anh 7-unit 12+13+14

Date of preparing: 28/ 02/ 2010
UNIT: 12
LET’S EAT!
I. Objectives:
By the end of this unit Ss will be able to:
. Identify different foods.
. Express prefereces.
. Describe how to make a meal.
. Complete a recipe
. Talk about diet and create a menu.
II. Teaching aids:
- Posters, cues, tape, cassette,textbooks, workbooks.
III. Methods:
- Matching, R.O.R, brainstorm, picture drill.
IV. Procedures:
Lesson 1: A1-2 Lesson 4: B2
Lesson 2: A3-4 Lesson 5: B4
Lesson 3:B1
Period: 74
Unit12: LET’S EAT!
Lesson 1: A1-2
A.Objectives:
By the end of the lesson Sts will be able to:
. Practice in expressing
. Preferences using "either / neither / so / too"
B. Teaching aid:
Poster, pictures
C. Methods:
- R.O.R,Word cue drill
D. Contents:
I. Orgnization:

Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
Network:
(Things to eat Food)
III. New lesson
T and Sts’ activities Blackboard display
Step1 . Presentation.
* Activity1:
Vocabulary
1. Vocabulary.
. Beef : (n) thÞt bß
. Spinach: rau ch©n vÞt
1
. Beef :
. Spinach: Picture
. Pork : Picture
. Cucumber: Picture
. Pea : Situation
. Papaya: P
. Carrot ; P
. Pineapple : Situation
. Chicken : Mine
. Durian: P
* Checking: R.O.R
* Activity2. Presentation
- T sets the scene Dialogue built Hoa and Her
aunt

- T models
Hoa: I like spinach
Hoa's aunt: So do I / I like spinach, too .
Hoa: I don't like pork
Hoa's aunt: Neither do I / I don't, either
- Meaning
- Form: (+) So + do / does + S
S + V / es + too
(-) S + don't / doesn't + (V) +, either
Neither + do / does + S
- Used: Cách nói tán đồng với 1 câu nói khác ở
dạng (+) và (-)
Step2.Practice:
Word cue drill
a. spinach / He (+)
b. beef / Lan. (+)
c. durian/ I (+)
d. chicken/ Mary (-)
e. oranges/ My father (-)
. Steps
Step3. Production:
- Use too or so to write following sentences:
a. We are tired, they
b. He wants some noodles, I
c. I watched a movie last night, Lan
d. I was busy yesterday, He
e. She can speak Chinese, We


. Pork : thịt lợn

. Cucumber: da chuột
. Pea : đậu
. Papaya: đu đủ
. Carrot ; cà rốt
. Pineapple: dứa
. Chicken : thịt gà
. Durian: sầu riêng
Hoa: I like spinach
Hoa's aunt: So do I / I like
spinach, too .
Hoa: I don't like pork
Hoa's aunt: Neither do I /
I don't, either


- Form:
(+) So + do / does + S
S + do/does + too
(-) S + don't / doesn't + (V) +,
either
Neither + do / does + S
- Used: Cách nói tán đồng với 1
câu nói khác ở dạng (+) và (-)
2.Practice:
Word cue drill
a. spinach / He (+)
b. beef / Lan. (+)
c. durian/ I (+)
d. chicken/ Mary (-)
e. oranges/ My father (-)

Ex:
S1: I like [pinach]
S2: He [does , too / So does he]
Answer key:
a. are , too d. was, too
b. so do I
c. did ,too e. can, too
2
IV. Summary:
* Too, so:(cũng thế,cũng vậy) dùng khi đồng ý với một ý kiến khẳng định.
* Either, neither(cũng không,cũng vậy) dùng khi đồng ý với một ý kiến phủ
định.
V. Homework:
A1,2_ P74-75 (WB)
Evaluation
.
Period: 75
Unit12: LETS EAT!
Lesson 2: A3-4
A.Objectives:
By the end of the lesson Sts will be able to:
- read the text for detail about making a meal
- understand how to make a meal
- create a menu
B. Teaching aid:
Poster, pictures
C. Methods:
- ROR, matching, gap - fill
D. Contents:
I. Orgnization:

Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
- Ask students to go to the board and write vocabulary they have leaned
III. New lesson
T and Sts activities Blackboard display
Step1 Pre- reading:
* Activity1.
Vocabulary:
(realia)
(realia)
(realia)
(explain)
(picture)
1. Vocabulary.
- bowl (n) cái bát
- dish (n) cái đĩa
- soy sauce (n) nớc xì dầu
- slice (v) thái lát, lát mỏng
- stir- fry (v) xào
3
(translation)
. Checking: ROR
* Activity2 Ordering statement
Set the scene:
- Yesterday, Hoa and her aunt went to the
market to buy food for dinner and her aunt-
cooked dinner for the family.

- Ask students to guess these orders.
a. First, she sliced the beef.
b. Then she cooked some rice and boiled some
spinach.
c. Hoa’s aunt cooked dinner.
d. Next, she sliced some green peppers and
onions.
e. After (that) she, stir- fried the beef and
vegetables.
f. Finally, she sliced the cucumbers and made
cucumbers salad.
- Let’s guess into 2 minutes.
Step2: While-reading
* Activity1.
- Ask students to read the text and check their
predictions.
* Activity2.
- Comprehension questions:
- Ask students to read the questions
- Ask students to work in-group of 4 students to
write the menu.
-Sts work in 4 groups add the missing verbs and
match the instructions to the pictures.
-T calls on some Sts to give their answer before
class.
-T gives feedback and corrects.
Step3. Post-reading.
* Write
- Ask students to use the questions
What did you eat and drink yesterday?

- Ask students to write answering
- add (v) bæ xung, cho thªm
- salad (n) mãn rau trén
a. First, she sliced the beef.
b. Then she cooked some rice and
boiled some spinach.
c. Hoa’s aunt cooked dinner.
d. Next, she sliced some green
peppers and onions.
e. After (that) she, stir- fried the
beef and vegetables.
f.Finally, she sliced the
cucumbers and made cucumbers
salad.
2. Reading
Key: 1c. 2a. 3d. 4b. 5e. 6f.
*. Answer:
They had rice, boiled spinach,
beef fried with green peppers and
onions and cucumber salad.
*. Match the instructions:
c-1. Slice the beef.
f-2. Slice the green peppers and
onions.
a-3. Heat the pan.
d-4. Stir- fry the beef.
b-5. Add some soy sauce to the
dish.
e-6. Cook rice.
g-7. Add salt to the dish.

* A4 –P117
- For breakfast, I ate bread and
drank milk.
- For lunch, I ate rice and boiled
spinach and drank tea
- For dinner, I ate rice, beef and
4
drank beer
IV. Summary:
- Repeat the content of the lesson
V. Homework:
A3,4_ P74-75 (WB)
Evaluation………………………………………………………………………………………………………
…………………………………………………………………………………….
Period: 76
Unit12: LET’S EAT!
Lesson 3: B1
A.Objectives:
By the end of the lesson, students will be able to understand why Ba had to go
to the doctor's
- Practice reading and listening skills.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:
ROR, Mime, T/F statements
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009

7B5 / 03/ 2009
II. Warm up:
- Ask students in turns, selects a piece of paper with a feeling written on it
- Suggesting feeling: cold, hot, sunny, headache, stomachache…
- Ask students mime the feeling in front of the class and ask
"What's the matter with me?"
III. New lesson
T and Sts’ activities Blackboard display
Step1 Pre- reading:
* Activity1.
Vocabulary:
(explanation)
(antonym)
. Checking: R.O.R
* Activity2.
1. Vocabulary.
- dirt (n) bÈn, bôi bÈn
- dirty (adj) bÈn
5
T/F Statements
. Set the scene: Khi bị đau bong hoặc những
bệnh tật khác chúng ta thờng phải đến đâu
- T. tiscks pictures on the board and ask students
What is this?
Who is this?
Where are they? Do they know what the matter
with Ba?
* Poster
1. Ba had a headache.
2. He was at the doctor's.

3. He ate spinach but his parents didn't.
4. His mum washed the spinach.
5. Vegetables often have dirt on them.
6. That dirt can't make him sick.
- Ask students to guess which are true (T) or
false (F)?
Step2. While-reading
* Activity1
- Ask students to listen the conversation
between Ba and the doctor to check their
prediction (3 times)
* Activity2:
. Comprehension questions
1. What did Ba eat last night?
2. Who washed the spinach?
3. Why did Ba go to the doctor's?
4. What made him sick?
- Ask students to think about the questions in 2
minutes.
- Ask students to listen again and write down
these answers.
Step3. Post-reading.
- Ask students to look at P119
- T. runs and gives instructions
- Ask students use the information in the
conversation to complete
* Poster
1. Ba had a headache.
2. He was at the doctor's.
3. He ate spinach but his parents

didn't.
4. His mum washed the spinach.
5. Vegetables often have dirt on
them.
6. That dirt can't make him sick.
Key: 1.F 2.T 3.T 4.F 5.T 6.F
2. Reading.
. Comprehension questions
1. What did Ba eat last night?
2. Who washed the spinach?
3. Why did Ba go to the doctor's?
4. What made him sick?
* Answer key
1. Ba ate fish, rice, soup and
spinach
2. Ba did.
3. Because he had a stomachache
4. The dirt on vegetables
* Summary the story
Key:
1. doctor 2. sick
3. asked 4. ate
5. spinach 6. wash
7. carefully 8. vegetables
9. made 10. she
11. medicine
6
- Ask students to go to the board and write.
IV. Summary:
- Repeat the content of the lesson

V. Homework:
B4-P77
Period: 77
Unit12: LET’S EAT!
Lesson 3: B2
A.Objectives:
By the end of the lesson, students will be able to use in Infinite quantifiers.
- Reading comprehension and further practice in Infinite quantifiers "a little, too,
much, plenty of, lots of
- Practice reading skill.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:
ROR, chatting, T/F statements
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
- Ask students some questions about Ba
- Ask students to go to the board and write the vocabulary they have learned.
III. New lesson
T and Sts’ activities Blackboard display
Step1 Pre- reading:
* Activity1.
Vocabulary:
- T. elicits vocabulary from students
. Checking: R.O.R

* Activity2.
T/F Statements1.
a. Set the scene:
- T. do you know anything about balanced diet?
- Now, please do T/F
- T. hangs poster on the board and runs through
1. Vocabulary.
- amount (n) sè lîng,
khèi lîng
- diet (n) chÕ ®é ¨n kiªng/
¨n uèng
- moderate (adj) võa ph¶i
- energy (n) n¨ng lîng
- effect (v) t¸c ®éng, ¶nh hëng
- lifestyle (n) lèi sèng
7
* Poster:
1. Eat a lot of meat.
2. Eat a little fruit, vegetable
3. Eat a moderate amount of sugar.
4. Eat a little fatty food.
5. Eat plenty of the food you like.
Step2. While reading
T ask sts to open their books read (P-120)
and check their predictions
T give feedback
Anser key : a.F b.F c.T d.T e.F
T ask each sts to read silently then answering the
question
Comprehension questions:

* Answer:
(*)What does “ a balanced diet” mean?
1. eat a lot of meat.
2. eat a little fruit, vegetables.
3. eat a moderate amount of sugar.
4. eat a litter fatty food.
5. eat plenty of the food you like.
Step3: Post reading
Gap fill
- daily product (n)
s¶n phÈm s÷a bß
* Key: 1F, 2F, 3T, 4T, 5F
* Comprehension questions a - c.
P120
Key:
a. Eating sugar in moderate
amounts can give us energy and
make you feel less hungry.
b. No, because A balanced diet
alone is not enough all people
need exercise to keep a healthy
life.
c. Yes, I think my diet is balanced
because I always eat in
moderation. I never eat too much
sugary or fatty foods I often eat
some healthy foods like meat,
fish, vegetables and fruit.
Should
a lot of

sugar
fatty food
a little
fruit
meat
Shouldn't
too much
coffee
deep- fried food
plenty of
vegetables
eggs
- Ask students to do the matching then talk about "a balanced diet"
- Ask students to work in pair and go to the board and write
Eg:
To have a balanced diet, We should eat many fruit.
IV. Summary:
- Repeat the content of the lesson
V. Homework:
B4-P77
Evaluation………………………………………………………………………………………………………
…………………
Period: 78
8
Unit12: LET’S EAT!
Lesson 5: B4
A.Objectives:
- By the end of the lesson, students will be able to listen for details and food
vocabulary.
- Practice listening skill.

B. Teaching aid:
Textbook, posters, pictures
C. Methods:
Jumbled words
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
Jumbled words
1. soodeln = noodles 5. eicr = rice
2. Evegatbels = vegetables 6. Ceiju = juice
3. sifh = fish 7. triuf = fruit
4. Awert = water 8. Febe = beef
T and Sts’ activities Blackboard display
Step1:Pre- listening
* Activity1.
. Open - prediction
Ask Ss to look at the pictures and call the names
of the things in the pictures.
- Call on 3 or 4 students to give their answers
- Correct the mistake and give the correct answers
.
a. Rice b. Noodles c. Fish
d. Vegetables e. Fruit f. Beef
g. Juice h. Water
* Activity2.
Set the scene

Who are they ? Lan, Nga , Ba and Hoa
What are they talking about ?
They are taling abot food and drink they like.
- Ask students to predict what Lan, Ba, Nga had
for their lunch.
Open prediction
Name What did they have for lunch ?
1. Listening
Name What did they have for lunch ?
Lan
Ba
Nga
Hoa
9
Lan
Ba
Nga
Hoa
- Then Teacher collects students' ideas
-Ask students to listen and check their
predictions
Step2. While reading
-Ask Ss to look at the book and listen to the tape ,
then check their prediction .
-Ask Ss to exchange the result with the partner .
-Play the tape again for Ss to check .
-Call on some Ss to give the answers .
-Correct and give the answer key :
*Lucky number: 2, 4, 6, 7
1. What did Lan have for lunch?

3. Did Ba have some fruit? (Yes, he did)
5. Who had vegetables? ( Lan,and Nga )
8. Who drank juice? ( Lan, Nga and Hoa )
9. What did Ba drink? ( water )
10. Did Hoa have fish? ( No, she didn
'
t )
Step3:While-listening
- Ask students to use answering the while
listening to write about Lan, Nga, Ba, Hoa
- T. gives exampe
Answer key:
Lan: b,d,f,g
Ba: a,c,e,h
Nga: a,d,g
Hoa: b,c,g
Example
“Forlunch,Lan had ”
IV. Summary:
- Repeat the content of the lesson
V. Homework:
- Prepare language focus 4 P123, 124
Evaluation………………………………………………………………………………………………………
…………………
Period: 79
LANGUAGE FOCUS 4
A.Objectives:
By the end of the lesson, sts will be able to
+ be further practice in the simple past
+ do sentences with indefinite quantifer

+practice structure “so,too,either,neither”
- helping Sts to consolidate their knowledge.
- Sts have changes to practice more what they have learnt in the previous unit.
B. Teaching aid:
Textbook, posters, pictures
10
C. Methods:

D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
III. New lesson:
T and Sts activities Blackboard display
Step1:Past simple tense
* Activity1.
.Matching ( Part 1-P123)
- T divides class into 2 group and ask sts in
each group match picture in colunm A to the
words in colunm B ( Part 1-P123)
. T models
. T give feedback
- T reviews the simple past tense: usage,
structure in 3 forms, pronunciation.
- Sts practice asking and answering the
questions.
- Sts stand up and say aloud in front of class.

- T corrects their mistakes.

Step2. Indefinite quantifiers:
Set the scene
- T brings jar of sugar, salt, coffee to talk about
indefinite quantifier (alittle a lot of/lot of too
much)
a) meaning:
a little : 1 ít
a lot of/ lots of: nhiu
too much: quỏ nhiu
b) The form:
- alittle : một lng ớt i (ng trc danh t
khụng m c)
- A lot of /lot of: núi lờn lng nhiu (ng
1:Past simple tens
P
a
: 1. watched TV
P
b
: 2. ate dinner at the foodstall
P
c
: 3. went to the movies
P
d
: 4. did your home work
P
e

: 5.played foodball yesterday
* Usage: Diễn tả hành động, sự
việc đã xảy ra và chấm dứt trong
quá khứ
* Structure:
Ex: My parents took me to see
Cham Temples.
+ S+ V2/ V-ed.
- S + did not + V- inf.
? Did + S + V-inf?
* Answer the questions:
b. No, I didnt. I ate dinner in a
restaurant.
c. No, I didnt. I went to the
movie theater.
d. No, I didnt. I read books on
the weekend.
e. No, I didnt. I played soccer
yesterday.
2. Indefinite quantifiers:
a. Write the correct expression.
A. a little coffee
B. a lot of tea
C. a little sugar
D. a lot of salt
E. too much coffee
b. Complete the dialogue:
A. - a lot or a little
- a little
B. a lot of

C. too much
11
trước danh từ đếm được hoặc không đếm được)
- Sts look at the pictures and describe these
pictures in P(124)
- T asks Sts to complete the dialogue with the
correct indefinite quantifiers.
- Sts practice in pairs.
- Sts says loud in front of class.
- T corrects.
Step3. too and either:
* Ex:
a. An: I like mangoes
Bi: I do, too/ I like mangoes,too.
b. An: I don
’
t like bananas
Bi: I don
’
t either / I don’t like bananas,either.
* meaning:
. too : cũng vậy
. neither: cũng không
* the form:
- too : xuất hiện trong câu xác định
- either: xuất hiện trong câu phủ định
*The usage:
. Nói lên sự đồng ý kiến với ai đó
* practice Noughts and crosser
Ex: I like mangoes

I do, too
a. I don
’
t like bananas
I don
’
t either
b. I don
’
t like papaya
I don
’
t either
c. I like corn
I do, too
D. a little
3. too and either:
* Ex:
a. An: I like mangoes
Bi: I do, too/ I like
mangoes,too.
An: I don
’
t like bananas
Bi: I don
’
t either /
I don’t like bananas,either.
* meaning:
. too : cũng vậy

. neither: cũng không
* the form:
- too : xuất hiện trong câu xác
định
- either: xuất hiện trong câu
phủ định
*The usage:
. Nói lên sự đồng ý kiến với ai đó
* practice Noughts and crosser
Date of preparing: 12/ 03/ 2010
UNIT: 13
ACTIVITIES
I. Objectives:
By the end of this unit Ss will be able to:
. Describe sporting activities.
. Give advice
12
. Make an invitation
. Refuse an invitation
II. Teaching aids:
- Posters, cues, tape, cassette,textbooks, workbooks.
III. Methods:
- Matching, R.O.R, brainstorm, picture drill.
IV. Procedures:
Lesson 1: A1 Lesson 4: B1
Lesson 2: A4 Lesson 5: B2
Lesson 3: A3-5 Lesson 6: B4
Date of preparing: 12/ 03/ 2010
Period: 80
ACTIVITIES

Lesson1:A1
A.Objectives:

By the end of the lesson Ss will be able to know the popular sports in USA and
talk about sports activities.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:

D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
Net work

III. New lesson:
T and Sts’ activities Blackboard display
13
sport
Volley ball
baseball
basket ball
soccer
swimming
tennis
badmintion
Step1: Pre - reading

* Activity1: Vocabulary
- skate boarding : (trans.)
- roller - skating : (visual)
- roller blading
- a choice : (trans.)
- surprising (a) : (trans.)
surprisingly (adv): (trans.)
- (to) win the prize : (exp.)
- a competition : (exp.)
* Activity2: Set the sence
1.What are these picture about ?
They are sporty activites
2.Which sports do you participate
3.Which sports in the most popular in Viet Nam
4. Which sports do you think are the most
popular in the USA ? (baseball)
5. What other sports do you think are also
favored ?
(salteboard, roller skating, roller blading)
- T collect one st's predictions on the bb.
Step2While reading
* - T ask sts to read the text 3 minute. Then
choose lucky number to answer the question
* Lucky number
1.What is the first sport in the USA ?
it is baseball
2.which sport is at eleventh position ?
it is table tennis
4) Is baseball your favotite sport? If not, what is
your first choice ?

5) How many popular sports were there in the
USA ?
there were the ten most popular sports
Step3:Post reading:
- Sts make a survey.
- Sts discuss asking and answering the question
with their classmates.
Name Football tennis Baseball swimm
1. Vocabulary
- skate boarding : môn trợt
ván
- roller - skating : môn trợt
Patin giày trợt có bánh xe ở
4 góc)
- roller blading : môn trợt
patingiày trợt có bánh xe dọc
dới đế
- a choice : sự lựa chọn
- surprising (a): đáng ngạc nhiên
surprisingly (adv): đáng ngạc
nhiên
- (to) win the prize : giành giải th-
ởng
- a competition : cuộc thi / đua
2. Reading:
1.What is the first sport in the
USA ?
2.which sport is at eleventh
position ?

3) Is baseball your favotite sport?
If not, what is your first choice ?
4) How many popular sports were
there in the USA ?
Which sport do you like best ?
14
ing
Lan
Mai
Hung
………
IV. Summary:
- Through this lesson, sts can know more about the ten most popular sport in the
USA. So that sts can choose sport they like
V. Homework:
- Learn by heart new words
- A 1 (Wb).
Evaluation………………………………………………………………………………………………………
…………………
Date of preparing: 12/ 03/ 2010
Period: 81
ACTIVITIES
Lesson2:A4
A.Objectives:

By the end of the lesson Ss will be able to know the popular sports in USA and
talk about sports activities.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:

D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
soccer
15
Popular sports in the USA
and Vietnam

swim
III. New lesson:
T and Sts activities Blackboard display
Step1: Pre - reading
* Activity1: Vocabulary
(when can we get gold medal)
(translation)
(explanation)
(translation)
(trans)
(explanation)
. Checking: ROR
* Activity2.
T / F statements
. Set the scene:
- Ask students to look at pictures
- T. asks

Who are they? St: They are students.
What is the name of the sport?
St: Walking (Đi bộ)
- T. hangs poster on the board and runs through
- Checks the meaning if it has
- Ask students to guess which are T/ F
- T. collects students' ideas on the board
Sep2: While-reading
* Activity1:
- Ask students to read the text and check their
predictions
- T. explains: Many students like walking so
they organize a club call "WFF". T. asks
What is "WFF"?
What is "WTS"?
- Ask students to answer
* Activity2: Matching
- T. hangs poster on the board and gives
instruction: Ask students to match one word in
1. Vocabulary
- won the first prize (v) giành giải
thởng
- organize (v) t chc
- competition (n) cuc thi (ua)
- participant (n) : ngi tham d
- ability (n)
- walking competition (n)
* T / F statements
1. The writer participates in
walking.

2. The writer's school team won
the second prize.
3. The regular activity of the club
is 5km walk to the beach.
4. Members living far from
school volunteer to take a walk
instead of taking motorbike or
bicycle trips every Wednesday
2. Reading
*Key: 1. T 2.F 3. T 4. F
- WFF: Walking For Fun - Đi bộ
thú vị
- WTS: Walk - To - School - Ngày
đi bộ đến trờng
A
1. Therefore
2. increase
3. member
4. instead of
B
a. tình nguyện
b. thay vì
c. vì thế
d. tăng
16
column A with suitable meaning in column B.
- Ask students to go to the board and match.
*Activity3:
- Comprehension questions P132
- T. runs through all the questions and check the

meaning
- Ask students to read the text and write these
answers in 5 minutes
- Ask one by one student to answer the questions
Step3. Post- reading
* If has time ask students complete the summary
- T. gives exercise for students and gives
instruction ask students use the words in the box
to fill in the gaps.
* Complete the summary
(won, fun, walking, school, competition)
The club"(1) …… For Fun" at my school (2)
…… the first prize in the district walking (3) ……
last year. The 2 activities of the club are a walk
- to - (4) ………… day a 5 km walk to the beach
on Sunday morning. Walking is (5) …, easy and
inexpensive activity and it is suitable to
everybody.
Key: 1. Walking 2. won 3. competition
4. school 5. fun
5. volunteer e. thµnh viªn
* Answer key:
a. He takes part in walking for
fun / walking.
b. The writer's school team won
the first prize; they were so happy
and wanted to keep the activity.
c. One activity is 5 km walk /
walking 5 km to the beach on
Sunday morning and other walk

to school day.
d. It is 5 km.
e. Wednesday is the WTS day.
f. Members living near school
take part in the WTS day.
IV. Summary:
- Repeat the content of the lesson
V. Homework:
- Learn vocabulary, write these answers the questions on the notebook, and
complete the summary in their book.
- Prepare Unit 13 lesson 3 A3 - 5- Vocabulary, adjectives and adverbs.
Evaluation………………………………………………………………………………………………………
…………………
Date of preparing: 18/ 03/ 2010
Period: 82
ACTIVITIES
17
Lesson3:A3-5
A.Objectives:
- By the end of the lesson, students will be able to use the adjectives and adverbs
to talk about sport fluently.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:
Pelmanism, matching, word cues drill.
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009

7B5 / 03/ 2009
II. Warm up:
Pelmanism
slow safe
quick clear
good skillfully
quickly clearly
slowly skillful
safely well

III. New lesson:
T and Sts’ activities Blackboard display
Step1: Presentation
* Activity1: Vocabulary
(when can we get gold medal)
(translation)
(explanation)
(translation)
(trans)
(explanation)
. Checking: Matching

A
chËm
khÐo lÐo
tåi
B
carefully
well
quickly

1. Vocabulary
- Careful (adj) carefully (adv)
cÈn then
- good well giái
- quick quickly nhanh
- safe safely an toµn
- skillful skillfully khÐo lÐo
- bad badly tåi
- Slow slowly chËm
18
giỏi
nhanh
an toàn
cẩn thận
safely
skillfully
badly
slowly
* Activity2.
. Presentation text A3 - P131
Set the scene:
- T. says: Trong 1 cuộc thi bơi Hoa là ngời bơi về
sau cùng. Hoax là ngời bơi nhanh hay bơi chậm
- T. gives model on the board
- T. asks students some questions
Slow is adverb or adverb?
- T. reminds " slowly"
- Ask students to listen 2 times
Up or down?
Step2. Practice

* Word cues drill
- T. shows and runs through all the cues
- T. gives model (cues 1, 2)
- T. speaks sentence 1
Students - sentence 2
Exchange (cue 3)
- Half - Half (4 -5)
- Open pair (3 cues)
- Close pairs.
*Text A3 - P131
. Model
1. She is a slow swimmer.
2. She swims slowly.
* Concept checking
- "Slowly" là trạng từ đợc thành
lập từ tính từ bằng cách thêm đuôi
"ly"
- Đây là cách thầnh lập của trạng
từ chỉ thể cách
- Trạng từ bổ nghĩa cho động từ
đừng trớc
- Ues: Dùng để diễn đạt: Ai đó
làmviệc nh thế nào?
- Intonation: down
1. She / slow / swimmer
2. She / bad / tennis player
3. He / good / soccer player
4. He / quick / runner
5. He / skillful / volleyball
Example exchange:

1. She is a slow swimmer.
2. She swims slowly.
Step3. Further practice
* Nought and Crosses
- T. hangs poster on the board
- T. divides the class into 2 groups
(one group say 2 sentences)
I/ slow/ He/ quick / he/ good/
19
swimmer runner soccer player
She / skillful/
tennis player
He/ careful/
driver
He/ good
volleyball
player
I / quick/
runner
She/ safe/
cyclist
She/ bad /
tennis player
IV. Summary:
- Repeat the content of the lesson
V. Homework:
- Learn vocabulary; do exercise A5- P133.
- Prepare Unit 13 lesson 4 B1- Vocabulary, Model verb: Should + V.
Evaluation
………………………………………………………………………………………………………………………

…………………………………………………………………………………
Date of preparing: 19/ 03/ 2010
Period: 83
ACTIVITIES
Lesson4:B1
A.Objectives:
- By the end of the lesson, students will be able to use practice in "Model verbs"
(ought to, must, and should).
- Make students interested in learning English.
B. Teaching aid:
Textbook, posters, pictures
C. Methods:
Words square, Matching, ROR
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:

* Key:

table tennis,

can, should, eat

brush teeth

after, before, meals, adult, swim, thin

T A E H T E E
A F T E R T H
B E F O R E H
L D L U O H S
E M E A L S U
T H I N A C R
E A D U L T B
N N I S W I M
20
III. New lesson:
T and Sts’ activities Blackboard display
Step1: Presentation
* Activity1: Vocabulary
(translation)
(visual)
. Checking: ROR
* Activity2. Presentation dialogue
- T. model - Students repeat
- T. elicits model sentences
- T. asks students some question
What comes after "should"
after" ought to" &" must"
* Word cues drill
- T. runs through all the cues
- T. gives model - students repeat
- Then ask students to practice speaking in pairs
Example exchange
P1: What should you do after you have meals?
P2: I should brush my teeth.
Step 3: Further practice

- Complete the passage with the modal verbs in
the box.
- T. runs through all the modal verbs and asks
students to read the passage and complete.

1. Vocabulary
- ought to (v) Ph¶i
- must (v) ph¶i
- table tennis paddle (n) vît bãng
bµn
* Model sentence
P1: What should Nam do before
he plays table tennis?
P2:He ought to do his homework.
He must do his homework.
* Concept check:
- Form:
Ought to + V
Must + V
- Mean: Ai ®ã ph¶i lµm g×
- Use: Ought to, must: can be
used as auxiliaries verbs.
2. Practice
1. Nam / before / table tennis
do homework
2. We / after meals brush teeth
3. Children / when swimming
swim with an adult4.
Lan / when / very thin
eat more

* B4 - P137
Key:
1. Can
2. Must
3. must not
4. Should
5. Can
6. ought to / should
7. Can / should
8. should / must
21
IV. Summary:
Date of preparing: 22/ 03/ 2010
Period: 84
ACTIVITIES
Lesson5:B2
A.Objectives:
- Further practice in making, accepting and refusing an invitation, using Modal verbs
- Make students interested in learning English.
B. Teaching aid:
- Textbook, posters, pictures
C. Methods:
Mine game, ROR
D. Contents:
I. Orgnization:
Class Date of teaching Absent Ss
7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:

Mime game (Language focus 5 2c P163)
- T. mimes, ask students tp give advice
- T. gives example: T - Cold
St: You should / ought to stay inside.
You should not go out.
- T. uses the word "sick"
St: You should go to the doctor.
* Names of checked students:
III. New lesson:
T and Sts’ activities Blackboard display
22
Step1: Presentation dialogue
- T. presents the dialogue
- Ask students to listen and read
- Ask students to practice the dialogue using the
cues given in the box.
- Runs through all the cues in the box - P135
- T. gives example
- Ask students
- Ask students to make their own dialogue, using
3 bootom pictures P135
- T.gives example exchange

* Example exchange:
P1: Come and play a game of
tennis?
P2: I am sorry. I don't think I can.
P1: Why not?
P2: I must prepare for the test
tomorrow.

P1: Can you play on Tuesday?
P2: Yes, I can.
P1: All right, see oyu at 3 o'clock
then.
P2: Ok, bye
P1: Bye
IV. Summary:
- Repeat the content of the lesson
V. Homework:
- Learn vocabulary; do exercise B3- P85- WB
Evaluation
………………………………………………………………………………………………………………………
…………………………………………………………………………………
Date of preparing: 25/ 03/ 2010
Period: 85
ACTIVITIES
Lesson 6:B3
A.Objectives:
- Reading comprehension and using "Couldn't" for part ability.
- Practice reading and speaking skills.
- Make students interested in learning English.
B. Teaching aid:
- Textbook, posters, pictures
C. Methods:
ROR, Grids, Answer given, T/F statements
D. Contents:
23
I. Orgnization:

Class Date of teaching Absent Ss

7B3 / 03/ 2009
7B4 / 03/ 2009
7B5 / 03/ 2009
II. Warm up:
- Ask students to go to the board and write the vocabulary
III. New lesson:
T and Sts’ activities Blackboard display
Step1. Pre. reading
* Activity1. Pre teaching
- T. elicits vocabulary from students
- an invention
→ inventor (n)
- a surface (exp.)
- underwater (a) (visual . P136)
- breathing quipment (visual . P136)
- sauba diving (trans.)
- diving versel (visual)
- (to) explore (exp.)
. Checking vocab. Bingo
* Activity2. Set the scene:
- T. asks students
Have you ever been under water?
- T. hangs poster on the board and runs through
- Ask students to gues which are T/ F_ P137
* Activity2. While reading
- Ask students to read the text and check their
prediction
- Ask students to read the text again and answer
the questions
- T. hangs poster on the board and runs through

- Ask students make questions depending on the
answers
- Ask students to work individually
1. Vocabulary
- an invention : sù ph¸t minh
→ inventor (n) : nhµ ph¸t minh
- a surface : bÒ mÆt
- underwater (a) : díi níc
- breathing quipment : thiÕt
bÞ thë
- sauba diving : m«n lÆn cã
b×nh dìng khÝ
- diving versel : tµu lÆn
- (to) explore : kh¸m ph¸
* T/ F ( P 137 )
* Key: 1F, 2T, 3T, 4F, 5T
* Answer given
a. 2 minutes
b. a long time
c. 1997
d. the early 1940s
e. underwater life
f. with special Tv cameras
* Answer key
a. How long could a peal diver
stay underwater?
b. Now, how long can a diver stay
underwater?
c.When did Jacques Cauteau die?
24

Step 3: Post reading
* Grids:
- T. draws the table on the board and runs
through
d. When did he invent the deap
sea diving vessel?
e. What could he study?
f. How can we explore the oceans
now?
Invention Verbs Sentences
- Special breating
equipment
- Explore the
oceans
- Learn about
the sea
- Before special breathing equipments, we
couldn't explore the oceans. We couldn't
learn about the sea.
- Electricity
- Read al
right
- Watch TV
- Use
computers
- Listen to
music
IV. Summary:
- Repeat the content of the lesson
V. Homework:

- Learn vocabulary; do exercise B4-5 P 85,86 ( WB )
- Prepare Unit 13 lesson 4 B1- Vocabulary, Model verb: Should + V.
Evaluation
………………………………………………………………………………………………………………………
…………………………………………………………………………………
UNIT: 14
25