giao an anh 8 hot

UNIT 1: MY FRIENDS
I. Aim
Helping students:
- to introduce people
- to respond to introductions
- to describe people
- to write about themselves and about other people
II. Language focus
1. Present Simple to talk about general truths.
2. (Not) Adjectives + enough + to infinitive
3. Attributive and predicative adjectives.
III. Vocabulary
Verbs Adjectives Nouns
(to) annoy blond slim a character
(to) rise curly sociable a joke
(to) seem fair straight an orphanage
generous
reserved
IV. Unit Allocation
Lesson 1
Listen and read 1-2
Language focus 1
Reading for details a conversation and revision
of simple present and simple past tense.
Lesson 2
Read 1-2
Getting started
Reading a text for details about Ba’s friends.
Lesson 3
Speak 1-2
Listen a-b-c-d

Listening for details to complete the dialogue
and practice in describing someone.
Lesson 4
Write 1-2
Language Focus 3
Writing about oneself and about other people
Lesson 5
Language focus 2-4 Further practice in Simple Present and Not Adj
+ enough + to-infinitive
UNIT 1: MY FRIENDS
Lesson 1: Section: - Listen and read (page 10,11)
Period 2 - Language focus 1 (page 16)
Aim:
Reading the dialogue and revision of simple present and simple past tenses.
Objective:
By the end of the lesson, students will be able to know more about Hoa – Lan –
Nien and to review simple present and simple past tense.
Teaching aids:
Text book, cards
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
Pre-
reading
* Pelmanism:
- Prepare twelve cards with numbers on one side and
the verbs on the other.
- Make sure the verbs are mixed up. Stick the cards on
the board so students can only see the numbers.

- Divide students into two teams and ask them to
choose two numbers.
- Turn the cards over and see if they match .
Eg: teach - taught, give them one mark. If not, turn the
cards over again and ask the next team.
- Continue until all the cards are finished.
meet come live think send though
receive met lived received came Sent
I. Pre-teach vocabulary
- to seem (translation)
- a next door neighbor (explanation: a person who lives
next to your house)
- to look like: (translation)
* Checking vocabulary: Rub out and remember
- Rub out the new words one a time.
- Each time you rub out an English word, point to the
Vietnamese translation and ask “what's this in
English?"
- When all the English words are rubbed out go,
through the Vietnamese list and get students to call the
English words.
- If there's time, get students to come to the board and
write the English words again.
II. Pre- questions
Group work
Whole class
Pair work
While
reading
- Give students some questions and ask them to work in

pairs to answer them.
a. Is Nien Lan's friend or Hoa's friend?
b. How old is Nien?
c. Where does Nien live?
d. Is she a beautiful girl?
- Give feedback
- Ask students to read the dialogue between Hoa, Lan
and Nien on page l0 and check if their answers are
correct or not.
* Answers:
a. She is Hoa's friend
b. She 's twelve years old.
c She lives in Hue.
d. Yes, she is.
I. Comprehension questions
- Ask students to read the dialogue again and answer
the questions in exercise 2 on page 11 (work in pairs)
a. Where does Nien live?
b. Does Lan know Nien?
c. Which sentence tells you that Hoa is older than
Nien?
T-Whole class
Pair work
Pair work
d. When is Nien going to visit Hoa?
* Answers:
a. Nien lives in Hue.
b. No, she doesn't.
c. The sentence is “She wasn't old enough to be in my
class”.

d. At Christmas
- Call on some students to ask and answer the
questions.
- Correct their mistakes or pronunciation.
- Ask them to work in closed pairs.
II. Gap-filling
- Ask students to use the simple present and simple past
tense to complete paragraph 1 (a) on page 16.
- Provide some verbs so that students can use them to
fill in the gaps.
- live (2) – send - be(2) - come
“ Hoa (1) in Hue last year, but now she (2) in Hanoi.
Yesterday, Hoa's friend Nien (3) Hoa a letter. Nien (4)
Hoa's neighbor when Hoa lived in Hue. She (5)
younger than Hoa. She (6) to Hanoi in December.
* Answers:
Open pairs
Closed pairs
In dividual
Work
Post
reading
(1) lived (2) lives (3) sesen
(4) was (5) is (6) comes
- Ask students to work individually and then compare
their answers with their partners.
- Give feedback.
* Writing:
- Ask students to write a paragraph about Hoa and Lan.
- Give students some cues and ask them to use the

simple present or simple past tense to write
individually.
Pair work
Whole class
Individual
work
Homework
* Cues:
a. Lan / Hoa's best friend
b. The same class / Quang Trung School.
c. Last year / Hoa / to school first time.
d. Lan / show / around / introduce / to new friends .
- Let students discuss with their partners.
- Choose some answers and correct them in front of the
class.
- Ask students to do exercise 1(a); 1(b) on their
notebooks .
Pair work
T-whole class
UNIT 1: MY FRIENDS
Lesson 2: Section: - Speak (page 11)
Period 3 - Listen (page 12,13)
Aim:
Listening for details to complete the dialogue and speak to describe someone.
Objective:
By the end of the lesson, students will be able to describe somoen and complete
the dialogue by listening.
Teaching aids:
Text book, pictures
PROCEDURE

Stage Steps/Activities Work
arrangement
Warm up
* Brainstorming:
- Ask students to think of the adjectives used to describe
body build and hair.
thin curly
Whole class
* Possible answers:
body
build
hair
Presentatio
n
- fat - straight
- slim - long
- tall - short
- short black/dark
- overweight - color blond/fair
brown
grey
- overweight
- slender
- Show students a picture of Mary and ask them to
describe her hair, her body build.
Ex: She has long blond bair.
She is short and thin.
Form:
S + have / has + adjectives + hair
S + be + adjectives

T-Whole
class
Practice I. Word cue drill
- Prepare 6 cards so that students can drill easily.
a. he / tall / thin He is tall and thin
b. She/short / slim She is short and slim.
c. He/ short / fat He is short and fat.
d. long / black She has long black hair.
e. curly / blond She has curly blond hair.
f. straight/ brown She has straight brown hair.
II. Practice Speaking
- Show the posters of six people / or ask students to look
at six people on page 11-12.
- Call on a student to describe one person, the others
have to guess who he/she is.
Example: S1: This person is short and thin. She has long
blond hair.
Whole class
Whole class
Pre-listening
While
listening
S2: Is this Mary?
Yes
- Go on until six people on the poster are described.
- If there’s time, ask students to describe a famous
person or one of their classmates and their friends have
to guess.
- Ask students to do exercise "Listen a, b, c, d." on page
12-13.

- Give students some expressions and make sure they
know their meanings.
- Get students to guess and to complete four dialogues on
page 12-13, using the given expressions.
- Give feedback.
Individual
work
- Let students listen to the tape twice. .
- Get students to work in pairs to complete the dialogues
and compare with their prediction.
* Tape transcript:
a.
Hoa: Hello, Nam.
Nam: Morning, Hoa.
Hoa: Nam, I’d like you to meet my cousin, Thu.
Nam: Nice to meet you, Thu.
Thu: Nice to meet you too, Nam.
b.
Khai: Miss Lien, I’d like you to meet my mother.
Miss Lien: It's a pleasure to meet you, Mrs.
Mrs. Vi: The pleasure is all mine, Miss Lien.
Miss Lien: Oh, there is the principal.
Please excuse me, Mrs. Vi, but I must talk to
him.
Mrs. Vi: Certainly.
c.
Ba: Bao, come and meet my grandmother.
Pair work
Post-
listening

Bao: Hello, ma'am.
Grandmother: Hello young man.
Ba: Bao is my classmate, grandmother.
Grandmother: What was that?
Ba: Classmate! Bao is my classmate.
Grandmother: I see.
d.
Mr. Lam: Isn't that Lan's father, my dear?
Mrs. Linh: I'm not sure. Go and ask him.
Mr. Lam: Excuse me. Are you Mr. Thanh?
Mr. Thanh: Yes, I am.
Mr. Lam: I'm Lam, Nga's father.
Mr. Thanh: How do you do?
- Ask students to practice speaking the dialogues.
- Call on some students 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.
- Correct their pronunciation.
- Let students work in pairs to practice the dialogues.
(closed pairs).
Open pairs
Closed pairs
UNIT 1: MY FRIENDS
Lesson 3: Section: - Getting started (page 10)
Period 4 - Read (page 13,14)
Aim:
Reading for specific information
Objective:
By the end of the lesson, students will be able to know more about Ba’s friend.

Teaching aids:
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
Pre-
reading
Chatting:
- Ask students to look at four pictures on page 10 and
talk about the activities they want to do after school or
in their free time.
- Give them some questions.
• What are these students doing?
(play soccer / play chess / read books / play volley ball)
• What time of the day do you think it is? (in the
morning / evening, after school)
• Do you like soccer / reading books ...?
• Whom do you like playing with?
I. Pre-teach vocabulary:
- a character: (translation)
- an orphanage: (explanation: a place where children
without parents live)
- reserved (adj)
- sociable: (adj) (Translation)
- (to) tell jokes: (explanation: tell a story which makes
people laugh)
- sense of humor (translation)
* Checking vocabulary: what and where
- Write the word on the board, put one word in each
circle.

- Have students repeat the words in chorus then rub out
word by word but leave the circles.
T-whole class
Whole class
- Go on until all the words are rubbed out.
- Point to each circle and ask students to repeat chorally
the English words.
Ask students to go to the board and write the words
Reserve
d
characte
r
sociable
tell
jokes
orphanag
e
Sense of humor
While
reading
again in the correct circles.
II. T /F statements prediction
- Stick the poster of T / F statements on the board.
- Set the scene: These statements are about Ba and his
friends, read them and gues which statements are true,
which are false.
- Get students to work in pairs.
a. Ba only has three friends - Bao, Song, Khai
b. Ba and his friends have the same characters
c. Bao - Song - Khai are quite reserved in public.

d. They all enoy school and study hard.
- Give feedback.
- Ask students to open their books and read the text on
page 13.
- Let students check their prediction.
Guess Correct
a.
b.
c.
d.
F
F
F
T
- Ask students to correct false statements.
* Correction:
a. Ba has a lot of friends but he spends most of his time
with Bao, Song and Khai.
b. They have different characters.
c. Only Song and Khai are quite reserved.
I. Multiple choice
- Get students to do exercise 1 on page 14.
Pair work
Pair work
Pair work
- Ask them to work in pairs to choose the best answers.
* Answers:
a. Ba talks about three of his friends.
b. Bao's volunteer work does not affect his school work.
c. Khai and Song are rather shy.

d. Ba's friends sometimes get tired of his jokes.
- Explain the meanings of the phrases:
• doesn't affect his school work (không ảnh hưởng tới
việc học)
• rather shy (hơi nhút nhát)
• get tired of (nhàm chán)
II. Comprehension questions
- Ask students to work in pairs to do exercise 2 on page
14.
- Let students read the text again and answer the
questions.
Pair work
Pair work
* Questions and answers:
a. How does Ba feel having a lot of friends?
(He feels lucky having a lot of friends.)
b. Who is the most sociable?
(Bao is the most sociable.)
c. Who likes reading?
(Khai likes reading.)
d. What is the bad thing about Ba's jokes?
(His jokes sometimes annoy his friends.)
e. Where does Bao spend his free time?
(Bao spends his free time doing volunteer work at a
local orphanage.
f. Do you and your close friends have the same or
different characters? (students' answer)
- Call on some pair of students to ask and answer the Pair work
Post
reading

Home
work
questions. Teacher corrects their pronunciation.
- Ask all students to work in closed pairs.
- Ask students to work in groups and talk to one another
about their friends, using the adjectives they have just
learnt to describe.
- Ask each student to write a paragraph (about 50
words) about one close friend.
Group work
UNIT 1: MY FRIENDS
Lesson 4: Section: - Write (page 15)
Period 5 - Language Focus 3 (page 17)
Aim:
Writing about oneself and about other people.
Objective:
By the end of the lesson, students will be able to write a paragraph about their
close friends.
Teaching aids:
Text book, pictures
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
Kim's game:
- Ask students to look at the picture on page 17 quickly
(for 20 seconds). Then let them keep their books
closed.
- Divide the class into four groups.
- Give students two questions, the group which

Group work
answers correctly the fastest wins the game.
a. How many people are there in the picture? (Four)
b. What is each person wearing?
- The woman is wearing a red shirt and a green skirt.
Pre-
writing
While
writing
- The man who is standing beside the car is wearing
brown trousers and a yellow shirt.
- The man who is standing on the pavement is wearing
a pink shirt and blue trousers.
- The boy is wearing blue shorts and a white shirt.
* Reading:
- Ask students to read the information about Tam then
answer some questions.
a. What is his name?
(Le Van Tam)
b. How old is he?
(14)
c. What does he look he?
(He is tall and thin. He has short black hair.)
d. What is he like?
(He is sociable, humorous and helpful.) 1
e. Where does he live?
(He lives at 26 Tran Phu Street, Hanoi)
f. Whom does he live with?
(He lives with his mother, father and an elder brother.)
g. Who is his friend?

(Ba and Bao)
- Let students write a paragraph about Tam, using the
information they have just got.
They have to work individually.
- Ask students to compare with the paragraph in their
books on page 15.
- Ask students to write some information about one of
their friends, then wrrite a paragraph about him or her.
- Get students to share with their partners and conrrect
if possible.
T-Whole class
Individual work
Pair work
Post-
writing
* Sample:
His / her name is ............ and homework / she is...........
years old. He / she.......lives at.......in with his
grandmother, his parents and his younger sister, Mai.
He / she is tall and slender. He / she has short black
hair. He / she rather shy but friendly and helpful. He /
she has a lot of friend but his / her close friends
are ............... and ……………..
- Ask each student to write a similar paragraph about
Individual work
Homework
himself / herself.
- Move around the class and help students, then ask
some students to speak in front of the class about
himself / herself.

- Ask students to wnte another paragraph about one of
their family members.
UNIT 1: MY FRIENDS
Lesson 5: Section: - Language Focus 2 (page 16)
Period 6 - Language Focus 4 (page 17)
Aim:
Further Practice in simple present tense and the structure.
Objective:
By the end of the lesson, students will be able to use simple present tense to talk
about general truths and write some sentences using the structure” (not) +
adjectives enough + to-infinitive”
Teaching aids:
Text book, cards, pictures
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up * Categories:
- Ask students to find out the adjectives beginning with
the letters that the teacher gives.
- Divide the class into two groups.
- Give four letters at the same time, students are to find
out four adjectives begining with the four letters given.
Example:
T writes : a b c d
S writes: awful big clever dirty
T writes: g h i j
S writes: great heavy intelligent jealous
T writes: k 1 m n
S writes: kind lovely mean new
T writes: o p q r

S writes: old poor quiet rich .
- The team which finishes first gets one mark.
* Checking vocabulary:
T-whole class
- Call on two students or two teams of students (5
students each tham) to the front of the class .
- Make sure they stand at an equal distance from the
board.
- Call out one new word in Vietnamese, the two
students must run forward and slap the word on the
board. (in English ). The one who first slaps the correct
word is the winner.
- Continue to ask two more students to come forward . -
Go on until students have slapped all the words .
II. Revision of Simple Present Tense
- Review simple present tense: formation, usage.
T-whole class
Practice
Presentation
2
Focus on one of the usage of Simple present tense. It is
used to express an action which is always true.
- Give students five verbs: be-move-set-rise- go.
- Ask students to complete the dialogue between Ba
and Tuan, his young cousin.
- Get students to work in pairs.
* Answers:
Ba: What do you know about the sun, Tuan?
Tuan: The sun rises in the East and sets in the West.
Ba: Can you tell me anything about the other planets?

Tuan: I know something about the Earth. It goes around
the sun.
Ba: Yes, and the moon moves around the Earth.
Tuan: Where is Mars, Ba?
Ba: It is near the sun.
Tuan: No it's silly! That is Mercury. Mars is near the
Earth.
- Get students to practice the dialogue in pairs. .
- Correct their pronunciation. Focus on the
pronunciation of verbs ending with S/ES.
Set the scene to introduce the structure "(not) +
adjectives enough + to - infinitive". Teacher is to ask
students to hang the picture on the board. "How do I
say and how do you answer? Complete the exchange."
Can you (1) this (2) over there?
No I (3) not (4) (5) to (6) the (7) over there.
- Answers:
T: Can you hang this picture over there?
S: No, I am not tall enough to hang the picture over
there.
Form: "(not) + adjectives enough + to - infinitive"
Meaning: (chửa / khoõng ủuỷ....ủeồ laứm gỡ.)
Pair work
Pair work
T-whole
class
Practice
Homework
I. Word - cue drill
a. Read English books /  good

- Can you read English books?
- Yes. My English is good enough to read English
books.
b. Drive a car / x old
- Can you drive a car?
- No. I'm not old enough to drive a car.
c. Carry this bag /  strong
- Can you carry this bag?
- Yes. I'm strong enough to carry it.
d. Solve this problem /  clever
- Can you solve this problem?
- No. I'm not clever enough to solve the problem.
- Model two cues, the whole class repeats, then ask
some students to repeat individually.
- Make sure students remember the exchange, then ask
a new student / give a new cue.
- Let all students work in pairs, one asks, the other
answers.
II. Further Practice
- Ask students to do exercise 4 on page 17 in pairs.
- Give feedback and ask students to practice the
dialogue.
* Answers:
a. Not big enough.
b. Not old enough.
c. Strong enough.
d. Good enough.
- Ask students to write five sentences about themselves
using the structure: "(not) adjectives enough + to -
infinitive".

Whole class
Pair work
Pair work
UNIT 2: MAKING ARRANGEMENTS
I. Aim
Helping students:
- to talk about intentions
- to use telephone to make and confirm arrangements
- to take a telephone message.
II. Language focus
1. GOING TO talks about intentions and activities in the future.
2. Adverbs of place
III. Vocabulary
Verbs Adjectives Nouns
(to) agree
(to) arrange
(to) conduct
(to) demonstrate
(to) emigrate
(to) transmit
Commercial
Countless
Mobile
an assistant
deaf – mute
a device
a directory
an exhibition
an experiment
a fishing rod

a message
a stationery
Lesson 1
Listen and read 1-2
Reading the conversation about making and
confirming arrange-ments.
Lesson 2 Speak 1-2
Language Focus 1-2
GOING TO talks about intentions
Lesson 3 Read 1 - 2 Reading the text for specific information about
Alexander Graham Bell
Lesson 4 Write 1-2-3 Writing a message.
Lesson 5 Listen Language Focus 3 Listening for details and practicing adverbs of
place.
UNIT 2: MAKING ARRANGEMENTS
Lesson 1: Section: - Getting started (page18)
Period 7 - Listen and read (page 19)
I. Aim:
Reading for details about a conversation on the phone.
Objective:
By the end of the lesson, students will be able to use the telephone to make and
confirm arrangements.
Teaching aids:
Text book, poster, pictures (on page 18)
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
* Ask students to match each object (pictures on page
18) with its name.

* Answers:
a. an answering machine.
b. a mobile phone.
c. a fax machine
d. a telephone directory
e. a public telephone.
f. an address book.
- Give the definitions of these objects on a poster and
ask students to match the object with its definition.
* Definition:
1. to send fax
2. to find someone's telephone number
3. to write addresses and telephone numbers.
4. to make a phone call in a street telephone box.
5. to leave and take messages.
T-whole class
Pre-
Reading
6. to make phone call anywhere you like.
* Answers:
a - 5 d - 2
b-6 e- 4
c-1 f- 3
* Open prediction:
- Set the scene: "Hoa and Nga are talking on the phone.
They are talking about going to see a movie." - Ask
students to guess:
a. Who made the call?
Pair work
While

reading
b. Who introduced herself?
c. Who invited .the other to the movies.
d. Who arranged a meeting place.
e. Who arranged the time?
f. Who agreed to the time?
- Give feedback
- Ask students to read the conversation between Nga
and Hoa on page 19 and give them feedback.
- Answers:
a. . Nga made the call.
b. Nga introduced herself '.
c. Nga invited Hoa to the movies.
d. Nga arranged a meeting place.
e. Hoa arranged the time.
f. Nga agreed to the time.
I. Comprehension questions
- Give students some questions and ask them to work in
pairs to answer them.
a. What Is Hoa's telephone number?
b. Which movie are they going to see? Where?
c. How is Hoa going to see the movies?
d. Where are they going to meet? What time?
Individual
Work
Pair work
Post-reading
a. Her telephone number is 3847329.
b. They are going to see the movie Dream City at Sao
Mai Movie Theater.

c. Hoa is going by bike.
d. They are going to meet outside the theater at 6.30.
- Get some pairs of students to ask and answer the
questions (open pairs)
- Let all students work in pairs (closed pairs)
II. Matching the phrases with their meanings
a. Hold on 1. Nó được chiếu ở đâu?
b. Is six thirty all right? 2. Khá xa…
c. Where’s it on? 3. Sáu giờ 30 được chứ?
d. A bit far from… 4. (Cầm máy) chờ nhé.
* Answers:
a- 4
b- 3
c- 1
d- 2
* Role play:
- Ask students to play the roles rf two students who are
talking on the phone making arrangements.
* Suggested dialogue:
Pair work
Pair work
Lan: 854146
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.
Homework
Lan: Let's go by bicycle.
Mai: OK. Let's meet outside the theater.
Lan: Is 7.00 OK?
Mai: All right. See you at 7.00. Bye.
Lan: Bye.
-
Students can change the information which is
underlined.
- Let students work in pairs. Teacher moves around the
class and helps the students.
- Ask students to write a similar dialogue on their
notebooks.
Pair work
UNIT 2: MAKING ARRANGEMENTS
Lesson 2: Section: - Speak (page18)
Period 8 - Language focus 1-2 (page 19)
Aim:
Practicing talking on the phone.
Objective:
By the end of the lesson, students will be able to talk on the telephone about
intentions with GOING TO.
Teaching aids:
Text book, cards
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
* Chatting:

- Talk to students about using telephone.
• Do you have a telephone at home?
• How often do you make a phone call?
What would you say when you pick up the phone to
answer it?
T-whole class
• What would you say if you are the caller?
Presentation
- Ask students to do exercise 1 on page 20. The
students have to work in pairs to put the sentences in
the correct order to make a complete conversation.
* Answers:
1-b: Hello. 9210752.
2-f: Hello. Can I speak to Eric, please?
I am Adam.
3-j: Hello, Adam. How are you?
4-a: I'm fine. I'm going to the pop concert at the City
Concert Center tonight. Would you like to come?
5-i: Which band is it?
6-c: It's Kids in Town. You like it, don't you?
7-e: Yes. What time can we meet?
8-k: Is 7.15 OK? The concert starts at 7.45. Let's meet
inside the center, at the cafe corner.
9-g: That's fine. See you at 7.15.Thank you Adam.
10 -h : Bye, Eric.
11-d : Bye.
- Ask some questions to check students' understanding
and focus on the structure GOING TO.
• Are they talking on the phone?
(Yes)

• •What do they intend to do?
(They intend to go to the pop concert.)
• What time are they meeting? Where?
(They are meeting inside the center at 7.15.)
• What form of the verbs do you use to talk about
intentions?
(be going to)
* Form: S + be + going to + infinitive
* Use: Express an intention
Pair work
Whole class
Practice I. Word cue drill
Model sentences:
Are you going to see a movie?
Yes, I am/ No, I'm not.
a. see a movie 
b. play sports, x
c. meet your friends. 
d. help your mother.
e. do your homework, x
f. watch TV. x
- Model two cues then ask students to repeat chorally
then individually.
- Ask some students to practice asking and answering.
Whole class
Pair work
Production
- Ask the whole class to work in pairs.
II. Further Practice
- Ask students to do exercise Language Focus 1 on

page 25. They have to work with a partner and say
what the people are going to do.
- Give an example first.
T: Nga has a movie ticket. What is she going to do?
S: She'd going to see a movie.
- Let students work in pairs.
- Give feedback
a. They are going fishing.
b. She's going to read the new novel.
c. She is going to do her homework.
d. He’s going to watch an action movie on TV tonight,
e. She's going to give him a birthday present.
* Role play:
- Set the scene: "Ba and Bao are making arrangements
to play chess."
Pair work
T-one student
Pair work
Pair work
Homework
- Ask students to work with their partners to complete
the dialogue.
- Give feedback
Ba: Hello. 8257012
Bao: May I speak to Ba, please. This is Bao.
Ba: Hello, Bao. How are you?
Bao: I'm fine. Thanks, and you?
Ba: Great. Me too.
Bao: Can you play chess tonight?
Ba: I'm sorry. I can't play chess tonight. I'm going to do

my homework.
Bao: What about tomorrow afternoon?
Ba: Tomorrow afternoon is fine.
Bao: I'll meet you at the Central Chess Club.
Ba: At the Central Chess Club? OK. Let meet at the
front door.
Bao: Is 2.00 o'clock OK?
Ba: Great. See you tomorrow afternoon at 2.00 o'clock.
- Ask students to play the roles of Ba and Bao to
practice the dialogue. Ask students to make the similar
arrangements and practice talking with a partner.
- Ask students to write five things that they intend to do
next week.
Pair work
What is the
telephone used
for
UNIT 2: MAKING ARRANGEMENTS
Lesson 3: Section: - Read (page 21-22)
Periods 9
Aim:
Reading the paragraph for details about Alexander Graham Bell.
Objective:
By the end of the lesson, students will be able to know more about Alexander
Graham Bell.
Teaching aids:
Text book, poster, pictures of Bell.
PROCEDURE
Stage Steps/Activities Work
arrangement

Warm up
Pre-reading
* Brainstorming:
- Let students answer the questions by coming to the
board and write.
To chat with friend tocommunicate
* Possible 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.
I. Pre teach vocabulary
- (to) emigrate: (example): go to another country to live.
- (to) transmit: (translation)
- (to) conduct: (synonym: What' s the synonym of (to)
carry out).
- (to) demonstrate: (translation).
- a device: (translation)
- a deaf- mute: (explanation: a person who is unable to
hear and speak)
* Checking vocabulary: What and where
- Have students repeat the words in chorus then rub out
word by word but leave the circles. Remember to.
Whole class
T-whole class
Whole class
let students repeat before and after rubbing out each
word.
conduct transmit emigrat

e
While
reading
- Go on until students can remember the words.
- Get students to write the words again in the correct
circles.
II. T/F statements prediction
- Hang the poster of T/F statements on the board and ask
students to work in pairs and guess which statements are
true and which are false.
a) Alexander G. Bell was born in the USA.
b) He worked with deaf-mute patients in a hospital in
Boston.
c) Thomas Watson was Bell's assistant.
d) Bell and Watson introduced the telephone in 1877.
e) Bell experimented with ways of transmitting speech
between deaf-mutes over a long distance.
f) Bell demonstrated bis invention at a lot of exhibitions.
- Give feedback.
- Ask students to read the text on page 21-22 and check
their prediction.
- Have students correct false statements.
Guess answer Correction
a F He was born in Edinburgh in Scotland
b F He worked with deaf-mute patients at
Boston University.
c T
d F He introduced telephone in 1876.
e F He experimented with ways of
trnsmitting speech over a long distance.

Pair work
Pair work
II. Ordering
- Ask students to look at the book page 22.
- Get students to read the events of Bell's life and put
them in the correct order.
- Ask them to compare with their partners.
* Alexander Graham 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.
Writing it up:
Individual
work
Pair work
deaf-mute demonstrat
e
device
Post-
reading
Homework
- Get students to write a paragraph about Bell's life, using
the information from the text.
* Suggestion:
Alexander Graham Bell was born on March 3rd, 1847 in
Scotland. He went to live in Canada and then to the

U.S.A in 1870s. He worked with deaf mutes at Boston
University and did experiments with ways of transmitting
speech over a long distance. In 1876, he and his assistant
- Thomas Watson introduced the telephone successfully
and in 1877 the first telephone was in commercial use.
- Let them swap their writings and correct.
- Ask students to write the paragraph (they have just
written and corrected with their friends) into their
notebooks.
Individual
work
UNIT 2: MAKING ARRANGEMENTS
Lesson 4: Section: - Write (page 23-24)
Periods 10
Aim:
Writing a message.
Objective:
By the end of the lesson, students will be able to write a telephone message.
Teaching aids:
Text book.
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
Pre-writing
Jumbled words:
- Write the words whose letters are in a random order on
the board.
- Divide the class into 2 teams. Students from 2 teams go
to the board and write the correct words.

- The team which writes more correct words first wins
the game:
1. mcuestor = customer
2. ayddmi = midday
3. essgmea = message
4. nifurretu = furniture
5. rvseice = service
I. Chatting
• Talk to students about taking a telephone message.
• Have you ever taken a telephone message? (Yes/No)
• When you take a message, what should be mentioned
in the message?
(Date, time, who sent, to whom, content)
Group work
T-whole class
While
writing
II. Pre - teach vocabulary
- a customer: (explanation: a person who comes to buy
something at a shop..)
- a delivery: (translation)
- stationery (example: papers, pens, rulers, envelopes)
- (to) pick someone up: (translation)
Checking vocabulary : Rub out and remember'
III. Reading and gap filling
- Ask students to read the message and fill in the gaps in
the passage on page 23.
- Let students work in pairs.
T-whole class
Pair work

* Answers:
"A customer phoned the Thang Loi Delivery Service on
May 12 just before midday. She wanted to speak to Mr.
Ha but he was out. So Mr. Tam took a message for Mr.
Ha. The customer's name was Mrs. Lien and she wanted
to know about her furniture delivery. She wanted Mr. Ha
to call her. She said Mr. Ha could reach her at 8645141
after lunch".
- Ask students to read passage 2 on page 23 to get
information and write the message.
- Let students write individually then share with a
partner.
* Answers:
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
- Ask students to write another message.
Individual
work
Pair work
Post-writing
Homework
- Set the scene: "Tom phoned Nancy, but she was out.
Lisa, Nancy's sister took a message for Nancy. Help Lisa
to write a message"
- Ask students to read the dialogue between Lisa and

Tom then write the message.
- Let students work in pairs.
Date: (....................)
Time: (....................)
For: Nancy
Message: Tom called about playing tennis this afternoon.
He will come over to pick you up at 1.30.
Taken by: Lisa
- Give feedback
- Ask students to write the message on their notebooks.
Pair work
UNIT 2: MAKING ARRANGEMENTS
Lesson 4: Section: - Listen (page 23-24)
Periods 11
Aim:
Listening for details and further practice in adverbs of place.
Objective:
By the end of the lesson, students will be able to complete telephone message by
listening and further practice in adverbs place.
Teaching aids:
Text book, poster.
PROCEDURE
Stage
Steps/Activities Work
arrangement
Warm up
* Telephone transmitting:
- Divide students into two teams.
- Choose 6 volunteers from each team.
- The volunteers stand in two lines. The teacher

Group work
Pre-
listening
While
listening
Presentation
shows the first student (in each line) a telephone
number.
- He / she whispers the telephone number to the next
person in his / her line.
- The second student whispers to the third... until the
last one.
- The last student shouts out the number, if it is the
same as the number teacher shows, that team wins the
match
- Ask students to look at the form of the telephone
message on page 21 and set the scene "a woman
phoned the principal of Kingston junior high school,
but he was out"
- Have students guess the message.
- Let students work in pairs.
- Give feedback
- Get students to listen to the tape twice and fill in the
message, compare with their guess.
* Answers:
Kingston Junior High School
Date: (..............)
Time: (..............)
For: the principal
Message: Mr. Mary Nguyen wanted to see you at 9.45

in the morning. ,
Telephone number: 64683720942.
* Jumbled words:
1. tdeousi 4. erhe
2. siiden 5. stupairs
3. hetre 6. wonstairds
- Hang the poster of the words with disordered letters
on the board and tell the students that they are adverbs
Pair work
T-whole class