Unit 1 anh 8

- Ask ss to write 5 sentences using the present perfect tense and prepare the new lesson Unit 5 – Read.... Aim: Reading for details about Tran Phu Shopping Mall?[r]

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Period 1 August, 2012

GRAMMAR REVISION THE INTRODUCTION OF tIENG ANH 8

I Aim: Further practice with Simple Present tense and Simple Past tense

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

– use simple present tense and simple past tense

III Language focus:

- Grammar / Structure: Simple Present tense and Simple past tense

_ _ _ _ _ _ _ _ _ _ (Simple Past) group work

Presentation 1 Simple present tense.

Form: S + V(s/es)

Usage: Simple present tense is used to express a

habit in the present time

Ex: I always go to school by bike

Note: Verb form of the third person singular, add s/es

2 Simple past tense.

Form : S + Ved/PI

Usage: Simple past tense is used to express an

action, which happens and finishes in the past

Ex: Yesterday, I went to the library

Note: Verb form of simple past tense

+ Regular Verbs

We add “ed” after that verb

Ex: like liked love loved study studied

a I (go)……… on holiday twice a year

b When we were young we (enjoy)

.cartoon film very much

…………

c She (miss)………….the train this morning

d My brother (smoke)………… 20 cigarettes a day

e Lan (watch)………TV every morning

f Lan (watch)……… TV last night

- Get Ss’ answer

Ss

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- Give feedback and correct.

Production Noughst and Crosses.

1 What/ do /you/night? 2 your mother/cook? 3.When/ you/have/math

4 Where / you/ live? 5 How/ go/ school/ last year? 6 you/ watch/ TV/

Consolidation - Ask Ss to talk about what they have just reviewed Ss

Home work Prepare Unit 1- Lesson 1 (getting started- Listen

unit 1: my friends

Lesson 1: Getting started

Listen and read.

I Aim: Reading the dialogue for details and revision of simple tenses.

II Objective: By the end of the lesson, ss will be able to know more about Hoa-Lan-Nien and to review simple present and simple past tense

III Language focus: +) Vocabulary: to seem (v), to look like (v), enough (a),

a next-door neighbor (n)

+) Grammar: simple tenses.

+) Structure: S + be + adj + enough + to V(inf)

IV Teaching aids: textbook, pictures, cards.

V Teaching procedure:

arrangeme nt

Warm-up * Brainstorming:

- Ask ss to tell some their after-school activities

(play table tennis, skip rope, play chess, collect stamps, listen to music, play volleyball )

- Show 4 pictures in part "Getting started" and ask ss to work in groups Each group describes a picture

- Ask a student from each group to present

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

*Checking vocab Rub out and remember

II Pre-question:

(use the picture in part "listen and read" to set the scene)

- Elicit some information about Hoa

" We are going to listen to the conversation between Hoa and Lan Hoa is talking to Lan about Nien, one of her friends in Hue Before you read the dialogue, guess the answers of the following questions"

a Where does Nien live?

b Does Lan know Nien?

T-whole class

T - S

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c Is Hoa older than Nien?

d When is Nien going to visit Hoa?

- Give feedback

While-

reading I Checking prediction:- Ask ss to read the dialogue between Hoa and Lan

(page 10) and check their answers

- Give feedback

*) Answer keys: a Nien lives in Hue.

b No, she doesn't

c Yes, she is

d At Christmas

- Call on some pairs of ss to ask and answer the questions before class

II Structure:

- Elicit the model sentence from ss

“Which sentence tells you that Hoa is older than Nien?"

"She wasn't old enough to be in my class"

* Form:

- Ask ss give some more examples

- Introduce the structure to ask about appearance

* Form:

pair work

T - S

Post- reading * Language focus 4 (p 17)

- Ask ss to do exercise L.F 4 (p.17) in pairs

- Give feedback

+ Answer keys: a not big enough

b not old enough

c strong enough

d good enough

pair work

Consolidation - Ask ss to retell the content of the lesson T - S

Homework - Ask ss to do exercise 5 (p 9-workbook) and prepare

Period 3: August, 2012

Lesson 2: Speak + Language Focus 3, 4

I Aim: Speak to describe someone's appearances and further practice the structure (not) +

adj + enough + to-infinitive

II Objective: By the end of the lesson, ss will be able to describe someone and write

some sentences using structure "(not) + adj + enough + to-infinitive"

III Language focus: +) Vocabulary: adjectives to describe people's appearances

+) Grammar: present simple tense.

+) Structures: S + be + adj s

S + has/ have + adj s + N

Work arrangeme nt

S + be(not) + adj + enough + to do sth

What + do/ does +S + look like?

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Presentation - Show ss a picture of Mary and ask them to describe

her hair and her body build

Ex: She has long blond hair

She is short and thin

Form: S + have/ has + adjectives + hair.

S + be + adjectives

T- S

Practice I Word cue drill:

- Prepare 6 cards so that ss can drill easily

a he/ tall/ thin He is tall and thin

b she/ short/ slim She is short and slim

c he/ short/ fat He is short and fat

d long/ black She has long black hair

e curly/ blond She has curly blond hair

f straight/ brown She has straight brown hair

II Practice speaking:

- Have ss look at six people on page 11, 12

- Call on a student to describe one person; the others have to guess who he/ she is

Ex: S1: This person is short and thin She has long blond hair

I Review structure with enough

- Set the scene to review the structure:

T is to ask ss to hang the picture on the board " How do

I say and how do you answer? Complete the exchange"

T: Can you (1) this (2) over there?

S: No I (3) not (4) (5) to (6) the (7)

II Picture describing:

- Ask ss to look at the picture on page 17 quickly, and then let them keep their books closed

- Divide class into four/ five groups

- Give ss two questions, the group which answers correctly the fastest wins the game

T - Wholeclass

pair work

Group work

Hair Body

build

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a How many people are there in the picture?

b What does each person look like?

- Give feedback

+) Answer keys:

a There are four people in the picture

b There is a tall, fat man; there is a tall thin woman with short hair; there is a boy sitting on the ground, holding his head and there is a short man standing across the street

(c The man standing next to the taxi is wearing a yellow shirt and black trousers

The woman is carrying a shoulder bag, and is wearing a green skirt and red blouse

The boy sitting on the ground and holding his head iswearing blue shorts and a white shirt

The man across the street is wearing blue trousers and a pink shirt

Consolidation - Have ss retell the content of the lesson T - S

Homework - Ask ss to do exercise 3, 4(p 7, 8-workbook) and

Period 4: August, 2012

Lesson 3: Listen + Language Focus 1, 2

I Aim: Listen for details to complete the dialogue and Further of simple present, simple past tenses

II Objective: By the end of the lesson, ss will be able to complete the dialogue by

listening and compare the simple present and simple past tenses, use the simple present tense to talk about general truths

III Language focus: +) Vocabulary: adjectives to describe people's appearances

+) Grammar/ structure: simple present and simple past tenses

IV Teaching aids: textbook, pictures, stereo, cards.

Work arrangeme nt Warm-up

* Listening and singing the song “hello” for run T – Whole

class

Pre-listening * Prediction ( Ex a, b, c, d - page 12, 13)

- Elicit some expressions from ss and make sure they know their meaning

+ What do you say if you want to meet someone + What will you say when you are introduced to sb?

+ What will you say when you introduce someone?

- Get ss to guess and to complete four dialogues on page 12, 13 using the given expressions

- Give feedback

T - S

While-

listening I Listening and checking- Let ss listen to the tape twice

- Get ss to work in pairs to complete the dialogues and pair work

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compare with their prediction

- Give feedback

+) Answer keys:

1 I'd like you to meet

2 Nice to meet you

3 I'd like you to meet

4 It's a pleasure to meet you

5 Home and meet

6 How do you do?

II Role play

- Ask ss to practice speaking the dialogues

- Call on some ss to play the roles of each person in the dialogue

- Correct their pronunciation

- Let ss work in pairs to practice the dialogues

open pairclosed pair

Post- listening I Revision of simple present and simple past tenses.

- Get ss to review the usage and the formation of simplepresent (compare with simple past tense )

- Recall some adverbs of time used in each tense

- Have ss to do language focus 1a (p 16) individual then compare with their partners

- Give feedback

+) Answer keys:

(1) lives (2) sent (3) was (4) is

II Further practice in simple present tense

- Focus on one of the usage of simple present tense, to talk about general truth ( express an action always true)

- Give ss five verbs: be, move, set, rise, go

- Ask ss to complete the dialogue between Ba and his young cousin

Tuan Get ss to work in pairs

- Give feedback

+) Answer keys:

(1) sets (2) goes (3) moves (4) is (5) is (6) is

- Get ss to practice the dialogue in pairs

- Correct their pronunciation

T-wholeclassindividualthen pairwork

pair work

Consolidation - Ask ss to retell the content of the lesson T - S

Homework - Ask ss to do exercise 3, 4(p 7, 8-workbook) and

Lesson 4: Read

.

I Aim: Reading for specific information.

II Objective: By the end of the lesson, ss will be able to know more about Ba's friends and describe people's characters

III Language focus: +) Vocabulary: sociable (a),reserved (a), annoy (v), generous (a), to tell jokes (v), sense of humor (n), orphanage (n)

+) Grammar: present simple tense

IV Teaching aids: textbook, board, pictures, cards.

Work arrangem

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ent Warm-up * Take a survey: Find someone who

usually helps other people doesn't speak a lot in public always goes to the library sometimes tell funny stories smiles a lot.

group work

Pre-reading I Pre-teach vocabulary.- sociable (a) : hoà đồng, dễ gần gũi, chan hoà

- reserved (a) : kín đáo, dè dặt

- generous (a) : rộng lợng, hào phóng

- humorous (a): hài hớc

- to tell jokes (v) : kể chuyện hài/ chuyện đùa(tell a story that makes people laugh)

- annoy (v) : làm khó chịu, làm phiền

- orphanage (n): trại mồ côi (a place where children without parents lives)

*Checking vocab Matching

II True/ Fall statements:

- Set the scene: Ba is talking about his friends Each one has

his own characters Read these statements and guess which statements are true , which are false

- Get ss to work in pairs

a Ba talks about three of his friends

c Ba and his friends have the same characters

b Bao-Song-Khai are quite reserved in public

d Bao spends his free time at a local orphanage

- Give feedback

T-whole class

- Ask ss to correct the false statements

b They have different characters

c Only Song and Khai are quite reserved

II Multiple choice:

- Get ss to do exercise 1 on page 14

- Ask ss to work in pairs to choose the best answers

*) Answer keys:

a A b C c B d D

- Explain the meanings of the phrases:

doesn't affect his school work:không ảnh hởng tới vc học get tired of: nhàm chán

volunteer work: công việc tình nguyện

III Comprehension questions:

- Ask ss to read the text again and do exercise 2 on page 14

- Have ss answer the questions from a to e in pairs

- Give feedback

* Answer keys:

a He feels lucky having a lot of friends

b Bao is the most sociable

pair work

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c Khai likes reading.

d His jokes sometimes annoy his friends

e Bao spends his free time doing volunteer work at a local orphanage

- Call on some pairs to stand up, ask and answer the questions

Post-

reading * Speaking- Ask ss to work in groups to discuss question f

- Ask ss to talk to one another about their friends, using the adjs they have just learnt to describe

- Support some useful adjs if necessary

Friendly Outgoing Kind Hard-working Reliable Honest Confident Pleasant Shy

- Give feedback

group work

Homework - Ask ss to write a short paragraph about one close friend

Lesson 5: Write

I Aim: Write about oneself and about other people.

II Objective: By the end of the lesson, ss will be able to write a paragraph about

themselves or their close friends

III Language focus: +) Vocabulary: adjectives to describe someone's appearance or

characters

IV Teaching aids: textbook, board, poster.

ent Warm-up * Brainstorming:

- Get ss to review the adjectives to describe people's appearance and characters

fat tall slim kind generous

group work

Pre-writing I Reading comprehension.

- Ask ss to read Tam's personal card and the paragraph aboutTam and compare the information from two kinds of writing

- Ask ss some questions to check their understanding

a What's his Name? ( Le Van Tam)

b How old is he? ( 14 )

c What does he look like? ( He is tall and thin He has short

T-whole classappearanc

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black hair )

d What is he like? ( He is sociable, humorous and helpful )

e Where does he live?(He lives at 26 Tran Phu Street, HN)

f Who does he live with? ( He lives with his family)

g Who is his friend? ( Ba and Bao)

II Completing the personal card.

- Ask ss to think about one of their friends and fill in the similar form, using the questions from a to g on page 15 as prompts

- Have ss work in pairs to ask and fill in the form

Name: Age:

Appearance:

Character:

Address:

Family:

Friends

individual pair work While- writing * Write - it - up - Ask ss to write a paragraph about their friends based on the form they've completed - Get ss to share with their partners and correct if possible - Collect some writing to correct in front of the class * Sample: His/ Her name is He/She is years old He/ She lives at in with his/ her He/ She is and He/ She has hair He/ She rather shy/ He/ She has a lot of friends but his/ her close friends are

pair work

Post- writing - Ask ss to write a similar paragraph about himself/ herself

- Have ss to share with their partners

- Move around and help ss

- Ask some ss to speak in front of the class about him/ her

- Give feedback

individual pair work

Consolidation

- Ask ss to retell the way to write a paragraph about personal

Homework - Ask ss to write down the paragraph about themselves into

their note books and prepare the new lesson individual

unit 2: making arrangements.

Lesson 1: Getting started , Listen and read.

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I Aim: Reading for details about a conversation on the phone.

II Objective: By the end of the lesson, ss will be able to

- understand the topic of unit 2 " Making arrangements"

- use telephone to make and confirm arrangements

III Language focus: +)Vocabulary: a fax machine (n), a telephone directory (n), a

public telephone (n), a mobile phone (n), an answering machine (n),

+) Structures: Would you like ?

- Ask ss some questions to lead in the new topic

- Lead in new lesson

II Open prediction:

- Set the scene: Hoa and Nga are talking on the phone

They are talking about going to see a movie.

- Ask ss to guess: Who:

a made the call?

b introduced herself?

c invited the other to the movies?

d arranged a meeting place?

e arranged the time?

f agreed to the time?

- Give feedback

T-whole class

pair work

While-

reading I Reading and Checking prediction:- Ask ss to read the conversation between Hoa and Nga

(page 19) and check their prediction

- Give feedback

pair work

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*) Answer keys:

a Nga made the call

b Nga introduced herself

c Nga invited Hoa to the movies

d Nga arranged a meeting place

e Hoa arranged the time

f Nga agreed to the time

II Comprehension questions:

- Give ss some questions and ask them to work in pairs toanswer them

- Get some pairs of ss to ask and answer in front of the class (open pairs)

- Let all ss work in pairs ( closed pairs )

*) Questions and Answers:

a What is Hoa's telephone number?

( Her telephone number is 3 847 329 )

b Which movie are they going to see? Where?

( They are going to see the movie Dream City at Sao Mai Movie Theater.)

c How is Hoa going to see the movies?

( She is going by bike.)

d Where are they going to meet? What time?

( They are going to meet outside the theater at 6.30 )

III Matching:

- Give ss some phrases and ask ss to match them with their meanings

1 Hold on a Nó đợc chiếu ở đâu?

2 Is six thirty all right? b Khá xa

3 Where is it on? c Sáu giờ 30 đợc chứ?

4 A bit far from d ( Cầm máy) chờ nhé

Post- reading * Dialogue practicing:

- Ask ss to work in pairs, play the role of Hoa and Nga and practice the dialogue

- Give feedback Correct their pronunciation if necessary

pair work

Consolidation -Ask ss to retell some vocabulary and structures used in

Homework - Ask ss to make a similar dialogue based on the dialogue

between Hoa and Nga (change some details of the original one: name, telephone number, content ) and prepare the new lesson

individual

Period 8: September, 2012

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Lesson 2: Speak + Language Focus 3

I Aim: Practicing talking on the phone.

Further practice in adverbs of place

- make arrangements on phone

- get further practice in adverbs of place

III Language focus: +)Vocabulary: adverbs of place

IV Teaching aids: textbook, pictures, cards, poster

- Talk to ss about using telephone

 Do you have a telephone at home?

 How often do you make a phone call?

 What would you say when you pick up the phone

to answer it?

 What would you say if you are the caller?

 What would you say if the person you want to speak to is out?

T-whole class

Pre-speaking * Dialogue practicing:

- Ask ss to do exercise 1 (page 20) The ss have to work

in pairs to put the sentences in the correct order to make

Bao: (1) May I speak to Ba, please? This is Bao.

Bao: (2) I'm fine, thanks And you?

Bao: (3) Can you play chess tonight?

Bao: (4) What about tomorrow afternoon?

Bao: (5) I'll meet you at the Central Chess Club.

Bao: (6) Is 2.00 o'clock OK?

- Ask ss to play the role of Ba and Bao to practice the dialogue

- Correct the ss' pronunciation if necessary Focus on

the usage of Great Me too / I'm sorry, I can't

II Dialogue making:

- Ask ss to make the similar arrangements and practice

pair work

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talking with a partner.

- Give feedback

Post-speaking * Revision of adverbs of place.

- Have ss review the adverbs of place that they've done

in part warm up

- Make sure ss know the meanings of these adverbs

- Ask ss to do exercise 3 on page 26

- Set the scene: "Ba is playing hide and seek with his cousin, Tuan Use the adverbs of place to complete the speech bubbles".

Consolidation -Ask ss to retell some vocabulary and structures used

Homework - Ask ss to write down their dialogue into their

notebook, do exercise 4 ( p.17-workbook ) and prepare the new lesson

individual

Period 9: September, 2012

Lesson 2: Listen + Language Focus 1, 2

I Aim: Listening a telephone conversation for details.

Practicing talking about intentions with BE GOING TO

- complete telephone massage by listening

- talk about intentions using BE GOING TO

III Language focus: +)Vocabulary: to leave/ take a message (v), make an appointment

(v), to be available (v),

IV Teaching aids: textbook, pictures, cards, poster

- Ask Ss the way to make an arrangement

What would you say when you make an arrangement?

When (5) Greeting (1) Introducing(2) Making arrangement

Where (4) What (3) Saying good bye(6)

T-whole class

Making arrangements

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Pre-listening I Open prediction

- Ask ss to look at the form of the telephone message onpage 21 and set the scene:

" A woman phoned the principal of Kingston Junior high school, but he was out "

- Have ss guess the message in pairs

- Give feedback

pair work

While-

listening I Listening and Checking prediction:- Get ss to listen to the tape twice and fill in the

message, compare with their guess

- Give feedback

*) Answer keys:

Kingston junior high school

Date: ( ) Time: ( )For: The principal

Message: Mrs Mary Nguyen want to see you at 9.45

Secretary: I'm afraid Mr Kelvin is out at the moment

Would you like to leave a message?

Woman: Uhm, no But I'd like to make an appointment to see him

Secretary: I think he'll be available on Tuesday

Woman: Tuesday 's OK Can I see him in the morning?

Secretary: Sure, you can What time would you like to come?

Woman: Is 10.30 OK?

Secretary: I'm sorry The principal will have a school visit at 10.30 What about 9.45?

Woman: 9.45? Let me see Yes, It's alright

Secretary: What's your name, please?

Woman: My name 's Mary Nguyen

Secretary: Is that N-G-U-Y-E-N?

Woman: Yes, that's right Mrs Nguyen

Secretary: And your address, please?

Woman: Number 23, 51st Street My telephone number is 646.837.209.42

Secretary: Thank you, Mrs Nguyen

Woman: Thank you very much Goodbye

Secretary: Good bye

individualthen pair work

Post-Listening I Revision of intention future tense

- Set the scene to review the structure:

"Nga has a movie ticket Let's guess What is she going

to do?"

=> She is going to see a movie.

Form: " S + be (not) + going to + infinitive "

T – SS

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Usage: express an intention

II Practice:

- Ask ss to do exercise Language focus 1 on page 25

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

- Give feedback

+) Answer keys:

a They are going (to go) fishing

b She is going to read the new novel

c She is going to do her homework in Math

d He is going to watch n action movie on TV tonight

e She is going to give him a birthday present

III Take a survey:

- Have ss copy the questionnaires in their book Add more activities to the list Then complete the "you"

column with checks and crosses

- Get ss to work with a partner to ask what he/she is going to do Complete the "your partner" column of questionnaires

- Model the first one then ask ss to repeat chorally then individually

Model sentence:

Are you going to see a movie?

Yes, I am/ No, I'm not

- Ask some pairs to practice asking and answeringAsk the whole class to work in pairs

- Give feedback

pair work

individuallypair work

Consolidation - Have ss retell the content of the lesson T -S

Homework - Ask ss to write down their dialogue into their

notebook, do exercise 4 ( p.17-workbook ) and prepare the new lesson

individual

Lesson 4: Read

I Aim: Reading the paragraph for details about Alexander Graham Bell.

II Objective: By the end of the lesson, ss will be able to know more about Alexander

Graham Bell

III Language focus: +)Vocabulary: emigrate (v), transmit (v), conduct (v),

demonstrate (v), a device (n), a deaf-mute (n), exhibition (n)

+) Grammar: past simple tense, passive voice

IV Teaching aids: textbook, pictures, cards, poster.

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Stage Teacher's activities arrangeme Work

Pre-reading I Pre-teach vocabulary.

- to emigrate (v): go to another country to live

- to transmit (v): truyÒn, ph¸t (tÝn hiÖu)

- to conduct (v) = to carry out (v): Thùc hiÖn, tiÕn hµnh

- to demonstrate (v): BiÓu diÔn

- a device (n): ThiÕt bÞ, dông cô, m¸y mãc

- a deaf-mute (n): ngêi c©m ®iÕc(a person who is unable to hear and speak)

- an exhibition (n): cuéc triÓn l·m, trng bµy

* Checking vocabulary: matching

II True False statements prediction:

- Set the scene: (show the picture about Alexander

Graham Bell to set the scene)

* Statements: ( exercise 1, textbook, page 22 )

- Ask ss to work in pairs and guess

- Give feedback

T-whole class

FFTFFT

He was born in Edinburgh, Scotland

He worked with deaf-mutes at Boston University

They introduced tele in 1876

Bell experimented with ways oftransmitting speech over a long distance

II Ordering:

- Ask ss to look at the exercise 2 ( p 22 )

- Get ss to read the events of Bell's life and put them in the correct order

- Ask them to compare with their partner

- Give feedback

*) Answer keys: Alexander Graham Bell:

1-d was born in Scotland

2-e) went to live in Canada

3-a) went to live in the United States

4-g) worked with people who could neither speak nor hear

5-c) worked with Thomas Watson

pair work

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6-b) successfully demonstrated his invention.

Post- reading * Matching:

- Ask ss to work in pairs to match the years with the correct events

Homework - Ask ss to write a short paragraph about Bell's life and

unit 2: making arrangements

Lesson 5: Write

I Aim: Writing a message.

II Objective: By the end of the lesson, ss will be able to write a tele.message

III Language focus: +)Vocabulary: customer (n), delivery (n), stationery

(n), midday (n), to pick sb up (v)

+) Grammar: past simple tense

IV Teaching aids: textbook, board, poster.

Work arrangeme nt

M E S S A G E

- Talk to ss about taking a telephone message

 Have you ever taken a telephone message?

 When you take a message, What should be mentioned in the message?

( Date, time, who sent, to whom, content)

group work

Pre-writing I Pre-teach vocabulary.

- a customer (n): khách hàng, ngời tiêu dùng( a person who comes to buy sth at the shop)

- a delivery (n) sự giao hàng furniture delivery (n):

- stationery: đồ dùng văn phòng, văn phòng phẩm(Ex: papers, pens, rulers, envelopes)

stationery order (n): đơn đặt hàng văn phòng phẩm

- To pick sb up (v): đón ai

* Checking vocabulary: Rub out and remember.

II Reading and gap filling.

- Ask ss to read the message and fill in the gaps in the passage on page 23

- Have ss work in pairs

- Give feedback

* Answer keys:

(1) (tele)phoned (5) name

T-whole class

pair work

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(2) May 12 (6) delivery(3) spoke/ talked (7) Mr Ha(4) took (8) at

While- writing * Completing the message:

- Ask ss to read passage 2 on page 23 to get information and write the message

- Let ss write individually and then share with a partner

- Give feedback

* Answer keys:

Thanh Cong Delivery Service

Date: June 16 Time: After midday For: Mrs Van Message: Mr Nam called about his stationery order He wanted you to call him at 8 634 028.

Taken by: Mr Toan

- Ask ss to write another message

- Set the scene: Tom phoned Nancy , but she was out

Lisa, Nancy's sister took a message for Nancy Help Lisa

For: Nancy Message: Tom called about playing tennis this afternoon.

He will come over to pick you up at 1.30 Taken by: Lisa

pair work

Post- writing * Role play:

- Ask ss to base on the passage 2 (p.23) to make a complete conversation between Customer and Mr Toan

- Move around and help ss

- Ask some pairs to speak in front of the class

- Give feedback

+) Suggested dialogue:

Mr Toan: Thanh Cong Delivery Service Good morning.

Customer: Good morning Could I speak to Mrs Van, please?

Mr toan: I'm afraid Mrs Van is in a meeting Would you like to leave her a message?

Customer: Yes I'd like to know about my stationery order

Can you tell her to reach me at 8 634 082?

Mr Toan: Sure What's your name, please?

Customer: My name's Nam.

Mr Toan: Thank you Mr Nam.

Customer: Thank you Goodbye.

Mr toan: Good bye.

pair work

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Consolidation - Ask ss to retell the form of a telephone message T - S

Homework - Ask ss to write the dialogue into their note books and

III.Rearrange these words to make the meaningful sentences(5 x 0.6 = 3 marks)

1.He isn’t tall enough to reach the self

2.We are going to play soccer at the weekend

3.Bell and Watson introduced the telephone in 1876

4.You ought to do exercise everymorning

5.Yesterday,I met him on the street

IV Read the passage and choose T/ F statements.(Đọc đoạn văn và chọn câu đúng(T) sai(F)

unit 4: our past.

Lesson 1: Getting started Listen and read

I Aim: Reading the conversation about life of many years ago.

- understand the topic of unit 4 " Our past"

- talk about the activities people used to do in the past

- Distinguish the fact and opinion

III Language focus: +) Vocabulary: Great-grandma / Great-grandfather (n), modern

(adj), Traditional (adj), equipment (n), Folktale (n)

+) Grammar/ Structure: Used to + inf.

ent Warm-up * Getting started:

- Ask ss to look at the picture on page 38 and write the names of the things that do not belong to the past

- Give feedback

+) Answer keys:

- TV / The radio

- The mobile phone/ The lighting fixture

- Modern clothing / school uniforms

- Lead in the new lesson

pair work

Pre-reading I Pre-teach vocabulary:

Trang 20

- Look after (v): trông nom, chăm sóc

- Great-grandma / Great-grandfather (n): cụ bà/ cụ ông

- modern >< Traditional (adj):hiện đại/ truyền thống

- equipment (n): thiết bị

- Folktale (n): chuyện dân gian

* Checking: what and where

- Set the scene: Nga and her grandmother are talking about the things Nga's grandmother used to do when she was a young girl Guess the things that she had to do

- Give feedback

T-whole class

While-

reading I Reading and Checking prediction:- Ask ss to read the conversation between Nga and her

grandmother (page 38, 39) and check their prediction

- Give feedback

*) Answer keys:

+ stay home + help mom + look after younger brothers and sisters

II Role adoption:

- Have ss work in pairs and practice the dialogue

- Call some pairs to practice in front of the class

- Give feedback

- Ask ss to read the dialogue again and answer the questions part 2, page 39

- Give feedback

+) Answer keys:

a Nga's grandmother used to live on a farm

b Because she had to stay home and help her mom

c Nga's great grandmother used to cook meals, clean the house and wash the clothes

d Her great grandmother used to lit the lamp and her great grandfather used to tell them stories

e She asked her grandma to tell her the tale "the lost shoe"

IV Fact or opinion?

- Elicit the words " fact" and "opinion"

Ex: Fact: I eat chicken and beef.

Opinion: I don't like pork.

- Have ss read the statements part 3 on page 39 and decide which is a fact and which is an opinion

- Give feedback

+) Answer keys:

a I used to live on a farm

b There wasn't any electricity

c Mon had to do everything without the help of modern equipment

d My father used to tell us stories

e The best one was the lost shoe.

f Traditional stories are great

xxxxxx

pair work

T - Spair work

Post- reading * Structures:

- Elicit model sentences from ss

+) Model sentences:

T - S

Trang 21

I used to look after my younger brothers and sisters She used to cook meals, clean the house

- Form:

(+) S + used to + V (inf)(-) S + usedn't / didn't use to + V(inf)(?) (Wh-) did + S + use to + V(inf)?

- Use: used to express a past habit or an action usually happened in the past

Consolidation -Ask ss to retell the content of the lesson T - S

Homework - Ask ss to do Language Focus 4( p 45 ) and prepare the

Period 22: October, 2012

Lesson 2: Speak + Language Focus 4

I Aim: Speaking about the way things used to be and the way they are now.

Further practice in "used to"

II Objective: By the end of the lesson, ss will be able to use USED TO to talk about the

things they used to be

III Language focus: +)Vocabulary:

+) Grammar: past simple tense +) Structure: Used to + V (inf)

Shark attack.

- Cut out and a schoolgirl from card

- Draw some steps then stick the cut out girl on the top of the steps, the sea is around the steps and the shark is in the sea

- Draw 10 gaps for the word “used to”

- Get Ss in teams (or ask them as a whole class) to guess the letters of the word If their guess is right, they will get one mark If their guess is not right, the girl has to step down

_ _ _ _ _ _ _ (used to)

T-whole class

Pre-speaking * Pre-discussion:

- Decide ss into two groups

- Ask each group look at a picture on page 40 and make a list of what they see in the picture

- Call the leader from each group to present their group's idea

Trang 22

past and now by using used to

- Elicit some ideas so that students can talk about them

Ex: Where did people live in the past? And now?

People used to live in small houses Now they live in big houses and buildings.

- Go around and help ss

- Call some pairs to present in front of the class

- Give feedback

*) Suggestion:

+ How did they travel?

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

+ What's about the electricity?

There didn't use to be electricity in the home Now there is electricity everywhere

+ What's about their life and work?

People used to work hard every time Now they have lot of time for entertainment

+ Did children go to school?

Children used to stay home Now they go to school

+ What's about their entertainment?

Children used to play traditional games Now they play computer games

+ People used to raise cattle for meat Now they buy it

in the supermarket

pair work

Post-speaking I Revision of "Used to":

- Get ss to review the form and usage of "used to"

Form:

(+) S + used to + V (inf)(-) S + usedn't / didn't use to + V(inf)(?) (Wh-) did + S + use to + V(inf)?

- elicit the use

II Language Focus 4:

Complete the dialogue.

- Ask Ss to do exercise 4 on page 45

- Have Ss work in pairs, looking at 4 pictures on page

45, using used to with the verbs "live, stay, have, be"

to complete the dialogue between Nga and Hoa

- Give feedback and correct

*Answer :

Used to stay/ used to have / used to be / used to live

T – Ss

pair work

Trang 23

Consolidation -Ask ss to retell the usage of used to, the differences

between life in the past and now

T -S

Homework - Ask ss to do exercise 6 (p.130-workbook) and

prepare the new lesson

individual

Period 23: October, 2012

Unit 4: our past.

Lesson 3: Listen + Language Focus 1, 2, 3

I Aim: Listening to a folktale to get the moral lesson.

Further practice in past simple, prepositions of time

- understand the main idea of a story by listening

- use Simple Past tense , prepositions of time

III Language focus: +)Vocabulary:

+) Grammar: past simple tense, preposition of time +) Structure:

IV Teaching aids: textbook, pictures, cards, poster, stereo

- Talk to ss about using telephone

 Do you often read stories?

 Which story impresses you most? Why?

 Which moral lesson do you get from this story?

T-whole class

Pre-listening I Pre-teach vocabulary:

- lay - laid (v): đẻ (trứng), đặt

- Foolish (adj): dại dột, ngu ngốc

- Greedy (adj): tham lam

- Gold (adj): vàng

- amazement (n): sự kinh ngạc, sửng sốt

* Checking: rub out and remember

- Set the scene: There are a lot of Vietnamese folktales which have precious moral lessons We are going to listen to one of those stories

- Ask ss to look at 4 titles and guess which the most suitable moral lesson to the story is

a Don't kill chicken

b Don't be foolish and greedy

c Be happy with what you have

d It is difficult to find gold

I Listening and Checking prediction:

- Have ss to listen to the tape twice and check their individual

Trang 24

One day, he went to collect the eggs and discovered one of the chickens a gold egg He shouted excitedly

to his wife, "we're rich! We're rich!”

His wife ran to him and they both looked at the egg inamazement The wife wanted more, so her husband decided to cut open all the chickens and find more gold eggs Unfortunately, he couldn't find any eggs

When he finished all, the chickens were dead

There were no more eggs of any kind for the foolish farmer and his greedy wife

Post-listening I Past simple tense

- have ss review the simple tense of verbs by doing Language Focus 1

+Answer keys:

b fly – flew g be – was/ were

c take – took h ride - rode

d go – went i eat - ate

e have – had j sit - sat

f do – did k come – cameMapped dialogue: Langue Focus 2)

- Set the scene: Lan ask Nga about Nga’s yesterday activities

Which subject……… ? ……….math

Where………yesterday ……… home

evening?

*Answers:

Lan: Did you eat rice for lunch ?Nga: No, I ate noodles

Lan: How did you get to school?

Nga : I rode a bike to school

Lan:Which subject did you have yesterday?

Nga: I have math

Lan: Where were you yesterday evening?

Nga: I was at home

II Prepositions of time:

- Have ss review the prepositions of time between

in

Trang 25

before after

III Practice ( Language focus 3, p 44 )

- Write some preposition in a list on the left hand side

of the black board

- Write the time / date/ month… on the right hand of the black board

- Divide the class in to two teams: team A and team B

- Ask two volunteers from two teams to go to the board and match the items on the left with the suitableitems on the right

- Team A use the red chalk and team B use the yellow chalk

- The team which draws more correct lines will win the game

In January

On 3 p.m Wednesday

At November 1997Between July 2nd

- Ask Ss to read aloud each phrase

- Ask Ss to do exercise 3 on page 44 individually then compare with their partners

Homework - Ask ss to do exercise 7 (p.131-workbook) and

Feedback:

Lesson 4: Read

I Aim: Reading the story "the lost shoe" for details.

II Objective: By the end of the lesson, ss will be able to understand and

retell the story " the lost shoe"

III Language focus: +) Vocabulary: a fairy (n), cruel (adj), a prince (n), to

marry (v), rag (n), upset (adj)

+) Grammar: Past simple tense.

Trang 26

ent Warm-up *Brainstorming.

- Ask S to name some folk tales that you have read

+ Do you like folktales?

+ What are those stories usually about?

+ Can you tell me the name of some stories that you remember?

The frog Prince

Tam Cam The folk tales Snow White and 7 dwarfs Seven – mile shoes

T - Whole class

Pre-reading I Pre-teach vocabulary:

II True/ false statements prediction:

- Set the scene: We're going to read the folktale the lost “

shoe" Look at the statements and guess which is true and which is false

- Give ss some statements on the poster and ask them to guess which is true and which is false

* Statements:

a Little Pea was a poor farmer's daughter

b Her father got married again after his wife died

c Her new mother was nice to her

d Her second mother made her do chores all day

e She didn't have new clothes to take part in the festival

- Give feedback

T-whole class

pair work

While-

reading

I Reading and Checking prediction:

- Ask ss to read the story and check their prediction

- Ask ss to correct the false statements

TT

F Her new mother was cruel to her

pair work

The folk tales

Trang 27

- Give feedback.

+ Answer keys:

a farmer d marry/ choose

b died e new clothes

c had again f lost

- Ask ss to read the story again and answer the questions part 2, page 42 in pairs

- Give feedback

+) Answer keys:

a Little Pea was a poor farmer's doctor

b Stout Nut's mother made Little do chores all day

c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes

d The prince decided to marry the girl who fitted the lostshoe/ who owned it

pair work

Post- reading I Discussion:

- Have ss discuss the questions:

1 Is this a true story? How do you know?

2 What is the moral lesson from the story?

- Give feedback

+ Possible answers:

1 No Because there is a fairy in the story

2 "one good turn reserves another"

II Retell the story:

- Ask ss to retell the story, using their own words

- Give feedback

group work

Consolidation -Ask ss to retell the content of the lesson. T - S

Homework - Ask ss to summarize the story into their notebooks and

Feedback:

unit 4: our past

Lesson 5: Write

I Aim: Writing a short imaginary story.

II Objective: By the end of the lesson, students will be able to use Simple Past tense to

write a folk tale

Trang 28

III Language focus: +) Vocabulary: wisdom (n), stripe (n), straw (n),

servant (n), escape (v), graze (v), light (v)

+) Grammar: simple past tense.

nt

- Ask Ss some questions about imaginary stories

+ Do you want to read imaginary stories?

+ Name some of them

+ Which story do you like best?

+ Have you ever read the story “How the tiger got his stripes?”

T- wholeclass

Pre-writing I Pre-teach vocabulary.

- 'wisdom (n): trí khôn, trí tuệ

- a stripe (n): sọc, vằn

- a straw (n): rơm, rạ

- a 'servant (n): ngời hầu, ngời đầy tớ

- (to) e'scape (v): trốn thoát

- (to) graze (v) gặm cỏ

- (to) light - lit - lighted (v): đốt, châm, nhóm (lửa)

*Checking vocab matching

II Reading

1 gap-filling:

- Ask ss to complete the story part 1, p.43

- Ask Ss the meanings of the verbs in the box

- Have them work in pairs using suitable verbs to fill in the blanks

2 Comprehension questions:

- Ask Ss to work in groups , answering the following questions:

a Where was the man?

b What did the buffalo do when the tiger appeared?

c What did the tiger want to know?

d What did he do before going home? why?

e What did he do when he returned?

e When he returned, he lit the straw to burn the tiger

- Get ss to ask and answer the questions

T-wholeclass

pair work

group work

Trang 29

While- writing * Write the story.

- Get Ss to do exercise 2 They have to imagine being a man in order to write the story

- Get Ss to change

The man – I His – My

- Get Ss to write individually then share with their partners and correct mistakes

- Take some writing to correct in front of the class

* Suggested answers:

One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was my servant and I was its master I told the tiger that

I had something called wisdom The tiger wanted to see

it but I said that I left the wisdom at home all day

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 I burned the tiger The tiger escaped, but today it still has black stripes from the burn

individualthenpair work

Post- writing * Tell the story.

- Divide the class in to 2 teams Team A plays the role ofthe tiger Team B plays the role of the buffalo

- They work in team, telling the story

- Ask a volunteer from each team to tell the story in front of the class

* Team tiger changes : The tiger – I

* Team buffalo changes : The buffalo – I

group work

Consolidation - Ask ss to retell the content of the lesson. T - SHomework - Ask ss to write the story again , imagine you are:

+ The tiger +The buffalo

Feedback:

Period 26: October, 2012

unit 5: study habits.

Lesson 1: Getting started Listen and read

I Aim: Reading the dialogue for details.

- understand the topic of unit 5 " Study habits"

- understand the dialogue between Tim and his mom about study

III Language focus: +) Vocabulary: a repost card (n), pronunciation (n), to

Trang 30

improve (v), to be proud of (v), to try one's best (v)

- Ask ss to write as many subjects as they can on the black board

chemistry math physics geography history

literature English

T- whole class

Pre-reading I Chatting:

- Ask ss some questions:

+ What subject are you good/ bad at?

+ What subject do you like best? Why?

+ How often do you have maths/ literature/ ?

II Pre-teach vocabulary:

- a 'report card (n): phiÕu ®iÓm, phiÕu b¸o c¸o

- (to) improve (v): trau dåi, c¶i thiÖn

- (to) be proud of (v): tù hµo

- (to) try one's best (v): cè g¾ng hÕt søc m×nh

* Checking: rub out and remember

II True-False statements prediction:

- Set the scene: Tim and his mother are talking about Tim's studying Read the statements and guess which is true and which is false.

- Ask ss to read the statements and predict they are true

or false

- Give feedback

T-whole class

Subjects

Trang 31

While-

reading I Reading and Checking prediction:- Ask ss to read the conversation between Tim and his

mother (page 46, 47) and check their prediction

- Give feedback

*) Answer keys:

guess correcta

bcdef

F he was in the living roomT

F It's excellentT

F.he needs to improve his S pronunciationT

II Comprehension questions:

- Ask ss to read the dialogue again and answer the questions part 3, page 47

- Give feedback

+) Answer keys:

a She's Tim’s teacher

b She gave Tim's mother his repost card

c Tim studied very well this semester/ Tim worked very hard this semester

d Miss Jackson said Tim should work harder on his Spanish pronunciation

e She gave Tim a dictionary/ Miss Jackson's dictionary

pair work

Post- reading * Survey:

- Ask ss to work in groups

- Ask them to stand up and ask each other the question:

" What subject do you need to improve?"

They have to write the names and the subjects that their friends answer

Eg:

Mai literature

T - S

Consolidation -Ask ss to retell the content of the lesson. T - S

Homework - Ask ss to do Language Focus 4( p 45 ) and prepare the

Feedback:

unit 5: study habits.

Trang 32

Lesson 2: Speak + Listen

I Aim: Practice speaking and listening

II Objective: By the end of the lesson, ss will be able to talk about their study habit and

listen for specific information to fill in a report card

III Language focus: +) Vocabulary: behavior, a participant, satisfactory, cooperation,

Pre-speaking I Chatting.

1 Do you often do your home work?

2 Which subject do you do?

3 Who helps you?

4 How much time do you spend on English?

go to English clubs Speak to foreigners:

T- Ss

T –wholeclass

While-

speaking I Interviewing.- Ask ss to work on their own to complete the column “you”

- Ask ss to work in pairs, ask their partners questions and take notes of the answers

- Get ss to complete the table below (Ss can use the sentences

in the box – page 48 as prompts)

er

1 When do you do your home work?

2 Who help you with your homework?

3 How much time do you spend on Math

4 Which subject do you need to improve?

5 What do you do to improve your English

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