period 37th date of preparing 121108 sontien secondary school period 5 date of planning 5909 date of teaching 8909 unit 1 greeting lesson 4 c1 2 how old are you a aims by the end of the lesso

2. Adectives whith 'be.. eats a big breakfast every morning. ...does the house work. Aim: By the end of the lesson, students will be able to read and understand the details th[r]

Period: 5th Date of planning : 5/9/09

Date of teaching : 8/9/09

UNIT 1: Greeting

Lesson 4: C1-2 (How old are you?)

1 6 1 9

0 1

 Checking: Slap the board

2 Practice: Pelmanism (cards)

3 Set the scene

- T shows the picture on page 18 and asks:

Who are they? Ss answer

What are they doing?

=> Now, listen to their talk

Miss Hoa: Hi, Lan How old are you?

I’m twelve Em 12 tuổi

Form:

Use: Dùng để hỏi và trả lời về tuổi

Note: The difference b/t “How are you?” and “How old are you?”

III Practice

S1: How old are you?

12 20 18 11 S2: I’m [twelve/twenty/eleven…” to]

19 14 15

- Have Ss work in pairs

- Ask some pairs to practice in front of the class

- T corrects if necessary

IV Production (Free practice)

- Have Ss work in pairs to ask answer about their ages

- Call some pairs to practice in front of the class

Example:

Nam: Hello, Nga How old are you?

Nga: I’m twelve

By the end of the lesson, Ss will be able to master the numbers 0 – 20 and practice these numbers with “how old are you?”

B Teaching aids: textbook, posters, cards

C Procedure

I Warm up : Jumbled words (cards)–

II Further Practice

1 Bingo game

- Ss draw a table with nine squares

- Ss choose any nine numbers to fill in those nine

squares

- T reads: 10, 7, 19, 15, 20, 6, 8, 4, 1, 14, 11, 2, 3, 0,

16, 5, 17, 18, 9

- Ss tick  beside their numbers if they hear t reads

- Ss shout “Bingo” when they tick all nine numbers

2 Noughts and crosses

- Ss use structure: “How old are you? and

I’m…” to.” to play the game

- Divide the class into 2 teams

- Each team chooses one pair for each turn

- In each turn, each team has to choose one number to talk

Example:

S1: How old are you?

S2: I’m eleven

III Production

 New target language

S1: What’s your number?

S2: [oh-three-nine, two-eight-eight, five-one-three] [039 288 513]

- T sticks the cards on the board and asks Ss to practice speaking telephone numbers in pairs

1 6 8

- Prepare for Unit 2: A1 – 4

Period: 7th Date of preparing: 6/9/09 Date of teaching: 9/9/09

UNIT 2: AT SCHOOL Lesson 1: A1-4

1 Pre teach vocabulary –

- sit down (v): ngåi xuèng (mime)

 Checking: R – R

2 Set the scene

- T shows the pictures on the textbook and asks:

+ Who are they?

+ What are they doing?

=> T introduces the lesson

III Practice

1 Matching and writing

- Have Ss do task A2, P21 in groups of four

- Get some Ss to read the answers loudly

IV Further Practice: Mapped dialogue

a) open your bookb) sit down

c) come in

d) close the booke) stand up

Example exchange

S1: Good morning

S2: Good morning, Miss Hoa

S1: How are you?

S2: We’re fine, thanks How are you?

S1: Fine, thanks Sit down

I Warm up: Simon says–

Stand up >< sit down

II Presentation

morning?

…” to…” to…” toHow…” to…” to…” to…” to…” to…” to…” to?.Fine, …” to…” to Sit ?And open …” to…” to…” to  ?

…” to …” to…” to…” to…” to …” toWe’re fine How…” to…” to…” to…” to…” to…” to?Yes, Miss

Yes, Miss

1 Pre teach vocabulary –

 Checking: R – R

2 Set the scene

- T shows the picture on page 21 and asks:

- T introduces the lesson

Nam : I live on Tran Phu Street

? Where do you live? Bạn sống ở đâu?

+ I live on Tran Phu Street > Tôi sống ở đờng Trần Phú

Form:

Use: Dùng để hỏi và trả lời ai đó sống ở đâu

Note: The use of in, on before names of addresses

III Practice

1 Word cue drill

A city a house Le Loi Street

? Where do you live?

+ I live on/in places

Example exchange:

S1: Where do you live?

S2: I live on [Tran Phu Street]

in [Ha Noi]

IV Production: Survey

.name?

…” to…” to …” to.old…” to ? …” to live?

Example exchange:

S1: How old are you?

2 Set the scene

- T shows the picture in textbook and asks:

+ Who are they? - Ss answer

+ What are they doing?

- T introduces the lesson

- T reads the dialogue Ss listen

1 Word cue drill

Example exchange: S1: What’s your name?

S2: My name’s Nam

S1: How do you spell it?

S2: N – A – M, Nam

2 Ask and answer

- Have Ss work in pairs to ask and answer about their names and their spelling

- Have some pairs practice loudly

Example exchange: S1: What’s your name?

S2: My name’s [Hoa].

S1: How do you spell it?

S2: [H – O - A], Hoa

IV Production: Lucky numbers

1 How old are you?

2 What’s your name?

3 Where do you live?

4 How do you spell your name?

5 How are you?

- student (n): học sinh (realia)

* Checking: R - R

2 Presentation dialogue

Nam: Hi, Nga Where is your school?

Nga: This is my school

Nam: Is that your class?

Nga: Yes, it is

Nam: Is that your teacher?

Nga: No, it is not

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role – play: T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

3 Target language

This is my desk - Đây là bàn học của tôi

That is my school - Đó là trờng học của tôi

Form:

Nb: Answers: Yes, it is/ No, it isn’t

Use: Dùng đẻ hỏi và trả lời về một vật hay một ngời ở gần hoặc ở xa + This chỉ vật hoặc ng“ ” ời ở gần

+ That chỉ vật hoặc ng“ ” ời ở xa

III Practice : Word cue drill

Example exchange:

S1: Is this your class?

S2: Yes, it is/ No, it is not

S1: Is that your desk?

(+) This/ That + is + … + noun (số ít) + noun (số ít) ( -) This/ That + is + not + … + noun (số ít) + Noun (số ít) (?) Is + this/ that + … + noun (số ít) + noun (số ít)?

S2: Yes, it is/ No, it is not

IV Further Practice

- T points to real things in and around the classroom and asks > Ss answer

Example exchange:

T: Is this your book?

Ss: Yes, it is/ No, it is not

By the end of the lesson, Ss will be able to use “what is this/ that?” and “it’s a/

an…” to” to talk about things in the classroom

B Teaching aids: Tape, posters

C Procedure

student teacherdeskclass

bµn häc sinhlíp häcphßng hächäc sinh

classroom gi¸o viªn

II Presentation

1 Pre teach vocabulary –

- ruler (n): c¸i thíc (realia)

 Checking: R – R

2 Presentation dialogue

Miss Hoa: What is this?

Children: It is a book

Miss Hoa: What is that?

Children: That is an eraser

- T reads the dialogue Ss listen

S2: That is a pen.

- Have Ss work in pairs

- Get some pairs practice loudly

- T corrects if necessary

IV Further Practice

- T points to real things in and around the classroom and asks: What is this/that?

- Prepare for Unit 3: A1-2

Period: 12th Date of preparing: 15/9/09 Date of teaching: 17/9/09

UNIT 3: AT HOME Lesson 1: A1-2

(?) What + are + these/those?

(+) They + are + N(sè nhiÒu)

 Checking: R – R

2 Set the scene

Nam: What are these, Lan?

Lan: They are chairs

Nam: What are those?

Lan: They are lamps

- T reads the dialogue Ss listen

+ these dïng chØ vËt hoÆc ng“ ” êi ë gÇn

+ those dïng chØ vËt hoÆc ng“ ” êi ë xa

III Practice:

1 Word cue drill

Example exchange: S1: What are these?

S2: They are tablesS1: What…” to ?

2 Realia drill

talking

Lan Nam

- Ss use: “What is this/that? – It’s a/an…” to” and “What are these/those? – They are…” to” to talk bout things in and around the classroom.

- Ss work in pairs

- T calls some pairs to practice loudly

IV Further Practice: Noughts and crosses

Example exchange:

S1: What is this?

S2: It is a window

S1: What are those?

S2: They are pens

- Learn by heart new words

- Do exercises

- Prepare for A3-4

Period: 13th Date of preparing: 19/9/09 Date of teaching: 21/9/09

UNIT 3: AT HOME Lesson 2: A3-4

By the end of the lesson, Ss will be able to use family vocabulary, possessivepronouns “my, your, her, his” and “who’s this/that?” to talk about familymembers

B Teaching aids: Posters, tape, textbook

C Procedure

I Warm up : Check - up–

II Presentation

1 Pre teach vocabulary –

 Checking: R – R

2 Set the scene: Rub out and remember dialogue

Lan: Who is that?

Nam: That’s my father?

Lan: What is his name?

Nam: His name is Ha

Lan: How old is he?

Nam: He is forty

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role play– : T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

- T rubs out some words and practice with Ss

- Ss practice with partners

3 Target language

Form:

Use: Dùng để hỏi và trả lời về ngời

 Personal pronouns and possessive pronouns

1 6 8

1 7

2 0

1

 Note: TTSH luôn đứng trớc danh từ và bổ nghĩa cho danh từ đó

III Practice

- Have Ss listen to the tape (A3, P32) and practice reading

- Ask Ss to do task 4 (A4, P33) in pairs

Role play:– T asks Ss answer

Ss ask Ss answer (closed pairs > open pairs)

IV Further Practice

- Have Ss draw their families Then, in pairs, they ask and answer about each other’s drawings

Example:

S1: Who is this?

S2: This is my father

S1: What is his name?

S2: His name is Huy

S1: How old is he?

S2: He is forty – two.

- Learn by heart new words

- Do exercises A3,4 (workbook)

- Prepare for B1-2

Period: 14th Date of preparing: 20/9/09 Date of teaching: 22/9/09

UNIT 3: AT HOME Lesson 3: B1-2

2 Set the scene

Ba: What is this, Nga?

Nga: It is a book

Ba: What are these?

Nga: they are pens

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role play– : T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

3 Target language

- T asks Ss to find the difference between “a book” and “pens”

a) Plural forms of noun

- Thông thờng ta thêm “-s” vào sau danh từ số ít để thành lập danh từ số nhiều:pens, chairs…” to

- Nếu tạn cùng của danh từ số ít là y” mà trớc y” là một phụ âm thì ta đổi y” thành “-ie” rồi thêm “s”: a city > cities, a family > families

“ Một số danh từ có tận cùng là “f, fe” thì ta đổi “f, fe” thành “ve” rồi thêm “s”: awife > wives, a knife > knives …” to

- Nếu tận cùng cảu danh từ là “o” mà trớc “o ” là một phụ âm thì ta phải thêm

“es”: a potato > potatoes…” to

- Nếu tận cùng của danh từ là: s, x, ch, sh ta cũng thêm “es”: a couch >couches…” to

- Một số danh từ bất quy tắc: a child > children, a person > people

- Một số danh từ không đếm đợc thì không có hình thức số nhiều: water, rice…” tob) Pronunciation of “s, es” after plural nouns

- pronounced /s/ after “ p, t, k, f, th”

- Pronounced /iz/ after “s, ch, sh, x, j”

- Pronounced /z/ after the last final sounds

talking

Nga Ba

3 6 8 3

7 0

4 0

7

III Practice

1 Change the following nouns to plural forms:

BenchesCouchesHouses

- T writes the words on the board

- Asks Ss to arrange as above

IV Further Practice

- T points to things in the classroom and asks Ss to count them, using there is/are…” to

- Play game snakes and ladders

talking

Lan Ba

II Presentation

1 Pre teach vocabulary–

 Checking: R – R

2 Set the scene

Lan: Who’s that, Ba?

Ba: That’s my father

Lan: How many people are there in

How many people are there in your family?

There are four people in my family

Meaning: Có mấy ngời trong gia đình của bạn?

Có 4 ngời trong gia đình của tôi

Form:

Use: Dùng để hỏi về số lợng của ngời hoặc vật

Note: Sau How many “How many…” luôn là danh từ số nhiều … + noun (số ít)” luôn là danh từ số nhiều luôn là danh từ số nhiều.

III Practice

a) doors/ your classroom? – one

b) students/ your class? – thirty four

c) desks/ your classroom? – twelve

d) windows/ your classroom? – five

e) boards/ your classroom? - one

(?) How many + Ns + are there + … + noun (số ít) ?

(+) There is + a/an/one + N(số ít) + … + noun (số ít)

(+) There are + số lợng + Ns +… + noun (số ít)

f) books/ the table? – two

Example exchange:

S1: How many doors are there in your classroom?

S2: There is one door [in my classroom]

S1: How many students are there in your class?

S2: There are thirty four students [in my class]

S1: …” to

- Have Ss practice in pairs

- Ask some pairs to practice loudly

- T corrects if necessary

IV Production: Noughts and crosses

- Ss use “How many…” toare

there?” to practice in pairs

- Divide the class into two

Students/33 Teachers/1 Rulers/20

II Pre – reading

1 Pre – teach vocabulary

- engineer (n): kû s (explanation)

- doctor (n): b¸c sü (picture)

 Checking: R – R

2 Open – prediction

- Ask Ss to predict the information before reading

- T goes around and help

III While – reading

1 Checking predictions

- Ss listen and check their predictions

- Ss swap and compare

- T corrects if necessary

2 Comprehension questions: Lucky numbers

a) How many people are there in her family?

old isher

father?

c) What does he do?

d) How old is her mother?

e) What does she do?

f) How old is her brother?

g) What does he do?

h) Where are they?

d) She is thirty – five.

e) She is a teacher

f) He is eight

g) He is a student

h) They are in their living room

IV Post – reading

- T gets Ss to retell the text

- Make a similar text about your family

- Start like this: “This is my family We are in…” to ”

- Write about Song’s family P.39 Text book

- Learn by heart vocabulary

- Do exercise C1,2,3 in WB

Period: 17th Date of preparing: 27/9/09 Date of teaching: 29/09/09

II Presentation/ practice

1 Revision of the verb to be “How many…” lu«n lµ danh tõ sè nhiÒu ” lu«n lµ danh tõ sè nhiÒu.

Ex: I am a student

He is a student

They are students

Form:

- Have Ss do task 1, 2, 3, P 40 in groups of four

- Call some Ss to write the answers on the board

- Have Ss do task 6 in pairs

- Call some pairs to practice as models

- Ask some Ss to write the answers on the board

- T corrects if necessary

Answer key:

3 How many … + noun (sè Ýt) ?

- Have Ss look at the picture (task 5, P 41)

- T runs through the task

- Ask Ss to do the task

- Call some Ss to write the answers on the board

- T corrects if necessary

Answer key:

b) There are six books d) There is a teacher

4 This/that; these/those

- Have Ss do task 9 (P42) in pairs

- Call some pairs to practice loudly

- The others write in their books

III Further practice

(+) S + am/are/is + C

(- ) S + am/are/is + not + C

(?) Am/Are/Is + S + C?

1 Furniture: Cross puzzle

2 Imperative: Simon says game:

Sit down >< stand up open your book >< close your book

- Prepare well for the TEST

Period: 18th Date of preparing: 02/10/09 Date of teaching : 07/10/09

One period test

I choose is, am ,are to complete the following sentences:“ ”

( Chän is , am , are ®iÒn vµo chæ trèng )“ ”

1 She …” to…” to…” to…” to a student

2 How old …” to…” to your mother?

3 …” to…” to…” to…” to…” to Hoa a teacher?

4 They …” to…” to…” to very intelligent.

5 Good morning Nam, …” to this Thu?

6 How …” to you,Mr Ha?

7 We …” to…” to Hue and Hien, and this …” to…” to Mai.

II Finding out and correct mistakes ( one sentence has only one mistake)

( Tìm lỗi sai và chữa lại cho đúng,chú ý: mỗi câu chỉ có 1 lỗi)

1 How many pen are there in your class?

2 Who is this?This is a ruler

3 I am twelve year old.

4 There are one board in my class.

5 What is he name?

6 They are two couchs.

7 She are very happy today.

III. Choose the best answers (Chọn đáp án đúng)

1 Open …” to…” to…” to…” to…” to book.

A you B.your C we

2 “ …” to…” to…” to…” to…” to…” to…” to do you live?”

A Where B What C We

3 I am …” to…” to…” to…” to…” to…” to years old.

A fiveteen B fifteen C teenthfive

4 This is …” to…” to…” to…” to…” to English book.

A an B a C you

5 …” to…” to…” to…” to…” to…” to…” to is that? That is my brother.

A Who B What C Where D.How

6 What are …” to…” to…” to ?

A this B.these C that

7 How many …” to…” to…” to…” to are there in your school?

A class B classs C.classes

8 What’s …” to…” to…” to name? She is Phuong.

A his B.her C your D my

9 There is …” to…” to…” to…” to book here.

Period: 19th Date of preparing: 3/10/09 Date of teaching: 5/10/09

UNIT 4: BIG OR SMALL Lesson 1: A1-2

I Warm – up: Pelmanism

II Pre – reading

1 Pre – teach vocabulary

 Checking: R – R

2 Open prediction

3 Target language: Possessive case

Phong’s school: trêng cña Phong

Thu’s school: trêng cña Thu

Nb: - Së h÷u c¸ch (possessive case) lµ h×nh thøc së h÷u cña danh tõ

- NÕu lµ danh tõ sè Ýt ta thªm “’s”

- NÕu lµ danh tõ sè nhiÒu cã tËn cïng lµ “s” th× ta chØ thªm “’”

Example: Lan’s: cña Lan, mom’s: cña mÑ; classes’ cña c¸c líp…” to

III While – reading

1 Checking open prediction

- T reads - Ss listen

- T reads -Ss repeat

- Have Ss practice reading individually

- Call some Ss to read loudly

- T corrects if necessary

2 Comprehension questions: Lucky number

s

a) Is Thu’s school small?

b) Is Phong’s school small?

c) Is Thu’s school big?

d) Is Thu’s school in the country?

e) Where’s Thu’s school?

f) Where’s Phong’s school?

IV Post – reading

1 Yes/No questions: T -Ss > Ss -Ss

c) Is your school in the country? g) Is your house in the country?

2 Realia drill

- T collects real things from Ss and asks:

What is this? – Ss answer

Is this big/small? - Ss answer

Period: 20th Date of preparing: 3/10/09 Date of teaching: 6/10/09

UNIT 4: BIG OR SMALL Lesson 2: A3-5

II Pre – reading

1 Vocabulary revision: Matching:

StudentSchoolClassClassroomTwo hundred

In the cityHow many

In the country

Trêng häcLíp häcPhßng häc

ë thµnh thÞ

ë n«ng th«nBao nhiªuHäc sinhHai tr¨m

- Have Ss predict before reading

- Some Ss write their prediction on the board

III While – reading

1 Checking prediction

- Have Ss read the text once and check their prediction

- Call some Ss to write their answers on the board

2 Comprehension questions:

a) How many classrooms are there in Phong’s school?

b) How many students are there in his class?

c) Where is Phong’s school?

d) How many classrooms are there in Thu’s school?

e) How many students are there in her school?

f) Where’s Thu’s school?

IV Post – reading: A4, p.46

T asks Ss answer > Ss -Ss

a) Is your school in the country or in the city?

b) How many classrooms are there (in your school)?

c) How many students are there (in your school)?

* Transformation writing:

- Have Ss write about their own school, using the text as model

“My school is in the country There are 13 classrooms…” to…” to…” to ”

1, Do exercise A 3,4,5 P.35-37 in WorkBook

2, Write a similar text about your school

3, Translation: a, Cã bao nhiªu phßng häc ë trêng b¹n? – Cã 18 phßng

b, Cã bao nhiªu häc sinh ë trêng b¹n? – Cã 600 häc sinh

c, Cã bao nhiªu gi¸o viªn ë trêng b¹n? – Cã 28 gi¸o viªn

Period: 21st Date of preparing: 5/10/09 Date of teaching: 7/10/09

UNIT 4: BIG OR SMALL Lesson 3: B1-5

Your school

By the end of the lesson, Ss will be able to talk about school and understand theschool detail through listening text, practicing cardinal-ordinal numbers and

“which" questions

B Teaching aids: textbook, posters, tape

C Procedure

I Warm – up: Brainstorming 8 classrooms small

in the country 400 students

II Presentation

1 Pre – teach vocabulary

- 1st = the first - 6th = the sixth

- 2nd = the second - 7th = the seventh

- 3rd = the third - 8th =the eighth

- 4th = the fouth - 9th = the ninth

- 5th = the fifth - 10th = the tenth

 Checking: R – R

2 Set the scene

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role – play: T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

3 Target language

Which class are you in? – B¹n häc líp nµo?

Which grade are you in? – B¹n häc khèi nµo?

Which + N …” to ? (c¸i nµo, ngêi nµo)

Use: chØ sù lùa chän gi÷a hai hay nhiÒu vËt

How many floors does your school have? – Trêng cña b¹n cã mÊy tÇng?

It has four floors – Nã cã bèn tÇng

Huong9A 5th

Ha7B 2nd

How many + Ns + do/does + S + have?

S + have/has + sè lîng + N(s)

Example exchange:

S1: Which class is Phong in?

S2: He is in class 6A

S1: Where is his classroom?

S2: It is on the first floor

2 Grid – fill

- Have Ss read the dialogue (B1, P 47) again and fill the information in the grid (B2, P 48)

3 Gap – fill

- Have Ss work in pairs to complete the dialogue (B5, P48)

- Call some pairs to practice loudly

- T corrects if necessary

IV Further practice: Write-it-up:

Phong is in grade 6, class 6A His classroom is on the first floor

Thu…” to…” to

- Learn by heart new words

- Write about you and your school

- Ask Ss to read the test again.

- T gives the answers and explains each answer

- prepare the next lesson

Period: 23rd Date of preparing:10/10/09 Date of teaching: 13/10/09

UNIT 4: BIG OR SMALL Lesson 4: C1-3

A Aims

By the end of the lesson, Ss will be able to talk about habitual actions using

present simple tense positive statements with “I” and vocabulary of routines.

B Teaching aids: textbook, a poster, cards

C Procedure

I Warm – up: Check – up

- Ask two Ss to write the ordinal numbers 1st to 10th

- Evaluate and give marks

II Presentation

1 Pre – teach vocabulary

 Checking technique: W – W

2 Set the scene

Lan: What do you do every morning

Ba: I get up and I brush my teeth

Lan: What do you do then?

Ba: I have breakfast and I go to school

- T reads the dialogue Ss listen

Use: dùng để nói về những việc làm theo thói quen hàng ngày.

III Practice: Word cue drill

Example exchange: S1: What do you do every morning?

talking

Lan Ba

(+) S (I, you) + V + O (-) S (I, you) + do + not + V + O (?) Do + S (I, you) + V + O?

get dress go to school

talking

Lan Ba

S2: I get up every morning

S1: …” to…” to…” to…” to…” to…” to…” to…” to…” to…” to

IV Further Practice: CHAIN GAME

S1: I get upS2: I get up and I brush my teeth S3: etc…” to

By the end of the lesson, Ss will be able to ask and answer in saying the time

B Teaching aids: poster, tape, cards

C Procedure

I Warm – up

C L O C K

II Presentation

1 Pre – teach vocabulary

- (to) be late (for school): muén (häc) (situation)

2 Set the scene

Lan: What time is it, Ba?

Ba: It’s eight o’clock We are late for

school

Lan: What time do you get up?

Ba: I get up at half past six

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role – play: T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

3 Target language

What time is it? – mấy giờ rồi?

It’s eight o’clock – Tám giờ rồi

Form:

Use: Dùng để hỏi và trả lời về thời gian.

Notes: The ways to say the time

Eight o’clockTen past eight

A quarter past eightHalf past eightTwenty to nine

2 Noughts and crosses

S1: What time is it?

S2: It’s six [thirty]

- Divide the class into two groups

- Pair work in each turn of each group

IV Production: Transformation Writing C.6-7 P.51

Key: Every morning, I get up at 5.00 I have breakfast at 6.00…” to

- Learn by heart new words

- Do exercises C2-6 (W.B)

- Prepare for Unit 5: A1-2

(?) What time is it?

(+) It s + giờ’

S1: What time is it?

S2:It’s [seven o’clock]

II Presentation

1 Pre – teach vocabulary

 Checking: R – R

2 Set the scene

Lan: What do you do every day, Ba?

Ba: I go to school every day

Lan: What does your brother do every day?

Ba: He plays games every day

- T reads the dialogue Ss listen

- T reads -Ss repeat

Role – play: T -Ss > Ss -T

Ss -Ss (closed –pairs > open pairs)

3 Target language

I go to school every day – Tôi đi học mỗi ngày

He plays games every day – Cậu ấy chơi trò chơi mỗi ngày

Form:

Use: Dùng để diễn tả những hành động xảy ra hàng ngày

Notes: Quy tắc thêm “s, es” sau động từ khi đi với các chủ ngữ là địa từ nhân xng

ngôi thứ ba số ít

- Nếu tận cùng của động từ là “y” mà trớc đó là một phụ âm thì ta đổi “y” thành

“i” và thêm “es”

- Nếu tận cùng của động từ là “o” mà trớc đó là một phụ âm thì ta thêm “es”

- Nếu tận cùng của động từ là các phụ âm: ch, sh, s, x, z thì ta cũng thêm “es”

- Các trờng hợp còn lại ta chỉ thêm “s”

III Practice

(+) S(I, We, You, They) + V(bare) + O…” to…” toevery day

(+) S(He, She, It) + V- s, es + O…” to.every day

(?) What do + S(I, we, you, they) + V(bare)+…” to+ every day

Does + (he, she, it) + V-s,es + …” to+ everyday?

1 Comprehension questions: (A2, P 53)

- T asks -Ss answer

- Ss -Ss (groups -pairs)

2 Substitution drill

Change I to She…” to…” to

1, Everyday, I get up at 6.00 Nga gets up at 6.00

2, I brush my teeth She

3, I get dressed She

4, I wash my face She

5, I have breakfast She

6, I go to school She

7, I play games She

8, I do my homework She

- Ss work in pairs

- T calls some pairs to practice loudly

- T calls some Ss to write the answer on the board

IV Production

- Have Ss write about the daily routines of their family members

- Using the questions:

+ What do you do every day?

+ What does your father do every day?

+ What does your mother do every day?

+ …” to…” to…” to…” to…” to

- Learn by heart vocabulary

- Do exercise A1-2 P.44

- Prepare: Unit 5: A3-4 P.53-54

Period: 26th Date of preparing: 18/10/09 Date of teaching: 20/10/09

UNIT 5: THINGS I DO Lesson 2: A3-4