Unit 12 A vacation abroad

Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers1. Class organization: 1 minute II.[r]

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GIÁO ÁN E 8 – HAI CỘT – CẢ NĂM

REVISION TEST

I Chọn và khoanh tròn chữ cái a, b, c hoặc d thích hợp nhất cho mỗi câu (2.đ)

1 I very happy on my last vacation

a am b was c are d were

2 She come to my birthday party last night

a doesn't b won't c don't d didn't

3 a nice dress!

4 How is it from Hue to Da Nang?

5 She looks tired What's the with her?

a matter b happen c wrong d problem

6 She doesn't like pork and her uncle doesn't

7 The spinach isn't fresh the cabbages

a so are b neither are c so aren't d aren't either

8 Stop, please! That is too coffee

a many b lots of c much d little

II Cho dạng hoặc thì thích hợp của các động từ trong ngoặc (2.đ)

1 I hope (visit) Ha Noi next summer vacation

2 Hoa (watch) television every night

3 My brother (buy) a new motorbike last month

4 Minh has a bad cold He should (stay) in bed

5 We enjoy (take) part in outdoor activities

6 Why (be) you absent from school yesterday?

7 I usually (get up) at 6.30 but yesterday was Sunday so I (get up) at 7.00

III Đọc đoạn văn sau và trả lời câu hỏi bên dưới (2.đ)

Last year, Nam spent his summer vacation in Nha Trang It was the first time he went to Nha Trang He stayed at afriend's house His friend took him to see lots of interesting places in Nha Trang such as Cham Temple, Hon Chong, TriNguyen Aquarium, Nam saw sharks, dolphins, and many different types of sea fish at Tri Nguyen Aquarium Nam bought alot of gifts for his friends in a souvenir shop near the exit of the aquarium Nam liked the beach best Nam and his friend went

to the beach every morning Nam felt happy and healthy after the trip

1 Where did Nam spend his summer vacation last year?

2 What did

he see at Tri Nguyen Aquarium?

3 Did hebuy any gifts?

4 How did

he feel after the trip?

IV Sắp xếp các từ thành câu hoàn chỉnh (4.đ)

1 wash / children / before / the / hands / meals / their / should

2 some /and / would / I / fruit / vegetables / like / to / buy

3 watching/ prefer / I / to / listening / music / TV / to

4 of / what/ like / do / kinds / you / books?

ANSWER KEY:

I 1 b; 2 d; 3 c; 4 c; 5 a; 6 c; 7 b; 8 c

II 1 to visit 2 watches 3 bought 4 stay 5 taking6 were 7 get up / got up

III 1 In Nha Trang 2 sharks, dolphins, and many different types of sea fish

IV 1 The children should wash their hands before meals

2 I would like to buy some vegetables and fruit

3 I prefer listening to music to watching TV

4 What kinds of book do you like?

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PERIOD 2 Date: August 14 , 2011

UNIT 1: MY FRIENDS

- LISTEN AND READ

- LANGUAGE FOCUS 4 (P 10 -11, 17)

A Aim: By the end of the lesson, students will be able to know more about Hoa - Lan - Nien and write some sentences using

the structure "(not) + adj + enough + to- infinitive"

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

- T prepares 13 cards with numbers on one side and verbs

on the other

- T sticks the cards on the board so students can only see

the numbers

- T divides Ss into 2 teams and asks them to choose 2

numbers T turns the cards over to see if they match (E.g.:

teach – taught), give them one mark If not, T turns the

cards over again and the next team continues until all the

cards are opened

- T elicits the words and then models 3 times

- Ss copy down

- Rub out the new words one at a time

- Each time T rubs out an English word, points to the

Vietnamese translation and asks "What's this in English?"

When all English words are rubbed out, T goes through

the Vietnamese list and gets students to say out the

English words

- T sets the scene: “Look at the picture of Hoa and Nien

and answer the following questions”

- T gives Ss some questions and asks them to work in

pairs T gives feedback

- T asks Ss to read the dialogue between Hoa, Lan and

Nien on P 10 and check if their answers are correct or not

- T asks Ss to read the dialogue again and answer the

questions in exercise 2 on P 11

- T calls on some Ss to ask and answer the questions

(open pairs)

- T asks them to work in closed pairs

- T sets the scene to introduce the structure "(not) + adj +

enough + to- infinitive" Complete the exchange:

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

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

- T models two cues, the whole class repeats, then T asks

WARM UP

Pelmanism:

receive met lived received came

- to look like (translation)

- a smile (mime)

- (to) lift (mime) Checking vocabulary: Rub out and remember

II Pre - Questions

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

2 How old is Nien?

3 Where does Nien live?

4 Is she a beautiful girl?

WHILE READING

I Pre-question checking:

- Expected answers:

a She is Hoa's friend

b She's twelve years old

c She lives in Hue

d Yes, she is

II Comprehension questions (P 11)

- Expected 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

I Language Focus 4

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

Meaning: chưa / không đủ để làm gìEx: - Can you hang this picture over there?

went

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some Ss to repeat individually.

Ex: 1 Can you read English books?

Yes My English is good enough to read English

books

- T asks Ss to work in pairs: one asks, one answers

- T asks Ss to do exercise 4 on P 17 in pairs

- T gives feedback and asks Ss to practice the dialogue

 No, I am not tall enough to hang the picture over there

II Word - cue drill

1 Read English books / Ö good

2 Drive a car / x old

3 Carry this bag / Ö strong

4 Solve this problem / x clever

III Further practice: Complete the dialogue:

Expected answers:

b not big enough

c not old enough

d not strong enough

e good enough

IV Consolidation: (2 minutes)

- T asks students to summarize the dialogue and the form of “ENOUGH”

V Homework:

- Do exercises 1 & 2 in workbook

- Prepare Speak + Language Focus 3

UNIT 1: MY FRIENDS

- LANGUAGE FOCUS 3

A Aim: By the end of the lesson, students will be able to describe someone’s appearance

C Teaching aids: Teacher: textbook, poster, pictures, CD, cassette

D Procedure:

III New lesson:

2 Main activities:

- T asks students to think of the adjectives used to describe

body build and hair

- T elicits the words and then models 3 times

- T shows Ss a picture of Mary and asks them to describe

her hair and her body build

- T explains the form to SS

- Ss copy down

- T prepares 6 cards and models the first card

- T runs through the vocabulary then the cues

WARM UP

Brainstorm:

PRESENTATION

I Vocabulary:

- curly (a) (picture)

- blond (a) (picture)

- bald (a) (picture)

- slim (a) (picture)

- straight (a) (picture)

- slender (a) (picture)

- fair (a) (explanation) Checking: Slap the board

II Presenting the structure:

Ex: What does she look like?

She has long blond hair

She is short and thin

sli m

t

hair

straight

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- T shows the poster of 6 people and asks Ss to look at 6

people on page 11 - 12 Call on one S to describe one

person and the others have to guess who he/she is For

example: (model sentence)

- T asks Ss to work in groups of 4, each member describes

a person in the picture

- T calls some groups to describe in front of the class

- T asks Ss some questions on P 17

- T asks Ss to write their description on notebook

- T calls some Ss to read aloud their description

- T gives feedback

a he / tall / thin

b She / short / slim

c He / short / fat

d long/ black / hair

e curly / blond / hair

f straight / brown / hair

- Expected answers:

a He is tall and thin

b She is short and slim

c He is short and fat

d She has long black hair

e She has curly blond hair

f She has straight brown hair

II Guessing game:

Model sentence S1: This person is short and slim She has long blond hair.S2: Is this Mary?

S1: Yes

PRODUCTION

I Describing the picture:

2 men – a woman – a boyExpected answers:

a There are 4 people

b, c The man next to the bus stop is rather fat and short He hasshort dark hair and a square face He is wearing blue pants and apink shirt

The woman is slim and beautiful She has short curly hair She iswearing a green skirt and a red blouse

II Write it up:

- Write your description on the notebook

- T asks students to state the main structures used to describe someone’s appearance

V Homework:

- Prepare lesson 3: Read

UNIT 1: MY FRIENDS LESSON 3: READ (P 13, 14)

A Aim: By the end of the lesson, students will be able to know more about Ba's friends and ask and answer about their

characters

D Procedure:

III New lesson:

2 Main activities:

- T asks students to look at 4 pictures on P 10 and talk

about the activities they want to do after school or in their

free time

- T gives them some questions:

+ What are these Ss doing? (play soccer / play chess / read

books / play volleyball)

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

morning / evening, after school)

+ Do you like soccer / reading books ?

+ Who do you like playing with?

- T models 3 times and gets Ss repeat

WARM UP

Chatting:

+ What are these Ss doing?

+ What time of the day do you think it is?

+ Do you like soccer / reading books ?

+ Who do you like playing with?

PRE - READING

I Pre - teach vocabulary:

- a character (translation)

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- Ss copy

- T sticks the poster of T/F statements on the BB

- T sets the scene: These statements are about Ba and his

friends, read them and guess which statements are true,

which are false

- T asks Ss to open their books and reads the text on P 13

T lets Ss check their prediction

- T asks Ss to correct false statements

- T gets Ss to do exercise 1 on P 14

- T calls on some Ss to give answers

- T asks Ss to work in pairs to do exercise 2 on P 14

- T lets Ss read the text again and answer the questions

- T corrects Ss' pronunciation if any

- T asks them to work in groups and talk to one another

about their friends, using the adjectives they have just

leant to describe

- T calls some students to present in front of the class

- an orphanage (explanation: a place where children withoutparents live)

- reserved (a) (translation)

- sociable (a) (explanation: enjoy spending time with otherpeople) = outgoing (a)

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

- sense of humor (translation)

- generous (a) (explanation: giving or willing to give freely)

- (to) annoy (explanation: to make somebody slightly angry)

* Checking vocabulary: Slap the board

II True - False prediction

1 Ba only has three friends - Bao, Song, Khai

2 Ba and his friends have the same characters

3 Bao - Song - Khai are quite reserved in public

4 They all enjoy school and study hard

- Expected answers: Correction

1 Ba has a lot of friends but he spends most of his time with Bao,Song and Khai

2 Ba and his friends have the different characters

3 Only Song and Khai are quite reserved

II Multiple choice (p 14)

III Comprehension questions:

1 How does Ba feel having a lot of friends?

2 Who is the most sociable?

3 Who likes reading?

4 What is a bad thing about Ba's jokes?

5 Where does Bao spend his free time?

6 Do you and your close friends have the same or differentcharacters?

- T asks students to summarize the passage

V Homework:

- Write a paragraph (about 50 words) about one of your close friends

UNIT 1: MY FRIENDS LESSON 4: WRITE (P 15)

A Aim: By the end of the lesson, students will be able to write a paragraph about their close friends.

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Students: textbook, notebook, pens, rulers.

D Procedure:

III New lesson:

2 Main activities:

- T asks students to look at the pictures on P 17 quickly

and then lets them keep their books closed

- T divides the class into 4 groups, gives them 2 questions,

the group which answers correctly and the fastest wins the

- T lets Ss write a paragraph about Tam, using the

information they have just got

- T asks Ss to compare with the paragragh in their books

on P 15

- T asks Ss to write information about one of their friends,

then write a paragragh about him or her

- T asks each student to write a similar paragragh about

himself/ herself

- T moves around the class and helps Ss, then asks some

Ss to speak about himself/herself in front of the class

WARM UP WARM UP

Kim's game:

+ How many people are there in the picture?

+ What is each person wearing?

Expected answers:

- Four

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

The man is standing on the pavement is wearing a pink shirt andblue trousers

The man who is standing beside the car is wearing brown trousersand a yellow shirt

The boy is wearing blue shorts and a white shirt

PRE – WRITING

I Vocabulary:

- helpful (a) (explanation: willing to help somebody)

- friendly (a) (kind to someone)

- humorous (a) (explanation: showing a sense of humor)

* Checking vocabulary: ROR

II Read the information about Tam and answer the following questions:

a What is his name?

b How old is he?

c What does he look like?

d What is he like?

d Where does he live?

f Who does he live with?

g Who are his friends?

- Expected answers:

a Le Van Tam

b 14

c He is tall and thin, he has short black hair

d He is sociable, humorous and helpful

e He lives at 26 Tran Phu Street, Hanoi

f He lives with his mother, father and an elder brother

g Ba and Bao

WHILE - WRITING

I Write about Tam:

Model passage: Le Van Tam is 14 He is tall and thin, he hasshort black hair He is sociable, humorous and helpful He lives at

26 Tran Phu Street, Hanoi with his mother, father and an elderbrother His friends are Ba and Bao

II Write about one of your friends

Sample:

His / her name is and he/she is years old He /She lives at in with his grandmother, hisparents and his sister, Mai He / She is tall and slender He / Shehas short black hair He / She is rather shy but friendly andhelpful He / she has a lot of friends but his / her close friendsare and

POST - WRITING Write about yourself

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- T asks students to state the main points in describing someone

V Homework:

- Write another paragragh (about 50 words) about one of your family members

UNIT 1: MY FRIENDS LESSON 5: LISTEN + LANGUAGE FOCUS 1, 2 (P 16, 17)

A Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and listen to

complete the dialogue

D Procedure:

III New lesson:

2 Main activities:

- T prepares 11 cards with numbers on one side and verbs

on the other

- T sticks the cards on the board so students can only see

the numbers

- T divides Ss into 2 teams and asks them to choose 2

numbers T turns the cards over to see if they match E.g.:

live - lived, give them one mark If not, T turns the cards

over again and the next team continues until all the cards

are opened

- T asks Ss to complete the conversation on P 12-13 T

gives them some expressions and makes sure they know

their meanings

- T gets Ss to guess and to complete four dialogues on P

12-13, using the given expressions

- T asks Ss to say out the meaning of the expressions and

help them to understand the usage of the expressions

- T lets Ss listen to the CD twice

- T gets them to work in pairs to complete the dialogues

and compare with their predictions

- T gives feedbacks

- T asks Ss to practise speaking the dialogues

- T calls on some Ss to play the roles of Nam - Hoa - Thu,

Khai - Mrs Lien - Mrs Vi, Ba -Bao - Grandmother, Mr

Lam - Mrs Linh - Mr Thanh and practice the dialogues

- T corrects their pronunciation (if any)

- T elicits and models 3 times

WARM UP

Pelmanism

Some expressions for greeting:

- It’s a pleasure to meet you

- I’d like you to meet…

- Come and meet…

WHILE - LISTENING

Conversation – completing:

- Expected answers:

1 I’d like you to meet

2 Nice to meet you

3 I’d like you to meet

4 It’s a pleasure to meet you

5 Come and meet

6 How do you do

POST - LISTENING Role play

PRESENTATION 1

I Pre - teach vocabulary

- a planet (ex: the sun, the earth what are they?)

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- T rubs out the new words one at a time - each time T

rubs out an English word, points to the Vietnamese

translation and asks "What's this in English?" When all

English words are rubbed out, T goes through the

Vietnamese list and gets students to call the English

words

- T elicits simple present and simple past tense: form,

usage

- T focuses on one of the usage of Simple present tense It

is used to express an action which is always true

- T asks students to do exercise in language focus 1

- T calls some students to give answers

- T gives Ss 5 verbs: be - move - set - rise - go, and asks

them to complete the dialogue between Ba and Tuan, his

young cousin

- T gets Ss to practice the dialogue

Checking vocabulary: Rub out and remember

II Revision of Simple Present tense and simple past tense:

1 Simple present tense:

- T asks students to state the usage and form of simple present and simple past tense

V Homework:

- Prepare Unit 2: Getting started, listen and read

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PERIOD 7 Date: August 20 , 2011

UNIT 2: MAKING ARRANGEMENTS LESSON 1: GETTING STARTED - LISTEN AND READ (P 18, 19)

A Aim: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements.

D Procedure:

III New lesson:

4 Main activities:

- T asks Ss to match each object (pictures on P 18) with

its name

- T gives the definitions of these objects on a poster and

asks Ss to match the object with its definition

- Ss match each object (pictures on P 18) with its name

- T elicits the vocabulary and models three times

- T uses ROR to check vocabulary

- T sets the scene: "Hoa and Nga are talking on the phone

They are talking about going to see a movie."

- T asks Ss to guess by answering the following questions

- Ss work in pairs to guess by answering the questions

- T gives feedback

- T asks Ss to read the conversation between Nga and Hoa

on P.19 and gives them feedback

- Ss work individually reading the conversation between

Nga and Hoa on P 19

- T gives Ss some questions and asks them to work in

pairs to answer Give feedback

- Ss work in pairs answering the questions

- T gets some pairs of Ss to ask and answer the questions

- Ss ask and answer the questions (open pairs - closed

pairs)

- T hangs the poster of Matching the phrases with their

meanings on the BB and asks students to work

2 to find someone's telephone number

3 to write address and telephone numbers

4 to make a phone call in a street telephone box

5 to leave and take messages

6 to make phone call anywhere you like

- (to) arrange (translation)

 (to) make an arrangement

* Some expressions:

+ Can I speak to + name? This is + name (picture)+ Would you like to + V (inf)?

* Checking: ROR

II Open prediction:

1 Who made the call?

2 Who introduced herself?

3 Who invited the other to the movies?

4 Who arranged the meeting place?

5 Who arranged the time?

6 Who agreed to the time?

WHILE READING

- Expected answers:

1 Nga made the call

2 Nga introduced herself

3 Nga invited Hoa to the movies

4 Nga arranged a meeting place

5 Hoa arranged the time

6 Nga agreed to the time

I Comprehension questions

1 What is Hoa's telephone number?

2 Which movie are they going to see? Where?

3 How is Hoa going to see the movies?

4 Where are they going to meet? What time?

- Expected answers:

1 3847329

2 Dream City

3 By bike

4 Outside Sao Mai movie theater at 6.30

II Matching the phrases with their meanings

a Hold on 1 Nó được chiếu ở đâu?

b Is six thirty all right? 2 Khá xa

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- T models the dialogue with a student then asks the whole

class to play the roles of 2 Ss who are talking on the phone

making arrangements

- Ss work in pairs

- T calls some pairs to perform in front of the class

- T gives comments

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

d A bit far from 4 (cầm máy) chờ nhé

- Expected answers:

A - 4, b - 3, c - 1, d – 2

POST READING Dialogue Build

- By bike?

- ü meet outside theater

Lan: Yes Lan speaking

Mai: Hello Lan This is Mai

Lan: Hello Mai

Mai: I'm going to see a movie at 7.30 this evening Would youlike to come?

Lan: Of course But I have to ask my Mom Hold on Ok Shesays I can go, where's it on?

Mai: At Sao Mai Movie Theater

Lan: Let's go by bicycle

Mai: Ok Let’s meet outside the theater

Lan: Is 7.00 OK?

Mai: All right See you at 7.00 Bye

Lan: Bye

- T asks students to go through the main points of the lesson and teacher comments

V Homework:

- T asks students to do exercises 1 & 2 in workbook

- Students prepare Speak + Listen

UNIT 2: MAKING ARRANGEMENTS LESSON 2: SPEAK & LISTEN (P 20 & 21)

A Aim: By the end of the lesson, students will be able to talk on the phone about intentions with BE GOING TO and listen to

complete a telephone message

C Teaching aids: Teacher: textbook, cards, chart, cassette + CD

D Procedure:

III New lesson:

6 Main activities:

- T asks Ss to play the game: Divide students into 2 teams

Rules: “Each team takes turns to choose any number You

have to look at the pictures to guess what they are If you

have the correct answer, you will get 1 point If any team can

give me the red word before all the crosswords are found,

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that team will get 3 points.”

4 (picture) what are they playing?

5 a child whose parents died

6 antonym of ‘long’

7 synonym of ‘fair’

8 (Gap-filling): Lam is not old to drive a car

9 antonym of ‘sociable’

- Students play the games in team

- After the key word “telephone” is revealed, T asks students

the following questions:

+ 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 when you are the caller?

- Students listen to teacher’s questions and answer

- T elicits the vocabulary and models three times

- T uses ROR to check vocabulary

- T asks Ss to do exercise 1 on P 20 Ss have to work in pairs

to put the sentences in the correct order to make a complete

conversation

- T asks Ss some questions to check Ss' understanding and

focus on the structure GOING TO

1 Are they talking on the phone?

2 What do they intend to do?

3 What time are they meeting? Where?

4 What form of verbs do you use to talk about intentions?

- Ss’ expected answers:

1 Yes

2 They intend to go to the pop concert

3 They are meeting inside the center at 7.15

- T asks Ss to practice asking and answering

- Ss work in pairs: open pairs and closed pairs

- T asks some students to write the full sentences on board

- Set the scene: “Ba and Bao are making arrangements to play

-2 Tense revision: Near Future Tense

Are you going to see a movie?

Yes, I am / No, I'm not

1 see a movie Ö

2 play sports 

3 meet your friends Ö

4 help your mother Ö

5 do your homework 

6 watch TV 

- Full sentences:

2 Are you going to play sports?

No, I'm not

3 Are you going to meet your friends?

Yes, I am

4 Are you going to help your mother?

Yes, I am

5 Are you going to do your homework?

No, I'm not

6 Are you going to watch TV?

No, I'm not

2 Dialogue completion:

Expected answer:

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- Ss work in pairs to complete the dialogue

- Students play the role of Ba and Bao They can change some

information like the model dialogue

- T asks Ss to look at the form of the telephone message on P

21 and sets the scene: "a woman phoned the principal of

Kingston junior high school, but he was out"

- T has Ss guess the message

- T gets Ss to listen to the tape twice and fill in the message,

compare with their guess

- T gives feedback

- Can/May I speak to Ba, please? This is Bao

- I’m fine, thanks How about you?

- Can you play chess tonight?

- How about tomorrow afternoon?

- I’ll meet you at the Central Chess Club

- Is 2.00 OK?

3 Role play:

Model dialogue:

Lan: Hello, 3825022 Mai: Can I speak to Lan, please? This is Mai Lan: Hello, Mai How are you?

Mai: I’m fine I am going to a comedy tonight Would you like to come?

Lan: I’d love to, but I’m afraid I can’t I’m going to help my mom with the housework

Mai: How about tomorrow evening?

Lan: Yes I’m free tomorrow evening

Mai: Well, I’ll meet you at Megastar theater

Lan: At Megastar theater? Let’s meet outside the theater Mai: Is 7.00 OK?

Lan: Great See you then

PRODUCTION LISTENING

Prediction

Kingston junior high school

Date:

Time:

For:

Message:

Telephone:

While listening

- Expected answers:

Kingston junior high school Date: Tuesday

Time: 9.45 For: the principal Message: Mr Mary Nguyen wanted to see you at 9.45 on Tuesday morning

Telephone number: 6468370942

- T asks students to go through the form and usage of near future tense and teacher comments

V Homework

- Write 5 activities that you intend to do next week

- Prepare Read

UNIT 2: MAKING ARRANGEMENTS LESSON 3: READ (P 21 - 22)

Aim: By the end of the lesson, students will be able to know more about Alexander Graham Bell and practise reading skill for

specific information

C Teaching aids: Teacher: textbook, pictures of Bell, poster

D Procedure:

III New lesson:

2 Main activities:

- T asks students to answer the questions by going to the

board and write

+ Students take turns to write the answers on board

WARM-UP

Brainstorming:

To communicate

What is the telephone used for?

To chat with friend

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- T elicits: “The telephone has a number of functions, but do

you know who invented it?”

+ Ss: “Yes, A Graham Bell.”

- T: “Right Today we are going to learn something about Bell

and his great invention: the telephone”

- T models 3 times and get Ss repeat

- Ss repeat after the T (chorally and individually)

- Ss copy down

- T elicits: “followings are statements about A G Bell, some

of them are true but some are false In pairs, predict which

statements are true and which are false”

- T sticks the poster of T/F statements on the BB and asks Ss

to work in pairs and guess which statements are true and

which are false

- T asks Ss to open their books, read the text on P 21 – 22 and

check their prediction

- Ss open their books, read the text on P 13 and check their

prediction

- T asks Ss to read the events of Bell's life again and put the

statements correct order Then asks them to compare with

their partners

- T calls some pairs to give the answers

- T sticks poster of “Gap-filling” on board and asks students

- to talk to a person who lives far from

- to get information at the airport or railway station quickly

PRE - READING

- to emigrate (explanation: go to another place to live)

- to transmit (translation)

- to conduct (synonym: what is the synonym of

(to) carry out?)

1 Alexander G Bell was born in the USA

2 He worked with deaf-mute patients in a hospital in Boston

3 Thomas Watson was Bell's assistant

4 Bell and Watson introduced the telephone in 1877

5 Bell experimented with ways of transmitting speechbetween deaf-mutes over a long distance

6 Bell demonstrated his invention at a lot of exhibitions

WHILE - READING

I Correction

- Expected answers:

1 He was born in Edinburgh in Scotland

2 He worked with deaf-mute patients at Boston University

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 successfully demonstrated his invention

7 invented the telephone

III Gap – filling:

1 A G Bell was born in on March 3,

2 Bell to the USA in the 1987s and worked at

a in Boston

3 He invented the after with ways oftransmitting speech over a long distance

4 In , Bell and Watson introduced a device

5 The first telephone message was: “ ”

6 The first telephone was used commercially in Expected answers:

Trang 14

- Ss answer, and then T gives feedback.

- T gets Ss to write a paragragh about a famous figure in

- T asks students to summarize the passage and teacher comments

V Homework

- Copy the writing (Post-reading)

- Prepare Write

UNIT 2: MAKING ARRANGEMENTS LESSON 4: WRITE (P 23 - 24)

Aim: By the end of the lesson, students will be able to write a telephone message.

C Teaching aids: Teacher: textbook, poster

D Procedure:

III New lesson:

2 Main activities:

- T writes the words whose letters are in random order on the

board

- T divides the class into 2 teams: Ss from 2 teams go to the

BB and write the correct words The team writing more

correct words first wins the game

- Students play the game in team

- T talks to Ss about taking a telephone message:

+ Have you ever taken a telephone message?

+When you take a message, what should be mentioned in the

message?

- Ss give the answers:

+ Yes / No

+ Date, time, who sent, to whom, content

- delivery service (n) (translation)

- furniture (n) (example = table, chair, desk, bed)

- customer (n) (explanation = a person that buy things from ashop)

- stationery (n) (example = paper, pen, envelope)

Trang 15

- T asks Ss to read passage 2 on P 23 to get information and

write similar message

- Ss work individually, read passage 2 on P 23 to get

information and write the message

- T calls on a student to write the message on the BB

- T asks Ss to write another message about their friends

- Ss write in pairs and show their answers

Taken by: Mr Toan

POST – WRITING

- Suggested message:

Date: September 25Time: 4 p.m

For: KevinMessage: Tom called about joining his birthday party this evening He will wait for you at Celadon hotel at 7 p.m.Taken by: David

- T asks students to state the main points in taking a message

V Homework

- Write a similar message

- Prepare Language Focus 1 & 2

PERIOD 11 Date: September 8 th , 2011

UNIT 2: MAKING ARRANGEMENTS LESSON 5: LANGUAGE FOCUS 1 + 2 (P 25)

A Aim: By the end of the lesson, students will be able to further practice talking about intentions with "be going to" and

further practice in adverbs of places

C Teaching aids: Teacher: textbook, poster

D Procedure:

III New lesson:

2 Main activities:

- T divides students into 2 teams and states the rules of the

games: “There are 9 numbers and three of them are storming.

You will choose one number and answer one question If you

choose a storming number, you will be discounted 2 points

and lose your turn 2 points for a correct answer and no point

for an incorrect answer The other group helps will get 1

point for their correct answer Which group gets more points

wins the game”

- Students of 2 teams take part in the game

- T gives feedback and comments

- T elicits: “What form of verb do you use to talk about

intention?”

- Ss: be going to + infinitive

- Ss copy down

- T asks Ss to do exercise 1 in Language focus on P 25 They

have to work with a partner and say what people are going to

do

- T gives an example first:

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

WARM UP Storming numbers

1 2 3 4 5 6 7 8 9

1 SN

2 What are you going to do tomorrow?

3 Are you going to school tomorrow?

4 What are you going to do this weekend?

5 SN

6 SN

7 Are you going to see a movie tonight?

8 What city are you going to visit this summer?

9 What time are you going to go to bed this evening?

PRESENTATION

I Vocabulary:

- a fishing rod: (picture)

- an action movie: (explanation: film about war

or fighting)

- outside (adv) (picture)

# inside

* Vocabulary checking: ROR

II Language focus 1 - P 25

- Expected answers:

1 They are going fishing

2 She's going to read the new novel

3 She is going to do her homework

Trang 16

S: she's going to see a movie

- T gives each student a handout

- T asks Ss to infer the situations and write sentences basing

on the given situations

- Ss work in pairs and give answers

- T gives each student a handout of Survey and asks Ss to

work in groups of 4 – 5

- Ss do the survey by asking their friends in groups some

questions to get the information, then fill in the handouts

- T calls on some Ss to report back in front of the class

- T hangs the poster of the words with disordered letters on

the BB and tells the Ss that they are adverbs of place

- T asks Ss to go to the BB and write the meaningful words

- Ss go to the BB and write the meaningful words, one student

one word

- T sets the scene: "Ba is playing hide and seek with his

cousin, Mr Tuan Use the adverbs of place to complete the

speech bubbles”

- T asks Ss to do exercise 3 on p 26

- T asks some Ss to read out the bubbles

4 He's going to watch an action movie on TV

5 She's going to give him a birthday present

PRACTICE

I Writing the following sentences Say what the people are going to do (handouts)

Ex: I feel very tired (take a day off)

à I am going to take a day off

a My uncle has won some money (buy a new car)

b They received a wedding present from their pen pal friend,Nick (write a letter to thank him)

c I'll have an annual holiday next month (visit Ha Long Bay)

d My father has a bad cough (stop smoking)

e Linh is studying medicine (be a doctor)

f We have brought some bricks (build a garage)

- Expected answers:

a He is going to buy a new car

b They are going to write a letter to thank him

c I am going to visit Ha Long Bay

d He is going to stop smoking

e She is going to be a doctor

f We are going to build a garage

II Language focus 2 - P 25

What are you going to do on the weekend?

Are you going to ? You Your partnersee a movie?

play sports?

meet your friends?

help your parents?

a Where is Tuan? I think he is upstairs

b No, he isn't here

c He isn't downstairs and he isn’t upstairs

d Perhaps he's outside

e No, he isn’t there

f I'm not outside I'm inside, Ba

- T asks students to state the form and use of near future tense and state the meanings of those adverbs of place

V Homework

- Write 6 sentences about your house, using adverbs of place

Ex: My room is upstairs

- Prepare Unit 3: Listen and Read - Language focus 1

Trang 17

PERIOD 12: Date: Sept 12 , 2011

UNIT 3: AT HOME LESSON 1: GETTING STARTED - LISTEN AND READ (P 27, 28)

A Aim: By the end of the lesson, students will be able to understand the dialogue between Nam and his mother and use modal

verbs to talk about the housework

D Procedure:

III New lesson:

2 Main activities:

- T shows 6 pictures (in Getting started) to students

- T asks them to look at 6 pictures quickly in 30 seconds and

try to remember the verbs in the pictures as many as possible

- Then each team goes to the board - one by one - and writes

down the activities in the pictures The team remembering

more verbs is the winner

- T models 3 times then asks Ss to repeat chorally and

individually

- T sets the scene: “Nam’s mother – Mrs Vui – is busy and

she wants Nam to do three things for her.”

- T gets Ss to listen to the dialogue while looking at their

books and complete the list of the things Nam has to do

- T elicits the form by making questions

- Ss copy down

- T models two cues then asks Ss to repeat chorally then

individually

- T asks Ss to practice asking and answering in pairs (open

pairs – closed pairs)

- Ss work in groups of four, discuss the topic, then

representative from each group states their work

WARM UP

Kim's game

- Expected answers:

a Wash dishes/ do the washing up

b Make the bed

c Sweep the floor

- a frying pan (picture)

* Checking: What and Where

II What Nam has to do?

Nam has to

+ cook dinner

+ go to the market to buy fish and vegetables + call his aunt, Ms Chi and ask her to meet his mother atgrandma's house

Form:

Has / have to + infinitive = Must + infinitive Meaning: Phải (làm gì)

Use: express obligation or necessity

+ Must: authority comes from speaker+ Have to: authority comes from outside speaker or lawsExchange: What do you have to do?

I must do the washing up

PRACTICE

Picture - cued drill

1 do the washing up

2 make the bed

3 sweep the floor

Mustn’t: make noise, be late, fall sleep, wear jeans

- T asks students to state the form and use of must and have to

V Homework

- Write the things you have to do on Sundays

Trang 18

Ex: On Sundays, I have to tidy my rooms, I have to help my parents do the house work,

- Do exercise 1 & 2

- Prepare SPEAK

UNIT 3: AT HOME LESSON 2: SPEAK 1 -2 (P 28, 29)

A Aim: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in

the house

D Procedure:

III New lesson:

2 Main activities:

- T divides the class into 2 teams (House & Home)

- T asks both teams – one by one – to go to the board and

write down as many things in the kitchen as possible within 3

minutes

- The team which has more correct words will win the game

- T elicits words from Ss and models 3 times

- T shows the picture on page 28 and asks Ss the positions of

the items in the picture:

- T gets Ss to work in pairs, talking about the position of each

item

- T sets the scene: "Mrs Vui bought some new furniture for

her living room, but she cannot decide where to put it Please

help her to arrange the furniture"

- T asks Ss to look at the picture on page 29 and talk about

their ideas

- T asks Ss to practice speaking using the expressions

- Ss work in pairs, try to use expressions to make a meaning

and logical dialogue

- T calls some pairs to demonstrate

- a lighting fixture (picture)

- a coffee table (picture)

- a counter (picture)

- a calendar (picture)

- a dish rack (picture)

* Checking: Slap the board

II Questions:

a Where is the clock?

b Where is the fruit?

c Where are the flowers?

d Where is the rice cooker?

e Where is the cupboard?

f Where are the knives?

g Where is the dish rack?

* Expected answers:

a It's above the fridge

b in the bowl

c on the table

d next to the bowl of fruit

e on the wall, above the counter

f they are on the wall, under the cupboard

g on the counter, next to the bowl of fruit

PRACTICE Ex: The calendar is on the wall, above the stove.

The knives are on the wall, under the cupboard

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+ I think the coffee table should be between the couch and thearmchair.

+ Let's put the telephone next to the couch

+ I think we should put the magazine above the books on theshelves

+ I think the shelves ought to be at one of the corners,opposite the couch

- T asks students to state the main expressions in talking about the positions of things

V Homework

- Prepare the next part of the lesson: Listen and Language Focus 3

UNIT 3: AT HOME LESSON 3: LISTEN & LANGUAGE FOCUS 3 (P 30, 35, 36)

A Aim: By the end of the lesson, students will be able to identify the right item by listening and use reflexive pronouns

D Procedure:

III New lesson:

2 Main activities:

- T divides Ss into 2 groups and asks each group to write

down the food we eat

- Ss write down and T checks

- T elicits each word and models thrice

- Ss copy down

- T gets Ss to look at P 30 and guess 4 things they use to

cook the "Special Chinese Fried Rice"

- T has Ss listen to the tape twice or thrice and checks

their prediction

- T sets the scene: “You do your homework and no one

helps you What do you say?'

- T explains the reflexive Pronouns and their usage,

giving examples

WARM UP

Who are quicker?

Expected answer: meat, chicken, soup, garlic, onion, rice, noodles,

cabbages, green pepper, etc

- a repairman (explanation = a person whose job is to repair things)

- (to) try (translation)

- (to) kill (explanation = to make somebody/something die)

* Checking: what and where

- When subject and object of a clause are the same

- When we want to mean “alone” or “without help”, to emphasize

‘that person, nobody else’

- We do not use reflexive pronoun with “feel, relax, concentrate”

or actions which people usually do to themselves (e.g wash, shave,dress)

Ex: She cut herself

I build the house myself

Trang 20

- Ss copy down

- T models two cues then asks Ss to repeat chorally then

individually

Ex: 1 Did you do your homework?

Yes, I did it myself

- T asks Ss to practice asking and answering

- Open pairs – closed pairs

- T asks Ss to fill in the blanks with suitable reflexive

pronouns or emphasis pronouns

- T gives feedback

- T asks Ss to practice speaking in pairs

PRACTICE

Model sentence:

Did you do your homework?

Yes I did it myself

Word cued drill

1 you / do / homework

2 He / fix / washing machine

3 Mary / cook / dinner

4 These students / paint / the pictures

5 You / do / your chores

Let me see Oh, it's all right You didn't cut yourself badly

d Why are you crying, Nga?

- I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well

Why did they kill themselves?

- It's a long story

e Boys and girls, you'll do the experiment this afternoon

- Will you come to help us?

Yes, I will But you have to do it yourselves first

- T asks students to state the main usage of Reflexive pronouns

A Aim: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why

-Because

C Teaching aids: Teacher: textbook, poster, pictures, realia

D Procedure:

III New lesson:

2 Main activities:

- T divides Ss into 2 groups and asks each group to come to

the board and write the things that cause danger for children

in the home

- Ss play in group and take turns to write down the words

- T models 3 times and gets Ss to repeat

Drug

Knife Boiling

water

Gas Fire

Trang 21

- Ss copy down

- T divides class into 2 teams to play the game “slap the

board”

- T elicits: “There are many dangerous things in your house

Followings are some advice to make sure safety precaution”

- T asks Ss to read the statements and guess which are true,

which are false

- Ss read the poster and check their prediction

- T asks Ss review the form and usage of “Why”

- T asks Ss to work in pairs to find out the answers to these

questions

- T asks Ss to practice asking and answering the questions in

pairs

- Open pairs and closed pairs

- T asks Ss to work in groups of 6, discussing the topics and

write on poster (half of the class discusses the first topic and

the rest discusses the second)

- Two representatives from each group present in front of the

class

- T comments and gives feedback

- safety (antonym: danger)

- (to) destroy (translation)

- (to) injure (picture)

- chemical (n) (example: H2SO4, NaCl)

- out of children’s reach (translation)Checking vocabulary: Slap the board

1 It is safe to leave medicine around the house

2 Drugs can look like candy

3 A kitchen is a suitable place to play

4 Playing with one match cannot start a fire

5 Putting a knife into an electrical socket is dangerous

6 Young children do not understand that many householdobjects are dangerous

F A kitchen is an unsuitable place to play

F Playing with one match can start a fire T

Usage: to state the reason

1 Why must we put all chemicals and drugs in a lockedcupboard?

2 Why mustn't we let children play in the kitchen?

3 Why mustn't children play with matches?

4 Why must we cover electrical sockets?

5 Why do we have to put all dangerous objects out ofchildren's reach?

- Expected answers:

1 Because children often try to eat and drink them

2 Because the kitchen is a dangerous place

3 Because playing with one match can cause the fire

4 Because children often try to put something into electricalsockets and electricity can kill

5 Because the dangerous objects can injure or kill children

POST - READING Discussion

1 Safety precautions on the street.

2 Safety precautions at school.

- T asks students to state the main activities to avoid dangers at home

V Homework

- Prepare the next part of the lesson: Write

- Do exercise 5 & 6 in workbook

UNIT 3: AT HOME LESSON 5: WRITE (P 32, 33)

A Aim: By the end of the lesson, students will be able to write a description of a room in their house.

D Procedure:

III New lesson:

Trang 22

2 Main activities:

- T divides Ss into 2 groups and asks each group to write

down the things in their house

- T gives feedback

- T asks Ss some information about the room on p 32:

+ which room is this?

+ what's this? Where is it?

- T models thrice and gets Ss to repeat

- T gets Ss to copy the words into their books and then

ask them to close the books

- T rubs out the new words one at a time Each time T

rubs out a word in English, points to the Vietnamese

translation and asks "what's this in English?" When all

the English words are rubbed out, T goes through the

Vietnamese list and gets Ss to call out the English

words

- T asks Ss to read the description of Hoa's room, then

asks some questions

- T asks Ss to describe Hoa's kitchen in pairs

- T asks Ss to share with their partners

- T corrects the mistakes from some descriptions (if

any)

- T asks Ss to talk to their partners about their room

(bedroom / living room / kitchen?

a What is there on the left of the room?

b Where is the bookshelf?

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

d Where is the wardrobe?

- Expected answers:

a There is a desk on the left of the room

b The bookshelf is above the desk

c There is a window on the right side of the room

d The wardrobe is beside the window and opposite the desk

WHILE - WRITING

Write the description of Hoa's kitchen, using the cues.

- Expected answers:

This is Hoa's kitchen

There is a refrigerator in the right corner of the room Next to therefrigerator are the stove and the oven On the other side of theoven, there is a sink and next to the sink is a towel rack The dishrack stands on the counter, on the right of the window and beneaththe selves On the shelves and on the counter beneath the window,there are jars of sugar, flour and tea In the middle of the kitchen,there are a table and four chairs The lighting fixture is above thetable, and directly beneath the lighting fixture is a vase withflowers

POST - WRITING

Speaking

Talk to your partner about a room in your house

- T asks students to go through the main points used to describe a room

V Homework

- Describe a room in your house

- Prepare the next part of the lesson: Language focus 1, 2, 4

UNIT 3: AT HOME LESSON 6: LANGUAGE FOCUS 1, 2, 4 (P 36)

A Aim: By the end of the lesson, students will be able to use the structure Why – Because and further practice in modal verb:

ought to

C Teaching aids: Teacher: textbook, poster, pictures, realia

D Procedure:

Trang 23

III New lesson:

2 Main activities:

- T divides class into 2 teams and asks Ss to go to the

BB and write down things they can/can’t do

- Ss of two teams take turn to write the activities on

board

- T checks

- T elicits words from students and gets them to repeat

thrice

- T sets the scene: "Hoa is very sad because she failed

her English test What do you say to advise her?" “Can

you tell me another word for "should"”?

- Ss listen to T and answer:

"You should study harder."

- "ought to"

- T asks Ss to review Must & Have to

- T asks Ss to give advice to people in the pictures (p

35)

- Ss work in pairs

T gives Ss 7 words: feed empty do tidy sweep

-clean - dust

- T asks Ss to look at the pictures and complete the

dialogue between Nga and Lan, using “Must” or “Have

to” together with the verbs given

- Ss work in pairs, doing the exercises then practicing

- (to) sweep (mime)

- (to) empty (translation)

- (to) dust (mime)

- a fish tank (picture)

- garbage (n) (picture)

II Presenting Modal Verbs:

Form: ought to + infinitive Usage: to give advice to someone, to express authority coming from

outside the speaker (e.g laws or rules)

PRACTICE

I Language focus 2:

- Expected answers:

a I failed my English test

- You ought to study harder

- You ought to see a dentist

II Language Focus 1:

- Expected answers:

Nga: Can you come to the movies, Lan?

Lan: No, I have to do my chores.

Nga: What do you have to do?

Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, too.

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

Lan: I have to clean the fish tank and then I must empty the garbage Finally, I must feed the dog.

Nga: OK Let's start Then we can go out.

III Language Focus 4:

- Expected answers:

Things you can

the floor

Tidy up

Water flowers

Do our homewor k

Repair the machine

Things you can't do

Paint the house Fix the

TV set

Trang 24

- T divides the class into 2 teams and has them play the

game: noughts and crosses

- Expected answers:

a His tooth aches

+ He ought to go to the dentist

b Hoa is late

+ She ought to get up earlier

c My room is untidy

+ You ought to tidy your room

d The floor is dirty

+ You ought to clean it

+ You ought to practice more

h Her grades are bad

+ She ought to study harder

i The washing machine doesn't work

+ You ought to fix it

b Why did Nam have to cook dinner?

 Because his mom went home late

c Why did Nam’s mom go home late?

 Because she visited her mother

d Why did Ha fail her English test?

 Because she played video games all day

e Why couldn’t Nga go to the movies?

 Because she had to do the housework

PRODUCTION

Noughts and Crosses:

His tooth / ache Hoa / late My room / untidyThe floor / dirty Bao / overweight She / thin

My English / bad Her grades / bad The washing machine /not work

- T asks students to give some examples of reflexive pronouns

V Homework

- Do exercise 7 & 8 in workbook

- Review unit 1, 2, 3 for test

CONSOLIDATION

A, Presentation:

T elicits and reviews some important structures and grammar points

* Simple Present Tense:

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

Use: Simple Present Tense is used to talk about general truths

* Be going to + V (inf):

Ex: I have a new book and I have no homework today

- >I am going to read the new book

Use: Express an intention

* Model verbs:

Have to + V (inf) = Must + V(inf) = phải làm gì

Ought to + V(inf) = Should + V(inf)= nên làm gì

We – ourselvesThey- themselves

It – itselfUse: To emphasize a person or a thing

* Why – questions and the answer - Because:

Ex: Why did Nam cook?

Because his Mom was home late

B, Exercises:

I, Using the correct tenses:

1, She (go) ……… to school everyday?

2, the sun always (shine) ………….in Egypt

3, Bad students never (work)……… Hard

4, It (rain) ……… in winter?

5, He (not wake up) ……… at 7 o’clock

6, She often (have)……… bread and milk for breakfast

Trang 25

7, Daisy (get up) ……… very late yesterday morning.

8, Last week, I (send)……… my friend a letter but she (not reply) …………

I (be)……… very sad now

II/ Combine two sentences into one, using “enough + to – inf”:

1, Lan is young She can’t see the horror film

2, My brother is short He can’t reach the top shelf

3, Chi is unwell She can’t go on a picnic with her classmates

4, The water is unsafe We can’t drink it

5, We are young We can’t vote in the coming election

6, These paintings are good They can enter for the competitions

7, The plane is fast It can reach the island in 2 hours

ONE - PERIOD TEST 1 I/ Read the passage Mark T if the statement is true and F if it’s false: (2 pts)

Graham Bell was born in Scotland in 1847, but when he was a young man of twenty-three, he moved with his parents

to Canada At the end of the year, he left his family and went to Boston Though Bell was a dreamer, he was also a practicalthinker and a man of action At Boston University, where he worked as a teacher of the deaf - mutes, he started experimentingwith ways of transmitting speech over a long distance This led to the invention of the telephone

II/ Underline the correct word or words to complete each sentence: (2 pts)

1/ No one helped Trang to draw a picture She did it (yourself / herself / myself)

2/ A person who can not speak or hear is called a (deaf / blind / deaf-mute)

3/ The speaking English contest will be held (on / in / at) November 10th

4/ My little brother is ill I have to stay at home to look after ……… (his / him / himself)

5/ I am (enough rich not/ enough not rich/not rich enough/ not enough rich) to buy this house

6/ The kitchen is a (danger / dangerous / dangerously) place to play

7/ You must (do / to do / doing) your homework right away

8/ She went to school late this morning (if / because / so) she watched TV late last night

III/ Match one question in A with an answer in B (2 pts)

1/ What does he look like?

2/ Why does he go jogging every day?

3/ What do you know about the sun?

4/ What is Mary like?

5/ What do you have to do?

6/ Can I speak to Lam, please?

7/ Are you going to drive your father’s car?

8/ Do you need any help?

a Speaking Who’s that?

b No I am not old enough

c I have to feed the dogs

d No, I don’t I am strong enough to lift this box

e He is very tall

f It rises in the east and sets in the west

g Because he wants to have good health

h She is very friendly and helpful

IV Pronunciation: (1 pt)

V Stress syllable: (1 pt)

V/ Rewrite or combine sentences as directed in brackets: (2 pts)

1/ I had to go to the police station last week

- Why 2/ Her hair is long and black

- She has 3/ The boy isn’t strong He can’t lift this box

- The boy isn’t 4/ I want to invite my friends to my birthday party - (be going to + infinitive)

Trang 26

b 5 He went to Boston at the end of 1970

6 He worked with the deaf-mutes

IV 1 rises 2 are you going to do / will you do – am going / will go

V 1 Why did you have to go to the police station last week?

2 She has long black hair

3 The boy isn’t strong enough to lift this box

4 I am going to invite my friends to my birthday party

Trang 27

PERIOD 20: Date: October 1 , 2011

UNIT 4: OUR PAST LESSON 1: GETTING STARTED, LISTEN AND READ (P 38, 39)

A Aim: By the end of the lesson, students will be able to tell the activities people used to do in the past.

D Procedure:

III New lesson:

2 Main activities:

- T asks students to look at the picture on p.38 and write

the names of the things that do not belong to the past

- T gives feedback

- T sets the scene: “You are going to read a conversation

between Nga and her grandma about the childhood of

her grandma.” Please read the statements and guess

which is true, which is false

- T asks Ss to read the dialogue between Nga and her

Grandma and check their prediction

- Ss correct the false statements

- T asks Ss to work in pairs to find out the answers to

- Expected answers:

+ the TV+ the radio+ the mobile phone+ the light fixture+ modern clothing / school uniforms

PRE - READING

- to look after [synonym]

= to take care of

- equipment (n) [example]

- a folk tale [example]

Ex: Cinderella, Tam Cam, Su tich trau cau,

- traditional (adj) [translation]

- Great-grandma [explanation]

= the mother of your grandmother Checking vocabulary: What and where

a Nga is used to live on a farm

b Nga's grandma didn't go to school

c She has an easy and happy life when she was young

d There wasn't any modern equipment at her time

e "The lost shoe" is a short story

- Correction:

a Grandma used to live on farm

c She had a hard life

e It is an old folk tale

II Comprehension questions

1 Where did Nga's grandmother use to live?

2 Why didn't she go to school?

3 What did Nga's Great Grandma do?

4 What did Nga's great grandmother and great grandfather do afterdinner?

5 What did Nga ask her grandma to do at the end of theconversation?

- Expected answers:

1 She used to live on a farm

2 Because she had to stay at home and her Mom to look after heryounger brothers and sisters

3 She used to cook the meals, clean the house and wash theclothes

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- T has Ss read the statements in part 3 on p.39 and

decide which is a fact and which is an opinion

- T asks Ss to work in groups, discussing the topics

- T asks Ss to do the survey in groups of 4

- T models some questions to check:

"Who used to get up late / ride bicycle too fast, ?"

4 Her great grandma used to light the lamp and her greatgrandfather used to tell stories

5 She asked her grandma to tell her the tale "The lost shoe"

III Fact or opinion?

a I used to live on a farm

b There wasn't any electricity

c Mom had to do everything without the help ofmodern equipment

d My father used to tell upper secondary schoolsstories

e The best one was the lost shoe

f Traditional stories are great

X X X X X X

- eat too much candy

- T asks students to summarize the conversation between Nga and her Grandma

V Homework

- Prepare Speak - Language focus 4

- Do exercise 1 + 2 in workbook

UNIT 4: OUR PAST LESSON 2: SPEAK 1, 2 - LANGUAGE FOCUS 4 (P 40, 45)

A Aim: By the end of the lesson, students will be able to use USED TO to talk about the things they used to do

D Procedure:

III New lesson:

2 Main activities:

- T divides class into 2 teams, each team take turns to go

to the BB and write the meaningful words

- T gives feedback

- T recalls the conversation between Nga and her

grandma then asks: "Where did Nga's grandma always

- T asks Ss the usage and meaning of USED TO

- T asks Ss to use USED TO to make questions and

 Yes, S + did / No, S + didn’t

Usage: used to express a past habit, or an action usually happened

in the past

Meaning: đã thường làm gì Example:

+ Where did Nga's grandma use to live?

+ She used to live on a farm

PRACTICE

Word - cue drill

Model sentences:

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- Open pairs – closed pairs

- T has Ss compare 2 pictures on p.40, using USED TO

to talk about the actions in the past

- T elicits some ideas so that Ss can talk about them:

house, travel, electricity, work, entertainment and

No I used to live in Hanoi

2 Have / long hairs / short hairs

3 Get up / late / early

4 Walk to school / bicycle

5 Study / evening / early morning

PRODUCTION

- Expected answers:

a Where did they live in the past? And now?

- People used to live in small houses Now they live in big housesand buildings

b How did they travel?

- People used to walk Now, they can go by cars or motorbikes

c What's about the electricity?

- Now, there is electricity everywhere

d What's about their life / work?

- People used to work hard all the time Now, they have a lot oftime for entertainment

e Did children use to go to school?

- Most children used to stay at home Now, they all go to school

f What's about their entertainment?

- Children used to play traditional games such as hide and seek,skip rope outdoors Now, they have a lot of modern games -video games

- T asks students to state the form, usage and meaning of USED TO, give an example

V Homework

- Write about the things you used to do last year

Ex: Last year, I used to get up late Now, I get up very early and do morning exercises

- Prepare READ

UNIT 4: OUR PAST LESSON 3: READ 1 -2 (P 41, 42)

A Aim: By the end of the lesson, students will be able to understand and retell the story "The lost shoe"

D Procedure:

III New lesson:

2 Main activities:

- T divides class into 2 teams, each team take turns to go

to the BB and write the names of some folk tales that

they have read

- Seven - mile shoe

- Snow White and 7 dwarfs

- The Frog Prince

- How the tiger got his stripes

- The Lost Shoe

PRE - READING

- be cruel to (adj) [translation]

= unkind

- upset (adj) [synonym]

= worried, sad, unhappy

- fairy (n) [translation]

- magical (adj)  magically (adv)

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- T sets the scene: “You are going to read a fairy tale

about Little Pea – a poor girl living with her step mother,

now read the statements and guess which is true, which

is false

- T asks Ss to read the story "The Lost Shoe" on p 41

and check their prediction

- T asks Ss to correct the false statements

- T asks Ss to work in pairs to find out the answers of

these questions

- Ss work in pairs and find the answers

- T asks Ss to practice asking and answering the

questions: open pairs – closed pairs

- T asks Ss to work in pairs, filling the blanks with

suitable words from the story

- T asks Ss to tell the story again in details

- rag [realia]

- to fall in love with [translation]

- immediately (adv) (= at once)Checking vocabulary: Slap the board

II True - False predictions

1 Little Pea's father is a poor farmer

2 Her father got married again after his wife died

3 Her new mother was beautiful and nice to her

4 She worked hard all day

5 She didn’t have new clothes to take part in the festival

WHILE - READING

I Reading the text

Guess Answer Correction

Her new mother was cruel to her.

A fairy gave her beautiful clothes.

1 Who was Little Pea?

2 What did Stout Nut's mother make Little Pea do all day?

3 How did Little Pea get her new clothes?

4 Whom did the Prince decide to marry? why?

5 Is it a true story? How do you know?

- Expected answers:

1 She was a poor farmer's daughter

2 She made her do the chores all day

3 Before the festival started, a fairy appeared and magicallychanged her rags into beautiful clothes

4 He decided to marry Little Pea because the shoe (which thePrince was keeping) fitted her

5 (Ss answer themselves.)

III Gap filling: (p.42)

Complete the sentences with words from the story

- Expected answers:

a farmer b died c had/used, again d marry / choose e new

-f lost

POST - READING Retell the story

- T asks students to state the main points of the story

V Homework

- Rewrite the story

UNIT 4: OUR PAST LESSON 4: LISTEN AND LANGUAGE FOCUS 1 -2 (P 41, 44)

A Aim: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice

in Past Simple Tense

D Procedure:

III New lesson:

2 Main activities:

- T prepares 11 cards with numbers on one side and the Pelmanism WARM UP

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verbs on the other.

- T sticks the cards on the BB so that the Ss can only see

the numbers, makes sure the verbs are mixed up

- T divides the class into 2 teams Each team chooses 2

numbers

- T turns the cards over, if they match that team gets 1

mark If not, T turns the cards over again asks the next

team Continue until all the cards are finished

- Ss copy down

- T sets the scene: “You are going to listen to a fairy tale

about a wife and her husband about their chicken, have a

look at the four titles and guess which is the most

suitable to the story”

- T has Ss to listen to the tape twice and check their

prediction

- Tape transcript:

Once a farmer lived a comfortable life with his family.

His chicken laid many eggs which the farmer used to

buy food and clothes for his family.

One day, he went to collect the eggs and discovered one

of the chickens laid a gold egg He shouted excitedly to

his wife: "We're rich!" His wife ran into him and they

both looked at the egg in amazement The wife wanted

more, so her husband decided to cut open all the

chickens and find more eggs Unfortunately, he couldn’t

find any egg When he finished, all the chickens were

dead.

There were no more eggs of any kind for the foolish

farmer and his greedy wife.

- T asks Ss what tense is used in the story

- T has Ss listen again and try to write as many verbs as

possible The S who writes more verbs gets good marks

- T sets the scene: Lan asks Nga about Nga's yesterday

activities

- T calls some pairs to converse

PRE - LISTENING

- foolish (adj) [synonym]

= stupid, silly

- greedy (adj) [translation]

- gold (n) [realia]

- (to) lay - laid - laid [picture]

> chicken lays eggs

- amazement (n) [synonym]

= surprise, astonishment Checking vocabulary: What and where

II Prediction

Predict the moral lesson of the story

a Don’t kill chickens

b Don’t be foolish and greedy

c Be happy with what you have

d It is difficult to find gold

III Checking the prediction:

- Expected answers:

"Don’t be foolish and greedy."

IV Find out the verbs in the story

+ Simple Past TenseExpected answers:

Lived, laid, used to, went, discovered, shouted, ran, looked,wanted, decided, couldn’t, finished, were

POST - LISTENING Mapped dialogue - language focus 2 Lan Nga lunch? No, I ate noodles

How school? I bicycle to schoolWhich subject ? mathWhere yesterday evening? home

- Expected answers:

Lan: Did you eat rice for lunch?

Nga: No I ate noodles

Lan: How did you get to school?

Nga: I rode a bicycle to school

Lan: Which subject did you have yesterday?

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Nga: I had math.

Lan: Where were you yesterday evening?

Nga: I was at home

- T asks students to retell the story of the foolish husband and his greedy wife

V Homework

- Prepare Write 1 -2

UNIT 4: OUR PAST LESSON 5: WRITE 1 - 2 (P 42 - 43)

A Aim: By the end of the lesson, students will be able to use Simple Past tense to write a folk tale.

D Procedure:

III New lesson:

2 Main activities:

- T divides class into 2 teams, each team takes turns to

go to the board and write down the words from the Word

square

- Ss play in teams

- T checks their answers

- T has Ss repeat after the T

- T asks Ss the meaning of the verbs in the box has them

work in pairs using suitable verbs to fill in the blanks

- T asks Ss to work in groups of 4, answering the

= the person who has to do chores in other houses to earn money

- (to) escape [synonym]

= to run away

- (to) graze [picture]

= the buffalo grass

- (to) light - lit - lighted [mime]

Checking vocabulary: Slap the board

7 lit 8 burned, escaped

III Comprehension questions

a Where was the man?

b What did the buffalo do when the tiger appeared?

c What did the tiger want to know?

d What did he do before going home? Why?

e What did he do when he returned?

- Expected answers:

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- T gets Ss to do exercise 2 They have to imagine being

a man in order to write the story

- T gets Ss to change:

+ the man  I

+ his  my

- T gets Ss to write individually then share with their

partners and correct mistakes

- T takes some writings to correct in front of the class

- T divides the class into 2 teams

- T asks a volunteer from each team to tell the story in

front of the class

a He was in his field

it to eat my buffalo I went to get some straw and I burned the tiger.The tiger escaped, but today it still has black stripes from the burn

POST - WRITING Tell the story

Team tiger changes: a/the tiger  ITeam buffalo changes: a/the buffalo  I

- T asks students to draw a moral lesson from the

V Homework

- Prepare Language focus 3

UNIT 4: OUR PAST LESSON 6: LANGUAGE FOCUS 3, 4 (P 44)

A Aim: By the end of the lesson, students will be able to use preposition of time.

D Procedure:

III New lesson:

2 Main activities:

- T calls 1 student to the board to check the last lesson

- T asks Ss to fill in the gaps with IN, ON AT

- T asks Ss to do exercise 3 on p 44 individually, then

On + Wednesday Wednesday morning November 2nd

At + 6 p.m night midnight noon twilight dawn

PRACTICE

I

Gap filling

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compare with their partners.

- T gives feedback

- T asks Ss to do exercise 4 on p 45

- T has Ss work in pairs, looking at 4 pictures on p 45,

using USED TO with the verbs: live - stay - have - be to

complete the dialogue between Nga and Hoa

- Give feedback

- T reads aloud some sentences, asking Ss to listen

carefully and try to find out the mistake When they hear

a mistake, they stand up and say ‘No’ then correct it

Ex: Teacher reads aloud:

I usually stay at home in Sunday

A student stand up and shout:

No, on Sunday, not in Sunday

That student will get one good mark

- T shows 2 pictures of the same person (young and old)

and asks Ss to describe them as guided

- Expected answers:

a on - b in - c between - d at, after - e before

II Complete the dialogue (p.45)

- Expected answers:

Nga: Where is it? It isn’t Hanoi

Hoa: No, it's Hue I used to stay there

Nga: Is that you, Hoa?

Hoa: Yes I used to have long hair

Nga: Who is in this photo?

Hoa: That is Loan She used to be my next door neighbor.Nga: Are they your parents?

Hoa: They're my aunt and uncle They used to live in Hue, too

FURTHER PRACTICE

I Mistake identification:

a My father used to play football when he has spare time

b She used live in Hanoi

c My parents will arrive in 3 o'clock

d He was born in June the third

- Expected answers:

a No, had spare time, not has

b No, used to live, not used live

c No, at 3 o'clock, not in

d No, on June the third, not in

II Describing:

- Look at 2 photos and write the differences using USED TO.Ex: My mother used to have long straight hair and now she has curly hair

- T asks students to state the main uses of IN, AT, ON

V Homework

- Prepare Getting started, Listen and Read (Unit 5)

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PERIOD 26: Date: October 7 , 2011

UNIT 5: STUDY HABITS LESSON 1: GETTING STARTED - LISTEN AND READ (P 46, 47)

A Aim: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study

D Procedure:

III New lesson:

2 Main activities:

- T asks students to come to the board and write the

names of some subjects at school

(Ss work in 2 teams)

- T asks Ss some questions:

+ What subject are you good at/ bad at?

+ What subject do you like best? Why?

+ How often do you have math/ Literature / English?

- Ss copy down

- T sets the scene: “Tim and his mother are taking about

his study at school”

- T asks Ss to read the statements and guess which is

true, which is false

- T asks Ss to read the dialogue and check their

prediction

- Ss correct the false statements

- T asks Ss to work in pairs to find out the answers of

- a report card [realia]

- pronunciation [mime]

- (to) improve [situation]

- (to) be proud of [translation]

- (to) try one's best [translation]

- a semester [explanation]

= there are 2 in a school year

- (to) promise [translation]

- (to) believe [synonym]

= (to) trustChecking vocabulary: ROR

II True - False predictions

1 Tim was out when his mother called him

2 Tim's mother met his teacher at school

3 Tim's report is poor

4 Rim needs to improve his Spanish grammar

5 Tim promised to try his best in learning

- Expected answers:

1 Tim was in the living room / at home

3 His report is excellent

4 He needs to improve his Spanish pronunciation

Mat

h

Subjects at school

History

Trang 36

- Ss give the answers

- T asks Ss to practice asking and answering the

questions

- T asks Ss to stand up and ask each other the question:

"What subject do you need to improve?"

- T asks those who need to improve the same subject to

work in group and discuss how to improve

1 Who is Miss Jackson?

2 What did Miss Jackson give Tim's mother?

3 How did Tim study this semester?

4 What did Miss Jackson say Tim should do?

5 What did Tim's mother give him at the end of the conversation?

- Expected answers

1 She is Tim's teacher

2 She gave Tim's mother his report card

3 He worked really hard

4 She said Tim should work harder on his Spanish pronunciation

5 She gave him a dictionary

POST - READING Discussion

Name What subject

- T asks students to summarize the conversation between Tim and his mom

V Homework

- Prepare the next part of the lesson: Speak and Listen

- Do exercise 1 & 2 in Workbook

UNIT 5: STUDY HABITS LESSON 2: SPEAK AND LISTEN (P 47, 48)

A Aim: By the end of the lesson, students will be able to talk about their study habits and listen for specific information to fill

in a report card

D Procedure:

III New lesson:

2 Main activities:

- T asks students to write their ideas on the BB

- Ss take turn to write their ideas

class How to

improve your English?

Do grammar exercises Read English

newspapers

Trang 37

- Ss copy down

- T asks Ss look at Nga's report and predict the missing

information and then compare with their partners

- T has Ss to listen to the tape twice and check their

prediction

- T asks Ss to answer some questions about Nga's report

card

- T asks Ss to work in pairs, asking their partners

questions and taking notes of their answers

- T asks Ss to work in groups of 4 or 5 to report what

they have known about their partners' study Tell Ss that

they can use this structure to talk:

+ Nam said he did his homework after dinner

+ Hoa said his father helped her with her homework

+ Lan said she spent 2 hours studying Math

- fail (v)  pass (v) [antonym]

- absent (a) [explanation]

= there is class today but you do not go to school

II Prediction

a Day present (1) e Speaking (5)

b Day absent (2) f reading (6)

c Behavior - participant (3) g Writing (7)

d Listening

I Listen:

(1) 87 days present(2) 5 days absent(3) Participation: Spanish pronunciation(4) Listening: Comprehension

(5) Speaking: A(6) Reading: A(7) Writing: B

1 Who are Nga's parents?

2 What's Nga's teacher's name?

3 What subject was reported? For what term?

4 What are the comments?

5 What does S stand for? What's about F, U, A, B, C, D?

- T asks students to state the main points of a report card

V Homework

Prepare Read (p 49)

UNIT 5: STUDY HABITS LESSON 3: READ (P 49)

A Aim: By the end of the lesson, students will be able to understand the text and get specific information.

D Procedure:

III New lesson:

2 Main activities:

- T asks students to play the game in 2 teams A Crossword WARM-UP

1 When do you do your homework?

2 Who help you with your

Trang 38

- T asks Ss some questions about their English learning:

+ Do you like learning English?

+ How many new words do you try to learn a day?

+ What do you do when you read a new word?

+ How do you learn / remember new words?

- T asks Ss to work in pairs to make a list of the ways

how a language learner learns new words

- T asks Ss to read the statements on p 50 then read the

text and decide which is true and which is false

5 a subject about animals and plants

6 a subject about past and present events

7 a subject with numbers and calculations

PRE - READING

- Mother tongue [example]

- (to) underline [miming]

- (to) highlight [example]

- (to) come across [synonym]

= to meet

- (to) stick [mime]

- (to) learn by heart [explanation]

= (to) memorize

- (to) revise [translation]

Checking vocabulary: What and Where

II Brainstorming:

WHILE - READING

I True / False statements

1 All language learners write the meaning of the new words intheir mother tongue

2 Some learners write examples of the new words they want tolearn

3 Every learner tries to learn all the new words they come across

4 Many learners only learn the new words that are important

1 Do learners learn words in the same way?

2 Why do some learners write example sentences with new words?

3 What do some learners do in order to remember new words?

4 Why don’t some learners learn all the new words they comeacross?

5 What is necessary in learning words?

6 How should you learn words?

- Expected answers:

1 No, they don’t They learn words in different ways

2 To remember how to use the word in the right way

3 They write each word and its use on a small piece of paper andstick it somewhere in the house so as to learn it at any time

4 Because they only want to learn important words

5 Revision

6 (optional)

Translate it into Mother tongue

Learn by heart

Ways language learners learn new words

Learn through example sentences

Write it on a small piece of paper and stick everywhere

in the house

Trang 39

- Ss work in groups of 4, write about their ways of

learning English

POST – READING Writing

Write a paragraph about how you learn English

- T asks students to state the main points in learning English

V Homework

- Prepare the next part of the lesson: Write

UNIT 5: STUDY HABITS LESSON 4: WRITE 1 - 2 (P 50, 51)

A Aim: By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a

friend

D Procedure:

III New lesson:

2 Main activities:

- T asks students to play Kim’s game: T shows 10

pictures in one minute for students to memorize

- Ss from 2 teams go to the board and write down the

names of the pictures

- T asks students some questions related to letters:

+ Have you ever written to someone?

+ To whom do you usually write?

+ What do you often write about?

- T has Ss repeat after the T

- T asks Ss to put the parts of the letter in the correct

order

- T asks Ss to read the letter on p 51 to check their order

- T asks Ss to work in pairs, answering the questions

I Pre - teach vocabulary

- Mid-Autumn Festival [explanation]

- Enjoyable (adj) [translation]

- (to) celebrate [example]

- Best regards [question]

= How do people end a (formal) letter?

A – Body of the letter

C – Closing – Your friend/Regards/Love

IV Comprehension questions

Trang 40

- T asks Ss to practice asking and answering questions.

- T gets Ss to do exercise 2 on p 51, Ss have to imagine

that they are Lan and write a letter to her pen pal Donna

in Sans Francisco, using the given information

- T asks Ss to change their letter with a partner so that

they can correct mistakes for each other Then some Ss

read aloud their letters and for the whole class and T to

comment

a Who wrote the letter? To whom?

b What are there in the heading?

c What is the main part of the letter?

d What did Hoa receive a few days ago?

e Is Hoa good at Math?

f What subject is Hoa good at?

g Where is she going to celebrate the Lunar New Year Festival?

- Expected answers:

a Hoa wrote a letter to Tim, her pen pal

b There are the writer's name and the date

c The body of the letter is the main part

d She received her first semester report

e No, she isn’t

f Science, English and History

g She is going to celebrate the festival with her grandmother

WHILE - WRITING Substitution writing:

Sample:

15 Thanh Giong Street,Hanoi, June 10th, 2004Dear Donna,

Thanks for your letter I'm glad to hear you had an interesting /enjoyable Mother's Day

We received our second semester report last month I got goodgrades for Geography, Physics and Math but my English andHistory results were poor My teacher advises me to improveEnglish and History I think I have to study harder next school year

In a few weeks, we're going to celebrate the mid - Autumn festival.That is an Autumn moon festival in Vietnam This afternoon, I'mgoing to Ha Long Bay with my aunt and uncle by bus and I’mgoing to stay there with them until the festival comes I'll send you

a postcard from there

Write soon and tell me all your news

Best, Lan

POST - WRITING Correction

- T asks students to state the main parts of a friendly letter

V Homework

- Prepare the next part of the lesson: Language focus 1 – 2

UNIT 5: STUDY HABITS LESSON 5: LANGUAGE FOCUS 1, 2 (P 52)

A Aim: By the end of the lesson, students will be able to use adverbs of manner and modal SHOULD as an advice.

D Procedure:

III New lesson:

2 Main activities:

- T prepares ten cards with numbers on one side and the

adjectives / adverbs on the other

- T divides the class into 2 teams and gets them to play

the game

WARM-UP

Pelmanism

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