thcs taân loäc baéc week 1 period 2 teaching date lesson 1 listen read aim reading the dialogue for details and revision of simple present and simple past tenses objective by the end of the less

Objective: By the end of the lesson, students will be able to understand dialogue between Tim and his mom about his study Teaching aids: Text book6. Procedure:.[r]

- Week: 1

- Period: 2

- Teaching date: - Lesson 1: - Listen & Read

* Aim: - Reading the dialogue for details and revision of simple present and

simple past tenses

* Objective: - By the end of the lesson, students will be able to know more about

Hoa-Lan-Nien and to review simple present and simple past tense

* Teaching aids: - Text book, cards.

the dialogue again

and answer the

- Listen and repeat

- Copy down

- Read new words in chorus

- Read the questions and answer them

in pairs

- Give feed back?

- Read the dialogue and check their prediction

- Read the dialogue againand answer the question

- Ask and answer the questions

* Warm-up: (Pelmanism).

receive met lived received came sent

* Pre-reading:

1 Pre-teach vocabulary:

- to seem (translation)

- a next door neighbor

(explanation: a person who lives next to your house)

- to look like (translation)

2 Pre-questions:

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

b How old is Nien?

c Where does Nien live?

d Is she a beautiful girl?

* While-reading:

 Read the dialogue (p.10)

 Check the answers

 Read the dialogue again

 Answer the questions in exercise 2 on page 11

* Answers:

a Nien lives in Hue

b No, she doesn't

c The sentence is "She wasn't old enough to be in

my class"

d At Christmas

the simple present

and simple past

can use them to

fill in the gaps

- Read the paragraph andfill in the gapswith the suitable words

* Post-reading:

 Gap-filling: (live-sent-be-come)

"Hoa (1) in Hue last year, but now she (2) in Hanoi Yesterday, Hoa's friend Nien (3) Hoa a letter Nien (4) Hoa's friend neighbor when Hoa lived in Hue She (5) yourger than Hoa She (6)

* Objective: - By the end of the lesson, students will be able to describe someone

and complete the dialogue by listening

* Teaching aids: - Text book.

* Procedure:

Unit 1: My friends

Teacher's activities & Sts' activities Content

- Ask Ss to think of the

adjectives used to

describe body build

and hair

- Show Ss a picture of

Mary and ask them to

describe her hair, her

body build

- Explain the structure

- Supply the word cues

and ask Ss to complete

the sentences

- Ask Ss to look at six

people on page

11-12-Call on a student to

describe one person,

the others have to

guess who he/she is

- Give Ss some

expressions and make

sure they know their

- Let students (to)

listen to the tape twice

- Listen and correct

their (prediction)

pronunciation

- Give the adjectives to describe body build and hair

- Describe Mary

- Listen and copy down

- Complete the sentences based on cues

- Look at six people and describe them

- Listen and read the expressions

- Read the open dialogues (p.12-13) andfill in the blanks with the suitable

 Ex: - She has long blond hair.

- She is short and thin

 Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

 Give feedback

* While listening:

 Listen to the tape twice

 Compare with their prediction

* Post-listening:

S + have / has + adjectives + hair

S + be + adjectives

 Practise the dialogues.

- Week: 2

- Period: 4

* Aim: - Reading for specific information.

* Objective: - By the end of the lesson, students will be able to know more about

four pictures on page

10 and talk about the

activities they want

to do after school or

in their free time

- Present and give

the meaning of new

"What and where"

- Look at the pictures and talk about the activities they do after school or in their free time

- Listen and repeat

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

* Warm-up: (Chatting).

 Look at the pictures (p.10) and answer the questions

a What are these students doing?

b Do you like soccer / reading books ?

c Whom do you like playing with?

- Present the

statements on the

board

- Set the scene:

These statements are

about Ba and his

friends, read them

and guess which

statements are True /

False

- Ask Ss to open

their books and read

the text on page 13

- Let Ss read the text

again and answer the

questions

- Read the answers

and correct the

- Read the text again and choose the best answers on page 14

- Read the text and answer the questions

 Read the text (p.13)

 Check their prediction

 Correction:

a Ba has a lot of friends but he spends most

of his time with Bao, Song and Khai

b They have different characters

c Only Song and Khai are quite reserved

- Learn vocabulary by heart

- Read the text fluently

- Week: 2

- Period: 5

* Aim: - Writing about oneself and about other people.

* Objective: - By the end of the lesson, students will be able to write a paragraph

about their close friends

* Teaching aids: - Text books.

* Procedure:

Teacher's activities & Sts' activities Content

- Ask Ss to look at

the picture (p.17)

quickly Then let Ss

keep their books

closed

- Divide the class in

to 4 groups The

group which answers

come city the fastest

wins the game

- Ask Ss to read the

with the paragraph in

their books on page

- Read the information and then answer the questions

- Write a paragraph about Tam, using the information (individually)

- Compare with the paragraph in their books on page 15

- Write a paragraph about one of their friends

- Correct the mistakes if possible

* Warm-up: (Kim's game).

 Look at the pictures and describe the people in the picture (p.17)

a How many people are there in the picture?

b What is each person weaning?

* Pre-writing:

 Read the information about Fam

 Answer the questions (exercise 2 p.15)

He / She has short hair

He / She has a lot of friends

 Write some information about one of their friends, then write a paragraph about him or her

- Week: 2

- Period: 6

* Aim: - Farther practice in simple present tense and the structure (not) +

adjectives enough + to-infinitive

* Objective: - By the end of the lesson, students will be able to use simple present

tense to talk about general truths and write some sentences using the structure

(not) + adjective enough + to-infinitive

* Teaching aids: - Text book - cards - pictures.

* Procedure:

Teacher's activities & Sts' activities Content

- Divide the class in

new words in chorus

- Review the simple

- Model two cues,

the whole class

repeats

- Let all students,

- Find out the adjectives beginning with the letters given

- Give feed back

* Warm-up: (Categories).

 Find but the adjectives beginning with the letters given

- Example+ T writes: a b c d+ S writes: awful big clever disty

* Presentation:

 Pre – teach vocabulary

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

…)What are they?

- Mars Translation

- Mercury

- Silly (adj) translation

 Revision of simple Present tense

* The sunple present tense is used to express

an action which is always true

1 stes 2 goes 3 moves

work in pairs, one

asks, the other

a Read English books/v good

b Drive a car/ x old

c Carry this bag/ v strong

d Solve this problem/ x clever

- Week: 3

- Period: 7

- Teaching date: - Lesson 1: - Getting started

- Listen & Read

* Aim: - Reading for details about a conversation on the phone

* Objective: - By the end of the lesson, students will be able to use the telephone

to make and confirm arrangements

* Teaching aids: - Text book.

* Procedure:

Teacher's activities & Sts' activities Content

- Ask Ss to match each

object with its name

- Show the picture and

ask “What are they

doing? Introduced:

- Do exercises (p 18)

- Look at the picture and answer the questions

* Warm-up: (Matching).

Match each object (pictures on page 18) with itsname

* Pre-reading:

 Set the scene

Unit 2: Making Arrangements

They are talking about

going to see a movie

- Ask Ss to guess

- Let Ss to read the

conversation Give the

correct answers

- Let Ss match the

phrases with their

meanings

- Ask Ss to read the

conversation again and

answer the questions

- Let Ss practice the

conversation using the

frame given

- Move around the

class and help the

 Open prediction

a Who made the call?

b Who introduced herself?

c Who invited the other to the movies?

d Who arranged a meeting places?

e Who arrange the time?

f Who agreed to the time?

* While-reading:

 Read the conversation

 Check their prediction

 Matching the phrases with their meanings

a Hold on

b Is six thirty all right?

c Where’s it on?

d A bit far from…

1 Nó được chiếu ở đâu?

2 Khá xa…

3 Sáu giờ 30 được chứ?

4 Chờ nhé

 Comprehension question:

a What is Hoa’s telephone number?

b Which movies are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet?

S2: I’m going to see … Would you…?

S1: Of course But I have to ask…Hold on….OK….says I can go, Where’s it on?

S2: At… Movie threatre

- Week: 3

- Period: 8

* Aim: - Practice talking on the phone

* Objective: - By the end of the lesson, students will be able to talk on the phone

about intensions with “going to”

* Teaching aids: - Text books, cards.

on page 21 and set

the scene “a woman

phoned the principal

of Kingston junior

high school but hoe

was out ”

- Get Ss listen to the

tape twice and fill in

the message

- Give the correct

answers

- Present the words

with this ordered

letters on the board

and tell Ss that they

are adverbs of place

- Let them work

individually, one

student one word

- Make sure Ss know

the meaning of these

adverbs

- Let Ss do exercises

- Give the corr

- Listen and answer the questions

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

- Listen and answer the questions

- Listen and repeat chorally  individually

- listen to the tape andcompare with their guess

- Go to the board and write the meaningful words

 Warm-up: (Chatting).

- Do you have a telephone at home?

- How often do you make a phone call?

- What would you say when you pick up the phone to answer it?

- What would you say if you are the caller?

 Pre- listening:

 Set the scene

 Guess the messageKINGSTON JUNIOR HIGH SCHOOL

 Listen to the tape

 Compare with their guess

 Presentation: (Jumbled words )

Unit 2: Making Arrangements

- Week: 3

- Period: 9

- Preparing date

- Teaching date: Lesson 3: Read

 Aim: Reading the paragraph for details about Alexander

Graham Bell

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

more about Alexander Graham Bell

 Teaching aids: Textbook.

 Procedure:

- Let Ss answer the

question by coming

to the board and

write

- Present and given

the meanings of new

words

- Let Ss repeat the

words in chorus then

rub out word by

word but leave the

circles

- Get Ss to write the

words again in the

statements are true

and which are false

-Answer the question

- Listen and repeat

- copy down

- Listen and repeat

the words in chorus

- Rewrite the words

in the correct circles

Read and predict which statements are true and which are false

- Give feedback

- Listen to their teacher

 Warm – up: (Brainstorming).

To chat with friend

To communicate

 Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another country

to live

- (to) transmit : (translation) truyền đi

- (to) conduct : điều khiển

- (to) demonstrate : chứng minh

- a device : thiết bị

- a deaf – mute a person who is unable

to hear and speak -to come up with : tìm thấy

e Bell experimented with way of

Unit 2: Making Arrangements

What is thetelephone used for?

- Read the text.

- Have Ss correct

false statements

- Ask Ss to look at

the book page 22

- Get Ss to read the

event of Bell’s life

and put them in the

correct order

- correct the mistakes

- Read the text again and check their prediction

- Read and put the sentences in the correct order

- Give feedback

- write a paragraph about Bell’s life

transmitting speech between deaf- mute over a long distance

f Bell demonstrated his invention at

a lot of exhibition

 While – reading:

 Read the text on page 21-22

 Check their prediction

 Correct the false Statements

 Put the events in the correct order (p.22 Exercise 2)

 Alexander Graham Bell:

1 Was born in Scotland

2 Went to live in Canada.

3 Went to live in the United States.

4 Worked with people who could neither

speak nor hear

5 Worked with Thomas Watson.

6 Success fully demonstrated his invent.

7 Invented the telephone.

 Post- reading: (write- it- up)

 Write a paragraph about Bell’s life, using the information in the text

- Week: 4

- Period: 10

- Teaching date:

- prearing date Lesson 4: Write

 Aim: Writing a message

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

telephone message

 Teaching aids: Textbook.

 Procedure:

- write the words

whose letters are in

- Ask Ss to read the

message and fill in

the gaps in the

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

- Listen and answer the question

- Listen and repeat

- Read the passage

to get information and write the message

 Warm- up: (Jumbled words)

 AnswersThanh Cong Delivery ServiceDate: June 16

Unit 2: Making Arrangements

Taken by: Mr Toan

 Post- writing:

 Set the scene: “Tom phoned Nancy, but she was out Lisa, Nancy’s sister took a message for Nancy Help Lisa to write the message ”

 Answer:

Date:

Time:

For: NancyMessage: Tom called about playing tennis this afternoon He will come over

to pick you up at 1.30Taken by: Lisa

Preparing date Lesson 5: Language focus

 Aim: Listening for details and further practice in adverbs of

place

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

telephone message by listening and further practice in adverbs of place

 Teaching aids: Textbook.

 Procedure:

Unit 2: Making Arrangements

- Present the words

with this ordered

letters on the board

and tell Ss that they

- Put the sentences

in the correct order

to make a complete conversation

- Listen and answer the questions

- Listen and repeat chorally 

individually

- Practice asking and answering

- Practice in pairs

- give feedback

- Go to the board and write the meaningful words

- Complete the speech bubbles,

* Presentation:

 Do exercise 1 on page 20

 Question:

- Are they talking on the phone?

- What do they intend to do?

- What time are they meeting? Where?

- What form of the verbs do you use to talk about intent?

 Form: S + be + going to + infinitive

 Use: Express an intension

* Practice:

 Word cue drill

 Model sentences:

- Are you going to see a movie?

- Yes, I am / no, I’m not

a See a movie

b B Play sport

c C Meet your friends

d D Help your mother

S: She going to see a movie

a They are going fishing

b She’s going to read a new novel

c She’s going to do her homework

d He’s going to watch an action movie on

know the meaning

using each adverbs

in the box once

 Answer:

a Where is Tuan? I think he is

b No, he isn’t here upstairs

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

d Perhaps he’s outside

e No, he isn’t there

f I’m not outside I’m inside, Ba

Preparing date: Lesson 1: Getting started

Listen and read.

  

 Aim: Helping Ss to read the dialogue for details and practise the

modal verbs: must, have to, ought to

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

understand the dialogue and use modal verbs to talk about the housework

 Teaching aids: Textbook.

Unit 3: At Home

 Procedure:

T’s activities &

- Ask Ss to look at

the pictures and

write the chores

she does at home

- listen and correct

sentence and give

the correct answers

- Elicit to show the

the structure, using

the picture cues

- Complete the list of the things Nam has to do

- Give feedback

- Listen and copy down

- Practice the structure

 Warm- up: (Kim’s game)

 Look at the pictures on page 27 and write the chores she often does at home

a washes dishes b Make thebed

c cook d sweep the floor

e tidy up f feed the chicken

 Pre- teach vocabulary:

 Set the scene at the dialogue

 Student listen to the dialoguewhile looking at their books

 Complete the list of the thing Nam has to do

Nam has to - cook dinner

- go to the market to buy fish and vegetables…

 Exchange: what do you have to do?

- I must wash dishes

 Practice: (Use the picture cues

b Sweep the floor

 Aim: Practising speaking

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

prepositions of place to talk about the positions of furniture in thehouse

 Teaching aids: picture on page 28- 29

 Procedure:

T’s activities & Ss’ activities Content

- Show the picture of

the kitchen to Ss

- Take away the

picture and ask Ss to

write the things

- Answer the questions

- Practise talking about the position

 Warm- up: (Kim’s game)

- Look at the picture (p 28) and write the position of each item

 Presentation:

- Where is the clock? It’s above the fridge

- The fruit? in the bowl

- The flowers? on the table

 Practice:

Talk about the position of each item

 Further- Practice:

Unit 3: At Home

- Ask Ss to look at

the picture and talk

about their ideas

- Listen and correct

their mistakes

- Move around the

class and help the

Students

of each itemTalk about the position of the furniture

- Give feedback

- Practise talking about the position

of each item in pairs

 Set the scene:

Mrs Vui bought new furniture for her living room, but she can not decide where

to put it You should help her to arrange thefurniture

Ex: - Let’s put the clock on the wall, between the shelf and the picture

- OK I think we ought to put the TV andthe stereo on the shelf

- I think the coffee table should be between the couch and the arm chair

- Let’s put the telephone next to the couch

- I think we should put the magazines above the books on the shelves

 Homework: (write it up)

Describe your living room / bedroom

 Aim: Listening and further practice in modal verb: ought to

 Objective: By the end of the lesson, students will be able to

identify the right item by listening further practice in modal verb:

ought to

 Teaching aids: Text book

 Procedure:

- Call out it word in a

loud voice

- Write down on their notebook 5 things they eat

- Listen to the teacher

 Warm-up: (Bingo)

 Suggested list of food: chicken, beef, cake, candy, garlic, noodles, bread, rice, ham, peas, ……

Unit 3: At Home

- Get Ss to look at

page 30 and guess 4

things they use to cook

”Bingo” and urns the game

- Teaching date: Lesson 4: Read

 Aim: Reading for details safety precautions in the house and

further practice in why – questions and answers - Because

 Objective: By the end of the lesson, students will be able to

understand the safety precautions in the house and use why - because

 Teaching aids: Text book – picture

Unit 3: At Home

T’s activities & Ss’ activities Content

true, which is false

- Read the text

- Listen and repeat

in chorus

- Two students run forward and slap theword on the

blackboard The onewho first slaps the correct words is the winner

- Read the statementgiven and guess which is true, which

is false

- Give feedback

- Listen to their teacher

- Read the text in silent and check their prediction

b Drugs can look like candy

c A kitchen isn’t a suitable place to

f Young children do not understand

that many household objects are dangerous

 While – reading:

 Read the text and check their prediction

 Correct the false statements

 Answer the question

a Why must we put all chemicals and

drugs in locked cupboard

b Why mustn’t we let children play in

the kitchen?

Danger in thehome for children

- Move around the

class and help Ssl

- Practise asking and answering the questions in pairs

c Why mustn’t children play with

matches?

d Why must we cover electrical

sockets?

e Why do we have to put all dangerous

objects out of children’s reach?

 Post – reading:

Practice in why question with because answer by doing the exercise language focus

 Aim: Writing a description of a room

 Objective: By the end of the lesson, students will be able to

write a description of a room in their house

words and guide Ss

- Listen and answer the questions

- Copy down listen and reading chorus

 Warm-up: (chatting)

Ask something about the room on page 32

- Which room is this?

- What’s this? Where is it?

 Pre- writing:

 Pre- teach vocab:

Unit 3: At Home

- Listen and answer the questions

- Describe Hoa’s kitchen, using the give cues

- write their sentence on the board

1 What is there on left of the room?

2 Where is the bookshelf?

3 What is there on the right of the room?

4 Where is the wardrobe?

 While- writing:

 Describe Ha’s kitchen, using the give cues.(p 33)

 Answer:

- This is Hoa’s kitchen

- There is a refrigerator in the right corner of the room

- Next to the refrigerator are the stove and theoven

- On the order side of the oven, there is a sinkand next to the sink is a towel rack

- The dish rack stands on the counter on the right of the window and beneath the selve

- On the selve and on the counterbeneath the window, there are jars in sugar, flour and tea

- In the middle if the kitchen, there are a tableand floor chairs

 Aim: Further practice in reflexive pronouns

 Objective: By the end of the lesson, students will be able to use

the reflexive pronouns

 Teaching aids: Text book

Move around the

class and help

students

- Guide Ss how to

play game

- Write thing do they at home

- Listen to their teacher and copy down

- Look at the pictures Use

“should “to give advice to the people

- Listen and copy down

 Warm-up: (Brains storming)

tidy up do our homework

cook clean the floor repair the machine

fix the TV set

 Presentation:

Set the scene :”Hoa is very sad because she failed her English test What do yousay to advise her?”

You should study harder

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

- Set the scene to

- Listen and give

the correct answer

- Listen and repeat chorally

individually

- Practise the question and then the answers

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

dirty

Bao / overweight

She / thin

My English / bad

Her grades /bad The washingmachine not

work

 Presentation:

 Set the scene: “you do your home work and no one help you what do you say? ”

 Form: we use I with myself

You yourself

He himself She herself

We ourselves They

Yes I did it myself

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the picture

e You / do / your chores

Bao: No, he did it himself

b Nga the repairman can’t fix the washing machine until tomorrowMrs Linh: Come on We’ll have to

I do my homework myself

- Students consolidate the main knowledge from unit 1 to unit 3.

- Using the knowledge to do exercises

- Vocabulary:

- Grammar: - Simple tenses

- adj + enough V(if)

- model verbs, be going to

II Teaching aids :

- Text books, pictures, tape

III Teaching procedure

unit 1 to unit 3.

2 Presentation

- Say the way to use the grammar again?

3 Practice

- Sts do your – self first

- They check each others

Answer

Exercise 1:

Exercise 2:

1 Hoa often plays badminton in the afternoon

2 Lan usually reads books at recess

3 Ba seldom goes to school by bus

4 Lan doesn’t have short black hair

1 My brother isn’t old enough to schoolalone

1 Hoa/ often/ play/ badminton/ afternoon

2 Lan/ usually/ read/ book/ recess

3 Ba/ seldom/ go/ school/ bus

4 Lan/ not have/ short black hair

5 Lien’s mother/ teach/ Math our school?

Exercise 3: Groups the words in to soundcolumns “s”

- buses, caps, smiles, sings, sports, rises, books,couches, letters, brooks, sentences, friends,snails, frogs, cats, photographs, pictures, rooms,classmates, activities, branches, roots, meets,scales, affects libraries, students, grandes,events, feelings instructions, reasons, arranges,beaches, brothers, hanker chiefs, bananas,sports laughs

5 Homework

- Read the vocabulary (Unit 1 ® Unit 3)

- Correct the exercises

- Learn the main knowledge again

- Prepare for the test

 Rebuilding:

I/ choose the most suitable words or phrase(2ms)

1 What the gift? is it a book?

A- are B- is C- were

2 It is _ picture book

A- a english B- the english C- an english

3 You to go to the market yourself buy some food

A- must B- should C- ought

4 It isn't to leave medicine around the house

A- interesting B- hard C- safe

5 I on a farm when I was a young boy.

A- used love B- used to live C- used to living

6 One a poor farmer had a daughter _ litle pea

A- name B- named C- names

7 The doctor asked the patients to bed on time

A- go B- go to C- to go

8 He asked me _ the books to his office

A- to take B- take C- taking

II/ Match column A to column B(2ms)

1 Children like to eat chemicals and drug a because it is a dangerous place

2 You mustn't let childen play in the

kitchen

b because eleetricity can kill

3 You have to make sure children' don't

play with matches

c because they look like soft drinks orcandy

4 You must cover electrical sockets d because fire from matches destroys

homes and injures children

III/ complete the sentence(2ms)

1 The bag /is/ enough/ not/ big / everything/ to carry

2 Are /you / drive /going to/ your father's car?

IV/ Use prepositions to fill in the blank (2ms)

1 I was born _ January 1st, 1965

2 We are giong to have a test _ monday

V Write the sentences to describe Lan’s room(2ms)

This is my Lan’s bedroom

1 There / a chair / the desk

2 The bed / the middle / the room

3 On the right side of the room /there / a window

4 The clock / the wall, / the bed

5 The bookshelf / the wall, /the desk

6 The wardrobe / the window

7 The cushion / the bed

8 There / a desk / the left / the room

1 the bag is not big enough to carry everything

2 Are you going to drive your father’s car

IV (2ms)

1 on

2 on

V (2ms)

1.There is a chair near the desk

2.The bed is in the middle of the room

3 On the right side of the room there is a window

4 The clock is on the wall, above the bed

5 The bookshelf is on the wall, above the desk

6.The wardrobe is next to the window

7.The cushion is on the bed

8 There is the desk on the left of the room

 Aim: Reading the dialogue about the life of many year ago

 Objective: By the end of the lesson, students will be able to tell

the activities people use to do in the past

 Teaching aids: Text book

T’s activities & Ss’ activities Content

 Warm-up: (getting started)

Look at the picture on page 38 and write thenames of the things that do not belong to the past

 Pre- reading:

 Pre – teach vocab:

- (to) look after

- give feedback

- listen to the story

- Read the story againand check their prediction

- Choose fact and opinion

- great grandma

 Checking: what and where

 True / false statement prediction

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

 While- reading:

 Read the story

 Check their prediction

 Correct the false statement

 Answer the question

a Where did Nga’s grandmother use to live?

b Why didn’t she go to school?

c What did Nga great grandma?

d What did Nga’s great; do?

Grandmother and great grandfather doafter dinner?

e What did Nga’s ask her grandma to do

at the end of the conversation?

 Post- reading:

 Fact or opinion

a I used to live on a farm

b There wasn’t any electricity

c Mom have to do every thing without the help of modern equipment

d My father used to tell stories

e The best one was The Lost Shoe

f Traditional stories are great

 Objective: By the end of the lesson, students will be able to use

“used to” to talk about the things they used to do

 Teaching aids: Text book

- Present the words

whose letters are

on disorder

- Recall the

conversation, the

ask: “Where did

Nga’s grandma use

- Elicit some ideas

so that student can

talk about them

- Rewrite the words in the correct forms

- Answer the questions

 Warm-up: (Jumbled words)

 Meaning: đã thường hay làm gì

 Practice: (word cue drill)

a Live / Hue / Hanoi

- Did you use to live in hue?

- No, I used to live in Hanoi

b Have / long hairs / short hairs

c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning

 Production:

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

b How / they / travel?

c What’s about the electricity?

d What’s about their life / work?

e Did children use to go to school?

f What’s about their entertainment?

S + used to + infinitive

S + didn’t used to + infinitive

 Answer:

a People used to live in small houses Now they live in big houses and buidings

b People used to walk Now they can go

by cars or motorbikes

 Homework:

Write about the things you used to do last year

“Last year, I used to get up late Now, I get up early”

 Rebuilding:

- Week: 8 - Period: 23

- Teaching date: Lesson 3: - Listen

-preparing date: Ä & Ã

 Aim: Listening and further practice in past simple tense

 Objective: 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

 Teaching aids: Text books.

- Let Ss predict the

moral lesson of the

 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

 While - listening:

Listen to the tape and check the prediction

 Post - listening

 Answer the question

a How did the farmer live?

b What did he discover?

c What did he decide to do?

 Language focus 2:

 Complete the dialogues below Use the past simple

a Lan:……… ?Nga: No, I ate noodles

b S1: How did you get to school?S2:………

Week: 9

Period: 23

Unit 4: OUR PAST

Teaching date: Read

preparing date: Ä & Ã

 Aim: Reading the story “the lost shoe for details”

 Objective: By the end of the lesson, students will be able to

understand and retell the story “the lost shoe”

 Teaching aids: Text book , word cards for drilling

 Procedure:

- listen and repeat on

the board

- Present new words

and guide Ss to read

- Listen and repeat

- listen and read the dialogue again and check their prediction

- Answer the questions and practice them on pairs

- Fill in the blanks withsuitable words from the

 Warm-up: (Brains storming)

Name some folk tales that you have readOne hundred- section

bamboo

seven- mile shoes

 Pre- reading:

 Pre- teach vocabulary

- cruel (a) (translation)

- upset (a) (synonym)

a Little Pea’s father is a poor farmer

b Her father got married again after hiswife died

c Her new mother was beautiful and nice to her

d She worked hard all day

e She didn’t have new clothes to tale part in the festival

 While - reading:

 Read the story “The lost shoe” on page

41 and check their prediction – correctthe false statements

 Answer the questions

a Who was Little Pea?

b What did Stout Nut’s mother make Little Pea get her new clothes?

The folk tales

Teaching date: Write.

Preparing date: Ä & Ã

 Aim: writing a short story

 Objective: By the end of the lesson, students will be able to use

simple past tense to write a folk tale

 Teaching aids: Text book

 Procedure

- Ask some questions

- Present new words

and give their

questions about imaginary stories:

- Do you want to read imaginary stories?

- Name some of them

- Which story do you like best?

- Do you read the story “how the tigers got his stripes ”?

with their partners

and correct mistakes

- (to) light – lit – lighted

 Read and complete the story (p 43)

 Answer:

1 appear 2 as 3 said

4 left 5 went 6 tied

7 lit 8 burned 9 escaped

 Answer the questions:

a Where was the man

b What did they buffalo do when the tiger appeared?

c What did they tiger want to know?

d What did he do before going home why?

e What did he do when he returned?

 While - writing:

Write the story

 Post - writing:

- sharing and correcting

- Take some writing to correct in front of the class

 Aim: Further practice in prepositions of time and “used to”

 Objective: By the end of the lesson, students will be able to use

prepositions of time and “used to” (to talk about the action whichalways happens in the past)

 Teaching aids: Text book

 Procedure:

- Review the simple

b S1: How did you get to school?S2:………

After / before 6 Am July 2nd

7 a.m and

9 a.m

 Practice: