Giao an anh 8 hai cot

 Check the answers Read the dialogue again  Answer the questions in exercise 2 on page 11.. -Ask Ss to compare - Look at the picture and write the words - Read the information and the

How are you ?

What's the weather like today ?

Did you have a good summer holiday?

S1: I'm not late

S2: I'm not either

+ Exercise 1

State these setences with too, so, either, neither

a, I like playing soccer

a, We .(not watch) TV last night.

b, I often (play) badminto in the morning

c, Nam (go ) to Ha noi yesterday

d, He (return) home tomorrow

e, What you , (do ) yesterday?

f, They (not play) soccer next week

3, Home work

Learn by heart the tenses

? What is the form?

? What does Past Simple express?

? What is the form?

- Ss listen& coppy down

- Ss do exercise

- Lesson 1: - Listen & Read

receive met lived received came sent

* Pre-reading:

1 Pre-teach vocabulary:

- to seem (translation)

- a next door neighbor

(explanation: a person who lives next to your

house)

- to look like (translation)

2 Pre-questions:

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?

* While-reading:

 Read the dialogue (p.10)

- Guide Ss how to play the game

- Present new words on the board

- Guide Ss to read new words

- Check Ss' memory by using technique "Rub out and

remember"

- Give Ss some questions and ask them to answer them

- Matching words

- Listen and repeat

- Copy down

- Read new words in chorus

- Read the questions and answer them

in pairs

- Give feed back?

 Check the answers

 Read the dialogue again

 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:

 Gap-filling: (live-sent-be-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 friend neighbor when Hoa

lived in Hue She (5) yourger than Hoa She

- Give the correct answers

- Ask Ss to read the dialogue again and answer the questions

- Call on some students to ask and answer the questions

- Correct their mistakes or pronunciation

- Ask Ss to use the simple present and simple past tense to complete paragraph 1a (p.16)

- Provide some verbs so that Ss can use them to fill in the gaps

- Read the dialogue and check their pre diction

- Read the dialogue again and answer the question

- Ask and answer the questions

- Read the paragraph and fill in the gaps with the suitable words

- Describe Mary

- Listen and

slim m¶nh mai

straight th¼ng

 Ex: - She has long blond hair.

- She is short and thin

 Present the expressions in the box (p.12)

 Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

 Give feedback

* While listening:

 Listen to the tape twice

 Compare with their prediction

+ Answer key

a I'd like you to meet

Nice to meet you

b I'd like you to meet

- Explain the structure

- Supply the word cues and ask Ss to complete the sentences

- Ask Ss to look at six people on page 11-12-Call on a student to describe one person, the others have to guess who he/she is

- Give Ss some 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

copy down

- Complete the sentences based

on cues

- Look at six people and describe them

- Listen and read the expressions

- Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions

- Listen to the tape and then check their prediction

S + have / has + adjectives + hair

S + be + adjectives

Period:4 Teaching day:

Unit 1: My friends

Lesson 3: - Getting started (p.10).

- Read (p.13 - 14).

* 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?

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

 Give feedback:

- Ask Ss to look at four pictures on 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

- Check Ss' memory by using technique "Rubb out and

remember"

- 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

- Look at the pictures and talk about the activities they

do after school or in their free time

- Listen and repeat

- Copy down

- Listen and read new words in chorus

- Read and then write the words again

- Read the statements given and guess which statements are True, which are False

 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, He is lucky to have a lot of friends

b, Boa is the most sociable

c, Khai likes reading

d, Sometimes his joke ennoys his friends

e, He spends his free time doing voluteer work

f, Yes ,we do

* Homework:

- Learn vocabulary by heart

- Read the text fluently

page 13

- Correct their mistakes

- Guide Ss how to

do exercise 1 (p.14) and give the correct answers

- Let Ss read the text again and answer the questions

- Read the answers and correct the mistakes

prediction

- Correct false statements

- Read the text again and choose the best answers

on page 14

- Read the text and answer the questions

in pairs

- Write the answer on the board

Period: 5 Teaching day:

Unit 1: My friends Lesson 4: - Write (p.15) - Language focus 3 (p.17) * 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 * Procedure: Content Teacher's activities Sts' activities * Warm-up: (Jumble words) greenosu = generous

blades = sociable veers = reserved toque = quiet * Pre-writing: + Pre teach (to) be like (to) look like + Prediction

 Read the information about Tam - Ask Ss to look at the picture quickly -Then write the words

write the words

- Ask Ss to read the information about Tam then to check their prediction -Ask Ss to compare - Look at the picture and write the words - Read the information and then answer the questions Name: Age:

Address:

Appearance:

Characters:

Family:

Friends:

 Answer the questions (exercise 2 p.15).

 Write a paragraph about your friend based

on the answers

 Sample:

His / Her name is She is years old He /

She lives at in with his He / She is

tall,

He / She has short hair He / She has a lot of friends * Post-writing:  Correction * Homework: - Ask students to write another paragraph about one of their family members - Let Ss answer the questions and fill the form about one of their friends - Get Ss to share with their partners and correct if possible Ask Ss to write a paragraph T collects and corrects some - Write a paragraph about their friend, using the information (individually) - Compare with the paragraph in their books on page 15 - Correct the mistakes if possible -read their texts Name: Age:

Address:

Appearance:

Characters:

Family:

Friends:

Period: 6 Teaching day:

 Find but the adjectives beginning with

the letters given

- Example

+ T writes: a b c d

+ S writes: awful , big , clever , ditsy

* Presentation:

 Pre – teach vocabulary

- A planet: (ex: the sun, the moon, the earth,

- Present and give the meaning of new words

- Gide Ss to read

- Find out the adjectives beginning with the letters given

in groups

- Listen and repeat

- Copy down

- Read in chorus

- (to) rise (exp)

- (to) set (exp)

 Revision of simple Present tense

* The simple present tense is used to express

an action which is always true

1 rises 2 goes 3 moves

4 is 5 is 6 is

* Presentation:

 Set the scene to introduce the structure

Ex:

* Practice: (word cue Drill)

a Read English books/not good

b Drive a car/ not old

c Carry this bag/ strong

d Solve this problem/ clever

* Further practice:

 Exercise 4 (page 17)

* Homework:

- Ask students to write 5 sentences about

themselves using the structure: “(not)

adjective enough + to infinitive”

- Review the simple present tense

- Let Ss do exert case 2 on page 16

- Listen and correct their pronunciation

- Set the scene to introduce the structure

- Analyze the structure and guide

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

17 in pairs

- do exercise 2

- Read the dialogue loudly

- Listen and repeat

- Practice the structure in pairs

- Give feed back

- Practice the dialogue

- Can you hang this picture over there?

 No, I am not tall enough to hang the

picture over there

Period: 7 Teaching date

- 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:

 Read the conversation

 Check their prediction

 Matching the phrases with their

- 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

- 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

Unit 2: Making Arrangements

 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?

What time?

* Post-reading:

 Dialogue map



925 3417 Hello

Ofcourse

Hold on

Where ?

Let bike 6.30 ?

Bye to Lan Nga .movie 7.00 Would ?

Youth Theater Let's meet

fine bye

* Home work

Ex 4 work book

- Ask Ss to read the conversation again and answer the questions

- Let Ss practice the conversation using the frame given

- Move around the class and help the students

- Read the conversation and answer the questions

- Practice the conversation

Period: 8 Teaching date:

Unit 2: Making Arrangements Lesson 2: + Speak

- 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 answer it?

- What would you say if you are the caller?

- 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?

 Form: S + be + going to + infinitive

 Use: Express an intension

- Ask Ss some questions

- Ask Ss to do exercise 1 on page 20

- Ask some question to check Ss’ understanding and focus on the structure

- Listen and answer the questions

- Put the sentences in the correct order to make a complete

conversation

- Listen and answer the questions

- Yes, I am / no, I’m not.

Word cue drill

a See a movie

b B Play sport

c C Meet your friends

d D Help your mother

e E Do your homeworks

f F Watch TV

* Further Practice:

+ Exercise language focus 1 on page 25

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

do?

S: She going to see a movie

a They are going fishing

b She’s going to read a new novel

c She’s going to do her homework

d He’s going to watch an action movie on

TV tonight

e She’s going to give him a birthday present

+ Exercise language focus 2 on page 25

Ex

S1: What are you going to do on the weekend?

S2: I'm going to , and

- Let Ss practice asking and answering

- Ask the whole class to work in pairs

- Give an example first

- Let Ss work in pairs

- Ask Ss to work with their partners

to complete the dialogue

- Listen and repeat chorally

 individually

- Practice asking and answering

- Practice in pairs

- Give feetback

-Stick in the column-work in pairs

- Give feetback

Period: 9 Teaching date:

Unit 2: Making Arrangements

 Set the scene

 Guess the message

he was out ”

- Get Ss listen to

- guess the message

 Presentation: (Jumbled words )

 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

- Give the correct answers

- Present the words with this ordered letters

on the board and tell Ss that they are adverbs of place

- Let them work individually, one student one word

- Make sure Ss know the meaning of these adverbs

- Let Ss do exercises

- Give the correct answer

- Go to the board and write the meaningful words

- Complete the speech bubbles, using each adverbs in the box once

- Give feedback

Period: 10 Teaching date:

Unit 2: Making Arrangements

Lesson 3: Read (p 21 - 22)

   Aim:

Reading the paragraph for details about Alexander Graham Bell.

1 Warm – up: (Brainstorming).

To chat with friend To

communicate

2 Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another

- Let Ss answer the question by coming

to the board and write

- Present and given the meanings of new

-Answer the question

- Listen and repeat

- copy downWhat is the

telephone used for?

- (to) conduct : điều khiển

- (to) demonstrate : chứng minh

- a device : thiết bị

- a deaf – mute a person who is

unable to hear and speak

-to come up with : tìm thấy

 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

3 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:

1 Was born in Scotland

2 Went to live in Canada

3 Went to live in the United States

4 Worked with people who could

neither speak nor hear

5 Worked with Thomas Watson

6 Success fully demonstrated his

invent

7 Invented the telephone

4 Post- reading : (write- it- up)

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 statements are true and which are false

- Read the text

- Have Ss correct false statements

- Ask Ss to look at the book page 22

- Get Ss to read the event of Bell’s life and put them in the correct order

- correct the mistakes

chorus

- Rewrite the words in the correct circles

Read and predict which statements are true and which are false

- Give feedback

- Listen to their teacher

- Read the text again and check their prediction

- Read and put the sentences in the correct order

- Give feedback

- write a

 Write a paragraph about Bell’s

life, using the information in the

text

5 Home work:

Ex 2 work book

paragraph about Bell’s life

Lesson 4: Write (p 23 - 24)

  

 Aim: Writing a message

 Objective: By the end of the lesson, Ss will be able to write a

telephone message

 Teaching aids:

Textbook

 Procedure:

1 Warm – up: (Jumbled words)

Have 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:

- a customer: a person who comes

to buy sty at a shop

- a delivery: so ciao hang

- stationery (n): papers, pens,

- Divide the class into

2 teams

- Talk to Ss about a telephone message

- Ask some question

- Present and give the meaning of new words

- Guide Ss to read new words in chorus

- check memory by technique “Rub out and remember”

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

- Go to the board and write the correct words

- The team which writes more correct words first wins the game

- Listen and answer the question

- Listen and repeat

- Copy down

- Listen and repeat in chorus

- Read and fill in the gaps in the passage(p.23)

Message: Mr Nam called about his

stationery order He wanted you call him

at 8634082.

Taken by: Mr Toan

 Set the scene: “Tom phoned

Nancy, but she was out Lisa,

Nancy’s sister took a message for

Nancy Help Lisa to write the

Message: Tom called about playing

tennis this afternoon He will come over

to get information and write the message

- Correct their mistakes

- Guide Ss how to do exercise 3 on page 24

- Correct their mistakes

- Read the passage to get information and write the

message

- give feedback

- write a message for Nancy, using the information from the

dialogue

- Give feedback

Lesson 1: Listen and read (p 27-28)

Language focus 1 (p.34)

  

Aim: Helping Ss to read the dialogue for details and practise the modal verbs: must have

to, ought to

Objective: By the end of the lesson, Ss will be able to understand the dialogue and

use modal verbs to talk about the housework

Teaching aids: Textbook.

Procedure:

Ss’ activities

 Look at the pictures on page 27 and

write the chores she often does at

home

a washes dishes b Make the bed

c cook d sweep the floor

e tidy up f feed the chicken

- dirt (v) : lau bôi

+ Set the scene at the dialogue

- call his aunt and ask her to meet

his mom at grandmother's house

- listen and correct their mistakes.

- Present new words on the board

- Guide Ss to read new words

- Check their memory by using technique “R&R”

- Listen and repeat

- copy down

- Set the scene to introduce the dialogue

- Ss predict and write

Look at their books and listen to the dialogue

- Complete the list of the things Nam has

to do

- Give feedback

I ouht to go and visit grandma

You have to go to market yourself

2 Word cue driil

a Make the bed

b Sweep the floor

c Cook dinner

d Tidy my room

e Feed the chicken

f Wash the dishes

g Wash the clothes

h Sweep the yard

i Feed the pigs

Language focus 1 on page 34

* Answer key

1 must study 2 have to dirt

3 have to sweep 4 have to clean

5 have to empty 6 must feed

Write things you have to do on Sundays

Ex: On Sunday, I have tidy my room…

I have to help my parents …

- Read sentence by sentence and give the correct answers

- Elicit to show the form of the structure

? What do sentences mean?

? When do we use these sentences?

? What is the structure?

- Ss practice the structure, using the picture cues drill

- Model the exchange S1: I have to wash the dishes.

Do you have to wash them?

S2: No, but I ought to make the bed.

- Ss make sentences using the structure

- Ss do exercise

Lesson 2: Speak (p 28- 29)

   Aim:

Practice speaking to discribe the places of things

Objective:

By the end of the lesson, Ss will be able to use the prepositions of place to

talk about the positions of furniture in the house

I Warm- up: (Kim’s game)

- Look at the picture (p 28) and write the

a Where is the clock?

It’s above the fridge.

b Let's put the armchair opposite the cough

OK We ought to put the rug between

them

Talk about the position of each item

- Show the picture of the kitchen to Ss

- Take away the picture and ask Ss to write the things

- Ss kim the picture and write down as many things as they can remember

- T uses the pictures to elicit

- Ss listen & repeat then coppy down

- Ask Ss the positions of the items in the pictures

- Practice talking about the position of each item in pairs

- Give feedback.

 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:

S1: Let’s put the clock on the wall,

between the shelf and the picture

S2: OK I think we ought to put the TV and

the stereo on the shelf

S3: I think the coffee table should be

between the couch and the arm chair

S4: Let’s put the telephone next to the

couch

S1: I think we should put the magazines

above the books on the shelves

Describe your living room / bedroom

By the end of the lesson, students will be able to identify the right item

by listening further practice in modal verb: ought to

1 Suggested list of food: chicken, beef, cake,

candy, pork, noodles, bread, rice, fish,

- Call out it word in a loud voice

- Write down on their notebook 3 things they eat

- Listen to the teacher carefully The first person crossing out on find things shouts ”Bingo” and wins the game

2 Prediction:

Look at page 30 things they use to cook the

” Special Chinese Fried Rice”

III While- listening:

1 Listen and check

* Answer key

a fried rice b a frying pan

c garlic and green peper

d ham and peas

2 Question

a, What food does Lan cook?

b, How can she cook it ?

c, Can you cook the Chinese fried rice ?

IV Presentation :

Set the scene :”Hoa is very sad because she

failed her English test What do you say to

advise her?”

You should study harder

- use: “should” is used to give advice to

some one

- Meaning: nªn

V Practice :

2 Give advice to people in the picture (p 35)

a I failed my English test

you should study harder

2, Combine these sentences using "enough"

a The ice is thick We can walk on it.

b The ladder is long It can reach the roof.

c Manh is strong He can carry the bag.

Write some advice when your friends feels

sick

- Get Ss to look at page 30 and guess

4 things they use to cook

- Explain the structure and its usage

? What do sentences mean?

? What happened to Hoa?

? What can you say to give her advice?

- Look at the pictures Use “should

“to give advice to the people

Lesson 3: Read.

Language focus 4

  

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 - because

five gas

1 Pre – teach vocabulary:

- (to) injure : lµm ®au,g©y tæn th¬ng

- (to) cover : che, ®Ëy

- (to) cause a fire : g©y ch¸y

2 T / F statements prediction:

a It is safe to leave medicine around the

house

b Drugs can look like candy

c A kitchen is a suitable place to play

d Playing with one match can not start a

fire

e Putting a knife into an electrical

socket is dangerous

f Young children do not understand that

many household objects are dangerous

1 Read and check

b- T

c-F : A kitchen is a dagerous place to play

d-F : Play ing wiyh one match can cause a fire

e - T ; f - T

2 Answer the question

a Why must we put all chemicals and

drugs in locked cupboard

b Why mustn’t we let children play 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?

Practice in why question with because answer

by doing the exercise language focus 4

- Presents new words on the board

- Guides Ss to read new words.

- Copy down on their notebooks.

- Listen and repeat in chorus.

- Check Ss’ memory by using technique “R&R”

-T asks Ss to read the statements and guess which in true, which is false

- Ss read the statement given and guess which is true, which is false

- Read the text loudly

- Practice asking and answering the questions in pairs

- Move around the class and help Ssl

-Ss work in pairs Ex

S1: Why did Hoa go to school late this morning ?

S1: Because she watched TV late last

Period: 15 Teaching date:

Unit 3: At home Lesson 6: Write.

Ask something about the room on page 32

- Which room is this?

- What’s this? Where is it?

- T asks the questions

- Ss listen and answer the questions

II Pre- writing :

1 What is there on left of the room?

2 Where is the bookshelf?

3 What is there on the right of the room?

4 Where is the wardrobe?

III While- writing :

 Describe Hoa’s kitchen, using the give

cues.(p 33)

 Answer:

- This is Hoa’s kitchen

- There is a refrigerator in the right corner 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

IV Post writing :

- Check Ss’ memory by technique

”Rub out and remember”

- Let Ss read the passage on page 32

- Ask some questions -Ss read and answer the questions

-Ss describe Hoa’s kitchen, using the give cues

- Ss read the description of Hoa’s room

- T corrects Ss’s mistakes

Lesson 6: Language focus 3 (p 36)

Ss’ activities

tidy up do our homework

cook

clean the floor

repair the machine

fix the TV set

II Presentation :

*Reflexive pronouns

 Set the scene: “you do your home work and

no one help you what do you say? ”

 Form: we use I with myself

You yourself

He himself She herself

We ourselves They themselves

It itself

III Practice :

1 Word cue drill:

a You / do / homework

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the picture

e You / do / your chores

f Nam/ paint his house

g Lan / wash the clothes

2 Complete the dialogues, using the 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 try and

- Set the scene to introduce the structure

- Listen and copy down

- Listen and repeat chorally individually

- Explain the reflexive pronouns

- run through the vocabulary

- Model and then ask Ss to repeat in chorus

-Ss practise the question and then the answers

Example S1: Did you do your homework? S2: Yes I did it myself

- Guide Ss how to do exercise

- read the open dialogue and fill in the blank with suitable reflexive pronouns

4 himself 5 herself 6 themselves

7 yourselves

Write 3 sentences with reflexive pronouns and

3 sentences with emphasis pronouns

Period: 18 Teaching date:

Revision and consolidation

Aim:

Revision and further practice in reflexive pronouns ; ad + enough ; modal verbs

Objective:

By the end of the lesson, students will be able to use the reflexive pronouns ;

ad + enough ; modal verbs

We itself They myself

It ourselves

II Revision

1 Reflexive pronouns

Exercise 1

Complete These setences with reflexive pronouns

a Minh drew that picture

b Oh I've cut

c The students have to do the test

d You must these clothes

e Who helped you with your homework?

Rewrite these setences using (enough)

a The ladder is very short It can't reach the window.

The ladder isn't

b Nam wants to buy a new bag but he has a little

money.

- Ss play the game

- writes the exercise on the board

- Ss do it and the give feedback

- T corrects

? What does enough mean?

? Where is enough placed? ( After ad and before noun)

? What is the form ?

- Ss do exercise and then give feed back

d I can't drive a car because I'm only 15 years old.

f One hundred thousand/enough/buy/new shirt.

III Home work

Get ready for the test

? When do we use model verbs?

(To give advice, talk about prohibition )

? What is the form ?

- Ss do exercise and give feed back

- T corrects