Giáo án Solution (Intro+Unit 1+Unit 2)

How old isFrancesca?” - Ask few ss: “How old are you?” - Read and listen to thedialogue - Answer T’s questions Exercise 3 - Play the alphabet for ss to listen to, then model it for them

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II LANGUAGE CONTENT:

1 Functional English: introduce yourself

2 Listening: short dialogues

3 Vocabulary: letters and numbers

4 Speaking: introduce yourself

5 Topic: people

III TECHNIQUES:

- Play role

IV TEACHING AIDS:

- Textbooks, chalks, board

V TIME: 90 minutes

Steps Teacher’s activities Students’ activities

Lead-in - Ask ss to work in groups and write down as

many English words as they can remember inone minute

- Ask ss to read out a word from their list

- Work in groups andwrite down English wordsthey know

- Read out the word

Exercise 1 - Draw ss’ attention to the photo on page 4

- Ask ss: “How old do you think the boy is?

How old is the girl?”

- Look at the pictures onpage 4 and guess T’squestions

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- Help ss with comprehension if necessary, bysaying for example: How old is he / she?

Fifteen, sixteen, seventeen or eighteen

- T could write the numbers on the boardwhen speaking

- Answer the question

Exercise 2 - Ask ss read and listen to the dialogue

- Ask ss: “So, how old is Ben? How old isFrancesca?”

- Ask few ss: “How old are you?”

- Read and listen to thedialogue

- Answer T’s questions

Exercise 3 - Play the alphabet for ss to listen to, then

model it for them to repeat in group of 2 – 4letters

- Point out the easily confused G and J

- Suggest some abbreviations which the ssmay know and which may be used asmnemonics: for example DJ or GPS

- Repeat chorally andindividually

Exercise 4 - Ask ss work in groups of 4

- Play the tape twice, pause after each name

- Play the tape as many times as ss need

- Ask ss to show their worksheet on the board

- Ask ss to say each letter aloud

Transcript: Russell Crowe, Catherine Zeta

Jones, Whitney Houston, Roger Federer

- Work in groups

- Listen to the tape andwrite the name of thefamous people

- Read aloud the letter

Exercise 5 - Ask ss to work in groups

- Ask ss to think the names of up to threefamous people

- Ask ss to read aloud the names

- If the other group can guess this name, they

- Work in groups

- Write about threefamous names and spell outbefore the class

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will get one bonus.

Exercise 6 - Play the tape for ss to listen to

- Model pronunciation for them to repeat ingroup of 3 – 4

Transcript: 1 – 23, 30, 40, 50.

- Listen to the number

Exercise 7 - Ask some weaker ss to read aloud the

numbers from 1 to 20 and say them in reverse

- Ask anyone who makes a mistake has to pay

a forfeit, for example, say the name of anEnglish song, say the name of three countrieswhere English is spoken

- Say the numbers from 1

to 20

Exercise 8 - Ask ss to work in groups

- Play the tape twice

- Pause after every name has been spelled

- Ask ss to show their answer

- Listen to short dialogues

- Write the names andages

- Show their answer to theT

Exercise 9 - Ask ss to work individually

- Ask ss to compare their answers in pairs

- Check the answers before class

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features: Each question is one tone unit, whichmeans it should be pronounced “like oneword” without stopping.

- In each question, there is a stressed word –the one that carries the key meaning: What’s

your name? How old are you?

- Ask ss to practice the question intonationExercise 11 - Ask ss to work in pairs and do the task 11

Exercise 12 - Ask some pairs to act out the dialogue

- Give feedback: praise good performanceand correct a few mistakes (especiallyconcerning pronunciation or the language fromthis lesson)

- Some ss act out thedialogue in front of theclass

- The others watch theirfriends’ performance andgive some comments

1 Say three English names used by men /women

- Do as T required

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2 Say the name of a country in English

3 Say the names of two cities in Britain

4 Say two titles of songs in English

5 Say the title of a film in EnglishConsolidation - Ask ss: “What have we talked about today?

- Elicit introductions of saying hello or sayinghow old you are

- Ask ss to repeat the alphabet and count from

1 to 20

- Draw ss’ attention to the lesson statement:

“I can introduce myself.”

- Learn by heart new words, numbers from 1 to 20

- Study the structures

After this lesson, students will be able to:

- say someone’s possessive

1 Grammar: be, possessives, pronouns

2 Reading: a short personal profile

3 Speaking: ask and answer about personal information

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III TECHNIQUES:

- Group works, pair work

- Textbooks, chalks, board

Lead – in - Ask a few ss the question: “How old are

you?”

- Introduce the lesson: the today’s lesson will

be on the conjugation of the verb to be

- Answer T’s question

Exercise 1 - Draw ss’ attention to the photo Say

something like: “See – this is Ben from lessonA”

- Ask ss to read the text and answer thequestions

- Check answers with the whole class

Key: 1 T, 2 F, 3 F

- Look at the photo

- Read the text and doexercise 1

Exercise 2 - Remind ss that be is the infinitive

- Ask them to so the tasks

- When checking, ask for equivalents of theforms in the ss’ own language

- Point out the short answers and emphasizethat they are used a lot

- Contractions (short forms) of the verb to beare presented here and used throughout thebook Point out to ss that contractions are

- Do the task 2individually

- Check answers withtheir partners

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almost always presented in fluent speech andinformal writing and that the use of the full

form sounds unnatural

Exercise 3 - Ask ss to do the task individually

- Ask them to complete the sentences so thatthey are true about them

- Help with any languages that needsexplaining

- Go over answers with the whole class,where two different answers are possible

Exercise 4 - Ask ss to look at how questions are formed

- Ask ss to work in groups and do the task

- Model the first question for class

Key:

1 Are you 15 years old?

2 Is Ronaldinho your favorite footballer?

3 Is our teacher in the classroom?

- Do task 4 in groups

- Check answers

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4 Are we from Hungary?

5 Is Julia Roberts your favorite actress?

6 Are you thirsty?

7 Are your friends at home?

Exercise 5 - Do the first two or three questions in open

pairs (two ss ask and answer and the rest of thegroup listens)

- Insist on answer in the form Yes, I am / No, I’m not + the correct information as opposed to

just yes and no

- Ask ss to do in pairs

- Ask some ss circulate and monitor

- Watch T do the model

- Work in pairs andpractice

Exercise 6 - Explain what possessive adjectives are

- Ask a few ss questions like, “Is this yourpen? No, it isn’t Oh, is it his?” with gestures toindicate your meaning

- Work individually

- Complete the table

- Check answers withtheir partners

Exercise 7 - Demonstrate the meaning of demonstrative

pronouns using objects in the classroom, forexample: This is my bad These are chalks

- Check understanding by eliciting someexamples from the class

- Ask ss why they have used this, that, these,those

- Pronunciation /ᵭ/ can be produced byputting the tip of the tongue against or evenbetween the teeth

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1 Are those your books?

2 Are these your trainers?

3 Is that your bike?

4 Is this your CD?

5 Are these your pencils?

Consolidation - Ask ss: “What have we talked about

today?”

- Briefly revise the conjugation of to be

“I can ask and answer questions

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Part C: Grammar and Vocabulary

HAVE GOT

I OBJECTIVES:

- talk about possession

- describe people

- write a short description

1 Grammar: have got

2 Vocabulary: personal appearance

3 Listening: short dialogue

4 Speaking: talk about what people have got and what people look like

5 Writing: a short description of a family member

6 Topic: people:

III TECHNIQUES:

- Play role

- Question - answer

- Textbook, chalks, board, pictures

Lead – in - Show T’s own picture and say: “This is my

sister

- Ask ss: “Have you got sisters or brothers?”

- Answer T’s question:

“Yes / No”

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- Write on the board have got and say this is

the topic of the lessonExercise 1 - Tell ss they are going to hear a conversation

between Ben and Francesca

- Focus ss’ attention on the picture and askthem to read the task

- Play the recording once

- Allow a moment for everyone to finishanswering

Key: 1 hasn’t 2 has 3 haven’t

- Listen to the recording aconversation between Benand Francesca

- Read the task silently

- Choose the correctanswers of task 1

Exercise 2 - Ask ss to complete task 2 individually

- Ask ss write their answers on the board

- Explain that ‘ve and ‘s are short forms of have and has

- Point out that nearly all forms are the same,just one different Which one?

Key: 1 has 2 have 3 Have

Exercise 3 - Ask ss to read the example

- Do the first two sentences with the wholeclass as a model

- Check any unknown vocabulary first and do

a few exam together

Key:

1 He’s got a bike

2 He hasn’t got a computer

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3 He has got a pet.

4 He hasn’t got an MP3 player

5 He’s got a skateboard

6 He’s got a watch

7 He’s got a mobile phone

8 He hasn’t got a DVD player

Exercise 4 - Ask ss to work in pairs

- Ask ss to use the things in exercise 3 to askand answer

- Call some pairs to perform in front of theclass

- Correct their pronunciation

- Point out the order of adjectives

- Write these examples on the board: He’s got long black hair; She’s got short curly hair.

He’s got straight, fair hair.

- Ask ss to put these three adjectives in the

right order before the word hair: She’s got wavy / dark / long hair Answer: She’s got long, wavy, dark hair.

- Ask ss to describe the first photo

- Ask ss to talk about the remaining ones inpairs

- Circulate and monitor, help with sentencebuilding and pronunciation

- Give the meaning of theadjectives

- Put the adjectives in theright order

- Talk about the firstphoto

- Talk about the rest

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- Ask few ss to describe the photos to thewhole class

- Give feedback: praise good sentences,correct in target language (has got and theappearance words)

Exercise 6 - Ask ss to practice speaking with their

partners

- Encourage them to use the words on thetable on exercise 5

- Act out in front of the class

- Correct their mistakes if necessary

- Practice speaking withtheir partners

- Act out in front of theclass

Exercise 7 - Remind ss of the language they can use in

writing the description

- Tell ss it is also possible to say; “Her eyesare black His hair is long and dark.”

- Ask ss to write a description at home

- Encourage ss to include a photo with thedescription

- Tell the language is used

in writing the description

- Write a description athome

Consolidation - Ask ss: “What have we talked about today?

- Elicit have got and appearance

- Ask everyone to say one word they learnedfrom the lesson

“I can describe people.”

-Homework:

- Write a description at home

- Learn new words

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- Do workbook on page 6

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Part D: VOCABULARY

TIME, DAYS MONTHS AND SEASONS

I OBJECTIVES:

- ask for and tell the time

1 Vocabulary: time, days, months, seasons

2 Speaking: talk about time, days, months, seasons

3 Functional English: ask for and tell the time

III TECHNIQUES:

- Group work, pair work

- Game

Lead – in - Write the date on the board, first as

numbers then as words, e.g., 15/09/2010(Wed) – Today is Wednesday, the fifteenth ofSeptember two thousand and ten

- Read aloud what you have written

- Write the time, first as numbers, then aswords, e.g.; 8.30 – It is half past eight

- Listen to T

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would be good to have a calendar with thenames of the days and months in English on

the wall in your classroomExercise 1 - Ask ss to open their books and look at the

clocks

- Play the recording once for ss to listen andthen again, pause after each time for them torepeat

- Open their books

- Listen to the recording

- Repeat

Exercise 2 - Ask ss work in pairs to do task 2

- Explain the requirements

- Play the recording once, then again, pauseafter each time

- Ask ss to write each time on the board innumbers

Key: 1/ 4.00 2/ 7.40 3/ 10.05

- Do task 2 in pairs

- Write the time

Exercise 3 - Allow a moment for ss to read the

instructions, the dialogue and the words in thebox

- Explain the requirements if necessary

- Check the answer by getting a pair ofconfident ss to read out the dialogues

Key: 1 Excuse 2 time 3 to

- Language note – Saying the time: To say

a time when the minutes are not multiple of

- Read the instruction

- Listen and complete thedialogue

- Check answers with thewhole class

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five, the word minutes must be added E.g.:

It’s two minutes past ten.

Exercise 4 - Ask ss to practice the dialogue from

exercise 3 in open pairs several times

- Ask them to work on intonation

- Ask them to talk about the times in thisexercise

- Circulate and monitor

- Work in pairs

- Practice speakingdialogue form exercise 3

Exercise 5 - Ask ss to look at the task and read the

instructions

- Ask them to pick out a few words whichare days of the week and a few which aremonths

- Work on the exercise inpairs

Exercise 6 - Play the part of the recording with the days

of the week

- Play it through for ss to check their answer,pause after item for ss to repeat

- Point out the silent letters in Wednesday

- Bring four big photos showing the four

- Repeat the seasonschorally and individually

- Pay special attention to

the pronunciation of the Au

in autumn

- Play game

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seasons (cut out of calendars) and attach them

to the board with magnets

- Ask four ss to come and write the names ofthe seasons on the board under the photosExercise 9 - Ask ss to work in pairs

- Ask them to discuss the months andseasons

- Check with the whole class

- Practice speaking by asking and answeringthe questions of task 10

- Check some pairs

- Call some pairs to act out in front of theclass

“I can ask the time and talk about the month ofthe year.”

- Talk about time, days,months and seasons

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Homework:

- Learn days, months

- Do workbook

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Unit 1: MY NETWORK Part A: Vocabulary and listening

FAMILY and FRIENDS

I OBJECTIVES:

- talk about family and friends

- describe a social network

1 Vocabulary: family members

2 Listening: description of a social network

3 Grammar: possessive ‘s singular and plural

4 Speaking: talk about family and friends

5 Topic: family life and relationships

III TECHNIQUES:

V TIME: 90 minutes

VI PROCEDURES:

Lead – in - Ask ss to close their books

- Inform the class of the lesson objectives bysaying: “Today’s topic is family.”

- Write family on the board

- Ask: “Do you know any words for members

of the family / people in the family?”

- Close books

- Find as many words

related to family as possible

- Say word aloud

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- Give some prompt: “For example, ‘mother’

B: brother, father, grandfather, grandson,

husband, nephew, son, uncle

cousin is in both groups

- Fill in the chart

- Be able to use dictionary

Exercise 2 - Play the recording once

- Pause after each item for ss to repeatchorally and individually

- Point out the final –r in mother, father, sister, etc is completely silent

- Repeat chorally andindividually

Exercise 3 - Play the words for ss to hear

- Model the pronunciation yourself

- Ask a few ss to repeat

Key: mother, husband, son, uncle, brother,

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- Ask ss to pay attention to the pronunciation

of /ᴧ/

individually

Exercise 5 - Write on the board: “my uncle’s wife”

- Ask: “Who’s my uncle’s wife?”

- Allow a minute for ss to study the Learn this! box

- Write on the boars: “my dad’s car” and “myparents’ car”

- Point to the apostrophe in the differentpositions, and say: singular – plural

- Ask ss to complete the puzzles

Key: 1 uncle 2 uncle 3 cousin

4 mother (or aunt) 5 niece 6 brother

- Answer: Aunt or Youraunt

- Study Learn this! box

- Complete the puzzles

- Check with theirpartners

Exercise 6 - With a weaker class, specify: “Write 2 or 3

questions.”

- With a stronger class, provide a model likethis: “Who is my father’s granddaughter’smother?” Start with the whole class – two orthree ss ask a question each, the whole classanswer

- After that, ask ss to ask and answer in pairs

- Ask ss to go to Vocabulary Builder (part

1): Student’s book page 128 Key:

1 1 brother 2 grandmother 3 niece

4 husband 5 aunt 6 grandson

- Answer: you – for a girl;

or your wife – for a boy; oryour sister, or yourbrother’s wife

- Work in pairs

- Do exercise in

Vocabulary Builder (part 1): Student’s book page 128

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7 nephew 8 Cousins

4 3 That’s Jane’s skateboard.

4 John is at his cousins’ house

5 Have you got Mark’s MP3 player?

6 The dog’s ball is under the tree

7 What’s Maria’s phone number?

8 Where are the students’ books?

9 There are Peter’s pens

10 That’s my grandparents’ house

- Check answers with thewhole class

Exercise 7 - Draw ss’ attention to Laura’s network The

“ME” in the middle is Laura; she has classifiedthe people in her life into three differentcategories: school, family, free time

- Ask ss: "Would your categories be the same

or different?”

- Help ss to put their ideas into words

- Play the recording

Key:

Volleyball team: HannahMusic group: MollyFavorite teachers: Mr BakerFriends: Pete; Amy’s cousin, JakeFamily: Mark and Lucy, Sam

- Look at the picture onpage 8

Exercise 8 - Ask ss to draw a network of the people

they meet regularly

- Allow more time and possibly display theresults on the walls

- Draw a network at home

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- Ask ss to do it at homeExercise 9 - Provide a model first

- Put 3 – 4 names of real people from realnetwork on the board and encourage ss to ask:

“Who’s…?”

- Write the names your family and friendsuse normally

- After speaking, ask ss to go to Vocabulary

Builder (Part 2): Student’s Book page 128 Key:

5.1 noses 2 watches 3 boxes 4

videos

5 tomatoes 6 stories 7 Leaves

6 foot – feet; tooth – teeth; child – children

person – people; man – men; woman – women7.2 These potatoes and tomatoes aredelicious potato, tomato

3 Where are those men and women from?

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8.1 babies 2 feet 3 Watches

7 childrenConsolidation - Ask ss: “What have we talked about

- Draw attention to the lesson statement: “Ican talk about people I meet regularly

- Talk about today’slesson

- Say some words forfamily members

Homework:

- Learn new words

Unit 1: MY NETWORK Part B: Grammar

PRESENT SIMPLE: Affirmative

I OBJECTIVES:

- use present simple tense: affirmative

- make statements about themselves and their families

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1 Grammar: present simple tense: affirmative

2 Speaking: make statements about themselves and their families

III TECHNIQUES:

VI PROCEDURES:

Lead – in - Write on the board: present, past, future.

Ask ss what these words mean

- Write the sentence I live in Ho Chi Minh City Ask: “Is this present, past or future?”

- Say: “Today, we are going to learn a tensecalled the present simple

- Look at the board

- Answer, use Vietnamese

to say the meaning

- Answer: It’s present

Exercise 1 - Draw ss’ attention to the picture of the

Simpson

- Elicit some names of his family members

Key: His dad’s name is Homer His mum’s

name is Marge He’s got two sister called Lisaand Maggie

- Look at the picture

- Try to say the name ofeach member of theSimpson

Exercise 2 - Ask ss to read the text

- Check ss’ comprehension

- Teach new vocabulary

Vocabulary:

- programme (n) - power station

- Read the text

- Ask T new words thatthey don’t know themeaning

- Write new words ontheir notebooks

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school (n)

- intelligent (a)

Key: The text mentions Bart Simpson, his

parents and his two sistersExercise 3 - Draw ss’ attention to the table

- Ask ss to look for the third person singular

in the text and see whether it is the same too

- Ask ss to read the box that outlines the use

of the present simple

- Look at task 3

- Look for the thirdperson singular

- Read Learn this! box

Exercise 4 - Ask ss to work individually

- Fast finishers write one more sentence said

by a member of the Simpson family

- Ask ss to read aloud and the whole classguess the person who says the sentence

- Check answer as a class

- Ask ss to go to Grammar Builder 1B:

Student’s book page 108 Key:

1 2 watches 3 goes 4 flies

finishes

8 plays

2 1 watches 2 does 3 finishes

4 goes 5 studies 6 Plays

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3 2 My brother loves pizza.

3 We go to school by bike

4 My classmates like me

5 His grandmother speaks French

6 My cousins and I play football

7 My friend’s aunt lives in New York

4 1 reads 2 speak 3 live

4 work 5 drive 6.tTeaches

7 cooks 8 get upExercise 5 - Ask ss to repeat the third person forms

to either pronounce or hear

- Repeat the third personforms individually

- Ask them to repeat the verb forms

- Insist on correct pronunciation of the finalconsonant /s/ and /z/ or the syllable /iz/

Key:

/s/ or /z/: does, drives, hates, listens, looks,speaks, stays, tells

/iz/: dances, teaches, washes

- Write the words in thecorrect group

- Repeat the verb forms

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Exercise 7 - Point out to ss that some of the forms used

will be the third person singular

- Monitor and make sure they understand

next door and get up.

- Be prepared to explain

- Ask two ss in turn to read the text aloud

- Help with pronunciation, especially of thepresent simple third person

Key:

4 goes 5 gets up 6 finish

7 listen 8 like 9 Hates

Exercise 8 - Model the activity

- Have one true and one false sentence

- Read sentences to the whole class and ask:

“Is this true?”

- Ask ss to work in pairs

- Call some ss to read aloud their sentences

- Check answer with the whole class

Exercise 9 - Ask ss to talk in pairs

- Call some pairs to act out in front of theclass

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- Conduct a brief drill, use verbs from thelesson

- Draw ss’ attention to the lesson statement: I can talk about my family and friends.

Homework:

- Learn new words

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Unit 1: MY NETWORK Part C: Culture

THE ROYAL FAMILY

I OBJECTIVES:

- develop reading and listening skills

- talk about British Royal family

1 Reading: a text about Queen Elizabeth II

2 Listening: interviews

3 Speaking: talk about the British Royal family

4 Topic: culture

III TECHNIQUES:

VI PROCEDURES:

Lead – in - Ask ss if they know any names of British

kings or queen from history

- Ask for names of contemporary members ofthe Royal family and anything ss know aboutthem

- Work in groups to findanswers

Exercise 1 - Ask ss to look at the photos and do the task

Key: 1 Elizabeth 2 Phillip 3

- Do task 1

- Discuss with partners

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Exercise 2 - Explain the task to ss

- Point out especially that there is one extraheading, which does not fit anywhere

- Allow ss to compare answer in pairs, then

go over them with the whole class

- Do the first one as a class

- Explain new words

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2 T

3 F Prince Philip is the Queen’s husband.

4 F Camilla is Charles’ wife

5 F The Queen meets the Prince Minister

every week / Tuesday

6 F She goes to the horse races in May and

June

Exercise 4 - Ask ss to read the text again

- Let them compare answers in pairs

- Reinforce the words by asking questionsabout the ss’ own country like “Can you give

me the name of a famous monarch? Do youremember which century he / she lived in?”

- Read the text again

- Play Speaker 1 and ask how many of theopinion listed in the task she expresses

- Follow the procedure for Speaker 2 andSpeaker 3

They aren’t modern 1

- Ask T what they don’tunderstand

- Listen to the tape

- Do task 5

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They have interesting lives 2Exercise 6 - If a student says a sentence that’s true but

incorrect, help them correct it

- If a student says a sentence that’s correctbut false, ask the class: “Is that true?” and letthem try to correct it

“I can understand information and opinions onthe Royal Family

Homework:

- Learn new words

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Unit 1: MY NETWORK Part D: Grammar

PRESENT SIMPLE: Negative

I OBJECTIVES:

- use present simple negative

- specific information (true or false)

1 Grammar: present simple tense: negative

2 Listening: listen for specific information (true / false)

3 Speaking: speak about your habits

III TECHNIQUES:

VI PROCEDURES:

Lead – in - Recall something once of the ss said about

themselves in exercise 10 in lesson 1B

- Start this lesson by saying somethingcontrary to what he / she said

- Take a look backexercise 10 in lesson 1B

- Say about themselves

Exercise 1 - Draw ss’ attention to the photos

- Ask ss to read and match the names to thephotos

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Exercise 2 - Find the first example with the whole class

- Ask ss to continue on their own

- Point out that the only different form is the

third person singular with –es, which is the same as –s in affirmative sentences

- Do task 2

- Check with partners

Exercise 3 - Do the first sentences as a class

- Ask ss to do the rest individually

- Check as a class

- Ask ss to pay attention to the pronunciation

of these words: science, ice hockey, computer

- Ask ss to go to Grammar Builder 1D,

Student’s book, page 108

Exercise 4 - Point to the photos

- Say: “This is Mark This is Sally They’restudents.”

- Draw ss’ attention to the table

- Play it again stopping to check answers

- Look at the photos

- Do task 4 as listening

Exercise 5 - Ask ss to read the examples

- Do one sentence with the whole class

- Ask ss to continue doing task 5

- Read the examples

- Observe T’s model

- Do task 5Exercise 6 - Remind ss that the present simple is used to

speak about regular activities and things that

- Do task 6 individually

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are true all the time.

- Ask ss to produce at least three sentences

each based on their own ideas

- Ask ss to report back to the class

- Work in pairs

- Report to the classConsolidation - Ask ss: “What have you talked about

today?”

- Elicit: the present simple negative

- Briefly practice the grammar by saying afew sentences in present simple tense and ask

ss for the negative forms

“I can say what someone does and doesn’t do.”

Homework:

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Unit 1: MY NETWORK Part E: Reading

FAMILY LIFE

I OBJECTIVES:

- develop reading skill

1 Reading: a text about an unusual family, read for gist and for specific information

2 Speaking: speak about your habits

III TECHNIQUES:

VI PROCEDURES:

Lead – in - Ask one or two ss: “How many brothers

and sisters have you got?”

- Ask: “Is that a good number of brothers andsisters?”

- Announce the topic: “Today we’re going totalk about family life

- Show the big photo on page 12

- Answer T’s question:

“There is / there are…”

- “Yes / No”

Exercise 1 - Draw ss’ attention to the photo

- Ask ss to answer questions in pairs

- Discuss questions 1 as a class

- Look at the photo

- Answer questions inpairs

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- Discuss with partnersExercise 2 - Ask ss to look at the photo on page 12 and

tell that they are going to read about thisfamily

- Ask them to read the text quickly first andanswer the three questions in exercise 2

- Ask them to underline the sentences wherethey found the information so they can justifytheir answer with lines from the text

- Check with the whole class, ask forjustification

- Underline the sentenceswhich help them justifyanswers

Exercise 3 - Ask ss to read the Exam tip first and check

if they have understood by asking: “So whatshould you read first?” What should you readthe opinions?”

Key: 1 b 2 b 3 C 4 a 5 b

- Read Exam tip

- Read the text again

Exercise 4 - Ask ss to look for the collocations in the

text and note them down in the table

- Ask them to read collocation aloud

- Check their pronunciation

Key:

supermarket

- Look for the collocations

in the text

- Read aloud

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do the washing iron clothesdrive the children to school make breakfastExercise 5 - Ask ss to write out the sentences in their

notebooks

- Write out the sentences

in their notebooksExercise 6 - Ask ss to write their sentences

- Correct selected errors

- Write sentences aboutthree thing they do afterschool

Exercise 7 - Explain the rule

- Give the prize for the student whoremembers the longest chain of activities

- Correct errors of pronunciation or in use ofthe collocations

- Listen to the rule of task7

Consolidation - Ask ss: “What have we talked about

today?”

- Elicit: home and family or things we do athome

- Ask: “Which words or phrases from today

do you think will be useful to you?

- Encourage ss to recall collocations ratherthan single words

- Draw ss’ attention to the lesson statement: Ican understand an article and talk abouteveryday activities

Tiêu đề	Solution (Intro+Unit 1+Unit 2)
Người hướng dẫn	PTs. Võ Thụy Ngọc Dung
Trường học	Unknown School / University
Chuyên ngành	English Education
Thể loại	Lesson plan

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Dung lượng	642 KB