PROCEDURES – SKILL DEVELOPMENT

SECTIONS STEPS TECHNIQUES AND CONTENT

A1 Warm - up T asks students what they said to their close friends when they first

saw one another after along time

Ss tell the teacher what students talk to one another

Q + A:

- Do you have any new friends this school year?

- What do you say to your friends when you first meet after the summer holiday?

- Are you happy to be back again?

Presentation T uses pictures: Who are they? What are you doing?

Ss look at the pictures and listen to the tape, read silently and find outnew words

- Teaching vocabulary: nice to see you again, classmate (n) nice to meet you, so am I

Skill

development

Practice Ss listen and repeat after the tape (class split in 2 or 3 groups to play

2 or 3 roles)

Futher (free practice)

- Pairs work (practicing the dialogue in pairs and answering the questions p11)

T monitors class and corrects pronunciation if necessary Pairs work (greeting their friends, introducing themselves and others.)

A2

20’

Pre-reading T introduces the situation

Ss look at the picture and listen carefully, notice the new situation

Q + and about Hoa: ……… from?

……… staying with?

……… a lot of friends?

……… old school and new school?

……… happy/ unhappy?

……… why?

Skill

development

(reading)

While reading Ss listen the tape, read silently and find out new words (task 1)

- Teaching vocabulary: parents (n), still (adv), different (a)

 to be different from, unhappy (a) happy, to miss

Ss read individually and answer the questions (p.11) (Task2) Post- reading T: gives the correct answers

Ss look at the pictures and retell Hoa’s story

Remember

consolidation

10’

Structures - Adverb of time: still

- indefinite quantifier: many = a lot of = lots of

Comparatives: adj + ER + (than) Follow up

activity T: has some students talk about their close/ new friends.- Some pairs perform before class: greeting and introducing

themselves and others

Homework: - Learn Voc + structure by heart + read the dialogue again.

- Rewrite the of A1 + A2

- Prepare A3 + A4 (underline new words)

PERIOD 2: (A3, A4) I/ OBJECTIVES

- Greeting people of different ages

- Practicing listening and speaking.

II/ LANGUAGE CONTENTS

- Grammar:

• Expressions for greeting (formal and informal)

• So am I (review – I am, too

- Vocabulary: Words relating to greetings

III/ TECHNIQUES

- Role play

- Listening and completing dialogs

IV/ READING AIDS

- Pictures, worksheets / task sheets, cassette recorder + tape

V/ PROCEDURES – SKILL DEVELOPMENT

SECTIONS STEPS TECHNIQUES AND CONTENT

A3 Warm – up

pre-listening  T asks students : “When you met a person who older than you What did you say to greet?”

 Ss tell the teacher what students talk to one another

Questions and answers

- How are you?

- I’m fine, thank you

- And you?

- I’m fine, thanks

While listening  T uses pictures: showing the picture and asking some questions to introduce people in the picture

 Ss look at the pictures and listen to the tape, read silently and find out new words

 Teaching vocabulary: How are you?, and you?, I’m very well = I’mfine, see you later

Skill

development

speaking

Post - listening  Splay 2 or 3 roles)s listen and repeat after the tape (class split in 2 or 3 groups to

- Pairs work (practicing the dialogue in pairs )

A4 Pre-Listening - Questions – answers: students identify two dialogue (a) and (b)

Who are they talking in two dialogues

- Teaching vocabulary: How are you today? (review) How is everything? / How about you? = and you?, Just fine, not bad, pretty good, Ok’

- Task 1: Listen and put the sentences in their correct places (How are you today? How are you? How is everything? How about you? Just fine, not bad, pretty good, OK, so am I, Me, too.) in order as you listen to the tape

- T can use the worksheets in this exercise pupils listen and put the sentences in the correct order

While listening

- Correcting task 1 after the first listening

- Task 2: Listen again (2nd time) and write

- Predicted problem: students fail to take notes  Listen the 3rd time and match places by the teacher

Correcting task 2

Post - listening  Pair work: students practice each other with sentences to say greeting Remember

consolidation Structures  What information do you need to ask about greeting with older than you and how to answer

Follow up activity  Group work for tree tables Students in each group will talk each other to ask and answer about greeting with above these sentences

which they have just learnt

Homework: - Learn Voc + structure by heart + read the dialogue again

- Do exercises in exercise book 7

- Prepare A5 + A6 (underline new words)

How are you?

How about you? = And you?

Just fine

Not bad

See you later

Pretty good

PERIOD 3: (A5, A6)

- Listening and ordering the pictures

IV/ READING AIDS

- Pictures, cassette recorder + tape

V/ PROCEDURES – SKILL DEVELOPMENT

SECTIONS STEPS TECHNIQUES AND CONTENT

A3 Pre-listening  T gives four pictures to show the pupils to see and gives some

questions: - Who are they in this picture?

- Where are they?

- What are they doing?

 Task 1: Listen and put the order as you listen to the tape

While listening

 Correct Task 1 after the first listening

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

 Task 2: listen again (2nd time) and write

 Correcting task 2

Post _ listening

- Work in individual: one by one to answer the ordering of these pictures

Remember

consolidation

Structure  Reviewing: how to say greeting and answer

Follow – up activity

 Teacher gives students another pictures and students listen and write the order of these pictures

Homework : - Learn by heart words + Structures

- Do exercises in exercise book: Part A

- Prepare Part B (B1, B2)

PERIOD 4: (B1, B2) I/ OBJECTIVES

- Talking and asking about oneself and the others

- Developing speaking, listening and writing skills

II/ LANGUAGE CONTENTS

- Grammar: consolidation

• The present simple tense

• Wh-questions with What, Who, Where (review)

• Big - Bigger

III/ TECHNIQUES

- Role play

IV/ READING AIDS

- Pictures, cassette recorder + tape, Worksheets/ task sheets

V/ PROCEDURES – SKILL DEVELOPMENT

SECTIONS STEPS TECHNIQUES AND CONTENT

B1 Warm – up

pre-listening

 T gives pictures and asks some questions

- Who are they in the picture?

- Where are they?

- What are they doing?

- What is the teacher doing?

- What are the students doing?

- What are they talking about?

Presentation While - listening

 Ss look at the pictures and listen to the tape, read silently and find out new words (try answer: “Where does Hoa live?”)

 Teaching vocabulary: family name, middle name, talking to.Post -

- Pair work:

Name Family name Middle name Address

Homework : - Learn by heart words

- Do exercises in exercise book: Part B

- Prepare B4, B5, B6

UNIT TWO:

PERSONAL INFORMATION

SECTION A: TELEPHONE DIRECTORY

PERIOD 1: A1, 2, 3 – PAGE 19, 20

I/ OBJECTIVES

- Introducing how to read telephone numbers

- Listening and writing phone numbers

- Developing reading and speaking skills

II/ LANGUAGE CONTENTS

- Grammar: What’s your telephone number?

- Vocabulary: Cardinal numbers (Review) and relating to phone numbers

III/ TECHNIQUES

- Information – gap: Questions and Answers

- Scanning: Repetition

IV/ TEACHING - AIDS

- Pictures, cassette tape and cassette recorder

V/ PROCEDURE

- Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT

A 1 Warm – up: - T gives some Qs and has Ss to answer

 Questions:

a Do you know Cho Ray hospital?

b How far is it from here to Cho Ray hospital?

 Lead in:

c Do you know its telephone numbers?

d How can you find it?

We can find it in the telephone directory

Presentation - T explains some new words

+ Telephone directory (n)

- T reads 3 telephone numbers, explains how to read them, then has Ss listen and repeat A1

- Explains: “0”  zeroEx: 8.876.435

8.351.306 8.756.068

- Ss read the telephone numbers

- T explains how to read the numbers with a focus on combination trouble Ss such as: “88”

- T has Ss practice reading aloud the numbers

- Ss work in pairs or groups

- T has the Ss listen to numbers and identify the subscribers

A 2 Pre – listening - T introduces what will they listen to? Plays the recorder and

has Ss write down the numbers

- Ss listen carefully, notice the telephone numbers

- T ask Ss to compare the answers with their partners

- T plays the tape again

Skill

development

While – listening

- Notice the Ss linking sounds that might cause difficulty in listening

- T has Ss cross – check answers

- T the tape again for the whole class check – up

Post – listening

- T gives the correct answers

- Ss copy the correct answers

A 3 Pre – listening - T ask Ss to answer:

a Do you often talk with someone on the phone?

b Do you know the question asking for telephone numbers ?

c Do you know how to give your telephone numbers to others?

- T presents how to ask and give telephone numbers and explains the new words

 New words:

- to call (v)

- will

- soon

- excuse (me) ≠ sorry

- Ss listen to the tape (books closed) While –

listening

- T asks about What Hoa’s number is?

- T asks Ss what Qs Hoa and Lan ask in the conversation

- Lets Ss listen to the Qs again

- T asks Ss practice the conversation in pairs or groupsPost –

number

 Homework:

- Learn by heart all new words.

- Practice reading the phone numbers

- Prepare A 4, A 5 – page 21, 22

Period 2: A4, A5 - page 21, 22 I/ OBJECTIVES

- Making an arrangement on the phone

- Talking about a future plan

- Developing listening, speaking and reading skills

II/ LANGUAGE CONTENTS

- Grammar: Future simple tense with “will” , Qs with “will”

- Vocabulary: Words relating to making a phone call

III/ TECHNIQUES

- Role – play

- Qs and answers

- Repetition drill

IV/ Teaching aids

- Pictures, cassette tape and cassette recorder

V/ PROCEDURE

A Review: Some pairs of Ss ask and answer about their telephone numbers Two other Ss

write them on the board

B New lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT

A 4 Pre – reading - Eliciting Qs:

a Do you often talk on the phone?

b Who do you often talk on the phone?

c What do you often talk to your friend about?

- T plays the tape

- Explaining:

a Would you like to ……… ? A polite question

b Will you be free ……… ?

c Where will you be ………? Simple future tense

Task 1: Listen to the tape and find out what Phong and Tam are

talking about

While – reading

- Ss read the dialogue and do task 1

- Ss read in pairs, then change the roles

Task 2: Ask and answers the Qs

- Ss work in pairs, ask and answer 4 Qs (p21)

- Some pairs of Ss practice speaking and answering in front of the class.

Post - reading - T gives correct answers:

a Phong and Tam

b They will see a movie

c They will meet at 6:45

d They will meet in front of the movie theater

Task 3: Making new dialogues, using Ss’ own information.

- Role – play

- Explains the grammar (do express future actions)

 The simple future tense(+) S + will + V (bare infinitive)(?) Will + S + V (bare infinitive)

A 5 Pre – listening - Eliciting by asking some Qs:

a Do you sometimes go to the movie?

b What do you say to ask your friend to go to the movie with you?

c Do you need to know the place to meet?

d What do you ask to get the information?

Task 1: Listen to the tape and find out who are talking on the phone

- Ss listen to the tape once

While – listening

- Correcting task 1: Nga and Lan are talking on the phone

Task 2: Listen again and find out Nga’s telephone number.

- Plays the cassette tape the second time, Ss listen and find out the answers

- Asks Ss to check the answers with their partners

- Ss write the answers on the board

Structures

- Pair work: Ss ask and answer about:

a How often ……… see a movie?

b Where ……… ?

c How ………go?

Qs – Answers:

1 What verb do you need to say about future plan?

2 Will you be free tomorrow?

Follow up activity

- Making arrangements on the phone

- Inviting your friend to see a movie

Ex:

A: Would you like to see a movie?

B: Sure Where will we meet?

A: At my house/ at the bus stop

B: How will we get there?

A: By bike/ by bus

B: What time will it start?

A: At 7 o’clock/ At 7:30

 Homework:

- Learn by heart all new words and structures

- Prepare part B: B1, B2, B3 – page 24

 Answer:

+ What’s your telephone number?

+ How far is it from your house to school?

+ How can you go to school?

SECTION B: MY BIRTHDAY PERIOD 3: B1, B2, B3 – PAGE 24.

I/ OBJECTIVES

- Talking about dates and months in a year

- Reviewing ordinal numbers

- Developing listening skills

II/ LANGUAGE CONTENTS

- Grammar: formation of ordinal numbers (review)

- Vocabulary: words relating to months in a year

 Repetition drill: ordinal numbers

Task 1: listen and write the dates.

While –listening - T corrects task 1 after the first listening.a The first of July.

- Predicted problem: Ss fail to take notes

- Plays the tape the 3rd time and asks Ss to repeat ordinal numbers in the tape (chorus)

Correcting task 2

Task 3:

- Reviewing the names of the months in order from first to twelfth

Correcting task 3

Post –

listening - Pair work: one says the dates, and other writes on the board.Ex: 2/9, 30/4, 1/5, 20/11, ………

Remember Structures Formation of ordinal numbers Consolidation 1st 2nd 3rd 4th … 21st 22nd 23rd … 31st Follow – up activity 1 How do you read these dates: 20/11, 27/3, 19/5, 1/6,… 2 Ss answer some Qs: Ex: - What’s the first month of a year? (January) - What month comes after September? (October)  Homework: - Learn by heart ordinal numbers and months - Prepare B4 – page 25 - Answer the question “When’s your birthday?

PERIOD 4: B4 – PAGE 25.

I/ OBJECTIVES

- Talking about birthdays

- Asking for and giving personal information

- Developing speaking, reading and writing skills

II/ LANGUAGE CONTENTS

- Grammar: Present simple and future simple tense (reviewed)

- Vocabulary: words relating adjective expressing feelings

III/ TECHNIQUES

- Role – play

- Qs – As

- Information – gaps

IV/ TEACHING AIDS

- Worksheets (months), pictures

- Cassette recorder and tape

V/ PROCEDURE: skill development

SECTIONS STEPS TECHNIQUES AND CONTENT

B4 Warm – up

Presentation

 Games(Preparing 12 word – cues and asking to arrange them again from 1st month to 12th month)

Ex: January, ………

- T divides the class into 2 groups (each member of the group can fasten I would cue on the board)

Lead in:

- T uses the picture to introduce the content of the dialogue

- T asks Ss to listen to the tape (books opened)

- Ss listen and check the activities of Mr Tan and Hoa

- T explains the new words and expressions

+ Date of birth + birthday = the date of birth + June eighth = the eighth of June + nervous (adj)

+ worry (v) + worried

- T guides to read the new words

- Ss repeat (chorus – individual)

- T plays the tape the 2nd time

- Ss work in pairs (with their partners)+ S1: Mr Tan

Further practice:

Controlled practice

+ S2: Hoa

- T listens and corrects their mistakes (if necessary)

- Ss read the dialogue silently, then answer the Qs (page 25)

 Answers:

a Hoa is 13 years old.

b She will be 14 on her next birthday.

c Her birthday is on June eighth.

d Hoa lives with her uncle and aunt.

e Hoa is worried because she doesn’t have any friends.

- T reviews the usage of “will” and “Wh Qs with will”, if necessary

- T gives the correct answers

- Ss correct

- T guides Ss to ask and answer about their own answer from

“f” to “h”

- T listen and correct their mistakes

- Ss work in pairs (making a conversation) Consolidation  Structures:

What’s your date of birth? = When’s your birthday?

How old will you be on your next birthday?

- Ask Ss to work in pairs

 Homework:

- Learn heart all the new words and structures

- Practice the dialogue at home

- Prepare B6, 7 – page 26, 27

PERIOD 5: B6, B7 – PAGE 26,27.

I/ OBJECTIVES

- Writing invitation cards

- Talking about future activities

- Developing writing and reading skills

II/ LANGUAGE CONTENTS

- Grammar: + present simple and present progressive tenses (review)

+ Future simple tense + Dates (review)

- Vocabulary: words relating to invitation to a party

SECTIONS STEPS TECHNIQUES AND CONTENT

B6, B7 Warm – up: - Listening to a song “Happy birthday”

Pre – reading

 Eliciting the topic by asking the question

What’s your date of birth?

- Asking Ss to look at the picture: “This is Lan Today we know more about Lan by reading the text”

 Explaining the new words:

- To invite (v)  invitation  invitation card.

 Task 2: read the text again and answer the Qs

1 How old is Lan? (She is 12)

2 Where does she live? (She lives on Ly Thuong Kiet street)

3 When is her birthday? (It’s May 25th)

Post – reading  Task 3:

- T ask Ss to complete the invitation card to Lan’s party

- Ss compare their answers in pairs

 Task 4:

- T says “imagine you will be a guest at Lan’s birthday party”, now ask and answer the Qs (on page 27) in pairs

- Ss write the answers on their notebooks

Remember

Consolidation Structures - Ss review the future simple tense, date, present progressive tense, present simple tense

Ex: She goes to school everyday.

She is going to school now.

She will go to school tomorrow.

Follow – up activity Ask the Ss to write a card

 Homework:

- Learn by heart all new words and structures

- Prepare Unit 3: A1, A2

- Imagine that you are going to organize a birthday party Let’s make an invitation card to invite your friend to join

UNIT THREE:

AT HOME

PERIOD 1: A1.

I Objectives:

- Describe rooms and homes

- Presenting expressions of exclamations

- Developing listening and speaking skills

II Language contents:

- Grammar: exclamations: What a/ an (adj) + N!

Learn how to describe rooms and homes

- Vocabulary: words related to rooms and homes

A Review: Future simple tense (formation)

B Presentation of the new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT

A1

Warm up

- BrainstormingNow tell me how many rooms are there in your house?

Is there a living room, a bedroom, a dining room, a kitchen and

a toilet?

- Teacher writes students’ description on the board

e.g a living room

a bedroom

a dining room

a kitchen

a toiletPresentation Questions – answers:

We will listen to the dialogue between Hoa and Lan

They are talking about Hoa’s house, check the things in Hoa’s house

- Students check the list of the things in Hoa’s house while listening and reading the dialogue

- Teacher asks Sts if there are difficult or new words, and explains them if there are any

e.g a sink

a tub

a shower(using picture)Practice

ControlledA1

- Sts listen and repeat after the tape (class split in half to play 2 role)

- Pair work (practicing the dialogue in pairs and answering the questions page 30)

- Teacher’s correction and further questions In the dialogue, Lan sees everything in Hoa’s house What compliments does she use?

- Teacher asks Sts to use exclamatory sentences

- Teacher demonstrates the dialogue with one student

- Tell me about your house, Mai?

How many rooms are there in your house?

Which rooms do you have?

- Pair work (making similar dialogue)Consolidation

Structures

- Questions – answers

a Look at the dialogue (A1) again and explain why Lan uses exclamatory sentences

“What an awful day! – Complaint

“What a bright room! – Compliment

b What do you say to complain or compliment something

e.g What an amazing kitchen!

What + a/ an adj + N!

Follow upactivity

- Pair work (making similar conversations to those in A1, using Sts’ real activities

e.g: - How many rooms are there in your house?

There are 4

- Which rooms do you have?

A living room, a bedroom, a kitchen and a bathroom

- Do you like your room?

Yes, I do

- What things are there in your kitchen?

Washing machine and refrigerator

PERIOD 2: A2 + A3 + A4.

I Objectives:

- Practicing in making complaints and compliments

- Presenting prepositions of position

- Developing speaking skills

II Language contents:

- Grammar:

+ Introducing exclamations: What + a/ an + adj + N!

+ Review: There is/ there are

IV Teaching aids: pictures (enlarged from pictures in the textbook pages 30 – 31)

V Procedures: Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT

A2 + A3 + A4

Warm up

- BrainstormingNow tell me about complaints or complimentse.g: What an expensive dress!

What a great party!

- What an awful day!

- What a lovely living room!

- What a beautiful bathroom!

Teacher explains the structure

What + a/ an + adj + N!

Sts write the exclamatory sentences to express complaints (page30), then practicing in making complaints with their friends.Teacher corrects

Ask Sts to write down their sentence in notebooks

b Compliments

- Sts write the exclamatory sentences to express compliments (page 31)

- Teacher corrects

A4

- Sts work in pairs

- Oral and writing

- Look at the picture Then practice with a partner

- Practice saying the things such as table, sink, refrigerator, and prepositions of position: on, in, under, near,

- Use pictures to introduce prepositions

- Ask Sts to read names of things in the picture and position of everything

- Point and say:

Role play (look at the pictures)Pair work (ask and answer)Teacher corrects

 Play with words

- Is there a ? Yes, there is/ No, there aren’t

- Prepositions: on, in, under, near, next to, behind, in front of

- Ask Sts to work in pairs

(complaints and compliments)

- Teacher corrects

e.g: What a beautiful shirt!

What an expensive hat!

What a delicious breakfast!

 Homework:

- Learn new words by heart

- What do you say when you see/ meet these things/ people? Write your complaint or

compliment (pages 13-14 workbook)

e.g: a very picture

what a beautiful picture!

A very boring song

What a boring song!

- Prepare: B1

- Marks and remarks

PERIOD 3: B1.

I Objectives:

- Presenting the structure for asking for information about jobs and workplaces

- Developing listening and speaking skills

II Language contents:

- Grammar: talk about occupations

What do/ does + S + do?

Where do/ does + S + work?

Learn how to describe rooms and homes

- Vocabulary: words related occupations

A Review: exclamations & prepositions of position

B Presentation of the new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT

B1

Warm up

- BrainstormingNow tell me about jobs & workplaces of S.Oe.g: What do I work?

Where do I work?

Thene.g: What do you do?

Where do you work?

e.g: What does your father do?

Where does he work?

- Sts listen & repeat after the tape (class split in half to play 2 roles)

- Silent reading

questions pages 33-34)

- Teacher’s correction and further questions

- Some pairs perform before class

Further

- Teacher shows 2 pictures (page 33) and asks Sts to talk about their content

- Teacher asks Sts to use the structures:

What do/ does + S + do?

Where do/ does + S + work?

- Teacher demonstrates the dialogue with one student

- Tell me about your jobs & your parents’ jobs

- Pair work (making similar dialogue)Consolidation

d She does the housework and she helps on the farm

e Yes, they are (Because they love working on their farm)

f She is 8

Follow upactivity

- Pair work (making similar conversations) to those in B1, using Sts’ real activities

e.g:

Mai: What does your father do, Tam?

Tam: He’s an engineer He works in the office

Mai: What about your mom? What does she do?

Tam: She’s a nurse She works in the hospital

Mai: Do they like their jobs?

Tam: Yes, the do

Mai: Do you have any brothers or sister?

Tam: Yes, I have an old brother He’s 15 years old He’s in grade ten

 Homework:

- Learn by heart the structure

- Tell S.O about your family

- Prepare a photo of your family

- Prepare B2 page 34

e.g: What about Lan’s family?

What do her parents do?

Where do they work?

- Make & remarks

PERIOD 4: B2

I Objectives:

- Practicing reading for comprehension

- Developing reading and writing skills

II Language contents:

- Grammar: Wh Questions present simple tense (review)

- Vocabulary: words related to occupations

III Techniques:

- Questions and answers

- Silent reading

- Pair work (practice with a partner and about you)

IV Teaching aids: pictures & role cards

V Procedures:

A Review: Wh Questions present simple tense

B Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT

What does your mom do?

Now scan the text and learn how to answer S.O’s occupations (look at the pictures)

While –reading

- Teacher uses 3 pictures of a doctor, a teacher and a journalist.e.g: What about Lan’s family?

What does her mom do?

- Read the text again and answer the questions in pairs

- Sts compare their answers in pairs

- Sts listen to the teacher & take notes

- e.g: Talk about your family, Tan

What does your father/ mother/ sister do?

Where does your father/ mother/ sister work?

Remember

Consolidation

Structure Learn to answer occupations

- Talk about

- What do/ does + S + do?

- Where do/ does + S + work?

Follow upactivity

- Sts practice with a partner

- Practice saying the sentences containing present tense

 Pupils prepare some picture of a teacher, a doctor, a nurse and describe about their jobs.e.g: A farmer works on a farm

A doctor takes care of sick people

A journalist writes for a newspaper

A teacher teaches in a school

- Prepare B3 + B4 page 35

PERIOD 5: B3 + B4

I Objectives:

- Developing Sts’s stratedy of defining occupations

- Listening for specific information

- Developing reading and writing skills

II Language contents:

- Grammar: present simple tense (review)

- Vocabulary: words related to occupations

III Techniques:

- Role play

- Listening and filling the form

IV Teaching aids: Forms & cassette recorder and tape

V Procedures:

A Review: Questions & answers

B Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT

- Having Sts check their results

- Sts write the answers on the board

- Teacher corrects

- T introduces 3 foreigners to Sts: Tom, Susan, and Bill

While –listening

- T explains how to listen to the tape

- Sts read these forms carefully

- Sts listen to the tape (1 time), (don’t write)

- Sts listen again and complete these forms for the three people

on the tape

- Sts listen again to check the answers

- Sts compare their answer in pairs

- Teacher corrects

Post –listening

- T gives correct answers

1 Name: TomAge: 26Job: TeacherPlace of work: at a high school

2 Name: Susan

Job: JournalistPlace of work: for a magazine

3 Name: Bill Age: 20Job: nursePlace of work: in a hospital

- T asks Sts to read againRemember

Consolidation - Sts match these half – sentencesA farmer/ A doctor/ A journalist/ A teacher

2 Nam: TamAge: 40Job: engineerPlace of work: at office

 Homework:

- Practice saying another sentences

e.g: engineer, tailor, seller

- To get ready B5 + B6 pages 35, 36, 37

- Find and write down in your notebook difficult words

PERIOD 6: B5 + B6

I Objectives:

- Practicing in asking and giving information about an apartment for rent

- Reviewing and presenting “comparatives” and “superlatives”

- Developing listening, reading and speaking skills

II Language contents:

- Grammar: “comparatives” and “superlatives”

- Vocabulary: words related to apartment

A Review: Questions and answer (occupations)

B Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT

B5 + B6

Pre - listening

- Eliciting the topic & teaching new words: apartment = flat

An apartment house = A block of flats

Furnished (adj): được trang bị đồ đạc, nội thất

- John Robinson is an English teacher from the USA

He’s looking for an apartment in Ha Noi for his family He’s asking his friend., Nhat, for advice Now listen to the

conversation between John and Nhat

- Sts listen to the tape (2 time)

- Repeat the phrases and sentences after the tape

- Silent reading (Sts)

- Role play (Sts)

- Sts read the text again and answer the questions in pairs

- Teacher corrects them on the board Post – reading

- Teacher gives correct answers

- Sts copy down in their notebooks

- Pair work (making similar dialogue)

- Some pairs perform before class,Remember

Consolidation Structure - Reviewing: use “comparatives” and “superlatives”Good better the best

Cheap cheaper the cheapest

Large larger the largestExpensive more expensive the most expensiveSuitable more suitable the most suitable

 Formation (Sts)

- Comparative:

+ Short adj: adj + er + than

+ Long adj: more + adj + than

- Sts read this letter (1 time)

- Sts read & complete it

- Sts compare their answer in class

- Some pair reread the letter before class

- T gives correct answers

Beautiful, expensive, cheapest, small, big, best

- Sts copy down in their notebooks

 Remember:

What does he/ she do? - He/ she is a doctor

Where does he/ she work? – He/ she works in a hospitalDoes he/ she does

No, he/ she doesn’t

Adjective Comparative Superlative

 Homework:

1 Practice saying the sentences containing “comparatives” and “superlatives”

e.g: This apartment is cheaper than that one

This apartment is the newest of the three ones

2 To get ready for unit 4: A1 + A2 (page 42)

Review: time

e.g: What time is it? – it’s seven o’clock

Mark & remark

UNIT FOUR:

AT SCHOOL

SECTION A: SCHEDULES PERIOD 1: A1, 2, 3 – PAGE 42, 43

I Objectives:

- Reviewing saying the time

- Practicing asking and telling the time

II Language contents:

- Grammar: Present simple tense

- Vocabulary: Words related to time

III Techniques:

- Role – play

- Pair work

IV Teaching – aids: pictures, cassette tape and cassette recorder

V Procedure: skill development

SECTIONS STEPS TECHNIQUES AND CONTENT STUDENTS’ ACTIVITIES

A1 Listen

and repeat

Warm – up: Ask the students some questions

- Is your father a teacher?

- What does he do?

- Does your mother work in the hospital?

- Where does she work?

Answer the questions

Presentation Introduce the new lesson by asking

some questions

- What time does our school start?

- Does our school end at eleven o’clock?

- What time does it finish?

- What time do you come home?

Review vocabulary: half (thirty

minutes), past, to (keùm), a quarter (fifteen minutes)

Review the structures:

THE WAY TO ASK AND TELL

THE TIME

Q: What time is it?

Answer the questions

Take notes

Take notes

A: It’s seven o’clock.

It’s four fifteen.

It’s a quarter past four = It’s fifteen past four

It’s eight thirty.

It’s half past eight = thirty past eight

It’s nine forty It’s twenty to ten

Have the students look at the clocks and listen

Have the students pay attention to the two ways to tell the time

Have the students listen to the tapeand repeat

Have some students read A1 aloud

Have the students work in pairs (choose the clocks in A1 or their own clocks)

Listen to the tapeListen to the teacher

Listen and repeatRead the times aloud

Work in pairs

A2 Answer

about you Practice: Controlled

Further

Explain the task

Have the students work in pairs and then change the roles

Have some students ask and answer aloud

Correct the mistakes (if any)

Listen to the teacher

Work in pairs

Do as requestedCorrect

Remember

Structures ASKING AND TELLING THE

TIME

What time is it?

- It is twelve o’clock (giờ đúng)

- It is twelve fifteen (giờ theo đồng hồ điện tử)

- It is half past twelve (giờ quá)

- It is ten to twelve (giờ kém)

Follow – up activity Have the students ask and tell the time by their watch

Have the students ask and tell the time about their activities

Ex: What time do you go to school?

What time do you have dinner?

- Learn the structures by hearts

- Prepare A3, 4, 5 page 43, 44

SECTION A: SCHEDULES PERIOD 2: A3, 4, 5 – PAGE 43, 44

I Objectives:

- Listening for specific information

- Practicing asking and answering about schedule

II Language contents:

- Grammar: Present simple tense, present progressive tense (review)

- Vocabulary: Words related to school subjects

IV Teaching – aids: pictures, worksheets, cassette tapes and cassette recorder

V Procedure: skill development

SECTIONS STEPS TECHNIQUES AND CONTENT STUDENTS’

Warm – up: Ask the students some questions

- What time is it now?

- What time is it by your watch?

- What time do you go to school?

- Do you come here at twelve o’clock?

- What time do you classes start?

Answer the questions

Pre - listening Introduce the situation of the listening (You are going to hear an

announcement about the subjects and the times to learn these subjects)

Explain to the students the request of A3

Introduce the new words

Have the students listen to the tape for

1st time without talking notes (task 1)

Listen to the teacher

Listen

Take notes

- Music (n): môn âm nhạc

- Physics (n): môn vật lý

- Physical Education (n): môn thể dục

Take notes of the questions

Give some guiding questions.

- How many subjects are there?

- What are they?

- What are the time?

- What time do you have Georaphy/

Correct task 1 after the first listening

Have the students listen again for 2nd

time and fill in the blanks (if the students fail to take notes, have them listen for 3rd time.) (task 2)

Correct task 2

Friday7.00 7.50 8.40

Education Math English Physics

Answer the questions

- There are five subjects

- They are English, Music, History, Math and Physics.

- 7.50, 9.40, 1.00, 3,40.

Listen and do the task

Correct

Post – listening

Have the students work in pairs: ask and answer about the schedule

Have the students look at the pictures and tell the teacher the subjects in every picture

Have the students read the model aloud

Have the students work in pairs, ask and answer and then change the roles

Have some pairs of students practice infront of the class

Have the students ask each other about their own schedule

Point at the pictures and tell the teacher the subject of each

Check if the students know their schedule every week

Tell the students that they are going to hear a conversation between Hoa and Thu about Thu’s schedule for a week

Tell their schedule.Listen

Have the students guess what subjects Thu has and when she has them.

- What subjects does Thu have?

- When does she have them?

- What’s Thu’s/ Hoa’s favorite subject?

Take notes

While – listening andreading

Have the students listen to the tape for

1st time

Have the students listen to the tape for

2nd time and repeat

Have the students work in pairs

Have the students practice in front of the class

Have the students answer the questions

Listen Listen

Work in pairsPractice in front of the class

Answer the questions

Post – listening andreading

Correct the mistakes (if any) and give correct answers

- Thu has English, Math, Geography, Physical Education and Music.

- She has English on Wednesday at 8.40 and on Thursday at 9.40

- On Thursday, she also has Math, Geography, Physical Education and Music.

- Thu likes History best.

- Hoa likes Math best.

Correct the mistakes (if any)

Write your

schedule …

Then ask

and answer

Make sure that the students know how

to say their subject in English

Have the students write their schedule

in English

Have the students work in pair ask and answer about the schedule they’re just written

Have some pairs ask and answer aloud

Say some subject in English

Do as requested

Work in pairs

Do as directed

Remember Structures ABOUT THE SCHEDULE

- I have Math at seven o’clock.

- What time do you have English?

- When do you have … ?

I have … on … at …

- What is she studying?

She is studying Physics.

- What time does she have her Physics class?

She has her Physics class at …

Follow – up activity Have the students ask and answer about their own schedule Do as directed.

Have the students tell the teacher how many subjects they have at school now.

Have the students ask and answer about their friends’ schedule in other classes

Tell the subjects to the teacher

Do as directed

 Homework:

- Learnt the structures and the new words by heart

- Write your own schedule in English

- Prepare A6 – page 44, 45

SECTION A: SCHEDULES PERIOD 3: A6 – PAGE 44, 45

I Objectives:

- Reading for comprehension

II Language contents:

- Grammar: Present simple tense (review)

- Vocabulary: school uniform, a twenty minute break, cafeteria, snacks

III Techniques:

- Reading process

- Checking True or False

- Contrasting schools in the USA and in Viet Nam

IV Teaching – aids: pictures, worksheets, cassette tapes and cassette recorder

V Procedure: skill development

SECTIONS STEPS TECHNIQUES AND CONTENT STUDENTS’ ACTIVITIES

A6 Warm – up

Pre - reading

Ask the students some questions

- What subjects do you have on Monday?

- Do you have English on Wednesday?

- When do you have Geography?

Tell the students that they are going

to read a passage about schools in the USA

Have the students read the passage and find the answers to the

questions and find answers to the questions

Task 1:

- Are there any differences between schools in the USA and school in Viet Nam?

Introduce the new words

Answer the questions

Take notes of the questions

Copy down the new words ontheir notebooks

While – reading

Have the students read the passage silently

Have some students read the passage aloud

Have the students do task 1

Task 2:

Have the students read the sentences a f and reread the passage to make sure that it is true

Answer the questions

- Yes, there are.

- School uniform, the time schools start and end, break, cafeteria …

Reread and do the task

Do as directed

Read the answers aloud.Correct by themselves

Post – reading

Correct the mistakes (if any) and supply the correct answers:

Correct their answers

Remember Structures Review the present simple tense

Follow – up activities Have the students talk about schools in Viet Nam Do as directed

 Homework:

- Learnt the new words by heart

- Review the present simple tense

- Write a text about in VN

- Prepare B1 – pages 47, 48 …