Lesson Plan

PERIOD 1: Date: August 14, 2012
REVISION TEST
I. Chn v khoanh trn ch ci a, b, c hoc d thch hp nht cho mi cu (2.)
1. I ........................ very happy on my last vacation.
a. am b. was c. are d. were
2. She ..................... come to my birthday party last night.
a. doesn't b. won't c. don't d. didn't
3. .................. a nice dress!
a. How b. Where c. What d. Which
4. How ..................... is it from Hue to Da Nang?
a. long b. big c. far d. wide
5. She looks tired. What's the ....................... with her?
a. matter b. happen c. wrong d. problem
6. She doesn't like pork and her uncle doesn't ....................
a. too b. so c. either d. neither
7. The spinach isn't fresh. .......................... the cabbages.
a. so are b. neither are c. so aren't d. aren't either
8. Stop, please! That is too ..................... coffee.
a. many b. lots of c. much d. little
II. Cho dng hoc th thch hp ca cc ng t trong ngoc (2.)
1. I hope (visit) ...................................... Ha Noi next summer vacation.
2. Hoa (watch) ..................................... television every night.
3. My brother (buy) ............................... a new motorbike last month.
4. Minh has a bad cold. He should (stay) ............... in bed.
5. We enjoy (take) ................................. part in outdoor activities.
6. Why (be) .................................. you absent from school yesterday?
7. I usually (get up) .......... at 6.30 but yesterday was Sunday so I (get up) ............. at 7.00.
III. c on vn sau v tr li cu hi bn di. (2.)
Last year, Nam spent his summer vacation in Nha Trang. It was the first time he went to Nha Trang. He
stayed at a friend's house. His friend took him to see lots of interesting places in Nha Trang such as Cham Temple,
Hon Chong, Tri Nguyen Aquarium,... Nam saw sharks, dolphins, and many different types of sea fish at Tri
Nguyen Aquarium. Nam bought a lot of gifts for his friends in a souvenir shop near the exit of the aquarium. Nam
liked the beach best. Nam and his friend went to the beach every morning. Nam felt happy and healthy after the
trip.
1. Where did Nam spend his summer vacation last year?
.........................................................................................................................................................................................
2. What did he see at Tri Nguyen Aquarium?
.........................................................................................................................................................................................
3. Did he buy any gifts?
.........................................................................................................................................................................................
4. How did he feel after the trip?
.........................................................................................................................................................................................
IV. Sp xp cc t thnh cu hon chnh. (4.)
1. wash / children / before / the / hands / meals / their / should.
.........................................................................................................................................................................................
2. some / and / would / I / fruit / vegetables / like / to / buy.
.........................................................................................................................................................................................
3. watching / prefer / I / to / listening / music / TV / to.
.........................................................................................................................................................................................
4. of / what / like / do / kinds / you / books?
.........................................................................................................................................................................................
ANSWER KEY:
I. 1. b; 2. d; 3. c; 4. c; 5. a; 6. c; 7. b; 8. c
II. 1. to visit 2. watches 3. bought 4. stay 5. taking 6. were 7. get up / got up
III. 1. In Nha Trang 2. sharks, dolphins, and many different types of sea fish
3. Yes, he did 4. happy and healthy
IV. 1. The children should wash their hands before meals
2. I would like to buy some vegetables and fruit
3. I prefer listening to music to watching TV
4. What kinds of book do you like?
2
PERIOD 2 Date: August 14
th
, 2012
UNIT 1: MY FRIENDS
LESSON 1: - GETTING STARTED
- LISTEN AND READ
- LANGUAGE FOCUS 4 (P. 10 -11, 17)
A. Aim: By the end of the lesson, students will be able to know more about Hoa - Lan - Nien and write some
sentences using the structure "(not) + adj + enough + to- infinitive".
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teachers and students activities On the board
- T prepares 13 cards with numbers on one side and
verbs on the other.
- T sticks the cards on the board so students can only
see the numbers.
- T divides Ss into 2 teams and asks them to choose 2
numbers. T turns the cards over to see if they match
(E.g.: teach taught), give them one mark. If not, T
turns the cards over again and the next team
continues until all the cards are opened.
- T elicits the words and then models 3 times
- Ss copy down
- Rub out the new words one at a time
- Each time T rubs out an English word, points to the
Vietnamese translation and asks "What's this in
English?". When all English words are rubbed out, T
goes through the Vietnamese list and gets students to
say out the English words.
- T sets the scene: Look at the picture of Hoa and
Nien and answer the following questions
- T gives Ss some questions and asks them to work in
pairs. T gives feedback
- T asks Ss to read the dialogue between Hoa, Lan
and Nien on P. 10 and check if their answers are
correct or not.
- T asks Ss to read the dialogue again and answer the
questions in exercise 2 on P. 11
- T calls on some Ss to ask and answer the questions.
(open pairs)
WARM UP
Pelmanism:
meet come live think send thought
receiv
e
met lived receive
d
came
sent
PRE-READING
I. Pre - teach vocabulary
- to seem (translation)
- a next-door neighbor
(explanation: a person who lives next to your house)
- to look like (translation)
- a smile (mime)
- (to) lift (mime)
Checking vocabulary: Rub out and remember
II. Pre - Questions
1. Is Nien Lan's friend or Hoa's friend?
2. How old is Nien?
3. Where does Nien live?
4. Is she a beautiful girl?
WHILE READING
I. Pre-question checking:
- Expected answers:
a. She is Hoa's friend
b. She's twelve years old.
c. She lives in Hue.
d. Yes, she is.
II. Comprehension questions (P. 11)
- Expected answers:
a. Nien lives in Hue
b. No, she doesn't
3
went
- T asks them to work in closed pairs.
- T sets the scene to introduce the structure "(not) +
adj + enough + to- infinitive". Complete the
exchange:
+ Can you (1) this (2) over there?
+ No, I (3) not (4) (5) to (6) the (7) over there.
- T models two cues, the whole class repeats, then T
asks some Ss to repeat individually.
Ex: 1. Can you read English books?
Yes. My English is good enough to read English
books.
- T asks Ss to work in pairs: one asks, one answers.
- T asks Ss to do exercise 4 on P. 17 in pairs.
- T gives feedback and asks Ss to practice the
dialogue.
c. The sentence is 'She wasn't old enough to be in my class'
d. At Christmas.
POST READING
I. Language Focus 4
Form: "(not) + adj + enough + to-infinitive"
Meaning: cha / khng ..... lm g
Ex: - Can you hang this picture over there?
No, I am not tall enough to hang the picture over there.
II. Word - cue drill
1. Read English books / good
2. Drive a car / x old
3. Carry this bag / strong
4. Solve this problem / x clever
III. Further practice: Complete the dialogue:
Expected answers:
b. not big enough
c. not old enough
d. not strong enough
e. good enough
IV. Consolidation: (2 minutes)
- T asks students to summarize the dialogue and the form of ENOUGH.
V. Homework:
- Do exercises 1 & 2 in workbook.
- Prepare Speak + Language Focus 3
PERIOD 3: Date: August 14
th
, 2012
UNIT 1: MY FRIENDS
LESSON 2: - SPEAK
- LANGUAGE FOCUS 3
A. Aim: By the end of the lesson, students will be able to describe someones appearance.
C. Teaching aids: Teacher: textbook, poster, pictures, CD, cassette.
D. Procedure:
III. New lesson:
2. Main activities:
- T asks students to think of the adjectives used to
describe body build and hair.
- T elicits the words and then models 3 times
WARM UP
Brainstorm:
PRESENTATION
I. Vocabulary:
- curly (a) (picture)
- blond (a) (picture)
- bald (a) (picture)
- slim (a) (picture)
- straight (a) (picture)
thi
n
sli
m
fat
curl
y
long
bod
y
buil
d
shor
t
hair
straight
4
- T shows Ss a picture of Mary and asks them to
describe her hair and her body build.
- T explains the form to SS
- Ss copy down
- T prepares 6 cards and models the first card.
- T runs through the vocabulary then the cues.
- Ss follow Ts instructions and do the same with the
rest.
- Open pairs
- Closed pairs
- T shows the poster of 6 people and asks Ss to look
at 6 people on page 11 - 12. Call on one S to describe
one person and the others have to guess who he/she
is. For example: (model sentence)
- T asks Ss to work in groups of 4, each member
describes a person in the picture.
- T calls some groups to describe in front of the
class.
- T asks Ss some questions on P. 17
- T asks Ss to write their description on notebook.
- T calls some Ss to read aloud their description.
- T gives feedback.
- slender (a) (picture)
- fair (a) (explanation)
Checking: Slap the board
II. Presenting the structure:
Ex: What does she look like?
She has long blond hair.
She is short and thin.
Form:
What + do/does + S + look like?
S + have/has + adjectives + N
S + be + adjectives
Usage: To ask and answer about S.Os appearance.
PRACTICE
I. Word cue drill
a. he / tall / thin
b. She / short / slim
c. He / short / fat
d. long/ black / hair
e. curly / blond / hair
f. straight / brown / hair
- Expected answers:
a. He is tall and thin
b. She is short and slim
c. He is short and fat
d. She has long black hair
e. She has curly blond hair
f. She has straight brown hair
II. Guessing game:
Model sentence
S1: This person is short and slim. She has long blond hair.
S2: Is this Mary?
S1: Yes.
PRODUCTION
I. Describing the picture:
2 men a woman a boy
Expected answers:
a. There are 4 people
b, c. The man next to the bus stop is rather fat and short. He
has short dark hair and a square face. He is wearing blue
pants and a pink shirt.
The woman is slim and beautiful. She has short curly hair.
She is wearing a green skirt and a red blouse.
II. Write it up:
- Write your description on the notebook.
- T asks students to state the main structures used to describe someones appearance.
V. Homework:
- Prepare Listen + Language Focus 1, 2.
th
, 2012
UNIT 1: MY FRIENDS
LESSON 3: LISTEN + LANGUAGE FOCUS 1, 2 (P. 16, 12)
A. Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and
listen to complete the dialogue.
5
D. Procedure:
III. New lesson:
2. Main activities:
verbs on the other.
- T sticks the cards on the board so students can only
see the numbers.
- T divides Ss into 2 teams and asks them to choose 2
numbers. T turns the cards over to see if they match.
E.g.: live - lived, give them one mark. If not, T turns
the cards over again and the next team continues
until all the cards are opened.
- T asks Ss to complete the conversation on P. 12-13.
T gives them some expressions and makes sure they
know their meanings.
- T gets Ss to guess and to complete four dialogues
on P. 12-13, using the given expressions.
- T asks Ss to say out the meaning of the expressions
and help them to understand the usage of the
expressions.
- T lets Ss listen to the CD twice.
- T gets them to work in pairs to complete the
dialogues and compare with their predictions.
- T gives feedbacks
- T asks Ss to practise speaking the dialogues
- T calls on some Ss to play the roles of Nam - Hoa -
Thu, Khai - Mrs. Lien - Mrs. Vi, Ba -Bao -
Grandmother, Mr. Lam - Mrs. Linh - Mr. Thanh and
practice the dialogues.
- T corrects their pronunciation (if any).
- T elicits and models 3 times
- T rubs out the new words one at a time - each time
T rubs out an English word, points to the Vietnamese
translation and asks "What's this in English?". When
all English words are rubbed out, T goes through the
Vietnamese list and gets students to call the English
WARM UP
Pelmanism
Live Be Show Send Come
lived Is Showed Sent Came
Has
PRE - LISTENING
Predicting conversation - completing:
1.
2.
3.
4.
5.
6.
Some expressions for greeting:
- Its a pleasure to meet you
- Id like you to meet
- Come and meet
WHILE - LISTENING
Conversation completing:
- Expected answers:
1. Id like you to meet
2. Nice to meet you
3. Id like you to meet
4. Its a pleasure to meet you
5. Come and meet
6. How do you do
POST - LISTENING
Role play
PRESENTATION 1
- a planet (ex: the sun, the earth... what are they?)
- Mars (picture)
- Mercury (translation)
- pleasure (n) (explanation: a state of feeling or being happy
or satisfied)
- principal (n) (example)
- moon (n) (picture)
- (to) rise (explanation)
# (to) set
* Checking vocabulary: Rub out and remember
6
words.
- T elicits simple present and simple past tense: form,
usage.
- T focuses on one of the usage of Simple present
tense. It is used to express an action that is always
true.
- T asks students to do exercise in language focus 1.
- T calls some students to give answers.
- T gives Ss 5 verbs: be - move - set - rise - go, and
asks them to complete the dialogue between Ba and
Tuan, his young cousin.
- T gets Ss to practice the dialogue
II. Revision of Simple Present tense and simple past
tense:
1. Simple present tense:
a. Form: S + V(s/es) + O
b. Usage: To talk about general truth
Ex: Lan often goes to school late
2. Simple past tense:
a. Form: S + V(ed/ii) + O
b. Usage: To talk about action begun and finished in the
past.
PRACTICE
1. Language focus 1:
Expected answer:
1. lived - 2. lives - 3. sent - 4. was
5. is - 6. comes
2. Language focus 2:
Expected answers:
1. sets
2. moves
3. goes
4. is
5. is
6. is
- T asks students to state the usage and form of simple present and simple past tense.
V. Homework:
- Prepare Read
th
, 2012
UNIT 1: MY FRIENDS
LESSON 4: READ (P. 13, 14)
A. Aim: By the end of the lesson, students will be able to know more about Ba's friends and ask and answer about
their characters.
D. Procedure:
III. New lesson:
2. Main activities:
- T asks students to look at 4 pictures on P. 10 and
talk about the activities they want to do after school
or in their free time.
- T gives them some questions:
+ What are these Ss doing? (play soccer / play
chess / read books / play volleyball)
+ What time of the day do you think it is? (in the
morning / evening, after school)
+ Do you like soccer / reading books...?
+ Who do you like playing with?
- T models 3 times and gets Ss repeat
WARM UP
Chatting:
+ What are these Ss doing?
+ What time of the day do you think it is?
+ Do you like soccer / reading books...?
+ Who do you like playing with?
PRE - READING
I. Pre - teach vocabulary:
- a character (translation)
- an orphanage (explanation: a place where children
7
- Ss copy
- T sticks the poster of T/F statements on the BB.
- T sets the scene: These statements are about Ba and
his friends, read them and guess which statements
are true, which are false.
- T asks Ss to open their books and reads the text on
P. 13. T lets Ss check their prediction
- T asks Ss to correct false statements
- T gets Ss to do exercise 1 on P. 14
- T calls on some Ss to give answers
- T asks Ss to work in pairs to do exercise 2 on P. 14
- T lets Ss read the text again and answer the
questions
- T corrects Ss' pronunciation if any
- T asks them to work in groups and talk to one
another about their friends, using the adjectives they
have just leant to describe.
- T calls some students to present in front of the
class.
without parents live)
- reserved (a) (translation)
- sociable (a) (explanation: enjoy spending time with other
people) = outgoing (a)
- (to) tell jokes (explanation: tell a story which makes
people laugh)
- sense of humor (translation)
- generous (a) (explanation: giving or willing to give freely)
- (to) annoy (explanation: to make somebody slightly
angry)
* Checking vocabulary: Slap the board
II. True - False prediction
1. Ba only has three friends - Bao, Song, Khai
2. Ba and his friends have the same characters.
3. Bao - Song - Khai are quite reserved in public.
4. They all enjoy school and study hard.
WHILE READING
I. True/False checking:
Guess Correct
1.
2.
3.
4.
F
F
F
T
- Expected answers: Correction
1. Ba has a lot of friends but he spends most of his time
with Bao, Song and Khai.
2. Ba and his friends have the different characters.
3. Only Song and Khai are quite reserved
II. Multiple choice (p. 14)
- Expected answers:
a. A
b. C
c. B
d. D
I II. Comprehension questions:
1. How does Ba feel having a lot of friends?
2. Who is the most sociable?
3. Who likes reading?
4. What is a bad thing about Ba's jokes?
5. Where does Bao spend his free time?
6. Do you and your close friends have the same or different
characters?
- Expected answers:
1. He feels lucky
2. Bao
3. Khai
4. They annoy his friends
5. At a local orphanage
6. (optional)
POST - READING
Talk about your friends (appearance and characters)
- T asks students to summarize the passage.
V. Homework:
- Write a paragraph (about 50 words) about one of your close friends
8
th
, 2012
UNIT 1: MY FRIENDS
LESSON 5: WRITE (P. 15)
A. Aim: By the end of the lesson, students will be able to write a paragraph about their close friends.
D. Procedure:
III. New lesson:
2. Main activities:
- T asks students to look at the pictures on P. 17
quickly and then lets them keep their books closed.
- T divides the class into 4 groups, gives them 2
questions, the group that answers correctly and the
fastest wins the game.
- T elicits vocabulary and models 3 times for the
class to repeat.
- T asks Ss to read the information about Tam then
answer some questions
- Ss give answers
- T lets Ss write a paragraph about Tam, using the
information they have just got.
- T asks Ss to compare with the paragraph in their
books on P. 15
- T asks Ss to write information about one of their
friends, then write a paragraph about him or her.
WARM UP
WARM UP
Kim's game:
+ How many people are there in the picture?
+ What is each person wearing?
Expected answers:
- Four
- The woman is wearing a red shirt and a green skirt.
The man is standing on the pavement is wearing a pink
shirt and blue trousers.
The man who is standing beside the car is wearing brown
trousers and a yellow shirt.
The boy is wearing blue shorts and a white shirt.
PRE WRITING
I. Vocabulary:
- helpful (a) (explanation: willing to help somebody)
- appearance (n) (translation)
- humorous (a) (explanation: showing a sense of humor)
* Checking vocabulary: ROR
II. Read the information about Tam and answer the
following questions:
a. What is his name?
b. How old is he?
c. What does he look like?
d. What is he like?
d. Where does he live?
f. Who does he live with?
g. Who are his friends?
- Expected answers:
a. Le Van Tam
b. 14
c. He is tall and thin, he has short black hair.
d. He is sociable, humorous and helpful
e. He lives at 26 Tran Phu Street, Hanoi.
f. He lives with his mother, father and an elder brother.
g. Ba and Bao
WHILE - WRITING
I. Write about Tam:
Model passage: Le Van Tam is 14. He is tall and thin, he
has short black hair. He is sociable, humorous and helpful.
He lives at 26 Tran Phu Street, Hanoi with his mother,
father and an elder brother. His friends are Ba and Bao
II. Write about one of your friends
Sample:
His / her name is .............. and he/she is ............. years old.
9
- T asks each student to write a similar paragraph
about himself/ herself.
- T moves around the class and helps Ss, then asks
some Ss to speak about himself/herself in front of the
class.
He / She .......... lives at .......... in ........... with his
grandmother, his parents and his sister, Mai. He / She is tall
and slender. He / She has short black hair. He / She is
rather shy but friendly and helpful. He / she has a lot of
friends but his / her close friends are .......... and ...........
POST - WRITING
Write about yourself
- T asks students to state the main points in describing someone.
V. Homework:
- Write another paragraph (about 50 words) about one of your family members.
- Prepare Unit 2: Getting started, listen and read, Language Focus 3
10
th
, 2012
UNIT 2: MAKING ARRANGEMENTS
LESSON 1: GETTING STARTED - LISTEN AND READ LANGUAGE FOCUS 3 (P. 18, 19)
A. Aim: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements and
use adverbs of place.
D. Procedure:
III. New lesson:
4. Main activities:
- T asks Ss to match each object (pictures on P. 18)
with its name.
- T gives the definitions of these objects on a poster
and asks Ss to match the object with its definition.
- Ss match each object (pictures on P. 18) with its
name.
- T elicits the vocabulary and models three times.
- T uses ROR to check vocabulary
- T sets the scene: "Hoa and Nga are talking on the
phone about going to see a movie."
- T asks Ss to guess by answering the following
questions.
- Ss work in pairs to guess by answering the
questions.
- T gives feedback
- T asks Ss to read the conversation between Nga and
Hoa on P.19 and gives them feedback.
- Ss work individually reading the conversation
between Nga and Hoa on P. 19.
- T gives Ss some questions and asks them to work in
pairs to answer. Give feedback
- Ss work in pairs answering the questions
WARM UP
Definitions:
1. to send fax
2. to find someone's telephone number
3. to write address and telephone numbers
4. to make a phone call in a street telephone box.
5. to leave and take messages.
6. to make phone call anywhere you like.
Objects:
a. an answering machine
b. a mobile phone
c. a fax machine
d. a telephone directory
e. a public telephone
f. an address book
- Expected answers:
a - 5, b - 6, c - 1, d - 2, e - 4, f 3
PRE-READING
I. Vocabulary:
- (to) arrange (translation)
(to) make an arrangement
- upstairs (adj, adv) # downstairs (example)
- outside (adv) # inside (example)
* Some expressions:
+ Can I speak to + name?. This is + name (picture)
+ Would you like to + V (inf)?
* Checking: ROR
II. Open prediction:
1. Who made the call?
2. Who introduced herself?
3. Who invited the other to the movies?
4. Who arranged the meeting place?
5. Who arranged the time?
6. Who agreed to the time?
WHILE READING
- Expected answers:
1. Nga made the call.
2. Nga introduced herself.
3. Nga invited Hoa to the movies.
4. Nga arranged a meeting place.
5. Hoa arranged the time.
6. Nga agreed to the time.
I. Comprehension questions
1. What is Hoa's telephone number?
2. Which movie are they going to see? Where?
11
- T gets some pairs of Ss to ask and answer the
questions.
- Ss ask and answer the questions. (open pairs -
closed pairs)

- T asks students to work individually.
- Ss work individually and give answers.
- T models the dialogue with a student then asks the
whole class to play the roles of 2 Ss who are talking
on the phone making arrangements.
- Ss work in pairs
- T calls some pairs to perform in front of the class
- T gives comments
3. How is Hoa going to see the movies?
4. Where are they going to meet? What time?
- Expected answers:
1. 3847329
2. Dream City
3. By bike
4. Outside Sao Mai movie theater at 6.30
II. Gap-filling:
(Language Focus 3)
- Expected answers:
a. upstairs
b. here
c. downstairs
d. outside
e. there
f. inside
POST READING
Dialogue Build
Lan Mai
- 3854146
- ...speak...Lan?
- -
- ...Mai
- Hello ...
- ...see a movie...
7.30 p.m. ...come?
- -. But ... ask mom
...OK. Where...?
- Dong Ba movie
theater
- By bike?
- -...meet outside
theater.
- 7.00 p.m?
- -. Bye
- Bye
Sample dialogue:
Lan: 3854146
Mai: Can I speak to Lan please?
Lan: Yes. Lan speaking.
Mai: Hello Lan. This is Mai.
Lan: Hello Mai.
Mai: I'm going to see a movie at 7.30 this evening. Would
you like to come?
Lan: Of course. But I have to ask my Mom. Hold on.... Ok.
She says I can go, where's it on?
Mai: At Sao Mai Movie Theater.
Lan: Let's go by bicycle.
Mai: Ok. Lets meet outside the theater.
Lan: Is 7.00 OK?
Mai: All right. See you at 7.00. Bye.
Lan: Bye
- T asks students to go through the main points of the lesson and teacher comments.
V. Homework:
- T asks students to do exercises 1 & 2 in workbook.
- Students prepare Speak
12
nd
, 2012
LESSON 2: SPEAK (P. 20, 21)
A. Aim: By the end of the lesson, students will be able to talk on the phone about intentions with BE GOING TO.
C. Teaching aids: Teacher: textbook, cards, chart, cassette + CD
D. Procedure:
III. New lesson:
6. Main activities:
- T asks Ss to play the game: Divide students into 2
teams.
Rules: Each team takes turns to choose any number.
You have to look at the pictures to guess what they are.
If you have the correct answer, you will get 1 point. If
any team can give me the red word before all the
crosswords are found, that team will get 3 points.
- T checks instructions
Cues:
1. antonym of fat
2. Dream City, Titanic, ...
3. (picture)
4. (picture) what are they playing?
5. a child whose parents died
6. antonym of long
7. synonym of fair
8. (Gap-filling): Lam is not old .............. to drive a car.
9. antonym of sociable
- Students play the games in team.
- After the key word telephone is revealed, T asks
students the following questions:
+ 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 when you are the caller?
- Students listen to teachers questions and answer.
- T elicits the vocabulary and models three times.
- T uses ROR to check vocabulary
- T asks Ss to do exercise 1 on P. 20. Ss have to work in
pairs to put the sentences in the correct order to make a
complete conversation.
- T asks Ss some questions to check Ss' understanding
and focus on the structure GOING TO.
1. Are they talking on the phone?
2. What do they intend to do?
3. What time are they meeting? Where?
4. What form of verbs do you use to talk about
intentions?
WARM UP
Crossword
1 T H I N
2 M O V I E
3 C U R L Y
4 C H E S S
5 O R P H A N
6 S H O R T
7 B L O N D
8 E N O U G H
9 R E S E R V E D
PRESENTATION
1. Vocabulary:
- a concert (picture)
- a band (picture)
* Checking: ROR
2. Ordering:
- Expected answers:
1 - b, 2- f, 3- j, 4 - a, 5 - i, 6 - c, 7 - e, 8 - k, 9 - g, 10 - h,
11 - d.
Tense revision: Near Future Tense
Form:
S + be + going to + infinitive
Usage: express an intention
13
- Ss expected answers:
1. Yes
2. They intend to go to the pop concert
3. They are meeting inside the center at 7.15.
4. be going to
- T runs through the vocabulary / first cues / second cues
/ all cues
- T models two cues then asks Ss to repeat chorally then
individually.
- T asks Ss to practice asking and answering.
- Ss work in pairs: open pairs and closed pairs.
- T asks some students to write the full sentences on
board
- Set the scene: Ba and Bao are making arrangements
to play chess."
- Ask Ss to work with their partners to complete the
dialogue.
- Ss work in pairs to complete the dialogue
- Students play the role of Ba and Bao. They can change
some information like the model dialogue.
PRACTICE
1. Word cued drill
- Model sentences:
Are you going to see a movie?
Yes, I am. / No, I'm not.
1. see a movie.
2. play sports. x
3. meet your friends.
4. help your mother.
5. do your homework. x
6. watch TV. x
- Full sentences:
2. Are you going to play sports?
No, I'm not
3. Are you going to meet your friends?.
Yes, I am
4. Are you going to help your mother?
Yes, I am
5. Are you going to do your homework?
No, I'm not
6. Are you going to watch TV?
No, I'm not
2. Dialogue completion:
Expected answer:
- Can/May I speak to Ba, please? This is Bao
- Im fine, thanks. How about you?
- Can you play chess tonight?
- How about tomorrow afternoon?
- Ill meet you at the Central Chess Club
- Is 2.00 OK?
PRODUCTION
*Role play:
Model dialogue:
Lan: Hello, 3825022
Mai: Can I speak to Lan, please? This is Mai
Lan: Hello, Mai. How are you?
Mai: Im fine. I am going to a comedy tonight. Would
you like to come?
Lan: Id love to, but Im afraid I cant. Im going to help
my mom with the housework.
Mai: How about tomorrow evening?
Lan: Yes. Im free tomorrow evening.
Mai: Well, Ill meet you at Megastar theater.
Lan: At Megastar theater? Lets meet outside the
theater.
Mai: Is 7.00 OK?
Lan: Great. See you then.
- T asks students to go through the form and usage of near future tense and teacher comments.
V. Homework
- Write 5 activities that you intend to do next week.
- Prepare Read.
th
, 2012
14
LESSON 3: READ (P. 21 - 22)
Aim: By the end of the lesson, students will be able to know more about Alexander Graham Bell and practise
reading skill for specific information.
C. Teaching aids: Teacher: textbook, pictures of Bell, poster
D. Procedure:
III. New lesson:
2. Main activities:
- T asks students to answer the questions by going to the
board and write.
+ Students take turns to write the answers on board.
- T elicits: The telephone has a number of functions,
but do you know who invented it?
+ Ss: Yes, A. Graham Bell.
- T: Right. Today we are going to learn something
about Bell and his great invention: the telephone
- T models 3 times and get Ss repeat
- Ss repeat after the T (chorally and individually)
- Ss copy down
- T elicits: followings are statements about A. G. Bell,
some of them are true but some are false. In pairs,
predict which statements are true and which are false.
- T sticks the poster of T/F statements on the BB and
asks Ss to work in pairs and guess which statements are
true and which are false.
- T asks Ss to open their books, read the text on P. 21
22 and check their prediction
- Ss open their books, read the text on P. 13 and check
their prediction
- T asks Ss to correct false statements
WARM-UP
Brainstorming:
Expected answers:
- to have a message
- to call someone
- to make arrangements
- to talk to a person who lives far from.
- to get information at the airport or railway station
quickly.
PRE - READING
- to emigrate (explanation: go to another place to live)
- to transmit (translation)
- to conduct (synonym: what is the synonym of (to)
carry out?)
- to demonstrate (translation)
- a device (translation)
- deaf - mute (explanation: a person who is unable to
hear and speak)
- (to) be in commercial use (translation)
- (to) come up with: (explanation: to meet ST by
chance)
Checking vocabulary: What and Where
1. Alexander G. Bell was born in the USA.
2. He worked with deaf-mute patients in a hospital in
Boston.
3. Thomas Watson was Bell's assistant.
4. Bell and Watson introduced the telephone in 1877.
5. Bell experimented with ways of transmitting speech
between deaf-mutes over a long distance.
6. Bell demonstrated his invention at a lot of exhibitions.
WHILE - READING
I. Correction
- Expected answers:
1. He was born in Edinburgh in Scotland.
2. He worked with deaf-mute patients at Boston
University.
3. T
4. He introduced telephone in 1876
15
What is the telephone
used for?
To chat
with friend
To
communicate
- T asks Ss to read the events of Bell's life again and put
the statements correct order. Then asks them to compare
with their partners.
- T calls some pairs to give the answers.
- T sticks poster of Gap-filling on board and asks
students to work in pairs.
- Ss answer, and then T gives feedback.
- T gets Ss to write a paragraph about a famous figure in
groups of 4.
- T gets some groups to read their work aloud for the
whole class to comment.
5. He experimented with ways of transmitting speech
over a long distance.
6. T
II. Ordering : (p. 22)
Alexander G. Bell:
1. was born in Scotland
2. went to live in Canada.
3. went to live in the United States.
4. worked with people who could neither speak nor hear.
5. worked with Thomas Watson
6. successfully demonstrated his invention.
7. invented the telephone.
III. Gap filling:
1. A. G. Bell was born in .......... on March 3, .............
2. Bell ............ to the USA in the 1987s and worked at
a ................... in Boston.
3. He invented the ............ after ................ with ways of
transmitting speech over a long distance.
4. In ............., Bell and Watson introduced a device.
5. The first telephone message was: .....................
6. The first telephone was used commercially in ...........
Expected answers:
1. Edinburgh / 1847
2. emigrated / university
3. telephone / experimenting
4. 1876
5. Mr. Watson, come here. I want you
6. 1877
POST - READING
Writing:
Write about a famous figure (Uncle Ho, Lenin, Thomas
Edison, ...) similar to the passage about Bell.
- T asks students to summarize the passage and teacher comments.
V. Homework
- Copy the writing (Post-reading)
- Prepare Write.
PERIOD 10 Date: September 4
th
, 2012
LESSON 4: WRITE (P. 23 - 24)
Aim: By the end of the lesson, students will be able to write a telephone message.
C. Teaching aids: Teacher: textbook, poster
D. Procedure:
III. New lesson:
2. Main activities:
- T writes the words whose letters are in random order
WARM UP
Jumbled words
16
on the board.
- T divides the class into 2 teams: Ss from 2 teams go to
the BB and write the correct words. The team writing
more correct words first wins the game.
- Students play the game in team.
- T talks 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?
- Ss give the answers:
+ Yes / No
+ Date, time, who sent, to whom, content
- Ss copy down
- T asks Ss to read the message and fill in the gaps in the
passage on P. 23.
- Ss work in pairs, read the message and fill in the gaps
in the passage on P. 23.
- T asks Ss to read passage 2 on P. 23 to get information
and write similar message.
- Ss work individually, read passage 2 on P. 23 to get
information and write the message.
- T calls on a student to write the message on the BB.
- T asks Ss to write another message about their friends
- Ss write in pairs and show their answers.
1. mcuestor = customer
2. ayddmi = midday
3. essgmea = message
4. nifurretu = furniture
5. rvseice = service
6. oerdr = order
PRE - WRITING
I. Chatting
II. Vocabulary:
- delivery service (n) (translation)
- furniture (n) (example = table, chair, desk, bed)
- customer (n) (explanation = a person that buy things
from a shop)
- stationery (n) (example = paper, pen, envelope)
*Checking: Bingo
WHILE WRITING
1. Gap-filling
1. phoned
2. May 12
3. speak
4. took
5. name
6. delivery
7. at
2. Writing the telephone message:
Expected answer :
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 8634082.
Taken by: Mr. Toan
POST WRITING
- Suggested message:
Date: September 25
Time: 4 p.m.
For: Kevin
Message: Tom called about joining his birthday party
this evening. He will wait for you at Celadon hotel at 7
p.m.
Taken by: David
- T asks students to state the main points in taking a message.
V. Homework
- Write a similar message.
- Prepare Language Focus 1 & 2
PERIOD 11 Date: September 8
th
, 2012
LESSON 5: LISTEN + LANGUAGE FOCUS 1 + 2 (P. 21, 25)
17
A. Aim: By the end of the lesson, students will be able to further practice talking about intentions with "be going
to" and listen to complete a telephone message.
C. Teaching aids: Teacher: textbook, poster
D. Procedure:
III. New lesson:
2. Main activities:
- T divides students into 2 teams and states the rules of
the games: There are 9 numbers and three of them are
storming. You will choose one number and answer one
question. If you choose a storming number, you will be
discounted 2 points and lose your turn. 2 points for a
correct answer and no point for an incorrect answer.
The other group helps will get 1 point for their correct
answer. Which group gets more points wins the game
- Students of 2 teams take part in the game
- T gives feedback and comments.
- T elicits: What form of verb do you use to talk about
intention?
- Ss: be going to + infinitive
- Ss copy down
- T asks Ss to do exercise 1 in Language focus on P. 25.
They have to work with a partner and say what people
are going to do.
- T gives an example first:
T: Nga has a movie ticket. What is she going to so?
S: she's going to see a movie
- T gives each student a handout.
- T asks Ss to infer the situations and write sentences
basing on the given situations.
- Ss work in pairs and give answers.
WARM UP
Storming numbers
1 2 3 4 5 6 7 8 9
1. SN
2. What are you going to do tomorrow?
3. Are you going to school tomorrow?
4. What are you going to do this weekend?
5. SN
6. SN
7. Are you going to see a movie tonight?
8. What city are you going to visit this summer?
9. What time are you going to go to bed this evening?
PRESENTATION
I. Vocabulary:
- a fishing rod: (picture)
- an action movie: (explanation: film about war or
fighting)
- junior high school (n) (example: Pham Van Dong,
Nguyen Tri Phuong, etc.)
* Vocabulary checking: ROR
II. Language focus 1 - P. 25
- Expected answers:
1. They are going fishing.
2. She's going to read the new novel.
3. She is going to do her homework.
4. He's going to watch an action movie on TV.
5. She's going to give him a birthday present.
PRACTICE
I. Writing the following sentences. Say what the people
are going to do. (handouts)
Ex: I feel very tired. (take a day off)
I am going to take a day off.
a. My uncle has won some money. (buy a new car)
b. They received a wedding present from their pen pal
friend, Nick. (write a letter to thank him)
c. I'll have an annual holiday next month. (visit Ha Long
Bay)
d. My father has a bad cough. (stop smoking)
e. Linh is studying medicine. (be a doctor)
f. We have brought some bricks. (build a garage)
- Expected answers:
a. He is going to buy a new car.
b. They are going to write a letter to thank him.
c. I am going to visit Ha Long Bay
d. He is going to stop smoking.
e. She is going to be a doctor.
f. We are going to build a garage.
18
- T gives each student a handout of Survey and asks Ss
to work in groups of 4 5.
- Ss do the survey by asking their friends in groups
some questions to get the information, then fill in the
handouts.
- T calls on some Ss to report back in front of the class.
- T asks Ss to look at the form of the telephone message
on P. 21 and sets the scene: "a woman phoned the
principal of Kingston junior high school, but he was
out"
- T has Ss guess the message
- T gets Ss to listen to the tape twice and fill in the
message, compare with their guess.
- T gives feedback
II. Language focus 2 - P. 25
What are you going to do on the weekend?
Are you going to.....? You Your
partner
see a movie?
play sports?
meet your friends?
help your parents?
do your homework?
watch TV?
PRODUCTION
LISTENING
Prediction
Kingston junior high school
Date: ............................................................
Time: ............................................................
For: ...............................................................
Message: ......................................................
Telephone: ....................................................
While listening
- Expected answers:
Kingston junior high school
Date: Tuesday
Time: 9.45
For: the principal
Message: Mr. Nguyen wanted to see you at 9.45 on
Tuesday morning.
Telephone number: 6468370942
- T asks students to state the form and usage of near future tense.
V. Homework
- Prepare Unit 3: Getting started, Listen and Read
19
PERIOD 12 : Date: Sept 12
th
, 2012
UNIT 3: AT HOME
LESSON 1: GETTING STARTED - LISTEN AND READ (P. 27, 28)
A. Aim: By the end of the lesson, students will be able to understand the dialogue between Nam and his mother and
use modal verbs to talk about the housework.
D. Procedure:
III. New lesson:
2. Main activities:
- T shows 6 pictures (in Getting started) to students.
- T asks them to look at 6 pictures quickly in 30 seconds
and try to remember as many verbs in the pictures as
possible.
- Then each team goes to the board - one by one - and
writes down the activities in the pictures. The team
remembering more verbs is the winner.
- T models 3 times then asks Ss to repeat chorally and
individually.
- T sets the scene: Nams mother Mrs. Vui is busy
and she wants Nam to do three things for her.
- T gets Ss to listen to the dialogue while looking at
their books and complete the list of the things Nam has
to do.
- T elicits the form by making questions.
- Ss copy down
- T models two cues then asks Ss to repeat chorally then
individually.
- T asks Ss to practice asking and answering in pairs
(open pairs closed pairs)
WARM UP
Kim's game
- Expected answers:
a. Wash dishes/ do the washing-up
b. Make the bed
c. Sweep the floor
d. Cook
e. Tidy up
f. Feed the chicken
PRESENTATION
I. Vocabulary
- a rice cooker (picture)
- a steamer: (picture)
- a cupboard: (picture)
- a saucepan: (picture)
- a frying pan (picture)
* Checking: What and Where
II. What does Nam have to do?
Nam has to
+ cook dinner
+ go to the market to buy fish and vegetables
+ call his aunt, Ms Chi and ask her to meet his
mother at grandma's house
Form:
Has / have to + infinitive = Must + infinitive
Meaning: Phi (lm g)
Usage: express obligation or necessity
+ Must: authority comes from speaker
+ Have to: authority comes from outside speaker or laws
Exchange: What do you have to do?
I must do the washing up
Negative:
+ Dont / doesnt have to: khng cn phi lm g (khng
bt buc)
+ Mustnt: khng c php lm g (theo lut)
Question:
Must + S + V(inf)?
No, S + neednt / Yes, S + must
Do / Does + S + have to V-inf?
No, S + dont/doesnt / Yes, S + do/does
PRACTICE
Picture - cued drill
1. do the washing up
2. make the bed
20
- Ss work in groups of four, discuss the topic, then
representative from each group states their work.
3. sweep the floor
4. cook dinner
5. tidy my room
6. feed the chickens
FURTHER PRACTICE
Group discussion
- Talk about what we have to do and what we mustnt
do in class: Write in full sentences
Expected answers:
Have to: keep silent, do homework, learn last lessons,
raise opinion,...
Mustnt: make noise, be late, fall sleep, wear jeans ...
- T asks students to state the form and usage of must and have to
V. Homework
- Write the things you have to do on Sundays.
Ex: On Sundays, I have to tidy my rooms, .... I have to help my parents do the house work, . ....
- Do exercise 1 & 2
- Prepare SPEAK
PERIOD 13: Date: Sept 17
th
, 2012
UNIT 3: AT HOME
LESSON 2: SPEAK 1 -2 (P. 28, 29)
A. Aim: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of
furniture in the house.
D. Procedure:
III. New lesson:
2. Main activities:
- T divides the class into 2 teams (House & Home)
- T asks both teams one by one to go to the board
and write down as many things in the kitchen as
possible within 3 minutes.
- The team that has more correct words will win the
game.
- T elicits words from Ss and models 3 times.
- Ss repeat
- T shows the picture on page 28 and asks Ss the
positions of the items in the picture:
- T gets Ss to work in pairs, talking about the position of
each item.
WARM UP
Game: What are there in the kitchen?
Expected answers:
Stove, sink, bowl, knife, lighting fixture, refrigerator,
table, chair, pan, saucepan, chopstick, cup, glass, plate,
spoon, ...
PRESENTATION
I. Vocabulary:
- a rug (picture)
- a lighting fixture (picture)
- a coffee table (picture)
- a counter (picture)
- a calendar (picture)
- a dish rack (picture)
* Checking: Slap the board
II. Questions:
a. Where is the clock?
b. Where is the fruit?
c. Where are the flowers?
d. Where is the rice cooker?
e. Where is the cupboard?
f. Where are the knives?
g. Where is the dish rack?
* Expected answers:
21
- T sets the scene: "Mrs. Vui bought some new furniture
for her living room, but she cannot decide where to put
it. Please help her to arrange the furniture"
- T asks Ss to look at the picture on page 29 and talk
about their ideas.
- T asks Ss to practice speaking using the expressions.
- Ss work in pairs, try to use expressions to make a
meaning and logical dialogue.
- T calls some pairs to demonstrate.
a. It's above the fridge.
b. in the bowl
c. on the table
d. next to the bowl of fruit
e. on the wall, above the counter.
f. they are on the wall, under the cupboard.
g. on the counter, next to the bowl of fruit.
PRACTICE
Ex: The calendar is on the wall, above the stove.
The knives are on the wall, under the cupboard.
FURTHER PRACTICE
USEFUL EXPRESSIONS:
Agreeing Disagreeing
OK.
You're right
No, I think we'd better /
ought to put ...
I think it should be ...
- Expected answers:
+ Let's put the clock on the wall, between the shelf and
the picture.
+ OK. I think we ought to put the TV and the stereo on
the shelf.
+ I think the coffee table should be between the couch
and the armchair.
+ Let's put the telephone next to the couch.
+ I think we should put the magazine above the books
on the shelves.
+ I think the shelves ought to be at one of the corners,
opposite the couch.
- T asks students to state the main expressions in talking about the positions of things.
V. Homework
- Prepare the next part of the lesson: Listen and Language Focus 3
th
, 2012
UNIT 3: AT HOME
LESSON 3: LISTEN & LANGUAGE FOCUS 3 (P. 30, 35, 36)
A. Aim: By the end of the lesson, students will be able to listen to identify the right items and use reflexive
pronouns.
D. Procedure:
III. New lesson:
2. Main activities:
- T divides Ss into 2 groups and asks each group to
write down the food we eat.
- Ss write down and T checks
- T elicits each word and models thrice.
WARM UP
Who are quicker?
Expected answer: meat, chicken, soup, garlic, onion, rice,
noodles, cabbages, green pepper, etc.
PRE-LISTENING
1. Vocabulary:
- green pepper (n) (picture)
- ham (n) (realia)
22
- Ss copy down
- T gets Ss to look at P. 30 and guess 4 things they
use to cook the "Special Chinese Fried Rice"
- T has Ss listen to the tape twice or thrice and
checks their prediction.
- T sets the scene: You do your homework and no
one helps you. What do you say?'
- T explains the reflexive Pronouns and their usage,
giving examples.
- Ss copy down
- T models two cues then asks Ss to repeat chorally
then individually.
Ex: 1. Did you do your homework?
Yes, I did it myself.
- Open pairs closed pairs
- T asks Ss to fill in the blanks with suitable
reflexive pronouns or emphasis pronouns.
- T gives feedback
- T asks Ss to practice speaking in pairs.
- garlic (n) (realia)
- a repairman (explanation = a person whose job is to repair
things)
- (to) kill (explanation = to make somebody/something die)
* Checking: what and where
2. Prediction:
a.
b.
c.
d.
WHILE LISTENING
- Expected answers:
a. fried rice, b. pan, c. garlic and green peppers, d. ham and
peas.
PRESENTATION
REFLEXIVE PRONOUNS
Form:
I
with
myself
You yourself / yourselves
She herself
He himself
We ourselves
They themselves
it itself
Usage:
- When subject and object of a clause are the same
- When we want to mean alone or without help, to
emphasize that person, nobody else: by myself, by yourself.
Ex: She cut herself.
I build the house myself.
- We do not use reflexive pronoun with feel, relax,
concentrate or actions which people usually do to
themselves (e.g. wash, shave, dress) but we can say dry
myself
- After prepositions, we use object pronouns instead of
reflexive pronouns when it is clear who we are talking about.
Ex: Ill take some money with me.
PRACTICE
Model sentence:
Did you do your homework?
Yes. I did it myself.
Word cued drill
1. you / do / homework
2. He / fix / washing machine
3. Mary / cook / dinner
4. These students / paint / the pictures
5. You / do / your chores
FURTHER PRACTICE
Complete the dialogue
- Expected answers:
a. Did someone help Ba to draw that picture? - No. He did it
himself.
b. The repair man cant fix the washing machine until
tomorrow. - Come on. We'll have to try and do it ourselves.
c. What's the matter, Hoa?
- I cut myself.
Let me see. Oh, it's all right. You didn't cut yourself badly.
d. Why are you crying, Nga?
- I have just watched the movies Romeo and Juliet. The boy
23
killed himself and then the girl killed herself as well.
Why did they kill themselves?
- It's a long story.
e. Boys and girls, you'll do the experiment this afternoon.
- Will you come to help us?
Yes, I will. But you have to do it yourselves first.
- T asks students to state the main usage of Reflexive pronouns.
V. Homework
- Prepare the next part of the lesson: Read
- Do exercise 3, 4 in workbook
th
, 2012
UNIT 3: AT HOME
A. Aim: By the end of the lesson, students will be able to understand the safety precautions in the house and use
Why - Because.
B. Methods: Grammar-Translation approach
C. Teaching aids: Teacher: textbook, poster, pictures, realia
D. Procedure:
III. New lesson:
2. Main activities:
come to the board and write the things that cause danger
for children in the home.
- Ss play in groups and take turns to write down the
words.
- T models 3 times and gets Ss to repeat
- Ss copy down
- T divides class into 2 teams to play the game slap the
board
- T elicits There are many dangerous things in your
house. Followings are some advice to make sure safety
precaution
- T asks Ss to read the statements and guess which are
true, which are false.
WARM UP
Brainstorming:
PRE - READING
- a precaution (translation)
- a socket (realia)
- a match (realia)
- an object (translation)
- safety (antonym: danger)
- (to) destroy (translation)
- (to) injure (picture)
- chemical (n) (example: H
2
SO
4
, NaCl)
- out of childrens reach (translation)
Checking vocabulary: Slap the board
1. It is safe to leave medicine around the house.
2. Drugs can look like candy.
3. A kitchen is a suitable place to play.
4. Playing with one match cannot start a fire.
5. Putting a knife into an electrical socket is dangerous.
6. Young children do not understand that many
household objects are dangerous.
WHILE - READING
24
Dangers in the
home for
children
Drug
Electricity
Knife
Boiling
water
Gas Fire
- Ss read the poster and check their prediction.
- T asks Ss to correct false statements.
- T asks Ss review the form and usage of Why.
- T asks Ss to work in pairs to find out the answers to
these questions.
- T asks Ss to practice asking and answering the
questions in pairs.
- Open pairs and closed pairs
- T asks Ss to work in groups of 6, discussing the topics
and write on poster. (half of the class discusses the first
topic and the rest discusses the second)
- Two representatives from each group present in front
of the class.
- T comments and gives feedback.
I. Reading the text
Guess Correct
1.
2.
3.
4.
5.
6.
F It is dangerous to leave medicine around
the house
T
F A kitchen is an unsuitable place to play
F Playing with one match can start a fire
T
T
II. Comprehension questions
Form :
Why + V(Aux) + S + V + O?
Because + S + V
Usage: to state the reason
1. Why must we put all chemicals and drugs in a locked
cupboard?
2. Why mustn't we let children play in the kitchen?
3. Why mustn't children play with matches?
4. Why must we cover electrical sockets?
5. Why do we have to put all dangerous objects out of
children's reach?
- Expected answers:
1. Because children often try to eat and drink them.
2. Because the kitchen is a dangerous place.
3. Because playing with one match can cause the fire.
4. Because children often try to put something into
electrical sockets and electricity can kill.
5. Because the dangerous objects can injure or kill
children.
POST - READING
Discussion
1. Safety precautions on the street.
2. Safety precautions at school.
- T asks students to state the main activities to avoid dangers at home.
V. Homework
- Prepare the next part of the lesson: Write
- Do exercise 5 & 6 in workbook
th
, 2012
UNIT 3: AT HOME
LESSON 5: WRITE (P. 32, 33)
A. Aim: By the end of the lesson, students will be able to write a description of a room in their house.
D. Procedure:
III. New lesson:
2. Main activities:
write down the things in their house
- T gives feedback
WARM UP
Things in your house
L S A U C E P A
I A I K O F E N
25
- T asks Ss some information about the room on p.
32:
+ which room is this?
+ what's this? Where is it?
- T models thrice and gets Ss to repeat.
- T gets Ss to copy the words into their books and
then ask them to close the books.
- T rubs out the new words one at a time. Each time
T rubs out a word in English, points to the
Vietnamese translation and asks "what's this in
English?". When all the English words are rubbed
out, T goes through the Vietnamese list and gets Ss
to call out the English words.
- T asks Ss to read the description of Hoa's room,
then asks some questions.
- T asks Ss to describe Hoa's kitchen in pairs.
- T asks Ss to share with their partners.
- T corrects the mistakes from some descriptions (if
any).
- T asks Ss to talk to their partners about their room
(bedroom / living room / kitchen?
G R T N O I N U
H E A A K N C S
T D B T E K H T
I L L U R I A O
N O E B E D I V
G F I X T U R E
: saucepan, bed ^ folder, knife +: lighting fixture, tub,
pen, chair, stove, table, cooker
PRE - WRITING
- folder (n) (picture)
- beneath (example)
- towel rack (n) (picture)
- a wardrobe (n) (picture)
- a jar (picture)
* Checking vocabulary: ROR
II. Reading
Questions:
a. What is there on the left of the room?
b. Where is the bookshelf?
c. What is there on the right side of the room?
d. Where is the wardrobe?
- Expected answers:
a. There is a desk on the left of the room.
b. The bookshelf is above the desk.
c. There is a window on the right side of the room.
d. The wardrobe is beside the window and opposite the desk.
WHILE - WRITING
Write the description of Hoa's kitchen, using the cues.
- Expected answers:
This is Hoa's kitchen.
There is a refrigerator in the right corner of the room. Next to
the refrigerator are the stove and the oven. On the other side
of the oven, there is a sink and next to the sink is a towel
rack. The dish rack stands on the counter, on the right of the
window and beneath the selves. On the shelves and on the
counter beneath the window, there are jars of sugar, flour and
tea. In the middle of the kitchen, there are a table and four
chairs. The lighting fixture is above the table, and directly
beneath the lighting fixture is a vase with flowers.
POST - WRITING
Speaking
Talk to your partner about a room in your house
- T asks students to go through the main points used to describe a room.
V. Homework
- Describe a room in your house.
- Prepare the next part of the lesson: Language focus 1, 2, 4
th
, 2012
UNIT 3: AT HOME
LESSON 6: LANGUAGE FOCUS 1, 2, 4 (P. 36)
A. Aim: By the end of the lesson, students will be able to use the structure Why Because and further practice in
modal verb: ought to.
D. Procedure:
26
III. New lesson:
2. Main activities:
- T divides class into 2 teams and asks Ss to go to
the BB and write down household chores.
- Ss of two teams take turn to write the activities
on board.
- T checks.
- T elicits words from students and gets them to
repeat thrice.
- T sets the scene: "Hoa is very sad because she
failed her English test. What do you say to advise
her?". Can you tell me another word for
"should"?
- Ss listen to T and answer:
"You should study harder."
- "ought to"
- T asks Ss to review Must & Have to
- T asks Ss to give advice to people in the pictures
(p. 35)
- Ss work in pairs
- T gives Ss 7 words: feed - empty - do - tidy -
sweep - clean - dust.
- T asks Ss to look at the pictures and complete the
dialogue between Nga and Lan, using Must or
Have to together with the verbs given.
- Ss work in pairs, doing the exercises then
practicing the dialogue.
- T gets Ss to do Language Focus 4 in pairs
- T gives feedback
- Open pairs Closed pairs
WARM UP
Brainstorming
PRESENTATION
I. Vocabulary:
- (to) sweep (mime)
- (to) empty (translation)
- (to) dust (mime)
- a fish tank (picture)
- garbage (n) (picture)
* Checking: Slap the board
II. Presenting Modal Verbs:
Form: ought (not) to + infinitive
Usage: to give advice to someone, to express authority
coming from outside the speaker (e.g. laws or rules)
Meaning: nn
Ex: "You should study harder."
- "ought to"
Form: Must/have to + infinitive
Usage: To express obligation
Meaning: phi
PRACTICE
I. Language focus 2:
- Expected answers:
a. I failed my English test.
- You ought to study harder.
b. I'm late.
- You ought to get up earlier.
c. I'm fat.
- You ought to eat more fruit and vegetables.
d. My tooth aches.
- You ought to see a dentist.
II. Language Focus 1:
- Expected answers:
Nga: Can you come to the movies, Lan?
Lan: No, I have to do my chores.
Nga: What do you have to do?
Lan: I must tidy my bedroom. Then I have to dust the living
room and I must sweep the kitchen floor, too.
Nga: That wont take long. What's else?
Lan: I have to clean the fish tank and then I must empty the
garbage. Finally, I must feed the dog.
Nga: OK. Let's start. Then we can go out.
III. Language Focus 4:
- Expected answers:
b. Why did Nam have to cook dinner?
Because his mom went home late
c. Why did Nams mom go home late?
Househol
d chores
Clean
the floor
Tidy
up
Water
flowers
27
Cook
meals
- T divides the class into 2 teams and has them
play the game: noughts and crosses.
- Expected answers:
a. His tooth aches
+ He ought to go to the dentist.
b. Hoa is late.
+ She ought to get up earlier.
c. My room is untidy.
+ You ought to tidy your room.
d. The floor is dirty.
+ You ought to clean it.
e. Bao is overweight.
+ He ought to eat less meat and do exercise more
often.
f. She is thin.
+ She ought to eat more.
g. My English is bad.
+ You ought to practice more.
h. Her grades are bad.
+ She ought to study harder.
i. The washing machine doesn't work.
+ You ought to fix it.
Because she visited her mother.
d. Why did Ha fail her English test?
Because she played video games all day.
e. Why couldnt Nga go to the movies?
Because she had to do the housework
PRODUCTION
Noughts and Crosses:
His tooth / ache Hoa / late My room / untidy
The floor / dirty
Bao /
overweight
She / thin
My English /
bad
Her grades /
bad
The washing machine
/ not work
- T asks students to give some examples of reflexive pronouns
V. Homework
- Do exercise 7 & 8 in workbook
- Review unit 1, 2, 3 for test
th
, 2012
CONSOLIDATION
A. Aim: By the end of the lesson, students will be able to revise all grammatical points of Unit 1, 2, 3.
D. Procedure:
III. New lesson:
2. Main activities:
A, Presentation:
T elicits and reviews some important structures and grammar points.
* Simple Present Tense:
Ex: The sun rises in the East and sets in the West.
Use: Simple Present Tense is used to talk about general truths.
* Be going to + V (inf):
Ex: I have a new book and I have no homework today.
- >I am going to read the new book.
Use: Express an intention
* Model verbs:
Have to + V (inf) = Must + V(inf) = pha i la m gi
Ought to + V(inf) = Should + V(inf)= nn lam gi
* Reflexive Pronouns:
Ex: She cuts herself.
Form: I - myself
You yourself / yourselves
28
He himself
She herself
We ourselves
They- themselves
It itself
Use: To emphasize a person or a thing.
* Why questions and the answer - Because:
Ex: Why did Nam cook?
Because his Mom was home late.
B, Exercises:
I . Choose the best answer for the following sentences :
1. The weather ______ nice today.
a. is b. was c. will be d. has been
2. The boy is clever_______ chairs.
a. enough to make b. enough make
c. enough making c. enough to making
3. The sun always _______ in the east
a. rise b. rises c. is rising d. are rising
4. The moon ________ around the earth.
a. move b. moved c. are moving d. moves
5. I live 20 Oxford Street.
a. in b. at c. on d. from
6. My sister and I the cartoons on TV last summer.
a. watch b. watched c. watches d. watching
7. They buy a new car next month.
a. are going to b. will c. would d. a & c
8. I town next Sunday.
a. going to b. am going c. go to d. am going to
9. Jennys not here now. Can I take a/ an ?
a. message b. advice c. news d. information
10. is a telephone you can carry around with you.
a. mobile phone b. public telephone c. telephone directory d. answering machine
11. The train to Hanoi at 10.00 a.m. tomorrow.
a. leave b. is going to leave c. leaves d. is leaving
12. Scissors, knives, and small objects are for children.
a. dangerous b. safe c. helpful d. useful
13. He can ride to school
a. herself b. himself c. myself d. themselves
14. Hoa and I saw that accident yesterday.
a. herself b. myself c. ourselves d. themselves
15. The students clean the classroom.
a. herself b. myself c. ourselves d. themselves
16. I ________ a letter from my old friend last week
a. / sent b. / gave c. / received d. / took
17. He is ________ to ride his bike to school
a./ not enough old b./ enough not old c./ not old enough d./ enough old
18. Her mother ________ this city two years ago
a./ left b./ leaves c./ is leaving d./ will leave
19. He enjoys ________ to music while he is studying
a./ to listen b./ listen c./ listening d./ to listening
20. Bell was born ________ March 3, 1847
a./ at b./ in c./ on d./ during
21. The children are old enough to look after ________
a./ themself b./ them c./ their d./ themselves
22. We ought ________ up early.
a./ get b./ to get c./ getting d./ got
23. You should paint the house ________
a./ your b./ yourself c./ myself d./ herself
II/ Combine two sentences into one, using enough + to inf:
1, Lan is young. She cant see the horror film.
29
2, My brother is short. He cant reach the top shelf.
3, Chi is unwell. She cant go on a picnic with her classmates.
4, The water is unsafe. We cant drink it.
5, We are young. We cant vote in the coming election.
6, These paintings are good. They can enter for the competitions.
7, The plane is fast. It can reach the island in 2 hours.
th
, 2012
ONE - PERIOD TEST 1
I/ Read the passage. Mark T if the statement is true and F if its false: (2 pts)
Isaac Newton was one of the greatest scientists. He was born in a small village of Wootsphore in England. His
father was a poor farmer. When the boy was fourteen, his father died. Newton left school and helped his mother on
the farm. But the boy did not like farming; he was fond of the poetry and mathematics. So Newton was sent to
school. After he left school, Newton studied at Cambridge University. He taught maths at Cambridge University
after graduating.
Statements TRUE FALSE
1. Isaac Newton was a historian. ________ ________
2 He grew up in a rich family. ________ ________
3 Newtons father died when he was forty. ________ ________
4 He was a teacher of Math after graduating from University. ________ ________
II/ Underline the correct word or words to complete each sentence: (2 pts)
1/ My child cant wash his face ______________. (myself / itself / himself)
2/ A person who can not speak or hear is called a ___________ (deaf / blind / deaf-mute)
3/ The speaking English contest will be held ____________ (on / in / at) November 10
th
4/ After his parents died, he was sent to a(n) _________________ (orphanage / hospital / school)
5/ I am _________ to buy this house. (enough rich not/ enough not rich/not rich enough)
6/ Mrs. Lien said you could reach her __________ 8603530. (on / to / at)
7/ You must __________ your homework right away. (do / to do / doing)
8/ She went to school late this morning __________ she watched TV late last night. (if / because / so)
III/ Match one question in A with an answer in B (2 pts)
1/ What does he look like?
2/ Why does he go jogging every day?
3/ What do you know about the sun?
4/ What is Mary like?
5/ What do you have to do?
6/ Can I speak to Lam, please?
7/ Are you going to drive your fathers car?
8/ Do you need any help?
a. Speaking. Whos that?
b. No. I am not old enough.
c. I have to feed the dogs
d. No, I dont. I am strong enough to lift this box.
e. He is very tall.
f. It rises in the east and sets in the west.
g. Because he wants to have good health.
h. She is very friendly and helpful
IV. Pronunciation: (1 pt)
1. a. curly b. directory c. stationery d. year
2. a. mobile b. transmit c. slim d. sink
3. a. chore b. character c. match d. children
4. a. assistant b. annoy c. fair d. agree
V. Stress syllable: (1 pt)
1. a. generous b. emigrate c. precaution d. demonstrate
2. a. socket b. reserved c. injure d. scissors
V/ Rewrite sentences: (2 pts)
1. I was sick. I didnt go to school
-> Because ................................................................................................... ..
2/ Her hair is long and black
- She has .....................................................................................................................................................................
3/ The boy isnt strong. He cant lift this box.
- The boy isnt ............................................................................................................................................................
4/ You shouldnt play computer games so much.
-> You ought ..........................................................................................................
TEST MATRIX
Main content Reading Writing Language focus Pronunciation Stress syllable Speaking Total
30
Nhn
bit
TNKQ
SC 4 4 2 4 14
D 1 1 1 1 4
TL
SC
D
Thng
hiu
TNKQ
SC 4 4 4 12
D 2 1 1 4
TL
SC
D
Vn
dng
TNKQ
SC
D
TL
SC 4 4
D 2 2
Tng
cng
TNKQ
SC 4 8 4 2 8 26
D 2 2 1 1 2 8
TL
SC 4 4
D 2 2
Tng im 2 2 2 1 1 2 10
PERIOD 20 Date: September, 17
th
, 2012
TEST CORRECTION
ANSWER KEY:
I. a. 1. F 2. F 3. F 4. T
II. 1. himself 2. deaf-mute 3. on 4. orphanage
5. not rich enough 6. at 7. do 8. because
III. 1. e 2. g 3. f 4. h 5. c 6. a 7. b 8. d
IV. 1. rises 2. are you going to do / will you do am going / will go
3. are 4. extremely helps
V. 1. Because I was sick, I didnt go to school
2/ She has long black hair
3. The boy isnt strong enough to lift this box
4/ You ought not to play computer games so much.
31
PERIOD 2 1 : Date: Oct 4
th
, 2012
UNIT 4: OUR PAST
- LISTEN AND READ (P. 38, 39)
- LANGUAGE FOCUS 3
A. Aim: By the end of the lesson, students will be able to tell the activities people used to do in the past.
D. Procedure:
III. New lesson:
2. Main activities:
- T asks students to look at the picture on p. 38 and
write the names of the things that do not belong to
the past.
- T gives feedback
- T sets the scene: You are going to read a
conversation between Nga and her grandma about
the childhood of her grandma. Please read the
statements and guess which is true, which is false.
- T asks Ss to read the dialogue between Nga and
her Grandma and check their prediction.
- Ss correct the false statements.
- T gives feedback
- T divides Ss into 2 teams and have them play the
game Lucky numbers
- T asks Ss to find out the answers to these
questions.
WARM UP
Chatting: GETTING STARTED
- Expected answers:
+ the TV
+ the radio
+ the mobile phone
+ the light fixture
+ modern clothing / school uniforms.
PRE - READING
- to look after [synonym]
= to take care of
- equipment (n) [example]
- a folk tale [example]
Ex: Cinderella, Tam Cam, Su tich trau cau, ...
- traditional (adj) [translation]
- Great-grandma [explanation]
= the mother of your grandmother
Checking vocabulary: What and where
a. Nga used to live on a farm.
b. Nga's grandma didn't go to school.
c. She has an easy life when she was young.
d. There wasn't any modern equipment at her time.
e. "The lost shoe" is a modern story.
WHILE - READING
I. Checking True / False prediction
Guess Correct
a.
b.
c.
d.
e.
F
T
F
T
F
- Correction:
a. Grandma used to live on farm
c. She had a hard life.
e. It is an old folk tale
II. Comprehension questions (Game Lucky numbers)
1. Where did Nga's grandmother use to live?
2. Why didn't she go to school?
3. What did Nga's Great Grandma do?
4. What did Nga's great grandmother and great grandfather
do after dinner?
32
questions.
- T has Ss read the statements in part 3 on p. 39 and
helps them understand the meaning of Fact and
Opinion.
- T asks them to decide which is a fact and which is
an opinion.
- T asks Ss to work in groups, discussing the
statements.
- T writes the time on board and asks Ss to fill in
the gaps with IN, ON AT.
- Ss take turns to write the answers.
- Feedback from teacher
- T asks Ss to do exercise 3 on p. 44 individually,
then compare with their partners.
- T gives feedback
- T asks Ss to do exercise 7 in pairs and write down
the answers on board.
- T gives feedback
5. What did Nga ask her grandma to do at the end of the
conversation?
- Expected answers:
1. She used to live on a farm.
2. Because she had to stay at home and look after her
younger brothers and sisters.
3. She used to cook the meals, clean the house and wash the
clothes.
4. Her great grandma used to light the lamp and her great
grandfather used to tell stories.
5. She asked her grandma to tell her the tale "The lost shoe"
III. Fact or opinion?
Fact: a thing that is known to be true, especially when it can
be proved (thc t, s tht)
Opinion: your feelings or thoughts about somebody /
something, rather than a fact ( kin)
Statements F O
a. I used to live on a farm
b. There wasn't any electricity
c. Mom 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.
X
X
X
X
X
X
POST READING
I. Prepositions of time:
Expected answers:
In + November
1999
the morning
On + Wednesday
Wednesday morning
November 2
nd

At + 6 p.m
night
midnight
noon
twilight
dawn
II. Gap-filling
- Expected answers:
a. on - b. in - c. between - d. at, after - e. before
III. Exercise 7 (p. 38 in workbook)
- Expected answers:
a. I usually go to school at 6 oclock
b. We have English lessons on Monday, Wednesday and
Friday
c. He will be back between 4.15 and 4.30
d. I will phone you on Tuesday morning at about 10 oclock.
e. My dad goes to work after breakfast
f. Everyone is busy before Tet holiday.
g. I usually listen to music on Sunday morning
h. We often watch The Morning News on TV before
breakfast.
- T asks students to summarize the conversation between Nga and her Grandma and state the main usage of IN,
ON, AT.
V. Homework
- Prepare Speak - Language focus 4
- Do exercise 1 + 2 in workbook
33
PERIOD 22: Date: Oct 4
th
, 2012
UNIT 4: OUR PAST
LESSON 2: SPEAK - LANGUAGE FOCUS 4 (P. 40, 45)
A. Aim: By the end of the lesson, students will be able to use USED TO to talk about the things they used to do
D. Procedure:
III. New lesson:
2. Main activities:
- T divides class into 2 teams, each team takes turns
to go to the BB and write the meaningful words
- T gives feedback
- T recalls the conversation between Nga and her
grandma then asks: "Where did Nga's grandma
always live?"
- Ss listen to the T and answer: "She always lived
on a farm"
+ T: "another word for always lived"
+ Ss: "used to live "
- T asks Ss the usage and meaning of USED TO
- T asks Ss to use USED TO to make questions and
answer.
- T runs through the vocabulary
- T models two cues and asks Ss to repeat chorally
then individually.
- Open pairs closed pairs

- T has Ss compare 2 pictures on p. 40, using
USED TO to talk about the actions in the past.
- T elicits some ideas so that Ss can talk about
them: house, travel, electricity, work, entertainment
and school.
- Ss work in pairs, answer the questions.
- T gives feedback
WARM UP
Jumbled words
1- rieletcicty = electricity
2- menttaenterin = entertainment
3- rkmaet = market
4- permasuekt = supermarket
5- aiiotrdtnal = traditional
6- aetrvl = travel
PRESENTATION
Form:
S + used to + infinitive
S + didnt use to + infinitive
Did + S + use to + infinitive?
Yes, S + did / No, S + didnt
Usage: used to express a past habit, or an action usually
happened in the past.
Meaning: thng lm g
Example:
+ Where did Nga's grandma use to live?
+ She used to live on a farm.
PRACTICE
Word - cue drill
Model sentences:
1. live / Hue / Hanoi
Did you use to live in Hue?
No. I used to live in Hanoi.
2. Have / long hairs / short hairs
3. Get up / late / early
4. Walk to school / bicycle
5. Study / evening / early morning
PRODUCTION
- Expected answers:
a. Where did they live in the past? And now?
- People used to live in small houses. Now they live in big
houses and buildings.
b. How did they travel?
- People used to walk. Now, they can go by cars or
motorbikes.
c. What's about the electricity?
- Now, there is electricity everywhere.
d. What's about their life / work?
- People used to work hard all the time. Now, they have a lot
of time for entertainment.
e. Did children use to go to school?
- Most children used to stay at home. Now, they all go to
34
school.
f. What's about their entertainment?
- Children used to play traditional games such as hide and
seek, skip rope ... outdoors. Now, they have a lot of modern
games - video games.
- T asks students to state the form, usage and meaning of USED TO, give an example.
V. Homework
- Write about the things you used to do last year.
Ex: Last year, I used to get up late. Now, I get up very early to do morning exercises
- Do exercise 3 + 4 in workbook.
- Prepare READ
th
, 2012
UNIT 4: OUR PAST
A. Aim: By the end of the lesson, students will be able to understand and retell the story "The lost shoe"
D. Procedure:
III. New lesson:
2. Main activities:
- Teacher (T) asks students to play the game
Lucky Colors
- T divides the class into 2 groups (Chicken and
Duck)
- Instructions: Each group takes turns to choose
any color from 1 to 11. There are pictures or
questions behind colors. You have to look at the
pictures or read the questions to guess what they
are. If you give the correct answer, you will get 10
points. There are three lucky colors with a bonus of
10, 15 and 20 points and you do not have to
answer any question.
- Checking instructions
- Students (Ss) from two teams play the game
WARM UP
Lucky colors
2
3
4
5
6 7
8
9
1
1
1
0
1
?
+ 10
+ 20
? ? ? ? ?
?
?
+ 15
7 6 5 4
3
2
1
8
11
10
9
Cue:
1. folk tales
2. shoe
4. farmer
5. do chores / do the housework (video)
35
- T counts the points to find out the winning team.
- T: How does he feel?
- T: What is she wearing?
- T: Who is she?
- How do you say thn k, k diu in English?
- T: (fill in the gap)
Two sisters are cruel to Cinderella
- T: Who is he?
+ pronunciation
+ copy down
- T points at each word and gets Ss to repeat
- T erases word by word then calls Ss to read and
rewrite on board.
- T sets the scenes: (Turn to FLIPBOOK) You are
going to read a story about the lost shoe. In this
story you will meet the following characters: Little
Pea, her new mother, Stout Nut and the Prince.
- T calls some students to read aloud their
prediction.
- T: Now read the text and check your prediction.
- Ss give their answers.

- Ss read the text again and work in pairs.
- T calls some students to read aloud their answers.
6. festival (video)
7. daughter (picture)
Sarah is the daughter of Ann and Paul
8. clothes
11. gold
PRE - READING
- Upset (a): Bun phin, tht vng
- Rag (n): Qun o rch, vi vn (video)
- A fairy (n): B tin, c tin (video)
- Magically (adv): Thn k, k diu (Translation)
- (To) be cruel to: c c, c nghit vi ai (Video)
- The prince (n): Hong t (Video)
* Checking vocabulary: What and where
2. Ordering prediction:
Put the following pictures in the correct order:
1. 2. 3.
4. 5. 6.
II. WHILE READING:
1. Ordering checking:
5 - 2 - 3 - 6 - 4 - 1
2. Gap - filling:
Fill in each gap with one word from the text
36
(Feedback)
- Copy down
- T: read the text again and do the following task
- T divides class into 2 teams: Noughts and Crosses
- Instructions: Each team takes turn to choose a
number and answer the question. If any team can
answer all questions diagonally, vertically or
horizontally first will win the game.
- T checks instructions.
- Ss play the game.
- Ss copy down
Ss work in groups of four.
- T gets Ss watch the video once then calls a few
students to retell in front of the class.
- T gives feedback.
1. Little Peas father was a farmer
2. Little Peas mother died when she was young
3. Little Pea had to do the housework all day after her
father got married again
4. The prince wanted to marry a girl from Little Peas
village
5. Stout Nuts mother did not make new clothes for
Little Pea.
6. The prince found Little Peas lost shoe.
3. Comprehension Questions: Game
1. Who was Little Pea?
She was a poor farmers daughter
2. What did Stout Nuts mother make Little do all day?
She made Little Pea do the chores all day
3. How did Little Pea get her new clothes?
A fairy magically changed her rags into beautiful clothes
4. Who did the prince decide to marry?
He decided to marry the girl who owned the shoe
5. Is this a true story? How do you know?
No. Because there is a fairy
6. Was the new mother cruel to Little Pea?
Yes, she was
7. Who lost her shoe?
Little Pea lost her shoe
8. What did Little Peas father die of?
She died of a broken heart
9. Did the shoe fit Little Pea?
Yes, it did
III. POST READING :
Retelling the story
Ss watch the video about Cinderella (similar to the Lost
Shoe) and retell the story.
- T asks students to state the main points of the story
V. Homework
- Rewrite the story
- Prepare Write
th
, 2012
UNIT 4: OUR PAST
LESSON 4: WRITE
A. Aim: By the end of the lesson, students will be able to use Simple Past tense to write a folk tale.
37
D. Procedure:
III. New lesson:
2. Main activities:
to go to the board and write down the words from
the Word square.
- Ss play in teams
- T checks their answers.
- T has Ss repeat after the T
- T asks Ss the meaning of the verbs in the box and
has them work in pairs using suitable verbs to fill in
the blanks.
- T asks Ss to work in groups of 4, answering the
questions.
- T gets Ss to do exercise 2. They have to imagine
WARM UP
Word square
S T R I P E G
E S C A P E R
R T R O P E A
V R E G I T Z
A A M F I R E
N W R B U R N
T M A S T E R
B U F F A L O
=: stripe, escape, fire, burn, master, buffalo, rope
^: farmer
-: servant, straw, graze
: tiger
PRE - WRITING
- wisdom (n) [translation]
- a stripe (n) [realia]
- a straw (n) [realia]
- a servant (n) [explanation]
= the person who has to do chores in other houses to earn
money.
- (to) escape [synonym]
= to run away
- (to) graze [picture]
= the buffalo ........ grass
- (to) light - lit - lighted [mime]
Checking vocabulary: Slap the board
II. Reading
Read and complete the story.
- Expected answers:
1. appear 2. as
3. said 4. left
5. went 6. tied
7. lit 8. burned, escaped
III. Comprehension 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?
- Expected answers:
a. He was in his field.
b. It grazed nearby.
c. The tiger wanted to know why the strong buffalo was the
servant and the small man was the master.
d. He tied the tiger to a tree with rope because he didnt want
it to eat the buffalo.
e. When he returned, he lit the straw to burn the tiger.
WHILE - WRITING
Write the story
38
being a man in order to write the story.
- T gets Ss to change:
+ the man I
+ his my
- T gets Ss to write individually then share with
their partners and correct mistakes.
- T takes some writings to correct in front of the
class.
- T divides the class into 2 teams
- T asks a volunteer from each team to tell the story
in front of the class.
Sample:
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 that day. Then I tied the tiger to a tree
with a rope because I didnt 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.
POST - WRITING
Tell the story
Team tiger changes: a/the tiger I
Team buffalo changes: a/the buffalo I
- T asks students to draw a moral lesson from the story.
V. Homework:
- Prepare Listen + Language Focus 1, 2
th
, 2012
UNIT 4: OUR PAST
LESSON 5: LISTEN + LANGUAGE FOCUS 1 - 2 (P. 41, 44)
A. Aim: By the end of the lesson, students will be able to understand the main idea of a story through listening and
further practice in Past Simple Tense.
D. Procedure:
III. New lesson:
2. Main activities:
the verbs on the other.
- T sticks the cards on the BB so that the Ss can
only see the numbers, makes sure the verbs are
mixed up.
- T divides the class into 2 teams. Each team
chooses 2 numbers.
- T turns the cards over, if they match that team
gets 1 mark. If not, T turns the cards over again
asks the next team. Continue until all the cards are
finished.
- Ss copy down
- T sets the scene: You are going to listen to a
fairy tale about a wife and her husband about their
WARM UP
Pelmanism
Run ran fly flew ride
rode eat ate sit sat come
PRE - LISTENING
- foolish (adj) [synonym]
= stupid, silly
- greedy (adj) [translation]
- gold (n) [realia]
- (to) lay - laid - laid [picture]
> chicken lays eggs
- amazement (n) [synonym]
= surprise, astonishment
Checking vocabulary: Bingo
II. Prediction
Predict the moral lesson of the story.
39
chicken, have a look at the four titles and guess
which is the most suitable to the story.
- T has Ss to listen to the tape twice and check their
prediction.
- Tape transcript:
Once a farmer lived a comfortable life with his
family. His chicken laid many eggs which the
farmer used to buy food and clothes for his family.
One day, he went to collect the eggs and
discovered one of the chickens laid a gold egg. He
shouted excitedly to his wife: "We're rich!". His
wife ran into him and they both looked at the egg
in amazement. The wife wanted more, so her
husband decided to cut open all the chickens and
find more eggs. Unfortunately, he couldnt find any
egg. When he finished, all the chickens were dead.
There were no more eggs of any kind for the
foolish farmer and his greedy wife.
- T asks Ss what tense is used in the story.
- T has Ss listen again and try to write as many
verbs as possible. The S who writes more verbs
gets good marks.
- T sets the scene: Lan asks Nga about Nga's
yesterday activities.
- T calls some pairs to exchange information
a. Dont kill chickens.
b. Dont be foolish and greedy.
c. Be happy with what you have.
d. It is difficult to find gold.
WHILE - LISTENING
III. Checking the prediction:
- Expected answers:
"Dont be foolish and greedy."
IV. Find out the verbs in the story
+ Simple Past Tense
Expected answers:
Lived, laid, used to, went, discovered, shouted, ran, looked,
wanted, decided, couldnt, finished, were.
POST - LISTENING
Mapped dialogue - language focus 2
Lan Nga
........rice ... lunch? No, I ate noodles
How ........ school? I ..... bicycle
Which subject ....? .............. math
Where ...... yesterday evening? ............ home
- Expected answers:
Lan: Did you eat rice for lunch?
Nga: No. I ate noodles.
Lan: How did you get to school?
Nga: I rode a bicycle to school.
Lan: Which subject did you have yesterday?
Nga: I had math.
Lan: Where were you yesterday evening?
Nga: I was at home.
- T asks students to retell the story of the foolish husband and his greedy wife
V. Homework
- Prepare Getting started, Listen and Read, Listen (Unit 5)
40
PERIOD 2 6 : Date: October 17
th
, 2012
UNIT 5: STUDY HABITS
- LISTEN AND READ (P. 46, 47)
- LISTEN
A. Aim: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about
his study and listen for specific information to fill in a report card.
B. Lexical items: report card, pronunciation, improve, semester, behavior, participation, satisfactory,
unsatisfactory, cooperation, fail.
C. Language points: introducing the settings with requests, offers, advice in reported speech.
D. Target skills: Understanding the dialogue to identify true and false information and answer the questions.
Listening and filling in the missing information into the report card.
E. Teaching aids: Teacher: textbook, poster, pictures
F. Procedure:
III. New lesson:
2. Main activities:
- T asks students to run to the board and write the
names of some subjects at school.
(Ss work in 2 teams, the team that has more correct
words will be winner)
- T gives feedback
- T asks Ss some questions:
+ What subject are you good at/ bad at?
+ What subject do you like best? Why?
+ How often do you have math/ Literature /
English?
- T elicits words from Ss, then models 3 times and
gets Ss to repeat
- Ss copy down
- T sets the scene: Tim and his mother are talking
about his study at school
- T asks Ss to read the statements and guess which
is true, which is false.
WARM-UP
1. Network:
2. Chatting:
PRE - READING
- a report card [realia]
- pronunciation [mime]
- (to) improve [explanation]
= to make something better
- a semester [explanation]
= there are 2 .........in a school year
- behavior (n) [translation]
- participation (n) [explanation]
= taking part in an activity or event
- satisfactory unsatisfactory [explanation]
= (pleased)
- cooperation (n) [explanation]
= doing something together or working together.
- fail (v) pass (v) [antonym]
1. Tim was out when his mother called him
2. Tim's mother met his teacher at school
3. Tim's report is poor.
4. Rim needs to improve his Spanish grammar.
5. Tim promised to try his best in learning.
WHILE - READING
41
Subjects at
school
Literature
Mat
h
History
Geography
- T asks Ss to read the dialogue and check their
prediction.
- Ss correct the false statements.
- T asks Ss to work in pairs to find out the answers
of these questions.
- Ss give the answers
questions (open pairs closed pairs)
- T asks Ss look at Nga's report and predict the
missing information and then compare with their
partners.
- T has Ss listen to the tape twice and check their
prediction.
- T gives feedback
- T asks Ss to answer some questions about Nga's
report card.
- T calls some students to answer.
- T shows feedback
I. Reading the text
Guess Answer
1.
2.
3.
4.
5.
F
T
F
F
T
- Expected answers:
1. Tim was in the living room / at home.
3. His report is excellent.
4. He needs to improve his Spanish pronunciation
II. Comprehension questions
1. Who is Miss Jackson?
2. What did Miss Jackson give Tim's mother?
3. How did Tim study this semester?
4. What did Miss Jackson say Tim should do?
5. What did Tim's mother give him at the end of the
conversation?
- Expected answers
1. She is Tim's teacher.
2. She gave Tim's mother his report card.
3. He worked really hard.
4. She said Tim should work harder on his Spanish
pronunciation.
5. She gave him a dictionary.
POST - READING
I. Listening prediction
a. Day present (1) e. Speaking (5)
b. Day absent (2) f. reading (6)
c. Behavior - participation (3) g. Writing (7)
d. Listening
II. Listening and filling in the card:
(1) 87 days present
(2) 5 days absent
(3) Participation: S
(4) Listening: C
(5) Speaking: A
(6) Reading: A
(7) Writing: B
III. Comprehension questions
1. Who are Nga's parents?
2. What's Nga's teacher's name?
3. What subject was reported? For what term?
4. What are the comments?
5. What does S stand for? What's about F, U, A, B, C, D?
- Expected answers:
1. They're Mr. Lam and Mrs. Linh
2. Miss Lien
3. English
4. Speaking English quite well. However, she does need to
improve her listening skill.
5. S stands for satisfactory, F for fail, U for unsatisfactory, A
for excellent, B for good, C for fair, D for poor.
- T asks students to summarize the conversation between Tim and his mom.
V. Homework
- Prepare the next part of the lesson: Speak and Listen.
- Do exercise 1 & 2 in Workbook
42
PERIOD 27: Date: October 17
th
, 2012
LESSON 2: READ 1 (P. 49)
A. Aim: By the end of the lessons, students will be able to understand the text and get general information about
how to learn English.
B. Lexical items: Mother tongue, underline, highlight, come across, stick, learn by heart, revise.
C. Language points: So as to, in order to
D. Target skills: Reading comprehension to identify true and false information and choose the best topic for each
paragraph.
F. Procedure:
III. New lesson:
2. Main activities:
- T asks students to play the game in 2 teams.
- T asks Ss some questions about their English
learning:
+ Do you like learning English?
+ How many new words do you learn a day?
+ What do you do when you read a new word?
+ How do you learn / remember new words?
- Ss copy down
- T asks Ss to read the statements on p. 50 then read
the text to decide which is true and which is false.
WARM-UP
A Crossword
1 S E M E S T E R
2 N O U N
3 G E O G R A P H Y
4 F A I L
5 B I O L O G Y
6 H I S T O R Y
7 M A T H
1. term
2. a part of speech
3. a subject about mountains and rivers
4. # pass
5. a subject about animals and plants
6. a subject about past and present events
7. a subject with numbers and calculations
PRE - READING
- Mother tongue (n) [example]
- (to) underline [miming]
- (to) highlight [example]
- (to) come across [synonym]
= to meet
- (to) stick [mime]
- (to) learn by heart [explanation]
= (to) memorize
- (to) revise [explanation]
= to prepare for an exam by looking again at work that you
have done.
* Checking vocabulary: What and Where
II. True / False prediction:
1. All language learners write the meaning of the new words
in their mother tongue.
2. Some learners write examples of the new words they want
to learn.
3. Every learner tries to learn all the new words they come
across.
4. Many learners only learn the new words that are
important.
WHILE - READING
I. True / False statement checking:
43
- Ss give answers
- T comments
- T has Ss read the text again and match the topics
with the paragraphs.
- Ss give answers and T comments
- T asks Ss to answer the question: Why do
language learners write each word on a small piece
of paper?
- T elicits the form of in order to, so as to.
- Ss copy down
- Ss work in groups of 4, talk about their ways of
learning English.
- Ss give answers
- T comments and gives feedback
- Expected answers:
1. F - 2. T - 3. F - 4. T
1. Some learners write the meaning of the new words in their
mother tongue.
3. Many learners do not try to learn all the new words they
come across.
II. Matching:
Match the following topics with the paragraphs
1. write words on paper
2. choose the best way of learning
3. make a list of words with examples or meanings
4. learn the same number of words in 2 ways
5. underline or highlight words
- Expected answers:
Para 1: 3
Para 2: 1
Para 3: 5
Para 4: 4
Para 5: 2
III. Grammar:
Model sentence:
Language learners write each word on a small piece of paper
so as to / in order to remember words better.
a. Form:
In order (not) to
So as (not) to + V(infinitive)
(not) to
b. Usage: to indicate purposes
c. Meaning:
POST READING
Discussion
Talk to your group members on how you learn English.
- T asks students to state the main ways of learning English.
V. Homework
th
, 2012
LESSON 3: READ 2 (P. 49)
A. Aim: By the end of the lessons, students will be able to get specific information about how to learn English.
B. Lexical items: meaning, a piece of paper
C. Language points: So as to, in order to (revised)
D. Target skills: Reading comprehension to answer the questions and fill in the gaps to summarize the passage.
F. Procedure:
III. New lesson:
2. Main activities:
- T calls some students to give the answers.
- T comments and gives feedback.
REVISION
List 4 ways of learning English?
- Expected answers:
1. write words on paper and stick it everywhere
2. make a list of words with examples
44
- T asks Ss to work in pairs to make a list of the
ways how a language learner learns new words.
- T divides class into 2 teams and has Ss play the
game: Storming numbers.
- Ss work in team to answer the questions (exercise
on p. 50)
- T gives feedback
- Ss practise speaking the questions and answers in
pairs: open pairs closed pairs.
- Ss read the text and fill in the gaps
- T gives feedback
- Ss work individually, summarize the passage
based on the gap-filling exercise
3. make a list of words with meanings
4. underline or highlight words
PRE - READING
- meaning (n) [translation]
- a piece of paper [realia]
* Checking vocabulary: What and Where
II. Brainstorming:
WHILE - READING
I. Comprehension questions (Game: Storming numbers)
1. Do learners learn words in the same way?
2. Why do some learners write example sentences with new
words?
3. What do some learners do in order to remember new
words?
4. Why dont some learners learn all the new words they
come across?
5. What is necessary in learning words?
6. How should you learn words?
- Expected answers:
1. No, they dont. They learn words in different ways
2. To remember how to use the word in the right way.
3. They write each word and its use on a small piece of paper
and stick it somewhere in the house so as to learn it at any
time
4. Because they only want to learn important words
5. Revision
6. (optional)
II. Filling in the gaps:
There are a lot of ways of (1) words. The first one
is to make a (2) . with (3) .. The
second is to write (4) . sentences. The third is to
write words on (5) and (6) it
somewhere. The next way is to (7) . or (8)
. some key words. Also, there are (9)
ways to learn 10 words in 2 days: learn (10) . words
each day or learn 10 words the first day and then (11)
..
- Expected answers:
1. learning 2. list 3. Meanings
4. example 5. paper 6. Stick
7. underline 8. highlight 9. 2
10. 5 9. revise
POST READING
Summary
Based on the exercise above to summarize the passage
45
Ways language
learners learn
new words
Translate it
into Mother
tongue
Write it on a small piece of
paper and stick everywhere
in the house
Learn through
example sentences
Learn by
heart
- T calls some Ss to summarize the passage.
- T gives feedback.
- T asks students to summarize the main ways of learning English.
V. Homework
- Prepare Speak + Write
th
, 2012
LESSON 4: SPEAK + WRITE
A. Aim: By the end of the lesson, students will be able to talk about their study habits and write an informal letter.
B. Lexical items: Mid-Autumn Festival, enjoyable, celebrate, best regards, result
C. Language points: Simple present tense with WH-questions and the outline of an informal letter.
D. Target skills: Asking and answering about study and using the sample letter with cued words to write a letter to
a friend.
F. Procedure:
III. New lesson:
2. Main activities:
- T asks students to play Kims game: T shows 10
pictures in one minute for students to memorize.
- Ss from 2 teams go to the board and write down
the names of the pictures.
- T asks students some questions related to letters:
+ Have you ever written to someone?
+ To whom do you usually write?
+ What do you often write about?
- T elicits words from Ss and has them repeat after
T.
- Ss copy down
- T asks Ss to put the parts of the letter in the
correct order.
- T calls some Ss to give answers.
WARM-UP
Kims game
- Expected answers:
1. Christmas
2. New Year
3. grandmother
4. postcard
5. letter
6. report card
7. History
8. English
9. Math
PRE - WRITING
I. Vocabulary
- Mid-Autumn Festival [explanation]
- Enjoyable (adj) [explanation]
= interesting, giving pleasure
- (to) celebrate [example]
- Best regards [question]
= How do people end a (formal) letter?
- result (n) [translation]
= the final score/mark
Checking vocabulary: Matching the English words with
Vietnamese ones
II. Ordering
a. Opening d. Body of the letter
b. Closing e. Signature
c. The date f. Writer's address
- Expected answers:
1. (f) Writer's name
2. (c) The date
3. (a) Opening
4. (d) Body of the letter
5. (b) Closing
6. (e). Signature
III. Labeling
46
- T asks Ss to read the letter on p. 51 to check their
order.
- T asks Ss to work in pairs, answering the
questions about the above letter.
- Expected answers:
a. Hoa wrote a letter to Tim, her pen pal.
b. There are the writer's name and the date.
c. The body of the letter is the main part.
d. She received her first semester report.
e. No, she isnt.
f. Science, English and History.
g. She is going to celebrate the festival with her
grandmother.
- T gets Ss to do exercise 2 on p 51, Ss have to
imagine that they are Lan and write a letter to her
pen pal Donna in Sans Francisco, using the given
information.
- T asks Ss to exchange their letter with a partner so
that they can correct mistakes for each other. Then
some Ss read aloud their letters and for the whole
class and T to comment.
- T asks students to write their ideas on the BB
- Ss take turn to write their ideas
- T gives feedback
- T asks Ss to work in pairs, asking their partners
questions and taking notes of their answers.
- T asks Ss to work in groups of 4 or 5 to report
what they have known about their partners' study.
Tell Ss that they can use this structure to talk:
+ Nam said he did his homework after dinner.
+ Hoa said his father helped her with her
homework.
+ Lan said she spent 2 hours studying Math.
Expected answers:
B Heading writers address and the date
D Opening Dear ...,
A Body of the letter
C Closing Your friend/Regards/Love
IV. Comprehension questions (oral)
a. Who wrote the letter? To whom?
b. What are there in the heading?
c. What is the main part of the letter?
d. What did Hoa receive a few days ago?
e. Is Hoa good at Math?
f. What subject is Hoa good at?
g. Where is she going to celebrate the Lunar New Year
Festival?
WHILE - WRITING
Substitution writing:
Sample:
15 Thanh Giong Street,
Hanoi, June 10th, 2004
Dear Donna,
Thanks for your letter. I'm glad to hear you had an interesting
/ enjoyable Mother's Day.
We received our second semester report last month. I got
good grades for Geography, Physics and Math but my
English and History results were poor. My teacher advises
me to improve English and History. I think I have to study
harder next school year.
In a few weeks, we're going to celebrate the mid - Autumn
festival. That is an Autumn moon festival in Vietnam. This
afternoon, I'm going to Ha Long Bay with my aunt and uncle
by bus and Im going to stay there with them until the
festival comes. I'll send you a postcard from there.
Write soon and tell me all your news.
Best,
Lan
POST WRITING
1. Correction
2. Speaking
- T asks students to state the outline of an informal letter.
V. Homework
- Prepare Language Focus 1, 3, 4.
th
, 2012
LESSON 5: LANGUAGE FOCUS 1, 3, 4 (P. 52)
47
A. Aim: By the end of the lesson, students will be able to use adverbs of manner and Reported speech to give
advice, commands and requests.
B. Lexical items: behave, have a sore throat, pronounce, conversation, passage
C. Language points: Adverbs of manner, reported speech on advice, offer and requests.
D. Target skills: Speaking and writing advice, offer and requests in reported speech.
F. Procedure:
III. New lesson:
2. Main activities:
- T prepares ten cards with numbers on one side
and the adjectives / adverbs on the other.
- T divides the class into 2 teams and gets them to
play the game.
- T sets the scene: "use any word from the game
Pelmanism to complete the following sentence"
- T helps Ss to distinguish the use of Adj and Adv.
- T asks Ss to work in pairs to do the exercise 1 on
p. 52. Ss use the adverbs in the box to fill in the
dialogue.
- Ss give answers and T comments.
- Ask Ss to practice the dialogue in open pairs then
closed pairs.
- T has Ss play the game Simon says...
WARM-UP
Pelmanism
Good Warm Bad Fast Badly
Fast Soft Softly Warml
y
Hard Well
PRESENTATION 1
I. Vocabulary:
- (to) behave [translation]
- (to) have a sore throat [mime]
- (to) pronounce [translation]
- a conversation [explanation]
= a talk between 2 or more people.
- a passage [explanation]
= a section from a book
* Checking: ROR
II. Adjectives Adverbs:
Ex: Lan has a (1).....voice and she usually speaks (2)......
- Expected answers:
(1) soft - (2) softly
- Form: S + V + a/an + Adj + noun
S + be +Adj
S + V + Adv
- Use: Adj modifies the noun after it and the subject.
Adv modifies the ordinary verb of the sentence
PRACTICE 1
III. Exercise 1 page 52
- Expected answers:
a. Does Mrs. Nga speak English?
Oh, yes. She speaks English well.
b. Ba always gets excellent grades.
- That's because he studies hard.
c. That's our bus!
- Run fast and we might catch it.
d. I'm very sorry. I know I behaved badly.
- It's all right
e. I cant hear you, Lan.
- Sorry, but I speak softly because I have a sore throat.
PRESENTATION 2
I. Game: SIMON SAYS...
1. Stand up
2. Clap your hands
3. Stop
4. Sit down
5. Nod your head
48
- T sets the scene: Do you still remember what
Simon has just said? Please go to the board and
write them down.
- Ss take turn to write them down on board.
- T presents the form of introducing verbs: said,
told and asked.
- T introduces Tim's mother and Tim's teacher,
Miss Jackson, by drawing their faces. They are
talking about Tim's study.
- T asks Ss to complete the dialogue between them
then work in pairs to practice the dialogue.
- T introduces Tim and his mother. They are at
home and talking about what Miss Jackson said.
- T checks understanding:
+ What did Miss Jackson say to Tim's mother?
+ What did Tim's mother report it to Tim?
+ What else did Miss Jackson say?
+ What did Tim's mother report it to Tim?
- Ss answer:
+"Can you give Tim this dictionary?"
+ "Miss Jackson asked me to give you this
dictionary"
- "Tim should work harder on his Spanish
pronunciation"
- "Miss Jackson said you should work harder on
you Spanish pronunciation"
- T asks Ss to work in pairs to do exercise 3 on p.
53 (explain the situation clearly)
- T asks Ss to work in open pairs, closed pairs.
- T calls some pairs to perform in front of class
- T asks Ss to work with their partners to do
exercise 4 on p. 53: report Miss Jackson's advice to
Tim's mother in their conversation
- T calls on Ss to practice in pairs and correct their
pronunciation.
- T asks Ss to work in closed pairs.
6. Snap your fingers
7. Open your books and notebooks
II. Setting the scene:
Simon said: Sit down
Simon told us to sit down
The teacher said: You should stop making noise
The teacher said we should stop making noise
* Form: Told/ask + O + (not) to + V(bare)
Told + s.o + (that) + S + V
Said (that) + S + V
Said to s.o + S + V
* Usage: to report
PRACTICE 2
III. Drill 1:
Miss Jackson: (1) you give Tim this (2)
Tim's mother: Yes. (3) (4). Thanks (5) (6).
Miss Jackson: His grades are (7). But he (8) work (9) on his
Spanish (10).
- Expected answers:
1. can - 2. dictionary - 3. of - 4. course - 5. a - 6. lot - 7. good
- 8. should - 9. harder - 10. pronunciation
IV. Drill 2:
Tim's Mom: Miss Jackson asked me (1) . give (2)
this (3).....
Tim: Yes, I know.
Tim's mother: Miss Jackson said (4) . (5) work (6)
on (7) Spanish (8) .
Tim: I'll try (9) .. best to (10) . it.
- Expected answers:
1. to - 2. you - 3. dictionary - 4. you - 5. should - 6. harder -
7. your - 8. pronunciation - 9. my - 10. improve
PRODUCTION
V. Exercise 3 (p. 53)
- Expected answers:
a. Miss Jackson asked me to wait for her outside her office.
b. Miss Jackson told me to give you your report card for this
semester.
c. Miss J. asked me to help you with your Spanish
Pronunciation.
d. M.J. told me to meet her next week.
VI. Exercise 4 (p. 53)
- Expected answers:
a. M.J said you should spend more time on Spanish
pronunciation.
b. M.J said you should practice speaking Spanish every day.
c. M.J said you should listen to Spanish conversation on TV.
d. M.J said you should practice reading aloud passage in
Spanish.
e. M.J said you should use this dictionary to find out how to
pronounce Spanish words.
- T asks students to state the main usage of Adjective and Adverb and some notes about reported speech.
V. Homework
- Prepare Getting Started, Listen and Read, Language Focus 2 (unit 6)
49
th
, 2012
UNIT 6: THE YOUNG PIONEERS CLUB
- LISTEN AND READ
- LANGUAGE FOCUS 2 (P. 54, 61)
A. Aim: By the end of the lesson, students will be able to understand the dialogue and practice gerunds used after
some verbs: love, live, hate, enjoy.
B. Lexical items: enroll, application form, Young Pioneer, Youth Organization, handicapped children, care for
C. Language points: Questions on personal information, present simple with future meaning.
D. Target skills: Reading the dialogue comprehensively to fill in the gaps, asking and answering about personal
information and future plans with simple present tense.
F. Procedure:
III. New lesson:
2. Main activities:
- T prepares 6 pictures of activities that the Ho Chi
Minh Young Pioneer and Youth Organization
participate in, sticks them on board in 30 seconds
and gets Ss play Kims game.
- Ss are divided into 2 teams.
- T gives feedback
- T asks Ss some questions about their activities
and their summer holidays.
+ What do you usually do on your summer
holiday?
+ Are you members of the Young Pioneers and
Youth Organization/
+ Are there any activity programs for the summer?
+ Do you take part in them?
+ What activity do you like most?
- T elicits words from Ss
- T model 3 times and has Ss repeat
- Ss play the game
- Set the scene: Nga is a student in grade 8. She
wants to enroll in the activities for summer.
- Ask Ss to listen and read the dialogue at the same
time.
- Get them to work in pairs and complete Nga's
details.
- Ask Ss some questions to check their
understanding:
+ What's her name?
+ Where does she live?
WARM-UP
Kims game
- Expected answers:
1. helping blind people
2. helping elderly people
3. helping handicapped children
4. cleaning up beaches
5. caring for animals
6. taking part in sports
PRESENTATION
I. Vocabulary
- (to) enroll [explanation]
= (to) arrange for yourself or SO else to officially join a
course, a school, a club, etc.
- an application form [realia]
- Young Pioneer (n) [explanation]
- Youth Organization (n) [example]
= Doan Thanh Nien Cong San Ho Chi Minh, Doi Thieu Nien
Tien Phong Ho Chi Minh, etc.
- handicapped children (n) [picture]
- (to) care for [synonym]
= (to) take care of
II. Listen and read the dialogue
Expected answers:
+ Name: Pham Mai Nga
+ Home address: 5 Tran Phu Street
+ Phone number: Not available
+ Date of birth: April 22, 1989
+ Sex: Female
+ Interest: drawing, outdoor activities, acting.
50
+ When was she born?
+ What are her hobbies?
- What form of verb is after "likes"?
- How do we call "drawing" and "acting"?
- What is the form of "gerunds"?
- When do we use gerund?
- Model the first 2 cues, Ss repeat chorally and
then individually.
- Ask some pairs of Ss to practice asking and
answering. (closed pairs)
- Ask Ss to copy down the chart on p. 61.
- Ask Ss to work in groups of three to ask their
friends and tick on the chart.
- Give feedback by asking Ss to report their
friends' hobbies.
Ex: Nam loves playing soccer. He doesnt like
cooking and especially hates washing dishes.
PRACTICE
III. V-ing and To-infinitive
Model sentence:
What does Nga like?
- She likes drawing, outdoor activities and acting.
Form:
Like, love, enjoy, hate + gerund (V-ING)
Usage:
- after another verb (finish, practise)
- do the/some + V-ing (do the cooking, do some shopping)
- go / come + V-ing (go swimming, go dancing)
Drill: Word - cue drill
a. play soccer / volley ball
b. watch TV / Listen to music
c. read books / do homework
d. chat with friends / do the housework
e. cook meal / decorate the house
- Exchange: What are your hobbies?
I like/ love playing soccer and volleyball.
PRODUCTION
Survey:
Do you like Nam Mai
love (-)
like (E)
dont like ()
hate (E)
love (-)
like (E)
dont like ()
hate (E)
- play soccer
- washing up
- cooking meals
- gardening
- watching TV
- camping
...
- Report
- T asks students to list some verbs having Gerunds and give examples.
V. Homework
- Prepare the next part of the lesson: Speak A and Language focus 3a.
PERIOD 32: Date: November 1
st
, 2012
LESSON 2: SPEAK A - LANGUAGE FOCUS 3A (P. 55, 62)
A. Aim: By the end of the lesson, students will be able to ask for and respond to favors.
B. Lexical items: favor
C. Language points: Modal: Can, Could, May.
Asking for and responding to favors.
D. Target skills: Using some modal sentences about favors to build a dialogue based on the suggested situations.
F. Procedure:
III. New lesson:
2. Main activities:
- Ask Ss to work in 2 teams and play the game.
WARM-UP
Shark's attack
51
- Ask Ss the meaning of the word FAVOR
- Expected answers: s gip , s chiu c, n
hu.
- What do you say to ask for a favor?
+ Can / could you help me?
+ Could you do me a favor?
+ need some help
+ Certainly / Of course / sure
+ When do you ask for favor?
+ How do you say to respond to favor?
- Ask Ss to copy down the phrases.
- Ask Ss to work in pairs to do exercise 3 a p. 61
-61.
- Get Ss to practice speaking in pairs.
- T comments

- Set the scene then ask Ss to make a dialogue
between Mrs. Ngoc and Hoa: Mrs. Ngoc is
carrying a heavy bag, but she's hurt her arm so she
needs some help.
- Ask Ss to practice the dialogue in pairs
- Ask Ss to make similar dialogues about some of
the following situations
- Ask Ss to make another dialogue and then
practice in pairs.
FAVOR
PRESENTATION
a. Form
Asking for favor Responding to favor
- Can/Could you help me
please?
- Could you do me a
favor?
- I need a favor.
- Can/Could you ...?
- Certainly/of course / sure
- No problem
- What can I do for you?
- How can I help you?
- I'm sorry. I'm really busy.
b. Usage: to ask for and respond to favors
PRACTICE
- Expected answers:
A. Could you help me please?
Yes, certainly.
Can you buy a ticket for me?
B. Could you do me a favor?
What can I do for you?
Can you take me across the road?
C. I need a favor.
How can I help you?
Could you help me with this math problem?
D. Can you help me please?
Yes, of course.
Can you water the flowers in the garden?
PRODUCTION
Dialogue:
Mrs. Ngoc: Could you do me a favor, please?
Hoa: Sure, what can I do for you?
Mrs. Ngoc: Can you help me to carry my bag. I've hurt my
arm.
Hoa: Certainly. I'll help you.
Mrs. Ngoc: Thank you very much. That's very kind of you.
Situations:
A. Your neighbor needs help tidying his yard because he had
broken his leg.
- Expected answers:
Your neighbor: Could you help me, please?
You: Of course. How can I help you?
Your neighbor: Can you help me to tidy the yard? I've broken
my leg.
You: Certainly. I'll help you.
Your neighbor: Thank you very much. That's very kind of
you.
B. Your friends needs help fixing her bicycle because she has
a flat tire.
- T asks students to state the main structures of FAVOR.
V. Homework
- Prepare the next part of the lesson: Speak B, Language focus 3b and Listen.
PERIOD 33: Date: November 1
st
, 2012
LESSON 3: SPEAK B - LANGUAGE FOCUS 3B - LISTEN (P. 56, 62)
A. Aim: By the end of the lesson, students will be able to offer and respond to assistance. They will also be able to
listen to a song to fill in the gaps and sing an English song.
B. Lexical items: assistance, offer, unite, peace, right
C. Language points: Offering and responding to assistance, Lets
52
D. Target skills: Using some modal sentences about assistance to build a dialogue based on the suggested
situations and listening comprehensively to fill in the gaps.
F. Procedure:
III. New lesson:
2. Main activities:
53
* Usage: to offer and respond to assistance
- Lets + V (bare).
Ex: Lets have a picnic
PRACTICE
1. Language Focus 3b:
- Expected answers:
1. A: May I help you?
B: Yes. Thank you. Could you fill in this form for me?
2. A: Do you need any help?
B: No, thank you. I'm fine.
3. A: Oh, this bag is heavy.
B: Let me help you.
A: Yes. That's very kind of you.
2. Situations for assistance:
a. a tourist needs to find a police station because she lost money.
b. your aunt needs to buy some vegetables because she is busy cooking meal.
- Expected answer:
a. + May I help you?
- Yes. Can you show me the way to the police station? I have lost money.
+ Okay. Go straight ahead and turn right. The police station is on your right, next to Sofitel hotel.
- Thank you
b. + Do you need any help?
- Yes. Could you please go to the market to buy me some vegetables? I am busy cooking meal.
+ What vegetables?
- Spinach and cucumbers
+ Alright. Ill be back in 10 minutes.
- Thank you. Its very kind of you.
PRODUCTION
Listening
I. Gap filling prediction
II. Listening and filling in the gaps
Children of our land unite.
Let sing for peace.
Let's sing for right.
Let's sing for love between North and South.
Oh children of our land unite.
Children of the world hold hands.
Let's show our love from place to place.
Let's shout out loud.
Let's make a stand.
Oh children of the world, hold hands.
54
The convenience of the
new shopping mall
Customers dont
care of the
weather
Shop in comfort
City
life
Noisy quiet
Country
life
burn fainting
shock
Harbor Gate
Ha Long Nha Rong
Ngo Mon The Temple of
Literature Bay
Floods Typhoons
Difficulties of
farmers' life
Get little
money
climax attention events brief - written
Words related to the
weather forecast
said
S + said to + Obj + that + S + V + O.
told (changed)
S + asked + Obj + If/ whether + S + V + O.
wanted to know (changed)
Offering assistance responding assistance
- May I help you?
- Do you need any help?
- Let me help you.
- Yes. That's very kind of
you.
- No, thank you.
- No, thank you. I'm fine.
- I can manage.
to go to the board and write down the words from the
Word square.
- Ss play in teams, the correct winner will win the
game.
- T checks their answers.
- T models thrice and gets Ss to repeat.
- Ss copy down
- Ss repeat and recall the vocabulary
- Ask Ss to listen to the dialogue between a
receptionist and tourist (p. 56)
- Ask some questions to check Ss' understanding:
1. What does the receptionist say?
2. What's for?
3. Give me another way to offer assistance?
4. How do you say to respond to assistance?
- Ask Ss to copy down the following phrases.
- Ask Ss to repeat chorally and then individually all
the phrases in the chart.
- Ask Ss to recall the form of Lets and give an
example.
- Ask Ss to complete the dialogues in exercise 3b (p.
WARM-UP
Word square
Tourist: Thank you very much.
- Expected answers:
1. May I help you?
2. For offering assistance.
3. Do you need any help? Let me help you.
4. Yes. No, thank you.
* Form:
- Assistance:
- T asks students to state the main structures of
ASSISTANCE and sing the song.
V. Homework
- Prepare the next part of the lesson: Read
PERIOD 34:
Date: November 1
st
, 2012
LESSON 4: READ (P. 57)
A. Aim: By the end of the lesson, students will be able to
know more about Ho Chi Minh Communist Youth Union
B. Lexical items: encourage, citizenship, establish,
personal fitness, organization, movement, Ho Chi Minh
Communist Youth Union
C. Language points: Simple present, simple past
D. Target skills: reading comprehension to find
information and answer questions related to the passage on
voluntary organizations.
Students: textbook, notebook,
pens, rulers.
F. Procedure:
III. New lesson:
2. Main activities:
Teachers and students activities
- Divide the class into 2 teams. 6 Ss from each
team will write the right words. The team which
finishes first with more right words will win the
game.
- Ss play the game
- T gives feedback
- T elicits words from Ss
- model 3 times and get Ss repeat
Jumbled words
- Write 6 words whose letters are in disorder
1. racchtaer 4. uieiegdln
2. iojn 5. oufnd
3. mai 6. oiiayffcll
- Expected answers
1. character 2. join
3. aim 4. guideline
5. found 6. officially
- (to) encourage [explanation]
= to give somebody support, courage or hope
- citizenship [translation]
- (to) establish [synonym]
= to start, to create an organization
- personal fitness [synonym]
= health
- organization (n) [explanation]
55
56

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PERIOD 1: Date: August 14, 2012

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