Unit 1 MY NEW SCHOOL

Allow sts to check their answers in pairs -T: ask sts to read the words in ex 3 again and draw a picture next to new words in the vocabulary book - T: Draw a ruler on the board and ask [r]

1 Knowledge: By the end of the lesson, students will be able to

- know the textbook (structures and topics)

- How to learn English

2 Skill: Practice speaking, listening skill.

3 Attitude: Love English.

II Preparation

1 Teacher: Text book

2 Students: Text book, work book

III Anticipated problems

- S may not know the meaning of some contextual new words and phrases, so teachershould be ready to give them help

T: Ask ss some question:

-What’s your name?(name of student)

-How are you?( I’m fine, thanks/ I’m not fine,

thank you)

-How old are you? (I’m ten)

Ss: answer the T’ questions

- The book map: Introduction to the basics

of each unit

- 12 topics-based Units, each covering 8 sections to be taught in seven 45-minute lesson

- 4 reviews, each providing revision and further practice of the previous three units,

to be dealt within two periods

- Glossary: giving meaning and phonetic transcription of the new words in the units

* The components of each unit

- There are three main units, each unit has

T: Asks ss to open their book and introduces the

skills in each part in one unit

Ss: Listen to T and discuss in groups of six

- Open the book and take note

T: Introduce some conversational languages

which are often used

? Sts: listen and repeat

T: correct mistakes

4.PRODUCTION – LOW LEVEL (8’)

T: guide ss to play game “slap board the

number”

Ss: Play game

5 PRODUCTION – HIGH LEVEL (2’)

- Prepare Unit 1- Getting started

8 sections providing material for 7 classroom lessons of 45 minutesSection 1: Getting started

Section 2: A closer look 1Section 3: A closer look 1

Section 4: Culture and communicationSection 5: Skills 1

Reading SpeakingSection 6: Skills 2Listening

WritingSection 7: Looking back and project

- Work in pair / groups

- Practice with a partner

By the end of this Unit, sts will be able to.

- Pronounce correctly the sounds and in isolation and in context

- Use the lexical items related to the topic “My New School”

- Use the simple present and the present continuous

- Talk about school activities, subjects, and what students do at school

- Words related to the school

- The expressions: Oh dear; you’ll see; come in; sure

- Present continuous tense

- Structures: look + adj ; the same… as

2 Skill: Practice speaking, listening skill.

3 Attitude: Student understand about topic: My new school

4 Competence: To develop ss’ abilities of communicating

II Preparation

Teaching plan and lesson on power point, lesson plan, visual pictures

III Anticipated problems

- S may not know the meaning of some contextual new words and phrases, so teacher

should be ready to give them help

- T: Ask students to introduce some

information about themselves

- Ss: listen to their friends and retell the

information to the teacher and the classmates

- T : remark

2 Presentation(10’)

T: Ask students to look at the screen and

observe the picture ( in the book ) and answer

T: Where are they? Are they at school?

Who are Vy and Duy? Or Are Vy and Duy

Phuong’s friends?

What are they going to do?

And why is today a special day ?

+Teacher introduce some new words by using

picture on the slide

+ T: introduce the structures “ look + adj” and

“the same + n + sub” and have the students to

give examples

Ss: guess their conversation

Ss: open their books and listen to the tape

T: play the tape and students listen and read

3 Practice (20’)

After listening , T: asks students to read in

silence( in pairs) and call some pairs to play

the role to read before class

- Ss read the conversation again in silence and

do exercise 1a in the book

- T: ask students to look at the slice ( 1a) and

read the order

T: What do you do with this exercise?

S: answer and do it in groups ( each group has

4 sts)

Call the groups to write the answer on the

board

Ask the groups to remark

T remarks and gives the correct answers

Call some students to read the sentences and

correct the false sentences

- T: ask sts to read the conversation again and

check the meaning of these expressions

T: give some questions to help sts guess the

meaning easily

T: Who says “ oh dear” ? Does she go to

school early?

Why is she early? “ oh dear” in the situation is

used to express surprise ( negative)

- T: explain the meaning to the sts and then

give some examples

- Do the same with 2, 3, 4

- Sts practice saying them together

-Ask sts to role- play the short conversations

- put on (v)-knock(v)

2 structures

- Look+ adj Ex: she looks nice His schoolbag looks heavy

3 Duy is phong’s friend

4 Duy lives near Phong

5 Phong is wearing a school uniformKey

A: Oh dear I forgot calculator

B: That’s OK, you can borrow mine.A: Thank you

in pairs before creating short role-plays( more

able sts can try to extend the conversation )

- T: guide sts to extend the conversation

T: Can you open the door for me?

St : Sure

St1: Phong has a new school bag

St2: It looks nice – you see

-T: ask sts to look at the poem in the book

-T: Play the recording Let’s the whole class

read the poem with the right intonation and

rhythm Ask questions to check sts’

understanding of the poem Then sts work in

pairs and write the poem about the partner,

then read the poem aloud

-T: have sts observe things on the picture on

the screen (slide)

-Ss: name the thing they see

- T: Give the words in the book and ask sts to

compare the words they find with the words

in the book

T: Ask sts to match the words with the school

things

T: play the recording and then let them

practice saying the names of the school things

-Ss : write the correct words in the spaces

Allow sts to check their answers ( in pairs)

-T: ask sts to read the words in ex 3 again and

draw a picture next to new words in the

vocabulary book

- T: Draw a ruler on the board and ask sts to

look around the classroom : table, desks,

notebooks, notice board, picture,

- Ss: can draw the things in the classroom and

write the words next to the picture

- Let them practice the words, and make up

sentences with the words they draw

4 Production – High level (8’)

- Ss: to make up some sentences using the

present continuous tense and the words in this

lesson

Ex: I am using a calculator / She is riding a

bicycle

Oh dear, you are wearing a beautiful skirt

Exercise 2: Listen and read the poem.

Example:

Khanh is going back to school today.His friends are going back to school, too

His new school year starts today.He’s got a new school bag

………

Exercise 3:

1-b: pencil sharpener2-e : compass

3-j : school bag4-d : rubber5-c: calculator6-i : pencil case7- f: notebook8- a : bicycle9- g: ruler10- h : textbook

Exercise 4: Learning tips

ruler

Someone is knocking at the door Phong is having breakfast

You are wearing the uniform, Duy

5 Production – Low level (2’)

- Ss: Learn by heart all the new words Make

up 10 sentences with the new words

- Ss: Prepare the next lesson: A closer look 1

2 My dad is a driver He always ….……… a white coat

3 They never ……… beer

4 Lucy ……… window shopping seven times a month

5 She ……… a pen

6 Mary and Marcus ……… people’s hair

7 Mark usually ……… TV before going to bed

8 Maria is a teacher She ……… students

9 Nina (walk)……….to school every day

10 I (listen)………to music every night

1 Knowledge : By the end of the lesson, sts will be able to.

- Pronounce correctly the sounds and in isolation and in context

- Use the combinations: to study, to have, to do, to play

- Help sts listen better

- Words related to the subjects, study

- Some verbs: play; do; have; study and Nouns go with these verbs

- Pronunciation: the sounds: /əʊ/ / ʌ /

- Present simple tense and present continuous

2 Skill: Practice speaking, listening skill.

3 Attitude: Student understand about topic: My new school

II Preparation

- T: lesson plan, visual pictures, aids , projector

III/ Anticipated problems

- S may make mistakes or have some difficulties in pronunciation

- T: have sts play a game : Match the words

with the picture

- T: Divide the class into 4 groups

- T: guide sts how to play this game

- Ss: work in groups

- T: Call each group to write the answer on the

board

- Ss: remark each other

- T: Remark and decide which group wins the

game

2 Presentation (15’)

T: Through “warm up” T ask sts to look at the

screen ( Vocabulary 1)

- Ask sts to have a look at the words and then T

plays the recording and let sts listen once

- T: play it again and pause for sts to repeat

each word Correct their pronunciation

- T: ask sts to make up some sentences with the

- T: Which words can go with the verb play?

St: answer (tennis, football, the piano….)

T: Ask sts to do exercise 2 : Let sts work in

pairs, Putting the words in ex 1 into groups

- Call some sts to read the words which go with

each verb

- T: check the answers Explain to them which

words go with each verb

- T : Encourage sts to add more nouns to the

groups

- Ss: read the phrase in part 2 again and then do

ex 3 individually Call some sts to write on the

board, then check their answers

- Ss: read the sentences aloud

- Ss: write sentences about themselves in their

notebooks, using the combinations above They

can write as many sentences as possible

T: Write the words: judo and Monday

- Ss to read the words and tell the pronunciation

the letter “o”

- Ss: observe the T’s lip positions for these two

sounds

- Let sts practice the sound /əʊ/ and /ʌ/

together

- T: Play the recording and ask sts to listen and

repeat ( play as many time as necessary

- Ss: give more words that pronounce /əʊ/ /ʌ/

- Ss : have a look at the words in part 6 and read

the words aloud

- T: Play the recording twice Allow sts to work

individually Then let them check their answer

in groups

- T : Call some sts to write the words into two

groups on the board

- Ss: remark and then T corrects them

- T: Play the recording again and check the

2.Put the words in the groups

Play : football, music Do: homework, judo, exercise, Have: school lunch, lessons, Study: Physics, English, History,

7 Listen and repeat

1 They are going to open a new library

2 I’m coming home from school

3 His brother eats lunch in the schoolcanteen

4 The new school year starts next

- Have sts read the sentences in part 7 and then

recognize the words that pronounce /əʊ/ /ʌ/

-T: play the recording Let sts repeat sentence

by sentence Help them check the sound they

themselves pronounce

- Ss: underline them in the sentences

- T: Call some sts to read the words aloud

4 Production – Low level (8’)

- Ss : read the phrases verbs in part 2 again and

make up some sentences using the phrases

verbs

T: Ask sts to repeat the two sounds /əʊ/ /ʌ/ and

then read all the words in part 6

5 Production – High level (2’)

- T: Ask sts to make 5 sentences using the verbs

in part 3

- Ss: Add more words that pronounce /əʊ/ /ʌ/

- Ss: Prepare the next lesson: A closer look

month

5 My brother is doing his homework

6 He goes to the judo club every Sunday

2 He (study)……… Information Technology every night

3 He (carry)……… a big TV

4 You (ride)………a bike every day

5 They (sweep)……….the floor

6 I (use)……… this pen to draw

7 Tom stamps

A Collects B collecting C collected D collect

8 You songs in the bathroom

9 Julie in the garden

10 I at home

A Sitting B sits C sit D sites

By the end of the lesson, sts will be able to

- Use the present simple and present continuous

- Read for specific information about email and webpage

- Practice making up sentences using present simple and present continuous

2 Skill: reading, listening skill.

3 Attitude: Student understand about topic: My new school

II Preparation

Teaching plan, projector, handout for sts

Words related the things at school

III Anticipated problems

- S may not understand the grammar, so the teacher should give clear and simpleexplanations

- Ss: play a game : Look at the picture and

make up as many sentences as possible

- T: Ask sts to work in groups and then T calls

groups to present their examples before class

- Ss: remark and T remarks and decides which

group wins the game

2.Presentation(15’)

Contents

- T:Ask sts to tell which tense is used in

sentence 1,3

Ss: present simple

-T: Can you tell me the form of it ?

( Say the form of positive, negative and

question and short answers)

Ss: Say the form of it

- Repeat the use and form of the present

simple tense and its note

-T: Ask sts to give some examples using

present simple

- Ss: read the sentence 3,4 and tell the tense of

them

S: present continuous

T: Can you tell the use and the form of it?

T: Notice some special cases

Ex: Put – Putting : write – writing

T: What do you do with the exercise?

- Ss: read the conversation do the ex

- Ss do the task individually

- T: Call sts to write their answers on the board

- Ss: correct first and then T corrects their

answers ( T asks sts to explain their answers)

Exercise 2: Role- play the interview.

- Ss: role – play the interview T observes and

helps sts when and where necessary ( correct

sts’ pronunciation and verb form)

Exercise 3: Find out and correct the mistakes.

-Ss: read the sentences in ex 3 and write the

sentences in their notebooks referring the

interview

- T: Ask sts to do the ex in groups of 4

- Ss write their answers on the board

- T: Correct sts’answers and sentence by

- They are playing badminton now

The present simple Positive

I/ You/ We / They / N( P) + V-bare…

Do they have E on Monday?

1 has 2 Do you have

3 love 4 Does Vy walk

1 Duy lives near here

2 Duy likes his new school

3 Vy and Duy ride to school

4 Mr Quang teaches Duy English

5 At break time, Phong reads in the library

present simple themselves Let them study the

grammar box T can add something and give

more examples

Exercise 4: Make questions and then interview

your partner

- Ss: look at the suggested words

T: What do you do with this exercise?

S: Make questions using the cue words

- Ss: work in pairs Take turns to ask questions

and give answers

- T: Goes round and corrects when and where

mistakes or gives help when and where

necessary

- Ss: interview before the class

- T: remarks and corrects mistakes

Exercise 5: Find and underline the present

continuous from Getting started 1

- Ss: refer to the conversation in G S 1

- Ss: focus on the verbs used in present

continuous

-T: Play the recording again and ask sts to

listen and follow the conversation on the page

- Ss: underline the present continuous form: is

knocking; is having; are wearing

- T: Let sts use the grammar box to help them

explain how the present continuous is form and

used

- Ask sts to read the sentences again

Exercise 6: Complete the sentences with the

correct form of the verbs

- T: Have sts study the example first Then ask

them to give the correct verb forms

- Ss: write their answers on the board

- T: remarks and corrects T can ask sts why to

use the tense in each sentence

- Ask sts to say the differences between the

1.Do you ride your bicycle to school?

2 Do you read in the library at break time?

3 Do you like your new school?

4 Do your friends go to school with you?

5 Do you do your homework after school?

Phong: Oh, someone

is knocking at the door.

Phong’s mother: Phong

is having breakfast

Ex 6:

am not playing are studyingaren’t doing

am havingare riding

Ex 7: Choose the correct tense of the

verbs

are havingwears

themselves or in pairs (T corrects their

mistakes: asks why they use the present simple

or the present continuous, focusing on the

context of the sentences such as use of adverbs

of time: …

- Ss: read their answers

- T: corrects the wrong sentences

Exercise 8:

T: Asks sts to observe and answer the

question: What is it?

S: It’s a letter

T: Have a look at some items on the top

S: can guess : it’s an e- mail

- Ask sts to read the e-mail to get the some

main information

- Let sts read the e-mail again and underline

things that often happen or fix And then

underline things that are happening now

- Ss:do the task themselves Then discuss their

answers with a partner before discussing with

the class

T: Ask sts some questions about themselves

Ss: compare Vy’s first week with theirs

individually

T: Call some sts to read out their sentences and

corrects their mistakes

4 Production – Low level (8’)

- Ask sts to repeat the form and the use of the

present simple and the present continuous

5 Production – High level (2’)

-Ss: Learn by heart the form and the use of the

two tenses above

- Ss: Write an e-mail to your friend to tell her

or him about you and your school

starts

is watchingare skipping

Ex 8: Read Vy’s e-mail to her friend.

a

? How do you feel at school for the first week?

? What do you wear every day?

? Do you have lots of friends?

What do you do in the morning / in the afternoon / evening?

12 He (study)……… Information Technology every night

13 He (carry)……… a big TV.

14 You (ride)………a bike every day

15 They (sweep)……….the floor

16 I (use)……… this pen to draw

17 Tom stamps

B Collects B collecting C collected D collect

18 You songs in the bathroom

19 Julie in the garden

- Use the lexical items related to the topic “ My new school”

- Ask appropriate questions when making new friends at a new school

- Help sts to communicate with others in English