period 1 period 1 date ¤n tëp ®çu n¨m vµ híng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned

- write a story about Uyen / s past experience and revise the past simple tense. Settlement: Greets and checks attendance II.. - asks them to read the dialogue again to fill in the gaps[r]

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Period: 1

Date:

¤n tËp ®Çu n¨m vµ híng dÉn c¸ch häc A./ objectives:

I. Knowlege: At the end of the lesson, Ss will be able to:

- revise the basic grammartical tenses and structures they have learned in grade 7

- know some ways to learn English well

II Skills: writing and discussing.

B./ Method: Grammar –based approach

C Preparation:

- T: Exercises, posters, games

- Ss: Textbook, the old knowledge

D./ procedures:

I Settlement: Greets and checks attendance

II Warm-up: Simon says

Commands:

- stand up - beat the table

- sit down - point your nose

- clap your hands - hands up /

III New lesson:

T / s and Ss / activities Content

T: hangs on the exercises and

helps Ss define the language

they should use to complete

Ss: share their ideas in

groups and then raise their

results

T: gets feedback and helps

Ss revise the structures in the

task

2 Act.2 :

T: revises Ss with the simple

present, simple past present

continuous and simple future

tense

Ss: give structures and uses

I Choose the best answer from A, B and C

1 We often have Math and English Monday.

A What B How C Where

5 You have a toothache You go to the dentist / s.

A can B ought C should

6 My brother is a football player He plays it

A skill B skillful C skillfully

7 Thomas Edison / s famous is the electric light bulb.

A invent B invention C inventing

8 Jone is student in our class.

A taller B tallest C the tallest

9 Ho Chi Minh city is than Hue.

A big B bigger C the biggest

10 The student should get used to up early.

A get B getting C to get

II Use the correct tense of the verbs in parentheses.

1 At the moment, he (study) animal / s life

2 Last year, we (go) to America to learn English.

3 Where are the children? They (play) soccer now.

4 I think he (meet) us again this summer.

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T: asks Ss to work in groups

again to complete it

Ss: do goupwork and speak

out their answers

T: gets feedback and makes

the tenses more clearly

Ss: work out the tenses with

teacher

3 Act.3

T: writes the exercises on the

board and then instructs Ss to

define the used language

Ss: revise the structures they

have learned

T: asks Ss to share their ideas

in groups to complete it

Ss: complete them in groups

and then write their answers

on the board

T: invites Ss to write their

sentences on the board

Ss: correct the answers with

Teacher

T: invites the checking and

gives feedback

5 David (not/often/watch) TV in the morning

6 I (be/not) in China with my father last year.

*) Answer key:

1.is studying 2.went 3.are playing 4.will/is going to 5.doesn / t often watch 6.was not

III Complete the following sentences, using the given cues.

1 Would/like/play/chess/tonight?

- Would you like to play chess tonight?

2 You/ought/clean/room/everyday

- You ought to clean your room veryday

3 How far/it/your house/market?

- How far it is from your house to the market

4 Ho Chi Minh City/big/Viet Nam

- Ho Chi Minh City is the biggest city in Viet Nam

IV.Consolidation:

- share ideas with Ss about the ways to learn English well

V.Homework:

- asks Ss to revise the tenses and the structures at home

- asks Ss to prepare: Unit 1: My friends - Getting stared and listen & Read

(Page10)

Period: 2

Date:

Unit 1: my friends( Lesson 1: getting started and listen & read- P.10)

A./ objectives:

- understand the content of the dialogue about Hoa/s friend and know how to use “ Enough”

II Skills: Listening, reading and speaking

B./ Method: Communicative approach

C Preparation:

- T: Pictures, posters, exercises

D./ procedures:

II Warm-up: Getting started: Matching (pictures at page 10 )

- T: Shows the pictures and makes the model, and then asks Ss to work in groups

Useful language:

? How many people are there in Pic a, b,

? What are they doing/?Do the girls play soccer/?Do the boys play vollayball?

- T: What is your favorite activity?/ When do you play ? Who do you play with?

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III New lesson:

*) Lead-in: Uses the picture in textbook

? Who are they (Hoa and Lan).

?Where are they staying (Hue)

?What are they talking about ?(Nien)

- introduces the lesson

1 .Presentation:

a.Act.1: Practice the dialogue

T: sets the scene, hangs the Qs and asks Ss

to read through them

Ss: close the books & read through the Qs

T: asks Ss to be about listening the dialogue

about Nien

Ss: think about the way to answer the Qs

T: plays the tape twice

Ss: listen and then share their answers in

pairs

T: gets feedback

Ss: speak out their answers

T: plays the tape again

Ss: check their answers,

T: asks Ss to play the role with dialogue

Ss: read the dialogue aloud

T: invites two pairs to practice

Ss: practice the dialogue

2.practice:

a.Act.2: Comprehension questions

T: hangs on the task & explains the way

Ss: read through the task

T: asks Ss to read the text again and

answer the questions in pairs

Ss: read the dialogue and share their ideas

in pairs

T: gets feedback & checks Ss/

understanding

Ss: speak out their answers and write them

on the board, then explain their answers

3 .Further practice:

a,Act.3: Presentation dialogue

Ts: asks the Qs: Is Hoa older than Nien?

What question tells you that?

Ss: read the dialogue again and answer the

questions

Ts: writes the model and asks Ss to repeat

Ss: copy and read out the model

Ts: provides another examples and checks

the meaning, form & use

Ss: follow teacher and pick out the way to

use Enough, talk about the components in

the model sentences

Ts: helps Ss to work out the structure

Ss: copy down

b,Act.4: Sentence combination

T: asks Ss to work in groups and then write

their answers on the board

I Guiding questions:

1, Was Nien Hoa / s classmate?

2, How old is Nien?

a, She lives in Hue

b, No, she doesn / t

c, She is not old enough to be in my class

d, She is going to visit Hoa at Christmas

III Using Enough to talk about abilities

1 Model :

Lan: Was she your classmate?

Hoa: No She wasn / t old enough to be in

my class.

2 Meaning & form: We use Enough to

combine two sentences into one.

S+tobe+Adjective + (for someone) +Enough + V-to-infinitive+ 3.Note: For someone = for me/her/him

IV.Use Enough to combine two sentences into one

1,He is strong He can carry that box

2, I am not experiences I cannot do that job.

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Ss: share their ideas in groups and check

the results with T 3 The weather was very warm We can go swimming.

- revises Ss with the way to use Enough

- asks Ss to narrate some information about Nien, basing on the dialogue

Ex: Nien was Hoa / s xext-door friend in Hue She / s beautiful She was not Hoa /

s classmate because

V.Homework:

- asks Ss to revise the lesson & do excercises 1- P.5 and 5-P.9 (workbook)

- asks Ss to prepare: Speak and listen-P.11-12

Period: 3

Date:

Unit 1: my friends ( Lesson 2: speak & listen - P.11-12) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to:

- understand and practise describing their friends and someone/s appearance

II Skills: Speaking ,Listening and Writing

C Preparation:

- T: Pictures, posters

- Ss: Textbook, new words

D./ procedures:

I Settlement :Greets and checks attendance

II Revision: Matching (Ss work in groups)

III New lesson:

*)Lead-in:

“ When you want to introduce your friend to

others, What do you talk about?

? How can you describe her or his

appearance

T: intrduces the lesson

1.pre-speaking :

a)Act.1: Pre - teach

T: elicits first and says out the words

Ss: try out & repeat chorally- individually

T: writes and checks

Ss: give the meaning & pronounciation

T: checks vocab : R.O.R

Ss: read and rewrite them on the board

b)Act.2: Presentation Picture

T: shows the picture and elicits the language

Ss: answer T/s questions

T: asks Ss to repeat the model and then writes

the model on the board

Ss: repeat it and copy down

T: elicits the meaning, use, form & pro

Ss: analize the structure, use and the position

of adjectives in a noun phrase

T: focuses Ss on the position of Adj in the

I Vocabulary:

- slim (Adj.) (Pict.)

- straight (Adj) (Pict.)

?What color is his T-shirt trousers

II Describe someone / s appearance:

1 Model:

Lan: What does she look like?

Hoa: She is slim She has long

black hair She is wearing long clothes

2 Use and form : When we ask and

answer about someone / s appearance, we use:

Tall hair clothes

Shoes short fat

T-shirt black skirt

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noun phrase.

Ss: play the role with the model

T: asks Ss to use the model again

2 while-speaking

c)Act.3: Picture-cue Drill (P 11-12)

T: shows the pictures and runs them through

Ss: read out the phrases

T: makes the model and leads Ss/ drilling

Ss: make the model with teacher

T: asks them to work in groups, encourages Ss

to use more language

Ss: do groupwork, practising describing the

pictures

T: sticks the picures and asks : What does she/

he look like?

Ss: go to the board and describe the pictures

T: helps Ss to correct if necessary

3.post-speaking :

d,Act.4: Listening task

T: sets the scene and plays the tape twice

Ss: listen and fill in the gaps

T: asks Ss to share their results

Ss: work in groups & share their ideas

T: plays the tape again

Ss: listen and check their results

T: gets feedback

Ss: speak out their choices

T: plays the tape once again and help Ss to

correct their answers- predictions

Ss: check and choose the correct ones, then

compare it with their predictions

T: asks Ss to practise the dialogues in pairs

and then play the role orally

Ss: read the dialogues in apirs and play the

role orally

- What does she/he look like?

- She/he is slim/fat/thin She/he has

3 Notes: She has short curly blond

hair

III Picture-cue Drill (P 11-12)

1 Example exchange: (Pic a)

S1: What does she/he look like? S2: He is tall and thin He has short black hair

IV Listen & complete the conversations (P.12)

*)Answer key:

1, I / d like to meet 4.It / s a pleasure to meet you

2, Nice to meet you 5 come and meet

3, I / d like to meet 6 How do you do!

Guessing game;

- asks Ss to choose the picture and describe him or her The left will listen to him/her

and guess by asking the questions: Is that Ann/ ?

V.Homework:

- asks Ss to do exercise 3-P.6,7 (workbook) and write a paragragh about their father

- asks Ss to prepare: Read - P.13

Period: 4

Date:

Unit1: my friends ( Lesson 4: read - Page 13)

A./ objectives:

- learn vocab about character, appearance and understand the text about Ba/s

friends

- talk about their friends/ character and appearance

II Skills: Reading &Speaking

B./ Method: Communicative approach

C Preparation:

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D./ procedures:

I Settlement :Greets and checks attendance

II Check-up: - asks two Ss to write the paragragh about their father ( homework)

- asks the whole to share their ideas

III.New lesson:

*)Lead-in:

T: uses the picture at P 13.

? How many people are there/?Who are

they/?What do they do/? Where do they

want to go?

T: leads in the lesson

1.pre-reading :

T: elicits the words from the Ss and says

them out

Ss: try out & repeat chorally-individually

Ss: give the meaning and stress

T: uses “ What & Where” to check vocab

Ss: read & then rewrite the words

b)Act.2: Open prediction

T: hangs on the Grids & explains the task

Ss: follow teacher/s

T: hands out the worksheets and asks Ss to

work in groups to guess the information

about Ba/s friends

Ss: focus the information on the Grid, work

in groups & give their answers on the

worksheets

T: gets feedback

Ss: stick their answers on th B.B

2 while-reading

c)Act.3: Read the text & check the pres.

T: asks Ss to read the text to check their

predictions

Ss: read it in 3 Ms & pick out the

information

T: gets feedback and gives the key

Ss: speak out their answers and check their

predictions

d)Act.4: Comprehension questions

T: hangs the questions on the poster and

asks Ss to read the text again to answer

Ss: reads it individually and then share their

ideas in pairs

T: gets feedback

Ss:speak the answers & write them on B

T: helps Ss to correct and asks them to

What and Where

I Vocabulary:

- character(N)/ /(Example)

- sociable (adj)/ / (Situation)

- kind (adj) (Trans.)

- generous(adj) / / (Trans.)

- reserved (adj)/ / (Example)

- humorous = a sense of humor

II Predict the information:

1 Prediction:

2 Answer key: (on the table)

III Read and anwer the questions:

*)Answer key: (Qs - part 2-P 14))

a, Ba feels lucky enough to have a lot

of friend

b, Bao is the most sociable person

c, Khai likes reading

d, Ba / s jokes annoy his friends.

e, He spends his free time doing

Name Character Things he likes/enjoys

- kind

- (2) generous

- (3)doing volunteer work

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Ss: ask and answer about their friends and

make the dialogue to the front

T: explains: What is she/he like?

voluteer work at a local orphanage.

IV Talking about your friends.

Questions:

1 What / s your close friend / s name?

2 How old is he/she?

3 What does she/he look like?

4 What is she/he like?

5 What does she/he enjoy in free time?

- asks Ss to talk about Ba/s friends, basing on the Grid

V.Homework:

- asks Ss to write a paragragh about their friends, basing on the Qs in

Post asks Ss to prepare: WritePost P.15

Period: 5

Date:

Unit 1: my friends ( Lesson 5: write - Page 15)

A./ objectives:

- revise the language to talk about personal information and write a description about their friends or other people

II Skills: Writing and speaking

C Preparation:

D./ procedures:

I Settlement : Greets and checks attendance

II Checking:Asks one student to answer some questions about their friends

? What is your friend / s name/ How old is she/ he?/Where does she/he like?/ What does she/he look like?

III New lesson:

*)Lead-in:

T: You want to introduce or talk about your

close friend to others What will you talk

Ss: read it individually and share their ideas

about the Form in pairs

T: elicits the used language and hangs on

the questions, explains: What is he like?

Ss: make the questions with the Form and

read through the questions

T: asks the questions to make the model

and then asks Ss to work in pairs

Ss: make the model with teacher and then

ask and answer the questions in pairs

I Read and then ask and answer:

*) Possible questions:

1, What is his name?

2, How old is he?

3,Where does he live?

4, Who does he live with?

5, What does he look like?

6, What is he like?

7, What are her best friends?

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T: invites three pairs to ask and answer to

the front

Ss: practice the laguage

b)Act.2:Fill in the Form (Part 2-P.15)

T: hangs on the Form, elicits the used

language again and makes the model

Ss: copy it and make the questions basing

the tittle in the Form

T: asks Ss to work in pairs, asking and

answering to fill the information of their

close friend in the Form

Ss: ask and answer the questions (may be in

Act 1) and fill in the information about

c)Act.3: Write -It - Up

T: gives the model and asks the Ss to write

the paragragh ( 60-80 words), using the

information in their Form

Ss: follow teacher, using their own

information to write it individually

T: notes: Appearance, character

Ss: focus on the way to use it

T: goes round to help Ss

T: asks Ss to compare their daft with their

patner

Ss: compare their daft with their friends

and correct if neccessary

T: asks 2 Ss to go to the B.B and write the

paragraghs about their friends

Ss: present their work on the B.B

T: asks the whole to give comments and

compare with their results

Ss: share and compare their work

T: asks them to correct their work

Ss: correct with teacher

II Ask and answer to fill in the form

III Write a passage to introduce a close friend of yours.

Example:

My close friend is Tuyen He is thirty- two years old He is fat and he has short black hair

IV Share and compare:

- asks some Ss to go to the front of the class and introduce their close friend with

the class, using their writing task

Address: 2 nguyen Du Street, Dong Ha

Family: Mothers, father and sister Friends: Thinh, Phong, Tuan

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Unit 1: my friends ( Lesson 6: language focus- Page 16-17) A./ objectives:

- Revise the simple past, simple present, present continuous tense and practise further in Enough

II Skills: Writing and Speaking

C Preparation:

- T: Exercises, posters

D./ procedures:

I Settlement:Greets and checks attendance

II warmer: Describe the picture (Picture at P 17).

1 How many people are there in the picture?

2. What does she/he look like?

3. What is she/ he like?

4 What is she/he wearing?

(T makes the model first and helps Ss revise the present continuous, the way to

describe someone / s appearance, character before Ss working in groups of four)

III New lesson:

1.Act.1:

T: asks Ss to revise the structure and the

use of simple present and simple past

tense

Ss: give and compare two tenses, focus on

the verb form

T: asks them to give some examples

Ss: make examples if possible

T: instructs them to complete the

exercise and asks Ss to work in groups

Ss: find out the context in which the

tense is used

T: gets feedback and helps Ss to correct

Ss: speak out their answers and explain

to the class , then correct themselves

2 Act.2: Gap-fill

T: checks the verbs in the box and

explains the words: planet, Mars,

Mercury, the Earth

Ss: give the meaning of the words and

listen to teacher

T: elicits the situation in the dialogue

and explains more about the use of

simple present

Ss: read through the dialogue and give

their ideas

T: asks them to complete it in groups

Ss: share their ideas in groups

T: gets feedback & asks the whole to

check

Ss: write their answers and correct them

T: notices Ss with: Using the simple

present tense to talk about the general

truth

Ss: note down and copy it

3.Act.3: Using Enough.

I Use the verbs in the simple present and simple past tense (Part1- textbook)

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T: gives the example and asks Ss to

combine it, using Enough

Ss: combine it individually

T: elicits the use and structure from Ss

first and asks Ss to compare : Enough &

Enough for someone + V-to-inf

Ss: pick out the structure, work out the

ways and the steps to do with Enough

T: asks Ss to combine above sentences

individually share it in pairs.

Ss: define each component, write their

own sentences

T: gets feedback

Ss: write their answers on the board

T: elicits the checking from the class

Ss: check it with teacher, give their ideas

with the complete sentences

T: explains about the way to use Enough

The table is small I can move it

 The table is small enough for me to

move it

*) Exercises:

1, The bag is big.It can carry everything.

- The bag is gig enough to carry every thing.

2,Ba is old He can drive a car.

- Ba is old enough to drive a car.

3, The table is not heavy Nga can lift it.

- The table is not heavy for Nga to lift it.

4, Her English is good I can understand.

- Her English is good enough for me to understand.

5, I have some money I can visit Ha Noi.

- I have enough money to visit Ha Noi.

iV.Consolidation:

- asks the Ss to revise the structure of the present continuous, the simple past and

compare it with simple present.

- asks Ss to do 10-minute examination: Write a description about their mother (5-10 sentences)

V Homework:

- asks Ss to revise the lesson at home

- asks Ss to prepare: Unit 2: Getting started & Listen and Read (P.18)

- learn vocabulary about telecommunicative equipments and practise making arrangements; revise “ be going to + Vbare-inf.” with the intentions

C Preparation:

- T: Pictures, posters, cassette player, tape

D./ procedures:

II Warm-up: Getting started: (Pictures at page 18 ) (Task for groupwork)

*) Answer key:

a,an answering machine d,a telephone directory

b,a mobile phone e, a public telephone

c,a fax machine f, an address book

(shows and run through the phrases; asks Ss to match the pictures with the phrases in groups, then explain the meaning)

III New lesson:

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*) Lead-in: Questions:

? Do you have a telephone at home

? Do you often use it

? What do you use telephone for

- leads in the lesson

1 presentation:

a.Act.1: Pre - teach

Ss: try out and repeat chorally- individually

Ss: give the meaning& make sentences

T: instructs them to read & invites 2 Ss to

read all the words

Ss: run through the words

b.Act.2: Guiding questions

T: hangs the questions , runs them through

Ss: read through the sentences and follow T/s

instructions

T: instructs them to listen to the dialogue

Ss: listen and share their answers in pairs

Ss: read the text to check their answers

2.practice:

c.Act.3: Practise the dialogue (P.19)

T: plays the tape twice and asks Ss to listen

with closed books

Ss: listen to the dialogue

T: asks Ss to practise the text in pairs

Ss: play the role in pairs

T: invites two pairs to practise the dialogue

Ss: read out the dialogue orally

T: helps Ss to correct pronunciations

Ss: check and correct themselves

d.Act.4: Comprehension questions

T: asks Ss to read the dialogue again to

answer the Qs at P.19

Ss: read it and answer them individually

T: gets feedback and gives feedback

Ss: seapk out their answers and explain

3.Further practice:

e,Act.5: Using “be + going to”

T: asks Ss to pick out the model in the text

and checks the use, form & meaning

Ss: revise the use, form & meaning

T: instructs them to do excercise 2 (a,b,c,d)

( workbook)

Ss: share in pairs and write their answers on

the board

T: asks the whole to check

Ss: check the answers

I Vocabulary:

- (to) arrange (Situation) { arrangement(N) / / EX: Nga arranged the time to see the movie.

- downstairs # upstairs (Situation)

- (to) make the call (for someone) (Tran.)

- (to) wait a minute (Trans.)

II Listen and answer the questions:

1, What time does the movie Dream City starts?

IV Read & answer the Qs:(P.19)

*)Answer key: Teacher / s book

V Talking about the intentions in the future.

Vbare-IV Consolidation: Mapped Dialogue

Hello,

Hello, How ?

thanks I am Would you like ?

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V Homework:

- asks Ss to revise the lesson & do excercises 2,3 P.13,14 (workbook)

- asks Ss to prepare: Speak and listen -P.20,21

Period: 8

Date:

( Lesson 2: speak & listen - Page 20, 21 ) A./ objectives:

- practise making arrangements by telephone and revise the invitation with : Would you like + Vto-inf ?

II. Skills: Speaking & writing

C Preparation:

- T: posters, Grids

d./ procedures:

II Revision:Mapped dialogue (Consolidation in period 7)

(asks Ss to work in pairs and then make the dialogue to the front)

III New lesson:

*)Lead-in: Questions:

? Do you often use telephone

? Do you use telephone to make arrangements?

? What do you tell your friends about

a)Act.1: Ordering

T: hangs on the conversation and revises Ss

with: Can I ?/Would you like ?/ pop

concert.

Ss: listen to T and copy down

Ss: work in groups , share their ideas, then

write their order on the worksheets

T: asks Ss to guess its order in groups

Ss: work in groups , share their ideas, then

write their order on the worksheets

T: gets feedback and shares ideas with the

whole class

Ss: exploit the conversation with T

T: focuses on the form of making

b)Act.2: Dialogue completion

T: sets the scene and asks Ss to read through

the dialogue first

Ss: read it and listen to T/s explanations

T: elicits the language from Ss and notices:

Would you like to ?/What about ?

Ss: give their ideas about the used language

T: asks them to work in pairs to complete the

I Order the conversation(Part 1- P.20)

*) Answer key:

*) Notes:

- Can I speak to Ba, please?

May I meet

- Would you like to ?

II Making arrangements to play chess (Part 2)

*) Possible answer:

Bao: Can I speak to Ba please? This

is Bao Bao: I am fine, thanks And you? Bao: Would you like to play chess tonight?

Bao: What about tomorrow

Trang 13

Ss: work in pairs to make the dialogue and

then share their results in groups

T: gets feedback

Ss: play the role with their dialogues

T: gives possible dialogues and asks Ss to

practise the dialogue again

Ss: takes notes and build the dialogue

3.post-speaking : Grids

T: hangs on the Form and works with Ss

about the parts of the message form

Ss: read it through and work out the form

T: elicits the information in the gaps

Ss: give their ideas for each items

T: gives the worksheets and plays the tape

twice

Ss: listen and fill in the gaps

T: asks Ss to share their results.

Ss: work in groups & share their ideas

T: plays the tape again.

T: gets feedback

T: plays the tape once again and help Ss to

correct their answers

Ss: listen and check their information, then

compare it with their predictions

afternoon?

Bao: I / ll meet you at the Central Chess Club.

Bao: Is 2 o / clock OK?

III Listen & fill in the information form.

*) Answer key:

- notices Ss about the ways to make arrangement by telephone

- revises Ss with the invitation: Would you like ? and the simple future

V.Homework:

- asks Ss to complete the conversation at home

- asks Ss to prepare: Listen - P.21

Period: 9

Date:

Unit 2: making arrangements ( Lesson 4: read - Page 21,22) A./ objectives: I. Knowlege: At the end of the lesson, Ss will be able to: - learn vocabulary and understand the text about Alexanda Graham Bell & his career - talk about him and his famous inventions II. Skills: Reading & Speaking B./ Method: Communicative approach C Preparation: - T: Pictures, posters, cassette player, tape - Ss: Textbook, new words D./ procedures: I Settlement:Greets and checks attendance Kington junior high school FOR: The Principal DATE: Tuesday TIME:9.45 MESSAGE: Mrs Mary Nguyen wants to see you in the morning TELE NUMBER: 646 837 209 42 Kington junior high school FOR: The principal DATE: TIME:

MESSAGE:

TELEPHONE NUMBER:

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II Warmer: Hidden picture

- Teacher shows Bell/s picture but it is hidden with three events Ss work in groups to answer three questions to pick out the picture

1 What is the biggest city in Viet Nam? (Ho Chi Minh city)

2 Where is the Great Wall? (China)

3 Where is the Twins Towel? (in Malaysia)

III New lesson:

*)Lead-in:

T: asks Ss to look at the picture and

answer the questions

? Who is he/ What does he do?/ Where is

he from?

Ss: answer the questions individually

1.pre-reading :

T: elicits the words from the Ss and says

them out

Ss: give the meaning

T: instructs Ss to read

T: uses “Matching” to check vocab

Ss: match the words with the

Vietnamese

b)Act.2: Prediction

T: hangs on the poster and asks Ss to read

through the statements

Ss: read them through and focus on the

information in statements

T: explains: patients, introduce,

demonstrate.

Ss: take notes the words

T: asks Ss to predict T/F in groups

Ss: work in groups & give their answers

on the worksheets & Write their answers

2 while-reading

c)Act.3: Check the predictions.

predictions

Ss: read it in 4 Ms & pick out the

information in groups

T: gets feedback

Ss: give their answers and explain

d)Act.4: Ordering statements.

T: instructs Ss to choose the correct order

by reading the text

Ss: listen to teacher/s instructions

T: asks Ss to read through the statements

and then order them in groups

Ss: read them through and read the text

to chose the correct order, then share

their ideas in groups

T: gets feedback

Ss: write their orders on the board

T: invites Ss to correct the orders

I Vocabulary:

- (to) emigrate / / (Trans) { emigration (N)

Ex: Bell emigated to the USA in 1870s

- The deaf-mutes:(can / t speak & listen)

- ( to) experiment / / (Trans)

- (to) transmit speech / /

- (an) assistant / / (Picture)

- (an) exhibition / / (Exam.) Ex: Bell arranged a lot of exhibitions

II T/F statement prediction (Part 1-P.22)

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3.post-reading: Interview

T: asks the Ss to work in pairs One is an

interviewer The other is Bell

Ss: practise interviewing in pairs and then

play the role to the front

IV Asks and answer bout Bell:

- asks Ss to make the coversation in interviewing

V.Homework:

- asks Ss to read the text again at home and write the answers for “ interview”

- asks Ss to prepare: Write- P.23,24

Period: 10

Date:

Unit 2: making arrangements ( Lesson 5: write - Page 23,24) A./ objectives: I Knowlege: At the end of the lesson, Ss will be able to: - practise writing a telephone message and write the telephone message for them II Skills: Writing and speaking B./ Method: Communicative approach C Preparation: - T: Posters, cellophane, overhead - Ss: Textbook, new words D./ procedures: I Settlement: Greets and checks attendance II Checking: Asks one student to answer the following questions: 1 Where is Bell from? 2 When was he born? 3 What did he experiment in America? 4 When did he introduce the telephone? III New lesson: Teacher/s and Ss/ activities Content *)Lead-in: T: Teacher gives the situation: a person telephoned Mr Tuan But he was out You received the call What will you do? T: introduces the lesson 1.pre-writing : a)Act.1: Gap - fill T: introduces the Form and helps Ss to pick out each part Ss: show their ideas & give their comments T: explains:delivery service, midday, reach Ss: listen and remember T: asks Ss to complete it in groups Ss: share their ideas in groups T: gets feedback & correct with the whole class Ss: give the answers and get feedback b)Act.2: Presetation text T: elicits the Form from Ss and then makes I Read the message to fill in the gaps (Part 1-P 23) *)Answer key: 1 telephoned 5 name 2 May 12 6 delivery 3 speak 7 Mr Ha 4 took 8 at II.The form of the telephone message. *) Form: Interviewer Bell 1 Hello What is your name? 2 Where are you from? 3 When was you born? 4 What did you do in America? 5 When did you introduce the -

-

-I was born

-

Date:

Time:

For:

Message:

Taken by:

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?What will you write in the Date/Time

Ss: share their comments with the teacher

T: gives feedback and more explanations

Ss: follow teacher and take notes

2 while-writing :

c)Act.3: Grids

T: shows the Form and reads out the

passage , notices Ss with: call about,

stationery order/take a message.

Ss: read through the form, follow T/s and

remember the meanings

T: asks Ss to read the message in groups

and fill in the Form

Ss: read it, choose the information to fill in

the telephone message in groups

T: gets feedback and asks the whole to

share results

Ss: speak out their results and correct it

with teacher

b)Act.2: Write - it - up

T: introduces the situation in which Lisa

take a message for Nancy

Ss: pay attention to the situation

T: hands out the worksheets and asks Ss to

read the dialogue and write a telephone

message in groups

Ss: read the dialogue then write the

telephone message for Nancy in groups

T: goes round to help Ss

Ss: share their ideas with teacher

3.post-writing :

T: collects 3 drafts from Ss and put them in

the overhead

T: helps the whole to correct

Ss: correct their message with teacher

T: asks them to copy down

Ss: copy it in their books

III Read the passage & write a telephone passage (Part 2-P.23)

*) Answer key:

IV Read the dialogue and write a telephone message for Nancy (Part 3- P.23)

- asks Ss to complete the message at home

- asks Ss to prepare: Language Focus - P.25,26

Vi.supplementary notes:

Period: 11

Date:

Date: Today Time: In the morning For: Nancy

Message: Tom wants you to play tennis this afternoon He will pick you

up a 1.30t Taken by: Lan

Thanh cong delivery service

Date: June 16 Time: After midday For: Mrs Van Message: Mr Nam called about his stationery order He want you to reach him at 8 634 082.

Taken by: Hoa

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Unit 2: making arrangements( Lesson 6: language focus- Page 25,26.) A./ objectives:

I. Knowlege: At the end of the lesson, Ss will be able to:

- consolidate and revise intentions with “ be going to + V-inf .”

- practise futher with adverbs of place.

II Skills: Writing and Speaking

- asks three student to write their telephone message that they completed at home

- asks the whole to compare and then gives marks.

III New lesson:

1.Act.1:

T: asks Ss to think about the future meaning

and the grammatical items they learned

Ss: talk about the situations in which the

simple future/ be going to is used

T: gives the example: What does Nga have?/

What does she want to?.

Ss: copy it and answer T/s questions

T: elicits the model and asks Ss to read it

Ss: rewrite it and read it chorally

T: revises the use and form again

Ss: talk about the use, three forms

T: asks Ss to rewrite the sentences in Part

1, using “ be going to” in pairs.

Ss: do pairwork , defining the actions and

intentions and writing the sentences

T: gets feedback & helps Ss to correct

Ss: speak out and write them on the board

2.Act.2:

T: hangs the Table at P 25 and makes the

model with Ss

Ss: run through the Table and make the

model with teacher

T: revises Ss with Y/N question with “ be

going to”

Ss: pick out the structure and the way to

answer this question

T: asks Ss to work in groups, asks the

questions and write their friend/s name if

they say Yes

Ss: go round to ask the questions and write

their friend/s name in their Form

T: invites 4 Ss to report their information

I Rewrite the sentences, using “ be going to “ (Part 1-P.25)

1) Model:

- Nga has a movie ticket.

She is going to see a movie 2) Structure: Talk about intentions.

(+) I + am + going to + infinitive+

She/he + is We/You/They + are (-) S + tobe + not + going to + Vinf .

(?) Tobe + S + going to + Vinf .?

3)Answer key:

a, They are going to go fishing

b, Trang is going to read a new novel.

c, Van is going to do her homework in Math.

d, Mr Hoang is going to see an interesting action movie.

e, Hien is going to attend her friend / s birthday party.

II Ask and answer about what you are going to do (Part 2-P.25).

*)Model:

S1:Are you going to see a movie?

S2: Yes, I am.

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Ss: say out their information Ex: Nga is

going to play sports on the weekend.

T: helps them to correct and then asks

them to talk about what they are going to

do on the weekend

Ss: correct themselves and then talk about

them Ex: I am going to do my homework

on the weekend.

3.Act.3:

T: runs through the words in the box and

sets the scene

Ss: read them out and pay attention to the

situation

T: checks the meaning, use of the adverbs

Ss: give the meaning and use, talking

about its position in a sentence

T: asks them to complete Exer.3 in pairs

Ss: share their ideas in pairs

T: gets feedback & asks the whole to check

Ss: speak out their answers and check the

results with teacher

III Use advebs of place to complete the sentences.(Part 3-P.26).

*)Act.1: Guessing game

Model sentence: I am going to on the weekend.

- asks Ss to give 5 activities they are going to do

- gives the model and asks Ss to choose one activity to fill in it.

- asks Ss to guess T/s sentence by saying: Are you going to (see a movie) …… ?

- If anyone guess it right, he/she will go to the front and others will guess her/his

sentence

*)Act.2: asks Ss to write 5 sentences about what they are going to do (10-m exam)

V.Homework:

- instructs Ss to do excercise 2,3-P.14,15,16 ( workbook) at home

- asks Ss to prepare: Unit 3: Getting started and listen & read

Period: 12

Date:

Unit 3: at home (Lesson 1: getting started and listen & read)

A./ objectives:

- understand the dialogue and revise the vocabulary about chores

- understand and use “ Have to” for oblication

C Preparation:

D./ procedures:

I Settlement : Greets and checks attendance

II Warm-up: Getting started: (Pictures at page 27 )

T: sticks 6 pictures and elicits the language from Ss

Ss: look at the pictures and try to give out the chores

T: gives the phrases and asks Ss to match them with the pictures

Ss: match them individually and then read them out

T: gives the model: - What do you often do at home?

- I often do the washing and

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Ss: ask and answer in pairs then do it to the front of the class.

III New lesson:

*) Lead-in:

You often do the washing, cook and

today you will know the chores our friend,

Nam often does at home.

- leads in the lesson

1 presentation:

a.Act.1: Pre - teach

T: uses “ What and where” to check vocab

Ss: read & then write the words on the B.B

b.Act.2: Practise the dialoguge.

T: sets the scene , reads the dialogue once

Ss: listen to teacher

T: asks Ss to work in pairs, practising the

dialogue

Ss: play the role as Nam and Mrs Vui

T: goes round to help Ss practise it

Ss: work with teacher

T: invites two pairs to read the dialogue

Ss: practise the dialogue orally

2.practice:

a.Act.1: Comprehension questions.

T: writes the questions on the board & asks

Ss to read the dialogue again to answer

Ss: read the dialogue again and share their

ideas in pairs to answer them

T: gets feedback

Ss: speak out their answers and then check

them with teacher

Ss: ask and answer the questions in pairs

T: invites three pairs to ask and answer

3.Further practice:

Presentation dialogue

T: asks Ss to pick out the model in the text

and checks the use, form & meaning

Ss: read the text again and give the use,

form & meaning

T: asks Ss to use the model

Ss: ask and answer it in pairs

* Notes:

-We can use Have to as the below model

Ex: She has not to stay at home

- We use Have to for the subjective

oblicaion and Must for the objective one

I Vocabulary:

- (the) chores (Situation) + I often do the chores in the morning

- (a) cupboard / /(Picture)

- (a) steamer / / (Picture)

- (a) saucepan / /(Picture)

- (a) rice cooker (Picture)

- (a) frying pan (Picture)

II Reading the dialogue:

III Read and answer the questions:

Questions and answers:

1, What does Mrs Vui have to do after work?

- She has to go and visit her Grandma.

2, What does Nam have to do?

- He has to cook dinner, go to the market and buy some fish and vegetables

IV Using “Have to” for oblication

1 Model:

S1: What does Mrs Vui have to do after work?

S2: She has to go & visit her Grandma.

2 Use &Form: When we talk about

the obligation, we use:

(+)S + have/has to + Vbare-inf + (-) S + don / t/doesn / t have to+Vbare-inf (?)Do/Does + S+ have to + Vbare-inf

IV Consolidation: Word cue Drill (Pairwork)

1 You/do the washing 4 Nga/make the bed

2 You/sweep the floor 5 Nam/cook meals

Example exchange: S1: What do you have to do?

S2: I have to do the washing

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S1: What does she have to do?

S2: She has to tidy up

T: Shows the cards , runs them through then makes the model first

S: read out the phrases and follow teacher/s model

T: instructs Ss to practise; T Ss, Ss T ; closed pairs open pairs

V Homework:

- asks Ss to revise the lesson & do excercises 1,2,3 P.20,21 (workbook)

- asks Ss to prepare: Speak -P.14,15

- learn vocab about furniture and talk about the positions of furniture in the kitchenand in the living room

II Skills: Speaking & Writing

C Preparation:

- T: Pictures, posters,

D./ procedures:

II Revision: Matching

(Ss will work in groups & go to the board to match; then read out the words chorally)

III New lesson:

- writes them on the B.B and checks the

meaning and the use

a)Act.1: Pre- teach

T: writes and checks- instruct Ss to read

Ss: give the meaning & pronunciation, then

read them out

T: checks vocab : uses the pictures and asks:

What is this?

Ss: look at the pictures to asnswer

b)Act.2: Talk about the positions( Part

at opposite

- speak out them individually

- tell the class about the meaning and the way to use them

I Vocabulary:

- (a) calendar / /

(Picture)

- (a) dish rack

- (a) knife - knives

- (a) counter / /

- (a) rug

1.a telephone2.a stereo3.a couch4.a coffee table5.an armchair

Trang 21

T: asks Ss to look at the picture and elicits the

furniture: What is this/are these?.

Ss: look at the picture and answer it: It is a

calendar They are knives.

Ss: pick out: Where is the clock? and the

way to answer it

T: elicits the model: How can you ask about

the position of the clock?.

Ss: run through the model and give the

structure, focus on the prepositions

T: writes the model, asks Ss to read and then

check the understanding

Ss: ask and answer about the positions of these

furniture in pairs

T: gives cues: calendar, cupboard,knives,

dinning table, dish rack, flowers and asks Ss to

ask & answer about their positions

Ss: asks and answer in pairs , then do it to the

T: hangs on the picture with three fixed

furnitures (picture, shelf, rug) and says out

suggestion, then sticks the furniture in the

Ss: express their ideas and then notice the

positions of the furniture

T: goes round to help Ss and participate into

T: invites one groups to go to the board and

gives their arrangements

Ss: express their arrangements and then stick

the furniture in the picture

T: invites other/ ideas and then makes the

complete pictures with the whole class

Ss: give their suggestions and make the

arrangements complete

II Ask and answer about the place:

* Model:

S1: Where is the clock?

S2: It/The clock is on the wall above the calendar.

III Use Let“ / s …./… ” to make …./… ” to make ” to make / to make suggestions

*)Model: (P.29-Textbook)

*)Notes: We express our ideas or

our suggestions, we use:

- Let / s + Vbare-inf .

- I think we ought to/should + Vbare-inf

- asks Ss to write the positions of the funiture in the picture (about 5 sentences)

on the board, then checks them with the whole class

V.Homework:

- asks Ss to do excercise 4-P.21;5,6-P.22(Workbook)

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- asks Ss to prepare: Read- P.25

Period: 14

Date :

Unit 3: at home ( Lesson 3: listen - Page 30)

A./ objectives:

- understand and order the recipe to make the Special Chinese Fried Rice“ ” and

the “ Fried Rice “ they made at home

II. Skills: Listening & Writing

C Preparation:

- T: Realia, pictures, posters, Grids

D./ procedures:

II Checking: Ask one student to look at the picture at P.28 and answer the

questions: Where is the clock/ the dinning table/the counter/the cooker?

III New lesson:

*)Lead-in:

- asks S to look at the pictures at P.30:

What is this/ What are they?

- introduces the Special Chinese Fried Rice

1.pre-listening :

Ss: give the meaning & pronunciation

T: checks vocab : asks Ss to match the

phrases with the pictures at P 30

Ss: match the phrases with the pictures

I Vocabulary

- (the) fried rice ((Trans.)

- (a) salt (Picture) Ex: a teaspoon of salt

- (the) ham (Picture)

- (a) garlic (Realia)

- (the) green peppers (Realia)

*) Matching:

Trang 23

b)Act.2: Open prediction

T: sets the scene in which Lan is cooking

the Special Chinese Fried Rice for Mrs Tu

and asks Ss to predict the main ingredients

in this dish

Ss: follow teacher, work in groups and write

their predictions on the worksheets

T: gets feedback

Ss: stick their predictions on the board

2 while-listening

c,Act.3: Check the predictions

Ss: listen and note down the answers

T: asks Ss to share their results

Ss: work in pairs & share their results

T: plays the tape once again

T: gets feedback

T: plays the tape once again

Ss: listen and check their predictions

b,Act.2: Ordering

T: hangs on the poster and asks Ss to read

through the statements

Ss: read them chorally and focus on the

information

T: asks Ss to listen to the tape to order them

from 1 to 5 and plays the tape

Ss: listen to the tape once, share the orders

with their partner

T: gets feedback

Ss: write their orders on the board (three)

T: plays the tape once again and checks the

understanding

Ss: listen each sentence to check their

result

T: asks Ss to work in groups of four to list

out the way to make the Fried Rice the

usually do at home

Ss: work in groups, write the way to make

the Fried Rive they did at home

T: invites 2 groups to read out their Fried

Rice

Ss: write their dish on the board and then

share their ideas with the class

1 fried rice (a)

2 the frying pan (f)

3 ham and peas (d)

4 garlics and onions (c)

5 garlics and green peppers (g)

6 meat and peas (e)

II Predict the ingredients:

1 Predictions:

2 Listen and check Predictions:

*)Answer key: The Special Chinese Fried Rice

1, oil

2, the garlic and green peppers

3, the ham and the peas.

4, the rice and a teaspoon of salt

III Listen and order the recipe.

IV Write the way to make Fried Rice.

- use Write - it - up to revise the content of the lesson.

- revises Ss the way to use Imperatives.

V.Homework:

- asks Ss to complete their dish at hoem

The statements Order to

cook it

a Put the rice and a

b Put the ham and peas in 4

c Put a little oil in the big

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- asks Ss to prepare: Read- P.31.

Period:15

Date:

Unit 3: at home ( Lesson 4: read - Page 31) A./ objectives:

- learn vocab about the home safety and understand the safety precautions in their

home

- Use “ Have to/Must” to talk about their home safety.

II Skills: Reading & writing

C Preparation:

- T: Realia, pictures, posters

D./ procedures:

II Revision: Brainstorming

T: uses the Brainstorming: There are many

dangerous things for children in the house.So

What do you have to do or not to make the

children safety?

T: intoduces the lesson

1.pre-reading :

a)Act.1: Pre - Teach

T: elicits the words from the Ss & says them

Ss: give the meaning & the stress.

T: instructs Ss to read

T: uses “ Matching” to check vocab

Ss: share their ideas in pairs and match the

words with the Vietnamese meaning

b)Act.2: T/F statement predictions

T: hangs on the statements and notices Ss with:

suitable, star a fire,dangerous,

Ss: read through the statements, work in

groups & write their answers on the

worksheets

T: gives the worksheets and asks Ss to predict

them T/F (note: 2 T and 3 F)

Ss: stick their answers on the B.B

T: gets feedback

2 while-reading

a)Act.1: check the predictions.

I Vocabulary

- chemicals(N)/ /(Exa.)

- medicine(N)/ / (Realia)

- (a) match (N) (Realia)

- (to) injure / / (Trans)

- (an) electrical socket (Realia) -(the) dangrous objects (Exam.)

II Predict the information

1 Prediction: (Part 1- P.31).

2 Read the text & check

Dangers for children

in the house

Trang 25

Ss: read it in 5 Ms & pick out the information,

share their ideas in pairs

T: gets feedback

Ss: give their answers and correct the False

b)Act.2: Comprehension questions.

T: asks Ss to read through the Qs and elicits

the way to use: Why ? Because

Ss: read through the Qs and give their ideas

T: notes Ss with: Must and have to

Ss: take notes about their meaning and use

T: asks Ss to read the text again to answer the

Ss: ask and answer the Qs and then check the

answers with the class.

3.post-reading :

Brainstorm

- put anything into the electrical sockets.

- drink or eat chemicals and drugs.

- play with matches.

T: asks Ss to work in groups to list out their

ideas to make children safety at home

Ss: do groupwork to list out what they must or

must not do, write their ideas on the

cellophanes, share their ideas with class

*)Answer key:

a F b.T c.F d.F e.T f.T

III Read the text and answer the questions

*Answer key : (Questions at P 32)

b, because the kitchen is a dangerous place.

c, because playing with the matches can cause a fire.

d, because children cannot put anything into electrical sockets

e, because they can injure or kill children.

IV.

- put danerous objects in locked

- cover electrical socket.

- keep all dangerous objects out of children / s reach

- generalizes the main contents of the lesson by using Brainstorm.

V.Homework:

- asks Ss to write the safety precautions at home

- asks Ss to prepare: Write- P.32,33

Period: 16

Date:

Unit 3: at home ( Lesson 5: write- Page 32,33 )

A./ objectives:

- revise the kitchen vocabulary and describe their house, using the prepositions

of place

II Skills: Writing and speaking

C Preparation:

D./ procedures:

II revision: Network

(Ss will work in groups to list them out T explains: above, below)

near opposite between and

above

We musn/t We must/have to

Prepositions

of place

Trang 26

III New lesson:

*)Lead-in:

- T: What are there in your house?

1.pre-writing :

a)Act.1: Pre- Teach

Ss: try out and repeat chorally-

individually

Ss: give the meaning& stress

T: checks vocab.: What and Where

Ss: read and rewrite them on the board

b)Act.2: Ask and answer the questions

T: hangs on the picture at P.32 and elicits

the objects from Ss

Ss: look at the picture and speak out the

objects individually

T: elicits the question and then writes the

model on the board

Ss: give the language to ask about the

place and follow teacher

T: checks the understanding and notices

Ss with prepositions of place

Ss: talke about the use, meaning and note

some prepositions of place

T: asks Ss to read the text and ask and

answer the position of objects in pairs

Ss: read the tex and ask and answer the

question in pairs

T: gets feedback

a)Act.1:

T: asks Ss to look at the picture and asks:

What is it? Where is it?

Ss: look at the picture and answer it

individually

T: makes the model and asks Ss to write a

paragraph ,using the cues in the text book

individually

Ss: write their paragraghs, using the cues

at P 33

T: goes round to help them

T: asks Ss to work in groups and write

their paragraghs on the cellophanes

Ss: discuss in groups, share their ideas

and write their work on the cellophanes

3.post-writing :

Exhibition

T: collects 3 drafts from Ss and put them

in the overhead

Ss: correct paragraphs with teacher

I Vocabulary

- (a) wardrobe /…………./

(Pictures.)

- (a) lighting fixture

- (a) towel rack

S2: It is above the bed or there is a clock

III Write a description about a kichen (P-33)

*) Example:

This is Hoa / s kitchen There is a refigerator in the right corner of the room Nex to the refrigerator, there is

IV Sharing and comparing

Possible paragragh

This is Hoa / s kitchen There is a refigerator in the right corner of the room Nex

to the refrigerator, there is a stove and a oven On the othe rside of oven there is a sink and next to the sink there is a towel rack The dish rack is on the counter to the right of the window beneath the shelves ………

Trang 27

- asks Ss to complete the paragraph about their living room at home.

- instructs Ss to prepare: Language Focus - P.34-37

Period:

17-Date: ………

Unit 3: at home ( Lesson6: language focus- Page - 34-37) A./ objectives:

- Revise and practise further in Reflexive pronouns, modal verbs: Must/have to, ought to; and the adverb clause of reason:Why-because.

II Skills: Writing and Speaking

C Preparation:

- Ss: Textbook, old knowledge

D./ procedures:

II Checking: Collects and checks the paragraghs that Ss wrote at home.

III New lesson:

1.Act.1: Complete the sentences

T: asks Ss to look at the pictures and

gives the model

Ss: pay attention

T: elicits the meaning, form and use

again

Ss: revise the meanung, use and form

T: asks Ss to work in pairs, match the

verbs and complete the dialogue

Ss: work in pairs, use the verbs in the

box to complete the dialogue

T: gets feedback and asks the whole to

correct

Ss: speak out their answers the check

them with teacher

T: asks Ss to practise the dialogue in

pairs (three pairs)

Ss: play the role as Nga and Lan

T: checks the understanding again

Ss: give their ideas about the meaning,

use and structure

I Use “ must or have to” and the verb in the box to complete the dialogue ( Part 1-P.34)

1, have to/must tidy

2, have to/ must dust

3, have to/must sweep

4, have to/must clean

5, have to/must empty

6, have to/must feed

II Use “ ought to” to give advice.(Part 2 -P.35)

*) Model:

I failed my English test

You ought to study harder

*) Structure:

(+) S + ought to /should + Vbare-inf.+ (-) S + oughtnot to /should not + Vbare-

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T: asks Ss to compare ought to with

should.

Ss: work in groups, use ought to or

should to complete the task orally.

T: asks the whole to do groupwork to

complete Exer 2

Ss: speak out their answers and write

them on the board

T: invites the answers and helps them to

correct

Ss: correct themselves

3.Act.3:

T: gives the example & explains the

form, meaning and use

Ss: share their ideas and copy down

T: asks them to complete Excer 4-P.35

Ss: do it in pairs

T: gets feedback

Ss: check it with teacher

4.Act.4: Talk about the reason, using

Why-Because.(Part 4-P.36).

*) Model:

S1: Why did Hoa go to school late this

morning?

S2: Because she watched TV last night.

T: asks Ss to look at the picture and then

gives the model

Ss: speak out the language and copy it

down.- Adverb clause of reason- because

T: elicits the way to use Why- because

then eplains it clearer

Ss: work in pairs, asking and answering

with the cues and the pictures

T: hangs on the cues, focuses Ss on the

Vpast form and aks them to complete

them in pairs

Ss: ask and answer it in pairs, then write

their answers on the board

T: invites Ss to give their answers

inf.+.

(?) Ought to /Should +S + Vbare-inf.+.

*)Answer key:

b, You ought to get up early

c, You ought not to eat too much/ You ought to eat many vegetables

d, You ought to go to the dentist

III Use Relextive pronouns to complete the dialogue.(Part 3-P.36).

- asks Ss to prepare from Unit 1 to 3 for 45-minute examination

+ Simple present, simple past, modal verbs, Enough

+ How to describe a person

Period: 18

Date: ………

Revision 1A./ objectives:

- consolidate home vocabulary, the simple present, simple past tense, the presentcontinuous and the simple future tense

“ Enough”

- write their own passage

II Skills: Writing and reading

Trang 29

B./ Method: Grammar – based approach

C Preparation:

- Ss: Textbook, old knowledge

D./ procedures:

II warmer: Network (Groupwork)

A refrigerator

III content:

1.Act.1: Use the right form of the verbs

in parentheses.

*) Exercise:

- revises the structure and the use of the

simple present, simple past the present

continuous and the simple future tense

- write their structures on the board

- hangs on the exercises and instructs Ss

to complete them

- asks them to complete it in groups

- gets feedback and asks the whole to

correct

- gives the correct answers

2.Act.2: Use “ Enough” to combine two

sentences into one.

*) Model:

She is clever She can get good marks

 She is clerver enough to get good marks

*) Structure:

S + be + Adj.+ Enough +(for someone)+

Vto-inf +

S + be + Enough + Noun + Vto-inf +

- gives the sentences and elicits the way

to use Enough from Ss

- gives the model and checks the meaning

and structure

- writes the exercises on the board and

asks Ss to combine them

- gets feedback and invites corrections

3.Act.3: Write a passage about

yourselves

*) Cues:

1 What is your father / s name?

2 How old is he?

3 What does he look like?

*)Answer key:

- revise the meaning, use and form

- copy them in their books

- share their ideas, using the suitable tense of the verbs

- speak out their answers the check them with teacher

- copy the answers

*)Exercise:

1 He is strong He can carry the table

2 I have money I can buy a lot of books 3.The weather is not cool.We can / t go out.

4 It was not warm We couldn / t sit in the garden.

- try to combine them into one

- speak out the structure and thw way to combine two sentences into one, using Enough

- share their ideas in pairs

- write their answers on the board and correct themselves

Objects inthe kitchen

Objects in theliving room

1 She often (wash) her face in the morning.

2 Where are the children? They (play) soccer.

3 She ( write) a lot of books last year

4 We (not/live) in Dong Ha two years ago.

5 I (not.usually/listen) to music after meals.

6 Nga is at home She (go) to visit Ha noi torrow.

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4 What is he like?

5 What does he like best?

6 What does he often do in his free time?

- gives the questions and asks Ss to ask

and answer them in pairs

- invites pairs to ask and answer

- helps Ss to use thei father information

with the questions

- asks them to write a passage by

answering the above questions

- goes round to help them

- make the conversation

- ask and answer the questions in pairs

- share their ideas and copy down

- write their passage individually, then share it in pairs

- asks three Ss to write their passages on the board, then asks the whole to share their ideas

V.Homework:

- asks Ss to prepare from Unit 1 to 3 for 45-minute examination

+ Simple present, simple past, modal verbs, Enough

+ How to describe a person

- helps Ss to examinize and evaluate their learning

- helps T to evaluate the teaching way and how well Ss get the aims

II Skills: Writing, reading, vocab and grammar practice

B./ Method: Tasked – based approach

- gives out the testing paper

- controls the class

III Collection:

- asks Ss to hand in the tests and evaluates the lesson

- asks them to revise the knowlege at home for the test correction

Test

I./ Choose the best answer from A, B and C to fill in the gaps.

1 What do you often do Monday?

2 She said Mrs Nga could reach him 886 235

3 All of the student to do homework

4 I to visit my relatives this summer

5 Hoa in Hue last night

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A lived B live C lives

6 David is not old enough to school

II./ Complete the following dialogue:

Nga: Hello 646 867 456

Lan: (1) ? This is Lan

Nga: Hello, Lan How are you?

Nga: Yes See you at 6.30 tomorrow night

III./ Read the text and answer the statements to be True or False.

Alexander Graham Bell was born in Edinburgh, Scotland on March 3, 1847 Heemigrated first to Canada and then to the USA in 1870s In America, he worked withthe deaf-mutes at Boston University Soon, Bell started experimented with ways oftransmitting speech over a long distance This led to the invention of the telephone.Bell and his assistant, Thomas Watson conducted many experiments In 1876 theyintroduced the first telephone That is a great invention

1 .Bell was born in the USA

2 .He emigrated first to the USA in 1870s

3 .Bell experimented with ways of transmitting speech between mutes over a long distance

deaf-4 .Bell and Thomas Watson introduces the first telephone 130 years ago

IV./ Read the Form and write a paragragh

Answer key:

1 Can I speak to Lan, please?

2 I am fine, thanks/thank you And you?

3 Would you like to go to the movie tonight?/ Can you go to the movie tonight?

4 How about tomorrow night?

Her name is Lan She is fifteen years old She is slim and has lang black hair She is humorous and helpful She lives at 15 Le Loi Street, Hue city Her telephone number is 851 784

Student Form

Name: Lan Age: 15

Appearance: Slim; long black hair

Charater: humorous, helpful

Address: 15 Le Loi Street, Hue

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- revise vocabulary about things in the past and at present and use” used to” to talk about the past habits

C Preparation:

- T: Questions, posters

- Ss: vocab, the past tense

D./ procedures:

I Settlement: (1M)Greets and checks attendance

II Warm-up: Getting started: Network(5Ms)

T: hangs on the picture & asks Ss to list out the things that don/t belong to the past.Ss: work in groups and list them out

T: gets feedback and writes things on the board

Ss: speak out the things they know

cassette

lighting fixture

III New lesson:

*) Lead-in:

T: asks Ss to look at the picture and

introduces things in the past, then talk

about the present

1 .Presentation:

a.Act.1: Pre - Teach

individually

T: asks Ss to make the sentences

Ss: read them out chorally, then

individually

T: asks Ss to read them though

b.Act.2: Practise the dialogue.

Ss: listen to the tape with the closed

books

T: asks Ss to open their books and plays

the tape again

Ss: open their books, follow the tape

T: invites three pairs to read the dialogue

Ss: read the dialogue in pairs

T: help Ss correct their pronunciation

Ss: correct themselves

2.practice:

a.Act.1: Comprehension questions

T: hangs on the Qs & explains the way

Ss: read through the task

I Vocabulary (10Ms)

- (to) look after = (to) take care of Ex: My mother usually takes care of the family

- (to) lit the lamp (Situation)

- equipment (N) / / (Example.) Ex: We use a lot of modern equipments today

- folktale (N) (Example) Ex: Tam Cam is a folktale

- traditional / /# modern (adj)

II Practise the dialogue (P-38) (6Ms)

III Answer the questions (Part 2-P 93)

(13Ms)

*)Answer key :

Things don / t belong to the

past

Trang 33

T: asks Ss to read the dialogue again and

complete the task

Ss: read the dialogue and work in pairs to

share their ideas

T: gets feedback & checks

T: asks Ss to ask &answer the Questions

Ss: ask and answer about the information

3.Further practice:

a,Act.1: Presentation text

T: asks Qs: What does Nga ask about

her Great-grandma?/ Did she cook the

meals in the past?/Does she cook the

meals now

Ss: read the dialogue and answer T/s

questions

T: writes the model and checks the

meaning, form & use; notices Ss with

“ tobe used to + V-ing ”.

Ss: give their ideas about the target

language and notes down

a, She used to live on a farm when she was a young girl.

b, Because she had to stay home and help her Mom.

c, She used to cook the meals, clean the house and wash the clothes.

d, They lit the lamp and used to tell stories.

e, Nga asked her grandmother to tell her the tale.

IV Talk about the past habits.(7Ms)

+

Note: to be/get used to + V-ing + Ex: I am used to getting up early

IV.Consolidation: Word Cue Drill(6Ms)

- Our Grandma/ tell us stories

- Vietnamese women/ work hard

- My mother/ tell the folktales

- I/look after my brother

V.Homework: (3Ms)

- asks Ss to revise the lesson & do excercises 1,2,6- P.27,28 (workbook)

- asks Ss to prepare: Speak –(Finding some changes between two pictures)

Period: 21

Date:

Unit 4: Our past( Lesson 2: speak -Page 40,41)

A./ objectives:

- use “ Used to” to talk about the changes between the life in the past and that at present, and talk about their past habits

II Skills: Speaking & writing

C Preparation:

- T: Questions, Pictures

- Ss: vocab, the past tense, Used to“ ”

D./ procedures:

I Settlement: (1Ms) Greets and checks attendance

II revision: (5Ms)Guessing game

Model: I used to when I was a child.

T: asks Ss to give 5 activities they used to do in the past, then choose one to

complete the sentence in secret

Ss: complete it and then make Y/N question to guess their friends/ sentences For

example, Did you use to cook meals when you was a child? The one who guesses

it right will change the position

III New lesson:

Example exchange:

S1: What did our grandma use to do? S2: She used to tell us stories.

Trang 34

*)Lead-in:

?Do you have a television set at home.

?Did you have it 10 or 15 years ago.

Nowaday, we have so many things

that our parents did not have in the past

T: introduces the lesson

a)Act.1: Brainstorming (6Ms)

T: hangs on the picture at P.40 and sets

the scene about the past and now

Ss: look at the picture and follow teacher/

s instruction

T: gives cues about people, house, job,

transport, children and asks Ss to list

their ideas about changes in groups

Ss: share their ideas in groups to list out

the changes between the past and now

T: goes round to work with students and

elicits the ideas from them

Ss: work with teacher and then speak out

their ideas

T: writes their ideas on the board and

adds more

b)Act.2: Presetation text (6Ms)

T: uses the picture to elicit the model and

Ss: talk about its meaning, use and form

T: explains more about the way to use it

2 while-speaking

a)Act.1: Picture cues drill

T: asks Ss to use the information in

Brainstorming, run through the words

Ss: read them through

T: makes the model, using used to.

Ss: follow teacher

T: asks Ss to work in groups

Ss: talk about the changes, using: I think

in the past , but now

in groups

T: asks Ss to show their ideas to the

front; corrects if neccessary

3.post-speaking :

a,Act.1: Write-it-up

T: asks Ss to tell your friends what they

used to do last year

II Talk about the changes in the past.

*) Model:

In the past, people used to work hard, but now they have more free time.

*) Form: When we talk about the

changes in the past, we use:

I/You/They + used to + Vbare-inf {did not use to

III Practice with pictures (P.34)

IV Write your past habits

*) Possible ideas:

In the past, people Now, people .

- work hard

- go on foot/ walk to the market

- live in small houses/cottages

-

- have more free time

- go by car/motorbike

- live in big houses/buildings

- use telephone/mobile phone

- see the films on TV

Trang 35

Ss: work in pairs, using the example.

T: invites three pairs to talk about it and

then write their sentences on the board

Ss: write their sentences on the board

individually, then check it with teacher

Ex:

S1: Last year I used to get up late, but now I get up early.How about you? S2: I used to

- understand the dialogue about Nga/s studying English and talk about the problems when they learn English

II Skills: Listening & Speaking

C Preparation:

- T: The story, poster

- Ss: vocab, the story: Cay khe

II 15-minute Exam:

III New lesson:

*)Lead-in:

? Do you know the folktale “Cay Khe”.

? Tell the class its main content

1.pre-listening :

a)Act.1: Pre-Teach

Ss: try out & repeat chorally-

individually

Ss: give the meaning & pronounciation

T: checks vocab : Matching

Ss: run them through, then match them

with the Vietnamese meaning

b)Act.2: P rediction

I Vocabulary

- foolish(Adj.)/ / (Explanation)

- greedy(Adj)/ /(Example)

- lay (V)(laid) Ex: Chickens lay eggs.

- cut (V) open (Picture)

- gold (Adj) (Realia)

- in amazement (Trans.)

II Ordering the story:

Listen to the text and choose the following activities that say Now (N) or Past (P) about Robert.

Robert and his family used to live in a small house, but now he lives in a tall building in the city He works as a photographer and usually travels around the city by motobike but in the past he used to travel by bicycle He was sporty and used to play soccer after work He loves animals very much.

1 live in a small house

2 live in a tall building

3 travel by motorbike .

4 travel by bicycle .

5 play soccer .

Trang 36

T: hangs on the statements and explains:

comfortable, wife, husband, dead,

Ss: read through the statements and take

notes

T: hands out worksheets and asks Ss to

write there predictions there

Ss: predict the orders in gourps, write

their orders on the worksheets

2 while-listening

a)Act.1: Listen & check the predictions

T: asks Ss be about listening to the tape

& plays the tape twice

Ss: listen and take note the order of the

story,work in groups & share their ideas

T: plays the tape once again & gets

feedback

Ss: speak out their answers, check and

correct their predictions

b)Act.2: Listen and choose the most

suitable moral lesson.

T: asks Ss to run through the statements

and give their ideas about the moral

lesson

Ss: read through the story and share

their ideas with their pattners to choose

the best moral lesson

T: asks two above questions and gets

more ideas of the story from students

3.post-listening: Discussion

Questions: Should we be foolish and

greedy?Why or why not?

*) Answer key: (in the poster)

III Listen and answer:

*) Answer key:b, Don / t be foolish.

*) Adding questions:

1 Which events tell you they are greedy? 2.Which events tell you they are foolish?

*) Possible answers:

- They had a gold egg but wanted more

- They cut open all of their chicken Their chickens were dead but they didn / t find any gold eggs.

(Ss share their ideas in groups, then present their ideas to the front.)

- learn vocab andunderstand the details of the folktale The Lost Shoe.

- express their ideas about the characters in the story

II Skills: Reading & writing

C Preparation:

- T: The story, poster

- Ss: vocab, the story: Tam Cam

Statements Your orders Right

order

G1

a His wife ran to him and wanted more gold eggs 3

b Once a farmer lived a comfortable life because his chickens laid

Trang 37

D./ procedures:

II checking:

T: invites one or two Ss to talk about the main content of the story about the

moral lesson and answer the questions:

?What events tell you the wife and husband were foolish/greedy?

III New lesson:

*)Lead-in:

? Do you know Tam Cam

? Tell the class the main content of the

T: writes and checks.

Ss: give the meaning & make the

sentences

T: instructs Ss to read.

T: uses “ Matching” to check vocab and

asks Ss to correct

Ss: run through the words & match the

words with the Vietnamese meaning

b)Act.2: T/F statement prediction

T: hangs on the statements and asks Ss to

read them through

Ss: read them through and share their

ideas in groups

T: asks Ss to predict them True or False

Ss: write their ideas on the worksheets

then stick their predictions on the board

Ss: read it, share their ideas in groups,

then give their right answers

T: gets feedback.

Ss: check them and give their

explanations

T: asks the whole to check.

b)Act.2: Comprehension questions.

T: hangs on the questions and asks Ss to

run them through

Ss: read them through orally

T: explains questions b and c, then asks

Ss to read story in pairs

Ss: focus on them and share their ideas

in pairs to answer the questions

I Vocabulary

- (to) be cruel / /(Trans.)

Ex: The new wife was very cruel to her

- (to) marry (Trans)

- (to) be upset = unhappy

Ex: Her father was very upset

- (the) harvest festival (Trans.)

- (a) prince (Example)

- (a) fairy / / (Picture)

II Predict the information about Little Pea

1.After Little Pea / s mother died, her father married again and had Stout Nut 2.The new mother was very cruel to Stout Nut.

3 Little Pea had new clothes for the harvest festival.

4 A fairy made beautiful clothes for Stout Nut.

5 Little Pea lost her clothes as she ran to the festival.

6 Finally, the shoe fitted Little Pea and the prince married her.

a, She was a poor farmer / s daughter.

b, She had to do chores all day.

c, A fairy magically changed her rags

Trang 38

T: gets feedback and asks Ss to asks and

answer the questions

Ss: speak out their answers and explain,

then ask and answer in pairs

3.post-reading : Discussion

T: asks Ss to share their ideas in groups,

then invites three pairs present their ideas

Ss: share their ideas in groups

into beautiful clothes.

d, Because the shoe fitted her.

(Why did the prince marry Little Pea?)

IV Talk about your ideas

- asks Ss to read the text at home again and do exercise 6 P.31 (workbook)

- asks Ss to prepare: Write- P.37

Period: 24

Date:

Unit 4: Our past ( Lesson 5: write- Page 43)

A./ objectives:

- understand the detailos of the folktale how the tiger got his stripes and write about the story

- revise the use and form of the simple past tense

II Skills: Writing and speaking.

C Preparation:

- T: The story, exercises

- Ss: the past tense, exercises

D./ procedures:

II Revision: Asks Ss to write the past form of the following verbs

1 go  went 3 tie  5 say 

2 burn  4 leave 6 appear 

III New lesson:

*)Lead-in : Uses the picture of a tiger

? Which animal is it

? Do you like it? Why?

? Do you know why it has the stripes

T: introduces the lesson

1.pre-writing :

a)Act.1: Pre -Teach

individually

T: writes & checks, then runs them

through

Ss: give the meaning& intonation

T: checks vocab.: Matching

Ss: read them through & match them

with the Vietnamese meaning

- bring(V)( brought, brought) (Trans)

II Read the text and fill in gaps

Trang 39

T: checks the meaning of the words in

the box and notes Ss with the past form of

the verbs

Ss: share their ideas and revise the from

of the simple past tense

T: asks Ss to work in groups to complete

Ss: share their ideas in groups and

choose the suitable word to fill in gaps

T: gets feedback

Ss: speak out their answers and compare

with others, then read through the story

T: explains more clearly and then asks

one student to read the story again

c)Act.3: Comprehension questions

T: asks Ss to read the story again and

makes the questions

Ss: read it in individuals and give their

ideas

T: share ideas with Ss about the story

Ss: focus on the content of the story

a)Act.1:

T: asks Ss to focus on the verbs and

change them into past form when writing

Ss: read and make sure about the

contents and the use of the verb form

T: asks them to base on the story,

changing He/ A farmer into I.

T: goes around to instruct Ss to write the

story

Ss: write the story individually, then

share their ideas in groups and choose the

Ss: correct paragraphs with teacher

*) Answer key:

1 appeared 2 was 3 said 4 left 5.went 6 tied 7.lit 8.burned 9.escaped

III Read the story and answer the Qs

1, Where was the man?

2,What was the buffalo doing when the tigered appeared?

3,What did the tiger want to know?

4, What did the farmer do with the tiger?

5, Why do the tigers have stripes today?

IV Write a story:(P.43)

Ex: One day as I was in the field and

V Share and compare the task

One day as I was in the field and my buffalo was grazing nearby, the tiger came

The tiger asked me why the strong buffalo was my servant and I was its master I

told I had something called wisdom The tiger wanted to see it I told it I left my

wisdom at home, then I tied the tiger to a tree with a rope because I didn / t want it to eat my buffalo I went to get some straw and burned the tiger The tiger escaped,

but it still has black stripes from the burns today.

Trang 40

Unit 4: our past ( Lesson 6: language focus- Page 44-45) A./ objectives:

- Revise and practise further in the past simple, the prepositions of time and revise how to use “Used to” for the past habits

II Skills: Writing and Speaking

C Preparation:

- T: Posters, exercises

- Ss: the past tense, exercises

D./ procedures:

II revision: Asks Ss to write the past form of the following verbs.

1 run ran 4 go  7 be 

2 fly  5.have  8 eat 

3 take  6 do  9 come 

III New lesson:

1.Act.1:

T: asks Ss to revise the use and structure

of the simple past tense, focusing on the

form of the verbs

Ss: revise the ways for Affirmative,

negative, Y/N Qs and question words

sentences

T: asks Ss to complete the dialogues in

pairs and then gets feedback

Ss: share their ideas, using the simple

past

T: helps Ss to correct and invites three

pairs to make the dialogues

Ss: correct themselves, then ask and

answer

2.Act.2:

T: checks the meaning and use of the

prepositions in the box

Ss: give their ideas

T: asks Ss to complete the sentences in

pairs

Ss: share their ideas , speak out their

answers and explain how to use

T: gets feedback and summarizes the use

of the basic prepositions

Ss: check it with teacher and copy them

3.Act 3:

T: gives the example & asks Ss to

rewrite it

Ss: work with teacher

T: checks the meaning and revise Ss

with the use and form

Ss: revise the use and form of Used to.

T: asks them to complete above

{ Yes, S + did/ No, S + did not

- What/ Where/ Who did + S + inf + ?

Vbare-*) Answer key:

a, Did you eat rice/fish ?

b, I got to school by bike/motorbike/

d, Where was you last night?

e, I had Math, English,

II Use the prepositions to complete the sentences.(Part 2 -P.44)

- AT: for time

III Rewrite the following sentences, using “ Used to”

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period 1 period 1 date ¤n tëp ®çu n¨m vµ h­íng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned

period 1 period 1 date ¤n tëp ®çu n¨m vµ híng dén c¸ch häc a objectives i knowlege at the end of the lesson ss will be able to revise the basic grammartical tenses and structures they have learned