- have students look at the dialogue in the book and listen to the tape and fine out the new words. -play the tape once - explain newwords or new phrases[r]
Trang 1Period: 1 Date of planning:
RIVISION / CHECKING
I Objectives:
- Help students review the old knowledge
- Focus on writing skill
II Language content:
The exercises
III Teaching aids:
VI Procedures:
1 Warm - up:
Teacher’s activities Students’ activities Content
- ask students some
questions
- answer - What do you do prepare
for the first new schoolyear?
- How do you feel when youcome back to school?
- copy in the book
Choose the beat answer:
1 What … we eat? - How about somesnack?
a are b shall c does
2 What … would you like for lunch?
- Pork
a fruit b vegetable c meat
3 …… have some beef and fish fordinner? – OK
a Let’s b Let c lets
4 I don’t like chicken - …… do I
a Either b Neither c so
5 You must drink … Water everyday.– Yes, doctor
a A little b much c many
6 What is your favorite ….? – Cycling
a sport b pastime c both a, bare correct
7 Does Nam run quickly? – No Heruns very …
a quickly b well c slowly
8 I swim very slowly – so …
a am I b I do c do I
9 Is this a safe road? – Yes, you canride…… On it
a safe b safely c safety
10 Nam ….a lot last week Did he?
A was read b reads c read
Trang 2- have students work
individually do the
exercises by choosing the
best answer
- have students circle the
best answer on the board
- check and feed back
- work individually
do the exercises bychoosing the bestanswer
- circle the bestanswer on the board
11 I … Anew blouse yesterday
a buy b bought c buying
12 She invited…… to come to herbirthday party – Great
3 Consolidation:
- have students ask and
answer the questions in the
exercises in pairs
- ask and answer thequestions in the exercises inpairs
4 Home work:
- Practice the exercises at home
- Prepare Unit 1: “Getting started, Listen and read”
UNIT 1: MY FRIENDS Lesson 1: Getting stared, Listen and read
I Objectives:
- Competencies: Introduce the topic of the lesson
- review the favorite activities of students
- Practice describing about friends
- Develop listening and speaking skills
II Language content:
Vocabulary: seem (v)
Trang 3Grammar: - What + do / does + S + look like?
- What + N!
- To be (not) Adj + enough + to do
III Teaching aids:
Pictures, cassette player
VI Procedures:
1 Warm -up
Teacher’s activities Students’ activities Content
- organize students to ask and
answer about summer
holidays in pairs
- have students look at the
picture part Getting stared
and introduce
Being with friends is one of
the most popular leisure
activities we have 4 pictures
describing the various
activities done by different
groups of friends Now you
work in groups of three or
four Each group describe a
pictures
- work in pairs
- look at the picturepart Getting stared andintroduce
- work in groups
- What did you do during thesummer vacation?
- What do you remember most?
- Did you have any new friends?
- How many people are there ineach picture?
- Were are they?
- What are they doing?
- Are they all the boys?
- What time of the day do you think
it is?
- Do you like to do it?
Picture a: They are playing soccer
They are in the field They are all the boys.
Picture b: There are three people.
They are reading books They are in the library They are all the girl I think it is Sunday
Picture c: There are two people.
They are playing chess They are at home
Picture d: There are four people.
They are playing volleyball They are in the yard.
2 Presentation:
- elicit some questions
- shows pictures (Hoa, Lan,
photo of Hoa and Nien) and
introduces the dialogue:
“Lan and Hoa are talking
about Hoa’s photograph”
- play the tape
- introduce newword and
- answer
- listen
- liaten to the tape
- copy in the book
- Do you remember Hoa?
- Where does she come from?
- Who does she live with now?
- Which grade is she in?
(As you know Hoa comes from Hue She is talikng to Lan about one of her friends in Hue)
Newword: seem (v)
Trang 4What does she look like?
What a lovely house!
She is not good enough to do this math exercises
3 Practice:
- play the tape again
- have students practice the
dialogue in pairs
- call some typical pairs to
practice in front of class
-have students answer the
questions
- call students to read the
answer loudly
- listen to the tape
- practice the dialogue in pairs
- practice the dialogue in front of class
- answer the questions
- read the answer loudly Answer:
a Nien lives in Hue
b No, she doesn’t
c She wasn’t old enough to
be in my class
d Nien is going to visit Hoa
at Christmas
4 Consolidation:
- remind the content of the
dialogue, structure with look
like and enough
- take note
5 Home work:
- Practice the dialogue
- Make sentences foe each structure
- Prepare “Speak”
UNIT1: MY FRIENDS Lesson 2: Speak
I Objectives:
- Help students know the way to describe the build of someone by getting aquatinted with adjectives such as: tall, short, straight, curly …
- Focus on speaking skill
II Language content:
Vocabulary: blond (a), curly (a), fair (a), bald (a), slim (a), straight (a)
Grammar: - What + do / does + S + look like?
- S + be + adj / S + has / have
Trang 5III Teaching aids:
Pictures
VI Procedures:
1 Warm -up
- have one pair role play the
dialogue
- have students make two
sentences base on the
structure to describe people
- role play the dialogue
- make two sentencesbase on the structure todescribe people
- What + do / does + S + looklike?
Ex:
- What does Lan look like?
- What do Ba and Nga look like?
2 Pre - speaking:
- organize the game networks
about build and hair
- elicit
In daily life, we always have
to communicate with other
people thus, it is important to
know the adjectives and
structures describing a
person’s appearances in this
we will deal this matter
- have students look at the
pictures part 2 page 11
- explain adjectives to
describe build
- enlarge some adjectives to
describe build
- have students practice the
dialogue part1 page 11
- explain and review the
structure to ask and describe
the build
- play game
- listen to the teacher
- look at the picturespart 2 page 11
- copy in the book
- repeat adjectives
- practice the dialogue part1 page 11
- take note
tall short fat
slim thinlong short straight
curly baldblack blond brown
Vocabulary: blond (a), curly (a), fair
(a), bald (a), slim (a), straight (a)
Eye: blue, green, brown, sharp Forehead: high, low
Face: round, long, oval
Structures:
- What + do / does + S + look like?
- S + be + adj / S + has / haveEx:
- What does she look like?
- She is think and short
- She has long and blond hair
3 While - speaking:
- have students look at the
pictures a,b,c,d,e,f and make
similar dialogue by using the
adjectives and dialogue you
have practiced to describe
the people in the pictures:
Van, Mr Lai, Miss Lien, An,
Mr Khoi, and Mary
- work in pairs
buil d
hairhair
Trang 6- give the model dialogue
- call some pairs to practice
the dialogue in front of class
- give feed back
4 Post - speaking:
- remind the structures to ask
and answer about the build of
UNIT 1: MY FRIENDS Lesson 3: Listen
I Objectives:
- Review structures when someone is introduced with others and the way to response
- focus on listening skill
II Language content:
Structures:
- Nice to / pleased to / good to / glad to / meet (see) you
- How do you do?
- It’s pleasure to meet you
- I’d like to meet …
III Teaching aids:
Cassette player, extra board, paper A4
VI Procedures:
1 Warm -up
- organize students to ask and
- How tall are you?
- How would you describe yourbuild?
- What color are you eyes?
- What kind of hair do you have?
- What color is it?
- Do you think you have any specialfeatures?
- Can you think of a famous womanyou describe as beautiful, and aman you describe as husband?
2 Pre - listening:
- elicit - listen and answer - What do you say if you want to
meet someone?
Trang 7- explain structures to
introduce and response
- have students read the
dialogues and guess phrases
That they need to fill the
(I’d like to meet …)
- What will you say when you are introduced to someone?
(How do you do, nice to meet (see) you)
- What will you say when you introduce someone?
(This is … )
Structures:
- Nice to / pleased to / good to /glad to / meet (see) you
- How do you do?
- It’s pleasure to meet you
- I’d like to meet …
3 While - listening:
- introduce
We are going to listen 4
dialogues different
situation Each dialogue
has some missing
information you listen
to the tape and complete
- give the correct
answer and listen the
tape again
- listen to the tape
- compare the answers with a friend
- listen and check the answer
a (1) I’d like you to meet (2).Nice to meet you
b (3) I’d like you to meet (4) It’s a pleasure to meet you.
c (5) Come and meet
d (6) How do you do?
Nam: Nice to meet you, Thu
Thu: Nice to meet you, Nam
b Khai: Miss Lien, I’d like you to meet my
c Ba: Bao, come and meet my grandmother.
Bao: Hello, ma’am.
Grandmother: Hello, young man.
Ba: Bao is my classmate, grandmother Grandmother: What was that?
Ba: Classmate! Bao is my classmate.
Trang 8Mr Lam: I’m, Nga’s father.
Mr Thanh: How do you do?
4 Post - listening:
- have students build a new
dialogue base on the
dialogue fusty finished
- give feed back
- build a new dialogue
5 Home work:
- learn the dialogue by heart
- prepare Read
UNIT 1: MY FRIENDS Lesson 4: Read
I Objectives:
Help students know the way to describe character of someone through characteristic adjectives
II Language content:
Vocabulary: character (n), social (a), generous (a), hard – working (a), reserved (a),out going (a), sense of humor (n) = humorous (a), kind (a)
III Teaching aids:
Picture
VI Procedures:
1 Warm -up
- organize students to play
game find someone whom
character of members in
class
- have students make ‘Yes
/No questions ( Who usually
helps other people)
- have students if they
answer (Yes) write name in
“name column” and who can
write in “name column” fully
first in winner
- make ‘Yes / Noquestions
Usually helps otherpeople
Doesn’t speak a lot inpublic
Always goes to thelibrary
Sometimes tells funnystories
Trang 9characters of people in the
class Which adjectives do
you use to describe the one
who always helps other
people? (Kind/ helpful) or the
one who always tells jobs?
(humorous)
- provide some new words
- introduce: You are going to
read the text about Ba’s
friends Each one has his own
characters you can scan the
reading and tall me how
many people the text
describe.
- copy in the book New words:
- character (n): cá tính
- social (a): xã hội
- generous (a):rộng lượng
- hard – working (a):
- reserved (a): dành riêng
- out going (a):
- read the text three times
- call students read the text in
front of class
- have students read the text
and answer the questions in
part 1
- have students compare the
answers with a friend
- call some students to read
the answers loudly
- give correct answer
- continue to introduce:
We understand little about
characters of persons in the
text to know more
imformation about these
persons you read the text
- read the new words afterteacher
- read the new words
- listen to the teacher
- read the text in front ofclass
- read the text and answerthe questions in part 1
- compare the answers with afriend
- read the answers loudly
- do exercise part 2
Part 1:
a Ba talks about three of
his friends
b Bao’s volunteer work
does not affect his school work.
c Khai and Song don’t talk much in public.
d Bao’s friends sometimes
get tired of his jokes.
Part 2:
Trang 10again and do exercises part 2
answer the questions
- have students compare the
answers
- call some students to
compare the answers
- give feed back
- compare the answers
- compare the answers
- copy in the book
a Ba feels lucky having alot of friends
b Bao is the most social
c Khai likes reading
d A bad thing about Ba’sjokes is that sometimeshis jokes annoylàm trái yù hisfriends
e He spends his free timedoing volunteer work at alocal orphanage
4 Post – reading:
- call some students to read
the text
- have students work in the
groups discuss the question f
- read the text
- work in groups
Do you and your closefriends have the same ordifferent character?
5 Home work:
UNIT 1: MY FRIENDS Lesson 5: Write
I Objectives:
By the end of the lesson, students will be able to write a paragraph about their close friends
II Language content:
III Teaching aids:
Text book, pictures page 17
VI Procedures:
1 Warm -up
- ask students to look at the
pictures on page 17 quickly
Then let them keep their
books close
- divide class into four groups
- give students two questions
the group which answers
correctly the fastest wins the
game
- look at the pictures on page
17 quickly
- work in groups 1 How many people are
there in the picture?( Four)
2 What is each personwearing?
The woman is wearing ared shirt and green skirt.The man who is standingbeside the car is wearing
Trang 11brown trousers andyellow shirt.
The man who is standing
on the pavement iswearing a pink shirt andblue trousers
The boy is wearing blueshorts and a white shirt
2 Pre - writing:
- ask students to read the
information about Tam then
answer some questions
- read the information about Tam then answer some questions
Questions:
a What is his mane?
(Le Van Tam)
b How old is he?
(14)
c What does he look like? (He is tall and thin He has short black hair)
f Whom does he live with? (He lives with her mother, father and an elder brother)
g Who is he friend?
(Ba and Bao)
3 While - writing:
- let students write a
paragraph about Tam, using
the information they have
just got
- ask students to compare
with the paragraph in their
book on page 15
- ask students to write some
information about one of
their friends, and then write a
paragraph about him or her
- get students to share with
their partners and correct if
possible
- work individually
- compare with the paragraph
in their book on page 15
Trang 12in …… with his grandmother, his parents and his younger sister, Mai He / she is tall and slender He / she has short black hair He / she rather shy but friendly and helpful He / she has a lot of friend but his / her close friends are … And …
4 Post - writing:
- ask students to write a
similar paragraph about
himself / herself
- move around the class and
help students, then ask some
students to speak in front of
the class about himself /
- Ask students to write anther paragraph about one of their family members
- prepare Language focus
UNIT 1: MY FRIEND Lesson 6: Language focus
I Objectives:
By the end of the lesson, students will be able to use simple present tense to talk about
general truths and writ some sentences using the structure “(not) + adjectives enough + infinitive”
to-II Teaching aids: Extra board, pictures
III Procedures:
1 Warm -up
- have students work in pairs,
remind the form and use of the
simple present tense and simple
Ordinary verb:
(+) S (soá ít) + V(s/es)
S (soá nhieàu) + Vo (-) S + do / does + not + Vo (?) Do / Does + S + Vo?
Yes + S + do / does
No + do / does +not
Trang 13Use: it expresses an action that happens
in present
Simple past tense:
To be: was / were
(+) S (số ít) + was
S (số nhiều) + were (-) S + was + not
S + were + not (?) Was / Were + S + …?
Ordinary verb:
(+) S + V 2 / V-ed (-) S + didn’t + Vo (?) Did + S + Vo?
Yes, + S+ did / No, + S+ didn’t
Use: It expresses an action that happens
in the past.
2 Practice:
- elicit
We have two passages and some verbs that
are not in the right form You read the
passages and put the verbs in the present
simple and past simple tense
- call some students to read the completed
passages
work in pairs
- read the completed passages
Activity 1:
a 1 lives, 2 sent, 3was, 4 is,
b 1 are, 2.came, 3.showed, 4 introduced
-explain
Apart from expressing the repeated /
habitual actions which happen daily, the
present simple tense can also be used to
describe actions which are always known
as truth You will understand more when
you finish exercise 2 Complete the
dialogue Use the correct form of the
verbs in the box You can use some verbs
more than once
- have students read the completed the
dialogue
- explain more about the simple present
tense
- listen to the teacher
- read the completed the dialogue
ex: Water boils at 100 degrees Celsius
- Students don’t go to school on Sunday
- have students look at the pcturepart3
page 17
- ask students to answer the questions in
pictures
Give some words:
- heavy set : chắc nịch
- hold one’s head : ôm đầu
- shoulder bag: túi khoác vai
- short
- look at the picture
- work pairs
- copy in the book
Activity 3:
a There are 4 people in the picture.
b There is a tall, heavy set man; there is a tall, thin woman with short hair, there is a boy sitting on the aground, holding his head, and there is a short man standing across the street.
c The man standing next to the taxi
is wearing a yellow shirt and black trousers; the woman is carrying a shoulder bag, and is wearing a
Trang 14green skirt and red blouse The boy sitting on the ground and holding his head is wearing blue shorts and a white shirt, and the man across the street is wearing blue trousers and a pink shirt.
- review the structure.
- have student do exercise
- take note
- pairs work
Activity 4:
(not) + adj + enough + to-infinitive
Đủ/ không đủ … để làm gì Ex:
- Can you hang this picture over there?
- No, I am not tall enough to hang hthe picture over there.
b Hoa: Is ba going to drive his father car?
Lan: Don’t be silly Ba is not old enough to drive a car.
c Hoa: Do you need any help?
Lan: No, thanks I am strong enough to lift this box.
d Hoa: Why don’t you join pour English Speaking Club?
Lan: I don’t think my English is
good enough to be a member
3 Home work:
Prepare Unit 2: getting started, listen and read
UNIT 2: MAKING ARRANGMENTS Lesson 1: getting started, listen and read
I Objectives:
By the end of the lesson, students will be able to use the telephone to make and
confirm arrangements
II Language content:
Vocabulary: mobile (n), downstairs (n)
Structure: - Can I speak to …?
- Would you like …?
- Let’s …
III Teaching aids:
Pictures, cassette player
VI Procedures:
1 Warm -up
- ask students to match each
object (pictures on page 18
with its name
- match each object (pictures
on page 18 with its name a An answering machine.b A mobile phone
c A fax machine
Trang 15As we know, telephone has
become more and more
popular in our social
communication Thus, it is
necessary foe English
learners to have good skill of
using and understanding the
language use in the
telephone In grade 7, we
learned how to read
telephone number and some
other related structures In
this period, we will further
study this topic.
- play the tape
- review the ways to read
telephone numbers, the
structure to talk with some
one on the phone and the
structure about invitation or
suggestion
- explain some more
structures in the dialogue
- listen to the teacher
- It’s a bit far from my house
(nó cách nhà tôi khá xa)
3 Practice:
- play the tape
- have students role play
- play the again and have
students do exercise 2 in the
book page 19
- have students exchange and
compare the answers with
classmates
- have students read the
answers in front of class and
others give comments
- give correct answers
- listen to the tape
- copy in the answer in thebook Answers:a Nga make the call
b Nga introduced herself
c Nga invited Hoa to the
Trang 16- have students ask and
answer the questions and
structures to talk with
someone on the phone,
structure about invitation or
suggestion
- take note
5 Home work:
- Make questions for underlined parts:
a Nga and Hoa are going to see the movie Dream City
b Ba will take the final exam next month
c My father is talking to his friend on the phone
d We are going to have a farewell party this weekend
- Prepare Speak
UNIT 2: MAKING ARRANGEMENTS
Lesson 2: Speak
I Objectives:
By the end of lesson, students will be able to talk on the telephone about intentions with GOING TO
II Language content:
Structure: Great, me too, I’m sorry I can’t
III Teaching aids:
Extra board, chart
VI Procedures:
1 Warm -up
- talk to students about using
telephone and ask them
questions
- listen to the teacher andanswer the question asteacher’s ask
- Do you have a telephone athome?
- How often do you make aphone call?
- What would you say whenyou pick up the phone toanswer it?
- What would you say if youare the caller?
2 Pre - Speaking:
Trang 17- ask students to do
exercise 1 on page 20
- have students to work
in pairs to put the
sentences in the correct
order to make a
complete conversation
- call some pairs to read
the dialogue that is
arranged
- give the correct
answer
- ask students questions
- explain “Be going to”
- do exercise 1 onpage 20
- work in pairs toput the sentences
in the correct order
to make acomplete
4-a: I’m fine I’m going to the pop concert
at the city Concert Center tonight Would you like to come?
5-i: Which band is it?
6-c: It’s Kids in Town You like it, don’t
you?
7-e: Yes What time can we meet?
8-k: Is 7.15 OK? The concert starts at 7.45.
let’s meet inside the center, at the cafe corner
9-g: That’s fine See you at 7.15 Thank you
Adam
Questions:
- What do they intend to do?
(they intend to go to the pop concert)
- What time are they meeting? Where?
(They are meeting inside the center at 7.15)
Form: S + be + going to + infinitive
3 While - speaking:
- have student look at part 2
page 20
- elicit
Ba calls Bao to invite him
playing chess and they are
arranging the suitable time
you find out Bao’s sentences
to complete sentences
- call some pairs to read the
complete dialogue in front of
class
- give feed back
- look at part 2 page20
- read the completedialogue in front ofclass
- take note
Ba: Hello 8257021
Bao: May I speak to Ba, please This
is Bao.
Ba: Hello, Bao How are you?
Bao: I’m fine thanks And you?
Ba: Great me too
Bao: Can you play chess tonight?
Ba: I’m sorry I can’t play chess tonight I’m going to do my
Trang 18homework.
Bao: What about tomorrow afternoon?
Ba: Tomorrow afternoon is fine
Bao: I’ll meet you at Central Chess Club.
Ba: At Central Chess Club? Ok Let meet at the front door
Bao: Is 2.00 o’clock OK?
Ba: Great See you tomorrow afternoon at 2.00 o’clock
4 Post - speaking:
- have students work in pairs
practice the dialogue in part
1 and part 2
- work in pairs practice thedialogue in part 1 and part 2
5 Home work:
Ask students to write five things that they intend to do next week
UNIT 2: MAKING ARRENGAMENTS
Lesson 4: Read
I Objectives:
By the end of the lesson, students will be able to know more about Alexander GrahamBell
II Language content:
Vocabulary: emigrate (v), deaf-mute (n), experiment (n), transmit (v), invent (v) –invention (n), conduct (experiment)
III Teaching aids: demonstrate
Picture, cassette player
VI Procedures:
1 Pre - reading:
- ask students questions
- elicit
When we talk about
Alexander Graham Bell what
words about this man appear
in your mind?
- answer
- discuss andanswer
Questions:
Who is in the picture?
What do you know about him?
What did he invent? When?
- Alexander Graham Bell
- He is an inventor
- He invented The telephone in 1876
New words:
Trang 19- explain some newwords
- have students read the new
words twice
- introduce the lesson
We are going to read about of
the greeted scientists in the
world, the inventor of the
telephone Alexander
Graham Bell
- cop in the book - emigrate (v): di cư
- deaf-mute (n): người vừa câm, điếc
- experiment (n): cuộc thí nghiệm
- transmit (v):n truyền tín hiệu
- invent (v):
- invention (n):
- conduct (n): hạnh kiểm
- demonstrate (v): chứng minh, giải thích
- device (n): phương sách
- countless (a) : vô số
- exhibition (n): trưng bày
- commercial (a) : thuộc về thương mại
2 While - reading:
- have students read the
passage one and answer the
questions
- have students compare the
answers with a friend
- ask students why the
answer is false or true
- give the correct answers
- continue eliciting
Now you read the passage
again and put the event in
correct order
- have students work in pairs
do the exercise 2
- have some pairs read the
answers the others listen,
- read the passage oneand answer thequestions
- compare the answerswith a friend
- copy in the book
- listen to the teacher
- work in pairs do theexercise 2
- read the answers theothers listen give
Trang 20give comments and correct
- give correct answers comments and correct.- copy in the book 2.Alexander Graham Bell:
d was born in Scotland
e went to live in Canada
a went to live in the United State
g worked with people neither speak nor hear
c worked with Thomas Watson
b successfully demonstrated his invention
f invented the telephone
3 Post - reading:
- have students read the
passage in front of class
- have students work in
groups 4 or 5 and make a
short presentation about
Alexander Graham Bell
- read the passage in front ofclass
- say something aboutAlexander Graham Bell(base on events in exercise2)
4 Home work:
Prepare write
UNIT 2: MAKING ARRANGEMENTS
Lesson 5: Write
I Objectives:
By the end of the lesson, students will be able to write a telephone message
II Language content:
Vocabulary: delivery service (n), stationery order (n), reach (v), taken by (v)
III Teaching aids:
Extra board
VI Procedures:
1 Warm -up
- talk to students taking a
telephone message - taking a telephonemessage - Have you ever taken atelephone message?
- When you take a message,what should be mentioned inthe message?
(Date, time, who sent, to whom, content)
2 Pre - writing:
- elicit and have students
look at the message
- explain new words in the
- listen to the teacher’s eliciting and read the message
New words:
- delivery service (n): dòch vuï chuyeån
Trang 21message box Continue
eliciting
This is the passage which was
written based on the above
message Now you complete
the passage by filling the
most suitable work in the
blank.
- have students compare the
answers with the classmate
- give the correct answers
- read and completethe passage
- compare the answers with the classmate
hàng
- furniture service (n): chuyễn giao đồ đạt
- taken by (v): ghi lại bởi
- message (n): nội dung tin nhắn
- furniture (n): đồ đạt
- stationery order (n): đơn đặt hàng vănphòng phẩm
- reach (v): có thể gặp ai đó qua điện thoại
Now you read the completed,
and then write the message
base on the passage.
- have students compare the
answers with the classmates
- call students write the
message on the board
- give correct message
- continue eliciting students
- have students work in pairs
the dialogue in part 3
- elicit
Now you help Lisa write a
message for Nancy using the
information in the dialogue.
- have students compare the
answers with classmates
- call some students to read
loudly the answers
- give correct answer
- write the message
- compare the answers with the classmates
- write the message
- read loudly the answers
- copy in the book
- Taken by: Mr Tam
- Date: students complete
- Time: students complete
- For: Nancy
- Message: Tom called about playing tennis this afternoon He will come over to pick up at 1.30
Trang 22- Taken by: Lisa
4 Post - writing:
- have students work in pairs
build a new dialogue
(structure are similar the
dialogue in part 3)
- have some students read
the dialogue loudly
- have students give their
dialogue to other and write
the message to that dialogue
- work in pairs build a new dialogue
- read the dialogue loudly
- give their dialogue to other and write the message to thatdialogue
5 Home work:
Complete these sentences with the best word:
1 She is out Can I …… Your message?
2 Her mother said that you can …… her after lunch
3 I’m sorry The line is … Would you like to …?
4 He wants to meet you …… June 24
Prepare Language focus
Lesson 6: LANGUAGE FOCUS
I Objectives:
Review the important points of the lesson
Further practice adverb of place
II Language content:
Be going to
Adverb of place
III Teaching aids:
Extra board, picture language focus part 3
VI Procedures:
1 Warm -up
- ask students some questions - answer -What will you do on the weekend?
- Are you going to read book/ go themarket / watch TV?
-Where do you often do those?
2 Practice:
- divide class into 3 groups
- review the structure ‘be
going to’
- have students translate
these two sentences into
- find out the
- Ngày mai tôi sẽ đến thăm bạn
- Ngày mai tôi sẽ chơi bóng đá
I will visit you tomorrow.
I am going to visit you tomorrow.
I will play soccer tomorrow.
I am going to play soccer tomorrow.
Will play soccer:
Trang 23- have students practice in
groups Use the future tense
with ‘Be going to’
- give some pairs to give
answers
- give correct answers
Have students look at part 2
- elicit
The following is a
questionnaire about things
you are going to do in the
future You complete “you”
column with checks () if
you are going to do and
crosses () if you are not.
- have students compare the
answers with a classmates
- have students state what
their friends going to do and
not going to do in front of
the class
- have students remind
adverbs of pace
- have students work in
pairs, complete sentences
given by filling adverbs of
place in the right position
different between these two sentences
- state what their friends going to do and not going to do
in front of the class
- remind adverbs of pace
- work in pairs, complete sentences given by filling adverbs of place in the right position
Express an action that happen in the future This action is decided at the time
we speak and have non preparation.
Am going to play soccer:
Express an action that will happen in the future, this action has a preparation very well.
Group 1:
a They are going to go fishing
b She’s going to read a new novel
c She going to do her homework (in Math)
d He is going to watch an action movie on TV tonight
e She’s going to give him a birthday present
play sport?
meet your friends?
help your parents?
do your homework?
watch TV?
Trang 24- have students give the
answers
- give the correct answers
- give the answers
- copy in the book
- remind the structure to talk
about intentions with be
going to and adverbs of
place
- take note
4 Home work:
Copy the answer in Language focus in the work book
Prepare Unit 3: Getting started, listen and read
UNIT 3: AT HOME Lesson 1: Getting started, Listen and read
I Objectives:
By the end of the lesson, students will be able to understand the dialogue and use model verbs to talk about the housework
II Language content:
Vocabulary: chore (n), cupboard (n), steamers (n), sink (n), saucepan (n), frying panStructure: review reflexive pronouns and modals (have to, ought to)
III Teaching aids:
Pictures, cassette player
VI Procedures:
1 Warm - up:
- show 6 pictures (getting
stared) to students
- as them to look at 6 pictures
quickly in 30 seconds and try
to remember the verbs in the
pictures as many as possible
- which team remembering
more verbs is winner
- look at 6 pictures quickly in
30 seconds and try to remember the verbs in the pictures as many as possible
Answer:
a Wash dishes / do the washing up
b Make the bed
c Sweep the floor
Trang 25- have students ask and
answer about pictures
- have students write and talk
about the chores in the
picture in English
- introduce
We have talked and written
about chores you often do at
home Now you listen to the
dialogue between Mrs Vui
and Nam talking about chores
and practice the dialogue
with a friend
- play the tape once
- have students pick out new
words
- explain modal verbs and
reflexive pronouns
- answer
- listen to the tape
- pick out new words
- copy in the book
- Is she doing the washingup?
- Is she making the bed?
- What do you have to sweepthe floor?
- Do you have to feed thechicken?
New words:
- chore (n): việc vặc
- cupboard (n): tủ chén
- steamers (n): nồi hấp, nồiđun
- sink (n): bồn rửa bát
- saucepan (n): cái chảo
- frying pan (n): chảo rán
Must: ngụ ý bắt buộc do
người nói
Have to: là sự bắt buộc do
hoàn cảnh khách quan
Ex: I have to do your homework
You must do youhomework
Should, ought to: nên làm
việc gì
Reflexive pronouns: yourself
…
3 Practice:
- play the tape twice
- have students practice the
dialogue in pairs
- have students work in pairs
and make the list of the
things that Nam has to do
- give the correct answer
- copy in the book
- cook dinner
- go to the marketNam has to to buy fish and vegetables
- call his Aunt,
Ms Chi and askher to meet his
Trang 26mother atgrandma’shouse
4 Consolidation:
- have students tell more
chores they often do at home - tell more chores they oftendo at home - look after brother / sister- water vegetables
- look after the house
- lay / clear the dinning table
5 Home work:
Prepare speak
UNIT 2: AT HOME Lesson 2: Speak
I Objectives:
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
II Language content:
Vocabulary: rug (n), cushion (n), rice cooker (n)
Grammar: Review the preposition of place
III Teaching aids:
Pictures
VI Procedures:
1 Pre – reading:
- let students play game
Networks Talk about
objectives in the house
- have students name
objects in the pictures
- tell about objectives in the house
- name objects in the pictures
knife stove clock
cupboard
refrigerator electric cooker
2 While - speaking:
- have students tell
preposition of positions
- have students work in pairs,
talk about the position of each
item
- ask students the positions of
the items in the pictures
- tell preposition ofpositions
- work in pairs, talk aboutthe position of each item
- answer the positions ofthe items in the pictures
on, next to, between, above,under …
Questions:
- Where is the calendar? – On
the wall above the stove andthe sink
- Where is the clock? – It’s
above the fridge
- Where is the fruit? – in the
Home
Trang 27- continue to introduce.
Mrs Vui bought some
furniture for her living room
but she hasn’t decided where
to put them yet Now you work
in groups of three or four and
arrange the furniture in the
most of all, let’s look at the
picture to see what Mrs Vui
has bought for her living
room.
- explain new words
- have students work in
groups, put above furniture
- Where is rice cooker? – Next
to the bowl of fruit
- Where is cupboard? – On the
wall, above the counter
- Where are knives? – They
are on the wall, under thecupboard
- Where is dish rack? – On the
counter, next to the bowl offruit
New words:
- rug (n): thảm dầy trải sàn
- cushion (n): niệm
- rice cooker (n): nồi cơm điện
- coffee table (n): bàn ngồi uốngcà phê
Structure: Let’s + V ….
I think we ought to + V…
- I think the coffee table
should be put between thecouch and the armchair
- Let’s put the magazines on
the shelf above the books
- I think the shelves ought to
be put at one of the corners,opposite the couch
- The TV and stereo should be
put on the shelves
- Let’s put the clock on the
Trang 28wall, above the picture.
- I think we should hang the
picture / clock above thecough
3 Post - speaking:
- remind the way to describe
the position of objects in the
family
Remind nouns to indicate
objects
- listen and remember
- listen and remember
4 Home work:
Describe the objects in your room, living room
Prepare: Listen
UNIT 2: AT HOME Lesson 3: Listen
I Objectives:
By the end of the lesson, students will be able to identify the right item
II Language content:
Items: rice (n), noodles (n), sauce pan (n), frying pan (n), garlic (n), onion (n), greenpeppers (n), pea (n), ham (n)
III Teaching aids:
Pictures, cassette player
VI Procedures:
1 Warm - up:
- call students to describe one
of the rooms in the house
- give feed back and mark
- describe one of the rooms
in the house Describe the living room/bed room / bath room / kitchen …
2 Pre - listening:
- stick the picture page 34 on
the board
- ask students question
- have students name the
- name the pictures
- Copy in the book
Can you name the objects inthe pictures?
Objects in the pictures:
- rice (n): cơm
- noodles (n): mì
- sauce pan (n): chảo sốt
- frying pan (n): chảo rán
Trang 29Now you work in pairs and
answer the question: “What
ingredients do you need to
cook the special Chinese fried
rice?”
- call some students to read
ingredients to cook the
“Special Chinese fried rice”
- work in pairs and answerthe question
- read ingredients to cook the
“Special Chinese fried rice”
3 While - listening:
- elicit
We are going to listen to a
conversation between Mrs.
Tu and Lan about the
necessary ingredients to cook
the “Special Chinese Fried
Rice” You listen and decide
which are the necessary
ingredients and utensil to
cook this food by choosing
the correct pictures in the
book.
- play the tape twice
- have students compare the
result with a classmates
- call some students to give
the answers
- listen to the teacher‘selicit
- listen to the tape
- compare the result with aclassmates
- give the answers Answer:
a Fried rice
b Pan
c Garlic and green peppers
d Ham and peas
Tape transcript:
Lan: Can I help you cook dinner, Mom?
Mrs Tu: Sure You can cook
the “Special Chinese friedrice” for me Use the big pan,please
Lan: Okay How much oil do
put in?
Mrs Tu: Just a little Wait
until it’s hot and then fry thegarlic and the green peppers
Lan: O I put the ham and the
peas in now?
Mrs Tu: Yes, And you can
put the rice and a teaspoon ofsalt in
Lan: Yummy! It smells
delicious
4 Post - listening:
Trang 30- have student work in pairs
state the way to make
“Special Chinese fried rice”
- give feed back
- work in pairs state the way
to make “Special Chinesefried rice”
- use the pig pan
- wait the pan is hot
- fry the garlic and the greenpeppers
- put the ham and the peas in
- put the rice and teaspoon ofsalt in
5 Home work:
Prepare: Read
UNIT 3: AT HOME Lesson 4: Read
I Objectives:
By the end of the lesson, students will be able to understand the safety precautions in the house and use Why - because
II Language content:
Vocabulary: safety precaution (n), object (n), chemical (n), drug (n), matches (n),electrical socket (n), scissors (n), bead (n)
III Teaching aids:
In our life, there are many
different objects Some of
them may be dangerous to
children if we don’t keep
them carefully Now you work
in groups and make the list of
dangerous things and
discuss: “What must we do to
keep children safe?”
- play the tape twice
- explain the new words
- work in groups
- listen to the tape
- copy in the book
Chemicals / drugs / matches /scissors / knives / electricalsocket …
New words:
Danger in the house for children
Trang 31- have students read new
words
- read new words
- safety precaution (n): cảnhbáo an toàn
-play the tape again
- come some students to read
safety precautions in the
house
- have student work in pairs,
write True or False Check
(the boxes correct the false
sentences
- have students compare the
answer with a friend
- call students to write
answer on the board correct
False sentences
- give feed back
- have students read “safety
precautions in the home”
again and answer the
questions using “Why –
because”
- have students compare the
answers with their friends
- call students to write the
answers on the board
- compare the answer with afriend
- write answer on the boardcorrect False sentences
- copy in the book
- read “safety precautions inthe home” again and answerthe questions using “Why –because”
- compare the answers withtheir friends
- write the answers on theboard
Answer 1:
a False: It’s safe to keepmedicine in lockedcupboards
b True
c False: A kitchen is adangerous place to play
d False: playing with onematch can cause a fire
Trang 32Electricity can skill.
e Because the dangerousobjects can injure and kill
4 Post - reading:
- call students to read the
passage in pairs, correct
mistakes each other
- call students to translate the
passage
- give fees back
- read the passage in pairs,correct mistakes each other
- translate the passage
5 Home work:
Prepare write
UNIT 3: AT HOME Lesson 5: Write
I Objectives:
By the end of the lesson, students will be able to write a description of a room in their house
II Language content:
Vocabulary: dish rack (n), towel rack (n), beneath lighting fixture (n), flour (n)
Grammar: Review adverbs, prepositions of position (on the right, in the middle,beneath …)
III Teaching aids:
Pictures, extra board
- call students 2 to read the
main content about safe
precaution
- give feed back and mark
- write the words
- read the main content about safeprecaution
- ask students question
- look at the picture
- answer the question
Trang 33- have students work in pairs,
read the passage describing
Hoa’s room
- have students underline the
phrases about positions
- have students look at the
eliciting sentence in part 2
page 44
- explain the new words
- elicit
Based on the sample
paragraph about Hoa’s room
and pictures you now write a
paragraph to describe the
kitchen by using the prompts
to make complete sentences
- work in pairs, read
describing Hoa’sroom
- underline thephrases aboutpositions
- look at the elicitingsentence in part 2page 44
- copy in the book
-listen to teacher’seliciting and prepare
to do exercises
the room? – There is a window
d Where is the wardrobe? – besidethe window and opposite thedesk
-dish rack (n): giá đựng/giác đĩa
- towel rack (n): giá treo khăn
- beneath (pre.): ở phía dưới
- lighting fixture (n): đèn chùm
- correct students’ mistakes
- give correct answer
- write description of
a kitchen bythemselves
- compare the writing
Answer:
- This is Hoa’s kitchen
- There is a refrigerator in the rightcorner of the room
- Next to the refrigerator is the stoveand oven
- On the other side of the oven, there
is a sink and next to a sink is thetowel rack
- The disk rack is on the counter onthe right of the window and beneaththe shelves
- In the middle of the kitchen there is
a table and four chairs
- The lighting fixture is above the
Trang 34table directly beneath the lightingfixture is a vase of the flowers.
4 Post - writing:
- elicit
Base on the above writing,
write a short paragraph
describing one of the rooms
in your house.
- give feed back
- write a short paragraphdescribing one of the rooms
in the house
Ex:
This is my living room there
is a table in the middle of theroom and four chairs There
is a TV on the right of theroom Next to the table is thebookshelf
5 Home work:
Have students write paragraph describing a room in the house
Prepare: Language focus
Lesson 6: LANGUAGE FOCUS
I Objectives:
- Review some information points of grammar
- Focus on writing skill
II Language content:
- have one student describe
the description of their room
- give feed back and mark
- describe the description of the rooms (room of the rooms in the house)
Describe of rooms in thehouse:
living room, bedroom,bathroom, kitchen …
2 Practice:
- divide class into 4 groups
- have students look at provided
verbs in the box and say the
chores in the pictures in English
- help students if necessary
- elicit
Now you look at the pictures In
the book and the verbs in the box,
completing the dialogue by
putting “Have to or must” in the
correct blank
- look at provided verbs
in the box and say thechores in the pictures inEnglish
- complete the dialogue
by putting “Have to ormust” in the correctblank
Trang 35- have students work in pairs read
complete the dialogue
- call some pairs to read the
dialogue loudly, others give
comments if it is not exact
- give correct answers key
- notice the different between
meanings of must and have to
- work in pairs readcomplete the dialogue
- read the dialogueloudly, others givecomments if it is notexact
Part 1:
1 must / have to tidy
2 have to / must dust
3 must /to sweep
4 must / have to clean
5 have to / must empty
6 must / have to feed
- ask students questions
- have students look at the
pictures part 2 and give advice to
the people on the pictures by
using ought to
- give example
- have students compare the
result with a friend
- have students write advice on
the board
Give eliciting answer key
- answer the questions
- look at the pictures andgive advice to the people
on the pictures by usingought to
- copy in the book
- compare the result with
ex: I failed my English test
You ought to student harder.
b You ought to get up early
c You ought to eat morefruit and vegetables
d You ought to go to thedentist
- introduce the form and the
usage of reflexive pronouns
- have students work in pairs and
complete the conversation by
putting the reflexive pronouns in
the right blank
- call some pairs to practice the
dialogue
- give the correct answer
- copy in the book
- work in pairs and
conversation by puttingthe reflexive pronouns inthe right blank
- copy in the book
Parts 3:
Form: myself, yourself,himself, herself, itself,ourselves, themselves
Usege: Reflexive pronouns
are used to express an action done by directly the subject, not other people or thing.
- have students look at the modal
example and the pictures in part
4
- have asking and answering with
the structure why because base
on elicit pictures
- call some pairs to read the
answers others give comments
- give correct answer
- look at the modalexample and the pictures
in part 4
- ask and answer with thestructure why becausebase on elicit pictures
- read the answers othersgive comments
- copy in the book
c Why was Mrs Thoa
Trang 36home late? – Because shehad to come to see Nam’sgrandmother she wassick.
d Why did Ha fail herEnglish exam? – Becauseshe didn’t learn for herexam She played thecomputer games
e Why didn’t Nga go to themovies? – Because shehad to do her chores shehad to clean the kitchenand sweep the livingroom
3 Home work:
Ordinary verb:
(+) S (soá ít) + V(s/es)
S (soá nhieàu) + Vo
(-) S + do / does + not + Vo(?) Do / Does + S + Vo?
Yes + S + do / does
No + do / does +not
Use: it expresses an action that happens in present
Simple past tense:
To be: was / were
(+) S (soá ít) + was
S (soá nhieàu) + were(-) S + was + not
Trang 37S + were + not
(?) Was / Were + S + …?
Ordinary verb:
(+) S + V2 / V-ed(-) S + didn’t + Vo(?) Did + S + Vo?
Yes, + S+ did / No, + S+ didn’t
Use: It expresses an action that happens in the past.
Exercises:
(Teacher has students do exercises 1, 2 page 16 in language focus)
Unit 2:
Be going toAdverb of place
Teacher has students translate 2 sentences into english
- Ngày mai tôi sẽ đến thăm bạn
- Ngày mai tôi sẽ chơi bóng đá
I will visit you tomorrow.
I am going to visit you tomorrow.
I will play soccer tomorrow.
I am going to play soccer tomorrow.
Will play soccer:
Express an action that happen in the future This action is decided at the time we speak and have non preparation.
Am going to play soccer:
Express an action that will happen in the future, this action has a preparation very well.
Exercises: (teacher has students do exercises 1page 25 in language focus and exercises 3 pages 26 in language focus)
teacher has students read about Alexander Graham bell again and do exercise part 1,
Teacher has students do exercises 1, 2, 6page 20, 21 and 25 in workbook
UNIT 4: OUR PAST Lesson 1: Getting started, Listen and read
Trang 38I Objectives:
By the end of the lesson, students will be able to tell the activities people used to do
in the past
II Language content:
Vocabulary: great - grandma (n), modern equipment (n), folktale (n), tradition stories (n)
III Teaching aids:
Picture, cassette player
VI Procedures:
1 Warm - up:
- have students look at the
title “Vietnam 100 years
ago” can you guess our topic
in this lesson
- introduce: Today we will
learn about life in Vietnam
100 years ago
- have students work in
groups , look at the picture
and make a list of the things
that do not belong to the past
in Viet Nam 100 years ago
- call some groups to name
objects that do not belong to
that past in Viet Nam 100
years ago
- look at the title “Vietnam
100 years ago” can you guessthe topic
- work in groups , look at the picture and make a list of the things that do not belong to the past in Viet Nam 100 years ago
- name objects that do not belong to that past in Viet Nam 100 years ago
- TV
- The radio
- The mobile phone
- The lighting fixture
- The school uniform
- Modern clothing
- Computer games
- High building
2 Presentation:
- elicit: We have just
discussed the things that do
not belong to the past in Viet
Nam 100 years ago Now we
go on with groups discussion
of your age had to do 100
years ago
- call some groups to state
- introduce: We are going to
listen a dialogue between Nga
and her mother about the
grandmother used to do when
she was young girl.
- play the tape
- explain new words and the
- listen to the tape
- copy in the book
- repeat the new words
- stay at home and help mom
- cook meals, clean thehouse, wash the clothes
New words:
- great - grandma (n): cụ bà
- modern equipment (n): thiết
Trang 39- read the new words.
- have students read the new
words in front of class
- play the tape twice
- have students work in pairs,
practice the dialogue
- read the new words in front
of class
- listen to tape
- work in pairs, practice thedialogue
Use: It expresses an action
that used to be in the past and doesn’t exit in present.
Had to: phải làm gì (trong
quá khứ)
3 Practice:
- have students work in pairs,
ask and answer the questions
in part 2 page 39
- have students read the
answers loudly
- give the correct answers
- explain the request in
exercise 3
- help students understand
the meanings go fact and
opinion
- have students do exercise 3
- have students compare the
result
- give correct answers
- work in pairs, ask andanswer the questions inpart 2 page 39
- read the answers loudly
- copy in the book
- do exercise 3
- compare the result
- copy in the book
Answers:
a She used to live on a farm
b Because she had to stayhome and help her mom
c She used to cook the meals,clean the house and wash theclothes
d Her great – grandmotherused to lit the lamp and hergreat – grandfather used totell them stories
e She asked her grandmother
to tell her the tale “ The lostshoe”
Fact: sự thậtOpinion: Ý kiến cá nhân
- remind the nouns/ things do
not belong in the past
- listen and remember
- tell the things do not belong
in the past
5 Home work:
- Learn new words and remember structures used to
- copy the exercise 2, 3 in the work book
- prepare Speak
Trang 40UNIT 4: OUR PAST Lesson 2: Speak
I Objectives:
By the end of the lesson, students will be able to USE TO to talk about the things theyused to
II Language content:
Vocabulary: straw (n), fresh grocery stove
- ask students questions - answer - Where did Nga’s grandmother use
to live?
-Why didn’t she go to school?
- What did Nga’s great-grandmother use to do?
- What did Nga’s great-grandmother and great-father do after dinner?
2 Pre - speaking:
- ask students questions
- divide class into 2 groups
- have each groups look at
a picture in part 1 page 40
and list the things they see
- correct ideas
- have students work in
pairs, looking at the picture
and the words listed, talk
about differences between
life in the past and now by
using used to
- answer
- look at a picture inpart 1 page 40 and listthe things in thepicture
- looking at the pictureand the words listed,talk about differencesbetween life in thepast and now by usingused to
- What sports or games do use to playwhen you were younger?
- Did you use to have a nickname?
- Did you cry a lot when you were asmall child?
- Did you used to play the game blindman’s bluff when you were a child?
Picture 1:
- small house
- people work on paddy field
- children play at home