bai 1: REVISION

- Have students look at the pictures and listen to the dialogue twice.. - Let students read the text again and answer the questions in pairs.. Procedures: Teacher and students’ activitie

Modal verbs: can, must, should, shouldn’t

2 Vocabulary :

Review: greeting words (Hello, Hi, …)

III.Techniques :

Nought and Crosses, Memory Games, Revision of tenses, pair work, group work

IV Teaching aids :

Flashcards, charts, cassette player

V Procedures :

Teacher and students’ activities Contents

- Have students sing the Hello Song

- Divide the class into two teams: noughts (O) and

crosses (X)

- Let students play games

- Students play the games in two teams

- Show students a picture of twenty objects

- Ask them to look at the picture attentively

- Have them name all the things in the picture

- Then ask them how many of these objects they

can remember without looking at the picture again

- Read out sentences with a mixture of simple

present, present progressive, Near future and modal

verbs for students to practice listening for the

1 Warm up : (5 minutes)

• Sing the song: Hello Song

Hello, hello, helloWhat’s your name?

Hello, hello, hello

My name is John

My name is John Hello John, hello John, hello

2 Activity 1 : (7 minutes)

• Nought and Crosses:

(Ex: What’s your name?

How old are you?

I go to school by bike Ect.)

3 Activity 2 : (7 minutes)

• Memory Games:

Some objects in the picture such as: a well, a lake, a factory, a hospital, a ruler, …

- Students must listen to the teacher attentively

After each sentence students should say or write

down what tense it is

- Introduce subject and how to learn Tieng Anh 7

- Students copy these

- Set the homework

They can swim (Modal verb: can)

I am going to go fishing this weekend (Near future)

Remember:

Present simple tense S + V(-s / -es)S + don’t / doesn’t + V

Do / Does + S + V ? Present

progressvie tense

S + am / is / are + V-ing

S + am / is / are + not + V-ing

Am / Is / are + S + V-ing?

Near future S + am / is / are + going to + V

S + am / is / are + not + going to + V

By the end of this lesson, students will be able to greet people, introduce oneself and others

II Language contents:

1 Grammar:

Nice to meet / see you

Structures with Too and So

2 Vocabulary:

Classmate, different, unhappy, miss, friend

III Techniques:

Noughts and Crosses, role play, Brainstorm, Slap the board, pair work, group work

IV Teaching aids:

Tape, pictures, cards

V Procedures:

Teacher and students’ activities Contents

- Have students make Noughts and Crosses

- Students play in two team

- Students can get marks if they have many good

sentences

- Present new words

- Students slap the board

- Shake hands with a few learners and greet them

in English “Nice to meet you” Get them to greet the

teacher again “Nice to meet you too.”

- Explain the uses of too / so

- Write a mixed-up dialogue on the board and ask

the students to copy it

- Tell the class they are going to listen to a dialogue

that contains these sentences, but in a different order

Ask them to number the sentences in the order they

hear them

- Have students look at the pictures and listen to the

dialogue twice

- Ask students to repeat the dialogue

- Have students practice the dialogue in groups and

change the roles

- Set the situation in which Hoa is a new comer

She wants to make friends

- Let students listen to the dialogue twice and ask

them to repeat the dialogue

- Let students practice the dialogue in pairs and

change the roles

- Call some pairs and groups to role play the

1 Warm up :

• Noughts and Crosses:

Ex: I go to school every morning

2 Presentation:

• New words : (Slap the board)

• New structures :Nice to meet you

Nice to see you

Nice to see you again

* the uses of “so / too”

3 Practice:

• Mix-up dialogue :This is our new friend (4)Hello, Nga (1)

Nice to meet you, Hoa (6)Her name’s Hoa (5)

Hi, Ba Nice to see you again (2)Nice to meet you, too (7)Nice to see you, too (3)A1 Listen (page 10)

dialogue before the class.

- Ask students questions, let them answer

- Let some more students practice asking and

answering in pairs, then write in their notebooks

- Ask students to red the text (silently)

- Tell some students to read the text (aloud)

- Let students read the text again and answer the

questions in pairs

- Students compare their answers in pairs

- Have some pairs practice asking and answering

- Correct if necessary

- Ask students write the answers in their notebooks

- Review how to greet people

- Explain uses: Her new school is bigger than her

old school

- Assign homework

• Answer keys :

a Her name is Hoa

b She’s in class 7A

c Nam is also in class 7A

4 Pre-reading : (A2 page 11) Hoa

a She is from Hue

b She is staying with her aunt and uncle

c No, She doesn’t have any friends in Ha Noi

d Her new school is bigger then her old school

e She is unhappy because she misses her parents and friends

Nice too see you

By the end of this lesson, students will be able to know how to greet people different ages

II Language contents:

1 Grammar :

So am I (review)Expression for greetings (formal and informal)

2 Vocabulary :

See you later, just fine, not bad, everything

III.Techniques:

Rub out and Remember, Role play, pair work, group work

IV Teaching aids:

Tape, pictures, cards, charts

V Procedures:

Teacher and students’ activities Contents

- Ask students some questions about

greetings

- Students can get good marks if they

have good answers

- Present new words

- Students listen and repeat

- Review how to use “so / too”

- Students give examples

- Use the pictures to introduce the

dialogue

- Remind students of the difference in

greeting between ages

- Let students listen to the tape

- Let students practice in pairs, have

them change the roles

- Ask some pairs to perform the

dialogue before the class

- Ask some students to give different

greetings to people of different ages

before the class

- Check if students understand the

responses to the greetings in the

box

- Play the cassette Have students

listen one by one and check the

correct answer

- Tell students to complete the

1 Warm up:

HelloHiGood morning

How about you? OK.

- Have students listen to the dialogue

again to check the answer

- Students compare their answers

with their partners

- Ask students to practice the

Mr Tan: Not bad, but I’m very busy.

Miss Lien: Me too.

b Nam: Good morning, Nga How is everything?

Nga: OK, thanks How are you today, Nam?

Nam: Just fine, thanks.

Nga: I’m going to the lunch room

By the end of the lesson, students will be able to listen for general information

II Language contents :

Bingo, Rub out and Remember, pair work

IV Teaching aids :

Tape, pictures, cards, charts

V Procedures :

Teacher and students’ activities Contents

- Have students play Bingo

- Teach new words and review structures with “so

- Show students the four pictures and elicit the

situation in each one

- Give students some questions to help

students to do the task easily Giving some

examples

- Tell them how to do and let them listen to the

dialogues

- Students listen carefully

- Have students listen again and write the

letters of the dialogues in order

- Provide the key if necessary

- Ask students to retell how to use “a lot of”,

“lots of” and “many”

- Ask students to practice in pairs

- Students ask and answer some questions

- Assign homework

Ex: I’m in class 7A

So am I / I am, too

• Wh – questions : Who are they in the pictures:

Where are they?

What are they doing?

3 While – listening :

A5 Listen Write the letters of the dialogues in the order you hear (page 13)

• Tape transcript : Ba: Good evening, Mr Tan.

Mr Tan: Good evening, Ba How are you? Ba: Fine, thanks.

Mr Tan: Are you going home now?

Ba: Yes My dinner will be ready.

Nga: Good morning, Miss Lien.

Miss Lien: Good morning Nice to see you again, Nga.

Nga: Nice to see you, too.

Miss Lien: Class will begin soon You must hurry.

Nga: OK.

Miss Lien: Good morning, Tan.

Mr Tan: Good morning, Lien.

Miss Lien: Do you have the time, please?

Mr Tan: Yes It’s 6.30.

Miss Lien: Thank you.

Nga: Good afternoon, Ba.

Ba: Good afternoon How are you, Nga? Nga: I am fine, thanks How about you? Ba: Not bad.

• Questions :

? What do you say to your classmate when he says: I’m in class 7A

- So am I / Me too

? How many friends do you have in the class?

- I have many friends

- I have a lot of friends

- I have lots of friends.)

? Which is bigger, the old school or the new school?

- The new / old school is bigger

5 Homework :

Learn by heart new words and the structures

By the end of this lesson, students will be able to ask for and give personal information.

II Language contents:

1 Grammar :

Review: The present simple tense

Wh-questions with What, Who, Where

2 Vocabulary :

Family name, middle name, talk to

III.Techniques:

Rub out and Remember, Questions - Answers, pair work, group work

IV Teaching aids:

Pictures, tape, cards, charts

V Procedures :

Teacher and students’ activities Contents

- Ask students some questions about

themselves

- Students can get marks

- Show pictures to students and elicit the

situation of the scene

- Students work in pairs

- Let students listen to the dialogue twice

- Have them repeat

- Review the key words

- Have students practice the dialogue in pairs,

then change the roles

- Let them practice asking and answering the

questions

- Have students give the answers before the

class

- Review Wh-question words

- Ask students to read through the dialogue and

then find suitable question words to fill the

1 Warm up :

• Questions – Answers:

? What’s your name?

? How old are you?

? Where do you live?

…

2 Presentation: B1

• 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?

• New words : (Rub out and Remember)

a She is talking to Miss Lien

b Her family name is Pham

c Her middle name is Thi

d She lives at Tran Hung Dao Street

- Have some pairs of students read the dialogue

before the class

By the end of the lesson, students will be able to ask about transportation and distances

II Language contents:

Matching, Chain Game, Rub out and Remember, pair work, group work

IV Teaching aids:

Tape, pictures, cards, charts

V Procedures :

Teacher and students’ activities Contents

- Have students play Chain Game

- Students can get marks

- Have students look at the picture and elicit

the dis tance and means of transport

- Present the structure “How far is it from

… to ?”

- Let students listen to the dialogue twice

- Ask students to repeat the dialogue

- Have students practice the dialogue in

pairs, then change the roles

- Let students look at the pictures in item 4

- Explain the task and give a model

- Students practice asking and answering in

pairs, then change the roles

- Review some words

1 Warm up :

• Chain Game:

S1: Near my house, there is a bank

S2: Near my house, there is a bank and a park.S3: Near my house, there is a bank, a park and a

- Have students look at the pictures and

remember the places in the pictures

- Let students to listen to the cassette once

- Highlight the exchange “How far … from

… to … ? It’s …”

- Have students listen to the dialogue again

and check the answers

- Have students work in groups of four

- Ask them to ask their groupmates question

and fill in the blanks worksheet with the

information about WHERE each person

lives and HOW FAR is it from each

person’s house to shool

- Assign homework

4 Pre- listening : B6

• New words :Near (adv.):

In the center of (adv.):

• Questions :

? Is Lan’s house near / far from school?

? Is Lan’s house near the market / the post office / the theater?

5 While – listening :

B6 Listen and write (page 18)

• Answer keys :

a School to Lan’s house: 300 meters

b Lan’s house to the post office: 700 meters

c School to movie theater: 3 kms

d Movie theater to post office: 2 kms

By the end of this lesson, students will be able to identify numbers

II Language contents :

Rub out and Remember, Simon says, Questions – Answers, Survey, pair work, group work

IV Teaching aids :

Tape, pictures, cards, chart, telephone directory

V Procedures :

Teacher and students’ activities Contents

- Have students play Simon says game

- Introduce the reading of telephone numbers

- Teach vocabulary, using real objects

- Ask students to look at the page and guess

where it comes from

- Elicit how to read telephone numbers

- Explain how to read the numbers with a focus

on combinations

- Ask students to look at their book (page 19)

and read page of a telephone directory(silently),

then read them aloud

- Students practice in pairs

- Play the tape and let students write down the

numbers

- Check students’ answers

- Let them listen again

- Have students cross-check the answers

- Use the question (in post-listening) to lead in

for A3 in order to introduce the way to ask for

someone’s telephone numbers

- Have students close their book and listen to

the recording

- Let them retell Hoa’s number and the

questions in the conversation

- Have them practice the conversation in pairs

- Get some pairs to role-play the conversation

- Ask students to give question and answer for

1 Warm up :

• Simon says:

T: Simon says “ Nice to meet you”

Students: Nice to meet you too

T: Stand up, please

Students: (not stand up)

Student A: 6 275 564Students B: …

someone’s address and for someone’s telephone

Ex: Where do you live?

I live at 12 Tran Hung Dao Street

What’s your telephone number?

The simple future tense

Structures: Would you like to …?

Where will we …? We’ll …Don’t be late

2 Vocabulary :

Late, sure, tomorrow, free, be back

III.Techniques :

Bingo, Rub out and Remember, Slap the board, Role play, Questions-Answers, pair work, group work,

IV Teaching aids :

Pictures, tape, cards, chart

V Procedures:

Teacher and students’ activities Contents

- Have students play Bingo

- Introduce how to talk on the phone, and

how to come to a decision together

- Introduce the situation by eliciting who

are on the phone

- Students listen and repeat after the tape

(books closed)

- Ask students if there are difficult or new

words, and explain them if there are any

Students: Tam invites Phong to see a movie

T: That’s right Now listen to the tape to know more What they say on the phone

• New words : (Rub out and Remember and Slap the board)

- Elicit, explain how to use “ Would you

like to…?.”, “Where will we …? We’ll

…”, “Don’t be late.”

- Have students read the questions

- Let them listen to the tape to find the

answers for the questions

- Let them practice in pairs

- Students practice in pair as much as

possible

- Have students listen again

- Have students answer individually

- Have some pairs make similar dialogue in

front of class

- Ask students some questions before

playing the tape

- Explain how to do this exercise

- Play the tape twice

- Students take notes

- Ask students to give the answers on the

board

- Have students cross-check their answers

with each other

- Let them write the correct answers on the

board

- Have them copy in their notebooks

- Ask students to tell the questions Tam ask

Phong

- Students answer

- Explain when the simple future is used

- Give the three forms affirmative, negative

Where will we …? We’ll …Don’t be late

a Phong and Tam will meet tomorrow.

b They will se a movie.

c They will meet at 6:45.

d They will meet in front of the movie theater

4 Post – reading:

Practice with similar dialogue

5 Pre-listening:

? Do you sometimes go to the movie?

? How do you say to invite your friends to go to the movies with you?

? Do you need to know the place to meet?

? How do you get there?

? Will you be free tomorrow evening?

? Would you like to see a movie?

? How about Phong?

? What time will it start?

? Where will we meet?

He will She will

We shall / will You will They will

I’ll You’ll He’ll He’ll We’ll You’ll They’ll

Negative:

S + shall / will + not +V (bare)

- Assign homework.

* Shall not = Shan’t

* Will not = won’t Interrogative:

Shall / Will + S + V (bare)?

Ex: You will go to the seaside next Sunday.

You won’t go to the seaside next Sunday.

Will you go to the seaside next Sunday?

By the end of this lesson, students will be able to talk and write about the dates, ordinal numbers

II. Language contents:

Lucky numbers, Slap the board, Questions – Answers, Ordering Vocabulary, pair work, group work

IV Teaching aids:

Tape, calendar, cards, chart

V. Procedures:

Teacher and students’ activities Contents

- Have students play Lucky numbers

- Ask students to write the cardinal numbers

on the board

- Introduce the ordinal numbers

- Have students read through the numbers

- Mention the different endings of 1st, second

2nd, third 3rd and the ordinal number

- Let students listen to the tape with

considerable attention paid to the final

consonants

- Have students read along chorally

- Let some read aloud

1 Warm up :

• Lucky numbers:

1/ nice2/ family name3/ lucky number4/ lucky number

5/ where

….

2 Pre-listening:

Cardinal number

Ordinal numbers

Cardinal number

Ordinal numbers One

Two Three Four Five Six

…

First Second Third Fourth Fifth Sixth

…

Twenty Thirty Forty Fifty

….

Twentieth Thirtieth Fortieth Fiftieth

….

3 While-listening :

B1 Listen and repeat (Page 24)B2 Listen and write the dates (page 24)

- Let students listen to the tape.

- Have them cross-check their answers

- Let them listen again and check the answers

- Show students a calendar and teach them

new words

- Let students write the months in the required

order

- Let them do cross-checking of the answers

- Ask students to give the correct order on the

board

- Give some dates (calendar)

- Students read and write the dates on the

5 Pre-writing :

• New words : (Slap the board)

JanuaryFebruaryMarch

…December

Noughts and Crosses, Questions-answers, Rub out and Remember, role play, pair work, group work

IV Teaching aids :

Tape, pictures, cards, chart

V Procedures :

Teacher and students’ activities Contents

- Have students play Noughts and

Crosses

- Students can get marks if they have

1 Warm up :

• Noughts and Crosses:

correct sentences.

- Ask students some questions:

- Tell students about the dialogue

between Mr Tan and Hoa

- Explain new words

- Let students find out the sentences in

which the simple future are use

- Explain how to use the future tense

- Have students listen to the tape twice

- Ask students to read the text silently

- Let them role play

- Students practice in pair

- Call some pair to practice in front of

the class

- Make sure that students understand the

questions given

- Students practice asking and

answering the questions

- Let students complete the Student

Registration Form

- Students work in group They

interview their friends and complete it

Ex: Who do you live with?

What will you do tomorrow?

…

2 Pre-listening :

• Questions – Answers:

? What’s your name?

? Where do you live?

? What’s your telephone number?

? What’s your date of birth?

• New words : (Rub out and Remember)

Nervous (adj.):

Worry (v):

• Review : The Future simple tense:

S + WILL / SHALL + V

S + WON’T / SHAN’T + V WILL / SHALL + S + V ?

3 While-listening :

B4 Listen Then practice with a partner (page 25)

• Answer keys :

a Hoa is thirteen years old

b She’ll be 14 on her next birthday

c Her birthday is on June the eighth

d Hoa lives with her aunt and uncle

e Hoa is worry because she doesn’t have any friends

f (students’ answers)

g (students’ answers)

h (students’ answers)

4 Post-listening : Student Registration Form

Name: ………

Date of birth: ………

Address: ………

Telephone number: ………

5 Homework :

Learn by heart vocabulary and the Future simple tense

Prepare B (6 – 7)

Date: September 19th, 2007

Period: 11th

UNIT 2: PERSONAL INFORMATION

Lesson 5: B (6 – 7)

I Aims:

By the end of this lesson, students will be able to talk about future plans

II Language contents:

1 Grammar :

Review: Future simple tense

2 Vocabulary :

Invite, finish

III.Techniques:

Questions – Answers, Rub out and Remember, Role play, pair work, group work

IV Teaching aids:

Pictures, birthday cards, tape

V Procedures:

Teacher and students’ activities Contents

- Let students play Simon Says

- T: You are going to read about Lan Read

and find out the answers to these questions

- Students read the passage themselves and

answers

- Explain new words

- Ask students questions about Lan and her

party

- Have them practice in pairs ask and

answer about Lan

- Let them do more free practice about

- Let them complete the card

- Have them cross-check their answers in

pairs

- Ask students some questions about

themselves

- Students can get marks

- Have students review the simple future

Ss: (not sit down)

…

2 Pre-reading :

• Questions - Answers:

? How old is Lan?

? When is her birthday?

? Where does she live?

? When will the party start?

? When will the party finish?

• New words : (Rub out and Remember)

? What’s her name?

? What’s her date of birth?

? What’s her address?

? What’s her telephone number?

? When will the party start?

? When will it finish?

? Who will she invite to her party?

? How old will you be on her next birthday?

? Who do you live with?

? What is your address?

5 Pre-writing :

* Review: Future simple tense

S + will / shall + V

- Students note the usage of the simple

future

- Explain the task to students

- Have students practice in pairs

- Have students write the questions and

answers in their notebooks

- Have students role play asking and

answering the questions

- Students can get marks

- Assign homework

S + won’t / shan’t + VWill / Shall + S + V ?

Ex: She will be 13 on Sunday, May 25th

6 While-writing :

B7 Think and write Imagine you will be a guest at Lan’s birthday party (page 27)

a I will give Lan (a skirt / a dictionary)

b I will get to her home by (bike / bus)

c I will play (Guessing Games)

d I will eat (birthday cake)

e I will drink (soda)

f I will leave there at (9 pm)

Write the notes in their notebooks

Prepare Unit 3: A1 page 29

What and Where, Questions – Answers, Brainstorming, pair work

IV Teaching aids :

Pictures, tape, cards, chart

V Procedures :

Teacher and students’ activities Contents

- T: Before we learn new lesson, tell me

about your house

- Students can get marks if they have good

answers

- Set the situation, showing a picture of a

house with different rooms, then have them

point out the furniture in the room

- Explain some new words before listening

- Have students listen to the tape twice

- Highlight the structures

- Have students practice the dialogue in

pairs, change the roles

- Mention the different spelling of AmE and

BE between the two words: favorite /

favourite, color / colour

- Let students read the dialogue silently

- Have them answer the questions

- Let them check their answers in pairs

- Provide the correct answers

- Ask students some questions

- Students answer and get marks

? What is in the living room?

(- T.V set, chairs, flowers, …)

? What color is your house / room?

c.There are a sink, a tub and a shower

d.There are a washing machine, a dryer, a dish-washer, and an electric stove

e.(students’ answer)

f (students’ answer)

4 Production :

* Questions for students:

? Have you got a washing machine in your house?

? What things are there in your room / kitchen?

5 Homework :

Read the dialogue many times

Learn new words by heart

Prepare A (2 – 3) page 30 – 31

Date: September 24th, 2007

Period: 13th

UNIT 3: AT HOME Lesson 2: A (2 – 3)

2 Vocabulary:

Interesting, delicious, closet, stove, great, expensive

III.Techniques :

Brainstorm, Slap the board, Questions – Answers, pair work

IV Teaching aids :

Pictures (A3) about prepositions, cards, chart

V Procedures :

Teacher and students’ actitivies Contents

- Ask students some questions and then say

some exclamative sentences

- Teach new words

- Explain the structures

- Let students write the complaints by

themselves, using the prompts in (a) and

follow the same procedure for (b) writing

? What’s the weather like?

( - It’s hot / cold.)

? What does she like?

(- She is beatiful.)

…

Eg: - What a hot day!

- What a beautiful girl!

- What an interesting movie!

…

2 Pre-writing :

• New words : (Slap the board)

• Function of “Exclamative sentences ”

→ to make compliments or complaints

What + (a / an) + adj + N!

3 While-writing :

A2 Write exclamations (page 30)

a Complaints :

- What an awful restaurant!

- What a wet day!

- What a boring party!

- What a bad movie!

b Compliments :

- What a great party!

- What a bright room!

- What an interesting movie!

- What lovely house!

Interesting expensive

delicious great

closet

stove

- Ask students to write the answer sentences

in their notebooks

- Present prepositions of position

- Let them note the prepositions

- Have students look at the picture

- Set the scene and have them name the

objects in the picture

- Show them the positions of the objects in

the picture in relating to other objects

- Ask students about the position of the

objects in the picture

- Let them work in pairs, point and say the

position of each object

- Have them change the role

- Let them ask and answer about position of

the objects in the picture (in pairs)

- Ask students to ask and answer about

things in the classroom

- Assign homework

- What delicious dinner!

- What a beautiful day!

4 Post-writing :

• Answer keys:

5 Pre-speaking :

* Prepositions:

In, on, under, near, next to, behind, in front of

• Questions and answers :

“ Is there …?” Yes, there is

No, there isn’t

“ Are there …?” Yes, there are

No, there aren’t

6 While-speaking :

A3 Look at the picture Then practice with a partner (page 31)

a Point and say:

? What is in the picture?

There is a table

There are some chairs

b Ask and answer:

? Is there a …?

Yes, there is / No, there isn’t

? Where is it?

It is on / in / under / …

? Are there any …?

Yes, there are / No, there aren’t

? Where are they?

I Aims:

By the end of this lesson, students will be able to ask and talk about someone (what they work, where they do)

II Language contents :

1 Grammar :

Structures: What + do / does + S + do?

Where + do / does + S + work?

IV Teaching aids:

Tape, pictures, cards, chart

V Procedures:

Teacher and students’ activities Contents

- Introduce yourself “ Hi, I’m a

teacher I’m teaching in Hao Duoc

School” then ask students to answer

some questions

- Students can get marks

- Present the situation “We will listen a

dialogue between Lan and Hoa Hoa

is talking about her parents’ work

What they do and where they work.”

- Explain new words

- Make sure that students understand

the structures clearly

- Let students listen to the dialogue

twice

- Highlight the structures for asking

about job and place of work

- Have some pairs read the dialogue

aloud

- Let them answer all the questions

individually

- Have them check the answers in pairs

before they write the correct answers

in their exercise notebooks

- Ask students to practice asking and

answering about their parents

- Students practice in pairs

- Assign homework

1 Warm up :

• Brainstorming:

* Questions:

? What is your name?

? Are you a students?

? How many people are there in your family?

? What is your father’s job?

(My father / He is a worker / farmer.)

? How about your mother?

(My mother / She is a nurse / housewife.)

What + do / does + S + do?

Where + do / does + S + work?

3 Practice :

B1 Listen Then practice with a partner (page 33)

Note: “What does your father do?”

“Where does he work?”

? What does your father / mother do?

? Where does he / she work?

? What do you do?

? Where do you work?

UNIT 3: AT HOME Lesson 4: B (2 – 3)

I Aims:

By the end of this lesson, students will be able to talk about occupations and places of work

II Language contents :

1 Grammar :

Review: The Present Simple Tense to ask and answer occupations and places of work

- What + do / does + S + do?

- S + be + noun of job

- Where + do / does + S + work?

- S + work (s) + adv of place

IV Teaching aids:

Pictures, tape, cards, chart

V Procedures:

Teacher and students’ activities Contents

- Let students play game

- Students can get marks if they make correct

sentences

- Tell students about Lan’s family

- Play the tape twice

- Explain new words and review the structures

- Have students read the passage

- Ask students about each person’s job and place

of work, and what he / she does in his / her job

- Ask some questions about Lan’s family and let

them answer

- Have them practice asking and answering in

pairs

- Let some students perform the task

- Have students write down the answers

- Let students learn by heart the passage

1 Warm up :

• Nough and Crosses:

S + be + noun of job

Where + do / does + S + work?

S + work (s) + adv Of place

(He / She works ….)

- Make sure that students know how to do this

task

- Have students do the task individually

- Ask them to check the answer with their

partner

- Provide correct answer

- Ask a pair of students to ask answer about

occupations and places of work

- Correct and review structures

- Assign homework

Where does your father / mother / brother / sister work?

What does he / she do?

B 3 Match these half-sentences: (page 35)

* Answer keys:

- A farmer works on the farm

- A nurse takes care of sick people

- A journalist writes for a newspaper

- A teacher teaches in a school

4 Post-reading :

• Questions – Answers:

What + do / does + S + do?

S + be + noun of job

Where + do / does + S + work?

S + work (s) + adv Of place

I Aims :

By the end of this lesson, students will be able to ask for and give personal information

II Language contents :

What and Where, Questions – Answers, Brainstorming, pair work, group work

IV Teaching aids :

Pictures, tape, charts of the articles of personal information

V Procedures :

Teacher and students’ activities Contents

- Ask some students about name, job, place of

work

- Students answer and get marks

- Correct their answers and write these

information on a chart and put it on the board →

introduce new lesson

- Hang 3 charts (like those ones in the textbook)

on the board

- Explain how the task will be done

- Let students read the form

- Let students listen to the tape once without

1 Warm up :

• Questions – Answers:

? What’s your name?

? How old are you?

? Where do you live?

? What do you do?

? Where do you work?

writing anything.

- Ask students to listen to the tape and fill in the

form with the information they hear

- Have students compare information in groups

and pairs

- Let students listen again and check the answers

- Call some students to fill in the personal

information down in their notebooks and charts

- Correct and give idea

- Ask students to look at the charts and recall the

passage in the tape

B4 Listen Complete these forms for three people

on the tape (page 35)

• Brainstorming:

Name: TomAge: 26Job: teacherPlace of work: at a high schoolName: Susan

Age: 19Job: journalistPlace of work: for a magazine

Name: BillAge: 20Job: nursePlace of work: in a hospital

Learn by heart new words

Write some your personal information

Prepare B (5) page 35

Date: October 3rd, 2007

Period: 17th

UNIT 3: AT HOME Lesson 6: B (5)

I Aims:

By the end of this lesson, students will be able to describe the apartments

II Language contents :

Questions – Answers, Slap the board, Role play, pair work, group work

IV Teaching aids :

Pictures, tape, cards, chart

V Procedures:

Teacher and students’ activities Contents

- Use the three forms in B4 and ask students to

answers

- Students answer T’s questions and get marks

- Show the picture and introduce the content of

? What is he looking for in Ha Noi?

? Who is he asking for advice?

- Students answer and get marks

- Explain new words

- Play the tape twice

- Students listen and repeat

- Have students practice in private pairs, then

change the roles

- Have some pairs read the dialogue before the

class

- Remind students the use of comparatives and

superlatives

- Mention the notes of: apartment (AmE) = flat

(BE), apartment house = a block of flats.

- Let students read the dialogue again

- Have them answer the questions individually

- Have a correction if necessary

- Ask students to practice asking and answering

about their houses

- Students work in pairs

- Make certain students have a clear

understanding of the teaching points given

- Students listen carefully and take notes

1 Warm up :

• Questions – Answers:

? What is his / her name?

? How old is he / she?

? What does he / she do?

? Where does he / she work?

a The one at number 27

b The one at number 79

c The one at number 79

d The one at number 27

e The most suitable apartment is the smallest but

it is newest of the three apartments It ahs two bedrooms a large, modern bathroom and a kitchen

4 Post-reading :

• Answer about yourself : ? Where do you live?

? How are your house?

? Do you love your house?

5 Consolidation : Note:

Superlative The + [short adj + est]

II/ Long adjectives:

Two or more syllable adjectives: beautiful, expensive, stupid, …

Comparative More + long adj

Superlative The most + long adj

- Assign homework.

III/ Irregular adjectives:

Adjectives Comparative Superlative

far further / farther furthest / farthest

6 Homework :

Learn by heart vocabulary and comparisons

Prepare Grammar Practice 1 page 38

Questions words

2 Vocabulary :

Review: prepositions of position, adjectives, and occupations

III Techniques:

Bingo, Gap Fill, Matching, Finding Friends, Guessing Game, Survey, pair work, group work

IV Teaching aids :

Pictures, cards, chart

V Procedures :

Teacher and students’ activities Contents

- Let students sing a song

- Ask students to remind the present simple tense

- Make sure that students can do the task

- Students write their answer s then compare with

• Grammar Practice 1 (page 38)

* Present simple tense:

S + V(-s / -es) + …

S + don’t / doesn’t + V + …

Do / Does + S + V + …?

Ex: Nga goes to school by bike.

Nga doesn’t go to school by bike.

Does Nga go to school by bike?

• Gap Fill:

a) is / lives / are / goesb) are / eat / rides / catches

- Students can get marks.

- Make certain students have a clear

understanding of teaching points given

- Students do their task

- Correct if necessary

- Review ordinal numbers

- Make sure that students know how to do the

task

- Let students play Bingo

- Review prepositions of position using the

pictures

- Students write the sentences

- Have a correction if necessary

- Let students work in groups

- Remind short adjectives and long adjectives

- Make sure that students have a clear

• Noughts and Crosses:

She / a housewife A teacher / a school Where / work

• Grammar Practice 2 (page 38)

* Future Simple Tense:

* Write the things Nam will do / will not do tomorrow.

- He will do his homework, but he won’t tidy the yard

- He will see a movie, but he won’t watch TV

- He will write to his grandmother, but he won’t meet Minh

• Grammar practice 4 : Prepositions (page 39)

On, in front of, under, behind, next to, near, in

* Answer keys:

a) It’s under the table

b) It’s in front of the chair

c) It’s behind the TV

d) It’s next to the bookcase

e) It’s on the cough

* Finding friends:

Near

a lake

Next to

a market

In front

of a school

Behind

a factory

In an apartmen t

On

a river

e Activity 5 :

• Grammar practice 5 : Adjectives (page 39)

understanding of the teaching points given.

- Review some occupations

- Let students practice Guessing Game

- Ask students to remind the structures with Is

there a ….? And Are there any ….?

- Students do Gap Fill

- Make certain that students can practice this task

- Students work in pairs

+ short adjectives: hot, small, large, big, cool,

happy, narrow, simple, …

+ long adjectives: beautiful, expensive,

convenient, stupid, …

• Comparisons :

Comparatives Short adjective –er + than

More + long adjective + than Superlatives The + short adjective – est

The most + long adjective

a) He is a fireman b) She is a doctor

c) She is a teacher d) He is a farmer

S1: What is his name:

S2: His name is Pham Trung Hung …

Learn by heart Grammar Points given

Review all lesson for the 45 minute Test

3 Her birthday is November the first a in b on c at

4 is it from your house to your school? a What b How far c How long

7 What a baby! He never cries at night a bad b good c well

9 A journalist writes a newspaper a with b for c in

II Match the questions with the answers : (2 ps)

1 What’s your telephone number? a By bus

2 Who are talking on the phone? b It’s Truong

3 How do you go to school? c Tam and Lan are

4 What does Mr John Robinson do? d My parents

5 What’s your family name? e 066 829 099

6 Who do you live with? f In front of the movie theater

7 Where does your father work? g He is an English teacher

8 Where will we meet? h He works on the farm

1 _ 2 _ 3 _ 4 _ 5 _ 6 _ 7 _ 8 _

III.Complete the passage, using the words given in the box : (2 ps)

Doctor, teacher, journalist, family, hospital, secondary, for, comfortable

There are four people in my (1): my father, my mother, my sister and I My father is a (2) He works in a (3) for children My mother is a (4) She teaches in a (5) school My sister is a (6) She writes (7) “Thanh Nien” We all live

in a (8) house near the centre of Hoc Chi Minh City

- We will meet in front of the movie theatre.

V Answer the questions about you: (1 p)

1 What’s your name?

VI Complete the three forms for the three people : (1.5 p)

Place of work: Place of work: Place of work:

• John Robinson is an English teacher from the USA He is 45 years old He teaches in The Teacher Training University in Ho Chi Minh City

• John’s wife is Domini She is an engineer She is 39 years old She works in a Building Company in Ho Chi Minh City

• Their son, Tom, is 19 years old He is a student He studies in a university in England

I Aims:

By the end of the lesson, students will be able to ask and answer about the time and one’s schedule

II Language contents :

1 Grammar :

What time is it? – It’s [seven ten].

What time + do / does + S + do something? – S + … + at [ six] o’clock

IV Teaching aids:

a clock, pictures, tape, cards, chart

V Procedures:

Teacher’s and students’ acivities Contents

- Ask students to look at the picture and then

write the things they remember

- Students can get marks

- Present new words, using pictures and the

clock

- Make certain students have a clear

understanding of the teaching points given

- Students take notes

- Play the tape twice

- Students listen and repeat

- Ask student to use their watch and practice

saying the time with their partner

- Students work in pairs

- Make sure that student understand the

questions

- Students practice with their partner

- Call some pairs of students to practice in front

of the class

- Have students work in groups

- Students can get marks

* Note:

10.00: ten o’clock11.25: eleven twenty-five Twenty-five past eleven12.45: twelve forty-five

a quarter to thirteen

What time do you [get up]?

- I [get up] at [5.00].

3 Practice :

A1 Listen and repeat (page 42)

• Now practice saying the time with a partner.

• Role play:

Model Sentences:

S1: What time is it?

S2: It’s seven oclock

A2 Answer about you (page 42)a) I get up at …

b) Classes start at …

c) They finish at …d) I have lunch at …e) I go to bed at …

4 Consolidation:

• Find someone Who ….

What time?

Get up

Have breakfast

Have lunch

Have dinner

Go to bed

Nam 5.00

I Aims:

By the end of the lesson, students will be able to talk about the timetablts and school subjects

II Language contents :

1

Grammar :

Review: the present progressive tenseWhat + am / is / are + S + studying?

S + am / is / are + studying (Physics)

Structures: What time + do /does + S + have + (Physics) class ?

S + have / has + (Physics) class at (8.40)

2

Vocabulary :

Geography, History, Physical Education, English, study

III.Techniques:

Networks, Rub out and Remember, Grid, Questions – Answers, pair work, group work

IV Teaching aids :

Pictures, cards, chart, tape

V Procedures:

Teacher’s and students’ activities Contents

- Let students make Networks

- Students do their work

- Explain new words

- Set up the situation and explain new words

- Explain the task to the students

- Have students listen to the announcement once

- Let them listen again and fill in the missing

information

- Have them listen again and check the answers

- Provide the key

- Have students note the names of school

subjects

- Have students look at the pictures and elicit the

activities of the people in the pictures

- Let students study the models given

- Have students ask and asnwer in pairs, then

change the roles

- Let some of them perform the dialogue before

Subjects What time?

7.00 Geography

8.40 Physics

10.30

On Saturday Physical Education 2.40

Subjects What time?

What is (Lan) studying?

(Lan)is studying (Physics).

What time does (Lan) have (her Physics) class?

(She) has (her Physics) class at (8.40).

f While-speaking :

A4 Look at the pictures Ask and answer questions (page 43)

Binh / geography / 10.10Hung / English / 9.20Loan / music / 3.30Hoa / math / 1.50

What time do you have your English class?

I have my English class at 12.45

I Aims:

By the end of the lesson, students will be able to ask and answer about one’s schedule.

II Language contents:

1 Grammar:

Structures: When + do / does + S + have + (English)?

S + have / has + (English) class + on (Wednesday) and (Friday)

What classes + do /does + S + have on (Friday)?

S + have / has + (English), (Math) …and (Music) on (Friday)

2 Vocabulary :

Uniform, break, lunchtime, popular, important, interesting

III Techniques:

Bingo, Slap the board, Role play, True / False statement, pair work, group work

IV Teaching aids :

Pictures, cards, chart, tape

V Procedures:

Teacher’s and students’ activities Contents

- Let students play Bingo

- Have students answer about today’s schedule

and weekly schedule

- Explain new words

- Students take note

- Make certain that students have a clear

understanding of the structures given

- Students listen carefully and take notes

- Let students listen to the dialogue twice

- Have them listen again and repeat after the

tape

- Let them practice in pairs, and change the

roles

- Have some pairs of students roleplay the

dialogue before the class

- Ask students to write their schedule in the

exercise book

- Read through the passage

- Students listen while the teacher reads the

passage

- Ask students to find the differences between

schools in the USA and schools in Viet Nam while

reading the passage

When + do / does + S + have + (English)?

S + have / has + (English) class + on (Wednesday) and (Friday).

What classes + do /does + S + have on (Friday)?

S + have / has + (English), (Math) …and (Music) on (Friday)

Thursday English, Math, geography, Physical

Educetion, Music Friday

A6 Read (page 44)

• Key answers : a) T

b) F (There are no lessons on Saturday.) c) F (one break is in the morning, the other is in the afternoon.)

- Let studentd read the passge individually.

- Have two students read the 2 paragraphs before

the class

- Let them do the “True / False” exercises

- Provide the key and check students

comprehension

- Ask one another about the schedule of the

class

- Students practice asking and answering about

the class schedule

- Remind school subjects

- Ask students to retell the information of the

present progressive tense and its use

- Students can get marks

- Reexplain and let them copy in their

notebooks

- Assign homework

d) T e) F (the school cafeteria is open at lunch time and also at break.)

f) F (Basketball is one og the most popular school activities.)

after-4 Post-reading :

• Remind school subjects:

5 Consolidation:

• Remember:

The present progressive / continuous tense

- We use the present progressive tense o express an action happening at the moment of speaking

Affirmative S + am / is / are + V-ing Negative S + am / is / are + not + V-ing Interrogative Am / Is / Are + S + V-ing?

Adverbs: now, at the moment, at present

Ex: We are learning English now.

We aren’t learning French now

Are you learning English at the moment?

I Aims:

By the end of the lesson, students will be able to ask for and give the position of things

II Language contents :

Kim’s Game, Rub out and Remember, Questions –Answers, pair work, group work

IV Teaching aids:

Pictures, realia things, tape, cards, chart

V Procedures:

Teacher’s and students’ activities Contents

- Let students play Kim’s Game 1 Warm up :

• Kim’s Game: