day bai hat tieng anh

DOP : Sep 5
th
, 2006
DOT : Sep 11
th
,2006
Period : 2
UNIT 1 : A DAY IN THE LIFE OF …
READING:
I/ Objectives :
1. Educational aim : Students understand the daily life in the countryside that help students summarize
their daily life.
2. knowledge :
- General knowledge : Learn about the situation of the farmers , farm….
- Language:
- New words : Words related to farmers, cattle , daily life in the countryside.
3. Skills : Reading for specific information.
II/ Method :Mainly communication
III/ Teaching aids :Real objects and pictures showing various activities as buffalo and a boy/ girl , a
farmer with a plough….
IV/ Procedure :
Time
Teacher’s activities Students’ activities
15’
8’
Warm up – Before you read.
- Asks sts to work in pair . tell them to
asks and answer about daily routines
by using the cues.
- Ex: What time / you / often /
get up ?

S1 : what time do you often get up?
S2 : I often get up at 6
-Teacher hungs the pictures on the B.B,
uses the pictures to give vocabulary.
( words and phrases)
-Teacher gives handouts and gets sts to
work in groups to pick out some activities
which farmers usually do .
-Teacher introduces the activity 2 (sts
close their books ), and gives handouts
and gets class to read and tick into the
right column.
-Teacher corrects by saying sts read the
text.
While-reading
Task 1:
-Gets class listen to the tapescript and
Students work in pairs.
- Students may guess the meaning of words and phrases
.(their answers may vary )
-Students do the task.(the handouts).
Answers : getting up early , leading buffalo to the
field , repairing the banks of the plot of land, pumping
weter, ploughing and harrowing,
Activity Mr Vy Ms T
1. drinking several cups of tea
2. taking care of children
3. leading a buffalo to the field
4. pumping water
5. getting up early

6. ploughing and harrowing
x
x
x
x
x
x
x
x
TASK 1:
-Students work in pairs.
1. Goes off -> C. ring
2. to get ready -> C. to prepare
3. Chat -> A . talk in a friendly way.
4. Contented with -> A. satisfied with
read in silence.
-Gets class to compare with the
informations in the “before you read “
-Corrects
Time Teacher’s activities Students’ activities
5’
7’
10’
Task 3 :Group Work
-Explains sts to scan the passage and make
a brief note about Mr Vy and Mrs. Tuyet
daily routines.
-Teacher checks – corrects.by going around
pupils .
Task 2 :

- Teacher gets sts to read task 2 .
- Gets class to read text quickly again and
answer questions .
-Checks and calls sts to correct.
After reading:
-Asks class to close their books , work in
smallgroups to discuss about Mr Vy and
Mrs Tuyet’s activity.
-Review class some words / phreses.
Homework :
Task 3 :Group Work
-Read quickly the text , ask and answer questions
-Work in group .
*Answers :
• In the morning :
o 4:30 alarm goes off, Mr Vy gets up,goes
down to the kictchen, boils water for tea ,
drinks tea , has a quick breakfast , leads the
buffalo to the field.
o 5:15 : leaves the house.
o 5:30 : arrives in the field , ploughs and
harrows
o 7:45: takes a break.
o 10:30: goes home.
o 11:30: has lunch with family.
• In the afternoon :
o 2:30p.m : Mr Vy and Mrs Tuyet go to the
field again , repair the banks of the
plot of land. He pumps water into the
plot of land . She does the

transplanting.
o 6:30 P.m: finish work.
o 7:00 p.m: have dinner.
• After dinner :
o Watch T.V , go to bed .
o Sometimes visit neighbors ,chat with
them .
Task 2 : Work in pair
-Read task 2.
- Answer questions . in pairs.
-Answers:
1. he is a peasant / farmer.
2. He gets up at 4:30 and then he goes down the
kitchen to boil some water for his morning
tea.
3. In the morning , he ploughs on his plot of
land , drink tea , and smokes tobaco during

Gets class to write a short passage about
their parents’ day. About 80 words.
his break.
4. In the afternoon , they repair the banks of
their plot of land. Mr Vy pumps water into it
and his wife does the transplanting.
5. Yes , they are .because they love working
and they love their children .
-Close the books – work in pairs or or small groups.
About Mr Vy – Mrs Tuyet’s activity.
-Focus on some words / phrases.
DOP : Sep 9

th
, 2006
DOT : Sep 12
th
,2006
Period : 3
UNIT 1 : (CONT.) A DAY IN THE LIFE OF …
SPEAKING :
I/ Objectives :
1. Educational aim : Helps students ask and answer the information in their daily life .(lives)and
others.
2. knowledge :
o General knowledge : though this unit , sts understand the life in the countryside,
( animals,cattle, people…)
o Language : sentences and expression for schedules , time , routine .
3. Skills : Fluency in expressing opinions and activities in daily rountine .
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Pictures, subboards
IV/ Procedure :
Time Teacher’s activities Students’ activities
10’
• Warmer :
-Gets pupils close their books.
-Hungs the subboards with some subjects are
learnt in school.
-Guides how to do , asks class to look at some
subjects in 3 mins
- Puts down the subboards and gets class to say
the words / phrases they see .
-Reviews how to say the time by giving

handouts. (work in pairs )
-Goes around and checks
- Close their book .
- Look at the board in 3 mins and say words / phrases
they see.
- Technology, math, physics, biology, literature ,
geography, history, music…
- Reviews how to say the time
8:15 -> a. a quarter past eight .
8:55 b. half past ten.
9:45 c. seven o’clock.
7:00 d . five to nine.
10:30 e. a quarter to nine .

10’
• While-Speaking:
Task 1 : ( work in pair )
- Introduces the situation, and gives a model
dialogue .
- Teacher and a good student speak .
- Gets class to open the books and practice in
pairs .
- Goes around and helps students (if necessary)
-Checks .
Task 1 : work in pairs
-Listen and practice with a partner
A : What time does Quan have a Civic Education lesson
on Monday?
B: He has a Civic Education lesson at 7:15 a.m .
A: What lesson does Quan have a quarter past seven on

Monday ?
B: Quan has Civic Education at a quarter past seven on
Monday.
-practice .
Time Teacher’s activities Students’ activities
15’
8’
2’
Task 2 : ( Group work )
- Gets class to look at the pictures in task 2
and describe .
- Explains how to do task 2 .
- Asks some questions such as :
• What does Quan do at 2p.m ?
• What time does he play football ?
• Where does he play football ?
(using present tense )
- Gets some sts practice about Quan’s
activities (in class )
- Corrects
Task 3 :Group Work
- Gets class to close their books and guides
how to do .
- Calls sts to repeatabout their daily
routine .
- Corrects .
Homework :
Gets class to write about their daily routine
about themselves in 50 words.
Task 2: ( Group work )

- Look at the pictures and describe .
- Ask and answer with pictures in the books .
- Listen and describe.
Answer: Quan’s activities
At 2 o’clock p.m , Quan gets up after taking a
short nap . He studies his lesson at 14:15 . He
watches T.V at 16:30 . Then he goes to the
stadium by bicycle at 17:00, he plays football with
his friends there . He comes back home at 18:30 ,
takes a shower at 18:45 . He has dinner with his
family at 19:00 . At 20:00 he reviews his lesson .
This is a typical day of Quan.
- Corrects with the (guider )teacher .
Task 3 :Group Work
( Tell your classates about your daily routine )
- Do task 3 by groups .
-Report their routine .
Cues :
What time do you get up ? ( have breakfast/ go to
school ?)
-Time : 6a.m, 6:30 a.m, 11:45a.m, 12: 00 a.m, 6p.m.
-------------------***----------------------
DOP : Sep 9
th
, 2006

DOT : Sep 13
th
,2006
Period : 4

UNIT 1 : (CONT.) A DAY IN THE LIFE OF …
LISTENING :
I/ Objectives :
1. Educational aim : Students know a daily routine of a person with his occupation.
2. knowledge :
o General knowledge : Sts learn about the activity of the people who works by a cyclo .
o New words :Words such as : district , pedal , purchase, drop, ride, parks, passenger, footstall.
3. Skills : Listening for gist and for specific information.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Pictures of a cyclo driver .
IV/ Procedure :
Time Teacher’s activities Students’ activities
15’
10’
10’
Warm up :
- Gives pictures about cyclo and asks some
questions .
 Have you ever travelled by cyclo ?
 Is it interesting to travel by cyclo ?
- Gives some new words and gets class to
read , and explains new words.
While you listen :
Task 1 :
- Introduce the situation : “ you will hear
Mr Lam , a cycle driver in HCM city , talk
about his morning listen to the tape then
number the pictures in their correct order “
-Gets class the reason after listening 3
times.

- Checks and corrects by stoping at the
sentence relating to the right answer.
Task 2 :
- Introduces and explains
- Gets class to read sentences in their
textbooks .
- Asks if they can guess or remind some
information.
- Gets class to listen .
- Checks pupils as if they can get the
answers.
- Look at the picture of cycle …
- District (n) drop(n)
- Routine (n) passenger (n)
- Office (n) ride (v,n)
- Pedal (n) park (n)
- Purchases(n) foodstall(n)
- Repeat new words :
Task 1 :
- Listen and read in 2 minutes to know what to do .
-Listen and put numbers in the pictures and say the r
reason .
• Answers :
a: 3 , b:5 , c: 4 , d: 6 , e:1 , f: 2 .
Task 2 :
- Listen to the teacher
- Read
- Answer.
- Listen the first time.
- Answer (if they can )

- Listen the second time.
- Answer.
1. False (in district 5 )
2. true .
3. False ( he gives an old man a ride from

5’
5
- Gets class to listen again.
Stops at the right sentence to get sts
understand the information .
After you listen :
- Gets class to work in pairs , ask and
answer about Mr Lam .using some words
given :
- Gets class to tell story before class .
- Corrects
Homework :
Write about Mr Lam in 50 words
district 5 to …..1 )
4. False(his passenger is an old man )
5. False(he has lunch at a foodstall near Bthanh
market )
6. False ( after lunch time, he parks his cyclo
under the tree and takes a short rest ).
- work in pairs
name(n)
occupation (n)
start work .
lunch(n)

rest (n,v)
passengers(n)
Tell the story before class .
-------------------****** ---------------------
DOP : Sep 9
th
, 2006
DOT : Sep 18
th
,2006
Period : 5
UNIT 1 : (CONT.) A DAY IN THE LIFE OF …
WRITING :
I/ Objectives :
1. Educational aim : Helps sts write a narrative about a fire in a hotel with simple past tense.
2. knowledge :
 General knowledge: Sts understand the content , language, tense and structure in a
narrative.
 New words : be due to (a): stare death in the face (v): take off (v): air-hostess (n): fasten
seatbelt (v):…..
3. Skills : Writing a narrative .
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some pictures of some situations or events .
IV/ Procedure :
Time Teacher’s activities Students’ activities
10’
Warmer:
Asks class some questions .
- Have you ever heard a frightening story ?
- When did it happen ?

- How did you feel about that ?
Answer questions
- Yes, I have / No, I haven’t.
- It happened when I was in the 10
th
grade…
- It made me frightened .
Task 1 : Group work

15’
While you write :
Task 1 : Group work
- Gets class to read the model text , and
explains some words ( if necessary ).
- Goes around and helps .
- corrects .
Gets class to take notes that they should use
simlpe past tense to tell / report a past story .
Read the model text , (hyphen ) underline the verbs in
past , crircle the word of time such as : first, second, then
…
Answers :
Verbs: started. was, arrived, got, took off, began,
thought, were, told, seemed, realised, were, screamed,
thought, felt, announced, was, landed,.
Connectors: on that day, at first, then, just, a few
minutes later, one hour later.
Note :The simlpe past tense is use to tell / report a
past story.
• New words :

o be due to (a): because of, owing to (bởi vì )
o stare death in the face (v): so scared, afraid (đối
mặt
Time Teacher’s activities Students’ activities
10’
5’
Task 2 : Group work
Explains how to do task 2
Explain to pupils the format of a narrative: the
events, the climax. and the conclusion
Tell pupils to work in groups and identify the
events, climax, and the conclusion of the story.
Goes aroung and helps.
Ask them to report the results to class.
Checks (corrects)
Task 3 :Individual and group
Explains task 3 – gets class to write a narrative
about a fire in a hotel: using the cues given.
- Corrects one or two papers on the board.
Với cái chết )
_ take off (v): (plane) leave the ground (cất cánh )
_ air-hostess (n): person who takes care of passengers on
a plane (tiếp viên hàng không ) -
fasten seatbelt (v): fix the seatbelt around the body to
keep safe on the plane (thắt dây an toàn )
- dip (v) nhúng , ngâm, chìm xuống .
- We had only minutes to live : còn vài phút để sống .
Task 2 : Group work
Listen
Identify the events, climax, and the conclusion of the

story.
The events: Got on plane, plane took off, hostesses
were just beginning to serve lunch when plane began to
shake, plane seemed to dip, people screamed in panic.
The climax: We thought we had only minutes to live.
The conclusion: Pilot announced that everything was all
right. we landed safely.
Task 3 :Individual and group
Practice in group, write in a sheet of paper .
Change the sheet of paper to each other to correct.
Answer:
Last year, I spent my summer holidays at a seaside
town. The hotel was modern and comfortabl:? I had a

5’
Homework :
Gets class to continue their writing correctly at
home .
wonderful holiday until the fire. It was Saturday evening
and everybody was sitting in the discotheque (which
was) on the ground floor.I was crowded with people.
They were dancing andsinging

happily. Suddenly we
smelt smoke. Then smoke began to fill in the room .
Everybody started to scream in panic. People ran
toward the fire exits. One door was blocked.Many
people began

coughing and choking . Then, just as we

thought we had only minutes to live, The fire brigade
arrived. Firemen fought their way into the room and
soon everyone was safely out of building. Luckily
nobody was seriously hurt. It was the most frightening
experience of my life.
Gets class to continue their writing correctly at home .
DOP : Sep 10
th
, 2006
DOT : Sep 19
th
,2006
Period : 6
UNIT 1 : (CONT.) A DAY IN THE LIFE OF …
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : Identifying the sounds
III
and
Ii:I
Reviewing the present and past simple tense and adverbs of frequency.
2. knowledge :
- General knowledge:Helps sts to practice and understand the language, vocabulary,
grammar…in the lesson they’ve learnt.
1. Skills : Communicative approach.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some pictures and subboards .
IV/ Procedure :
Time Teacher’s activities Students’ activities

5’
5’
Warmer:

Categorising:
Ask pupils to work in groups.
Give out 10 to 15 words and tell pupils to put
them under appropriate heading:
Adverbs of
manner
Adverbs of
frequency
Adverbs of
time
Adverbs:
Tomorrow, usually, carefully, beautifully,
yesterday, ...
Pronunciation : / I / - /i:/
Gives class the picture of a sheep and a ship .
Gets class to commplete this sentence :
- I see a sheep on the ship.
-Demonstrate the : sounds
III
and
Ii: /
by
pronouncing them clearly and slowly.
-Help Ss to distinguish these two sounds.
Instruct the way to pronounce:
/ i:/ : Open your mouth very litte to make the

sound /i:/.
/ i:/: is a long sound .
/I/: first practice the sound /i:/ , then open your
mouth a little more .
/ i:/: is a short sound .
Group work
Practice in group, write in a sheet of paper .
Listen
Look at the pictures and commplete this sentence.
Distinguish the difference between the word :
ship – sheep
/I/ - /i:/
Listen and repeat .
Minimal pairs :
/I/ (short ) - /i:/(long)
hit.bit,… heat, beat, ceiling, he…
Time Teacher’s activities Students’ activities
7’
6’
- Gets class to practice the words .
-Opens the book and gets class to practice in
pairs , Find out the sound
III
and
Ii: /

Grammar :
- Shows a picture of a boy going to school by
bycicle to introduce the grammar of present ,
past, adverbs of frequency .

- Review the form :
Listen and repeat .
Practice sentences to find out
III
and
Ii: /
o I s he coming to the cinema?
o We’ll miss the beginning of the film.
o I s it an interesting film, Jim?
o ……
Look at the picture .
Form :
The present simple tense:
S + V
1
/ Ves / V
s
+ ….
S + don’t / doesn’t + V ( bare infinitive )
Do /does + S + V ( bare infinitive )
The past simple tense:
S + V
2
/ V
ed
+ …

7’
5’
5’

5’
Exercise 1:
Explains exercise 1( how to do )
Corrects
Exercise2 :
- Explains, except “ as a rule “ adverb stands
before the sentence, but as usual adverbs always
stand before ordinary verbs and behind to be.
- Gets class to practice and corrects .

Exercise 3:
- Guides how to do .
- Goes around and explains some new words
( if necessary )
- Corrects .
Homework :
Gets class todo language focusin their exercise
book .
S + didn’t + V( bare infinitive )
Did + S + V( bare infinitive )
Ex :
- He is a schoolboy . He usually goes to school by
bycicle everyday but yesterday he went to school
on foot .
Exercise 1:
- Practice
Answer:
1 . is 2. fish 3. worry 4. are
5. catch 6. am 7. catch 8. go
9. give 10. says 11. realize 12. am

Exercise 2:
Position :
S + Adverb + V
S + to be + Adv
Ex:
o He usually goes to bed at 10 p.m
o He is usually late for class.
o As a rule , I go to bed at 10 p.m
Exercise3:
Practice :
Answer:
1. was done , 2. cooked , 3. were , 4. smelt, 5. told , 6.
sang, 7. began, 8. felt , 9. put out , 10. crept , 11. slept ,
12. woke, 13. was , 14. leapt, 15. hurried, 16. found ,17.
wound, 18. flowed .
DOP : Sep 12
th
, 2006
DOT : Sep 20
th
,2006
Period : 7
UNIT 2 : SCHOOL TALKS
READING:
I/ Objectives :
1. Educational aim : Reading the passage to find the informations.
Learning the new words through guessing the meaning, answering the questions
and brain storming.
2. knowledge :
3. Skills : Reading for gist and for specific information.

II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some pictures and subboards .
IV/ Procedure :

Time Teacher’s activities Students’ activities
5
7
7
Warmer:
- Asks pupils to close the books .
- Asks pupils to look at the picture and then
make the questions.
• Where are they ?
• Can you guess what they are talking
about ?
Before you read :
Asks pupils to find the words or phrases related
to “ school “ and then read loudly .
While you read :
Asks pupils to open the books .
Asks pupils to listen the teacher.
Task 1 :
Fill each blank with one of the words in the
box
corrects
Do as required
They are in the school yard.
I think they are talking about sports , games,
entertainment health problems, hobbies , holidays ,
films, their teachers, their friends,…

Do as required.
Headmaster
Principal
Teachers
Classmates Chemistry
Students Subjects Maths
Friends English
Kinds of school
Primary school, secondary school, high school, college,
university.
Open the books
Listen
Task 1 :
Do the task
Enjoy, traffic, worry, crowded, language.
Time Teacher’s activities Students’ activities
7
7
Task 2 :
- Finding who ...
Read the small talks again

Pair work and
find out who ....
Ask pupils to work in pairs
Corrects
Task 3: - Answering Questions
1. Where does Phong study?
2. What subjects does he study?
3. Why does he want to learn E?

4. What does Miss Phuong sau about her
teaching proffession?
Task 2 :
enjoy teaching Miss Phuong
Get up early Mr Phong
Lives far from school Mr Phong
Loves working with children Miss Phuong
Loves learning English Mr Phong
Rides a bike to school Mr Phong
Studies at a high school Mr Phong
Teaches English at a high school Miss Phuong
Worries about someone else’s safety Mr Ha
Task 3: - Answering Questions
1. He studies at Chu Van An High School
2. He studies many subjects such as Math, Physics,
Chemistry ...
3. Because it is an international language.

schoo
l
9
3
5. Why does Mr Ha worry about his son’s
safety?
After you read :
Asks pupils to close the books.
Asks pupils to work in groups.
Talks about the following.
What subjects you like learning best and
why.

What you like or dislike doing at school.
What you worry about at school.
Homework :
Summarise the main points.
Assign homework
4. She says that teaching is hard work, but she
enjoys it because she loves working with
children.
5. Because his son has to ride his bike in narrow
and crowded streets on the way to school.
close the books.
work in groups
Suggested answers:
I like learning English best because It is very
interesting to learn. In class, we can exchange ideas
and discuss various topics in English. Besides, we
play a lot of exciting and useful games. At home, I
can watch many TV programs such as films, game.
Whole class
************************************
DOP : Sep 15
th
, 2006
DOT : Sep 25
th
,2006
Period : 8
UNIT 2 : (CONT) SCHOOL TALKS
SPEAKING:
I/ Objectives :

1. Educational aim : Help pupils to practise questions and answer them in small conversation
Practise to talk the way of the beginning and the end of a conversation
2. knowledge : say to start and close a conversation.
3. Skills :
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some pictures and textbook, small cards ....
IV/ Procedure :
Time Teacher’s activities Students’ activities
7
WARM-UP:
Rearranging
Asks pupils work in pairs.'
Gives out 5 to 7 sentences whose words are not
in good order.
Ask pupils to rearrange the words to make
complete sentences.
1. has. nice, to, you, talking, been, it, very.
2. weekend, did, nice, havt:, a, you?
Work in pairs
Answers:
1. It
has been very ntce
talking to you
2. Did you have a nice weekend?
3. Catch up with you later

10
10
3. up, later, catch, you, with.
4. school, evervthing, how, at, is?

PRESENTATION
Task 1 :
-Ask pupils to look at Task 1 in the book
-Asks pupils work in pairs to put the
expressions which are commonly used in
making small talks under appropriate
heading: Starting a conversation and
Closing a conversation.
Note: For some Ss, this activity is easy, but it
would be difficult due to some unfamiliar
structures which need explaining:
How's everything at school? Catch up with
you later.
-Asks pupils practice these expressions with
his/her partner. Feedback and give correct
answers:
PRACTICE
Task 2 -
Sentences Rearrangement
-Asks pupils to do Task 2 in pairs: Rearrange
the sentences to make an appropriate
conversation.
Note: Pupils may study the expression in Task
1 again to have the correct rearrangement.
- Calls on some pairs to practice the
conversation in front of the class. T should
draw pupils’ attention to intonation and
stress beside pronunciation ..
4. How's everything at school?
Task 1 :

Work in pairs
Starting a conversation
Good morning
How's everything at school?
Hello. How are you?
Hi. How is school?
Hello. What are you doing?
Closing a conversation
Goodbye. See you later
Well, it
's
been nice talking to you
Sorry I've got to go. Talk
to you later.
Great. I'll see you tomorrow.
Catch up with you /ate
Task 2 -
Sentences Rearrangement
Give correct answers:
1 D. Hi, Minh; Did you have a nice weekend?
2 F. Hello, Quan. Yes, I did. It's great.
3. B. What did you do? 4.
H. I went to Lan's birthday party. The food was
good and the people were interesting. What did you
do, Quan?
5. E. Oh, I stayed at home and did my homework.
Nothing special. 6.
C.
Where are you going now? 7. G.
I'm going to the library to borrow some books. Sorry,

I've got to go. Talk to you later.
8. A. Bye. See you later.
Time Teacher’s activities Students’ activities
5
Task 3 -
Conversation Completion
-Asks pupils to keep on working in pairs:
Complete the conversation with suitable words,
phrases or sentences in the box.
- Calls on some .pairs to practice the
completed conversation in front of the
class.
Task 3:
Give suggested answers
A: Hello, Hoa. You don't look very happy. What's the
matter with you?
B: Hi, Nam. 1 feel tired. I've got a headache
A: Sorry to hear that. You'd better
go
home and have a
rest B:
Yes. That's a great idea. Goodbye, Nam.
A: See you later.

10
3
FURTHER PRACTICE
-
Asks pupils choose another partner to form a
new pair and then make a small talk on the

following topics: The weather , Last night's TV
programs ,Football,Plans for the next weekend
- Asks pupils to use the starting and ending of
a conversation. Calls on some pairs to act out
the conversation in front of the class.
Ask other Ss to comment on their conversations
WRAPPING:
Summarise the main points. Assign homework
Feedback and give suggested answers:
A: Hi. How are you today?
B. 1 'm fine. Thank you. Did you watch TV last night?
A: It's a pity. 1 had to finish my homework last night. Is
there anything interesting?
B: Yes. It's the first time a contestant could answer 13
out of 15 questions in the garne show Who wants to be
millionaire. He is very brilliant
A: Really? 1 will try to finish homework early
tomorrow so that 1 will be able to watch the repeated
broadcast at 8p. m
B: That's a good idea. 1 got to
go
now. See you thei;. A:
Take care. Bye.
Whole class
Supplements Exercise : Rearrange the following sentences to make a conversation.
1. Both teams played very well but Italian team scored two goals in the last two minutes and advanced
to the final match.
2.Morning. How are you today?
3. Great! Italian team is my lavourite one. I think Italian team will be the Champion.
4. Really? It's a pity I didn't watch that match. How was it?

5. Yes. Wish them luck in the final match next week.
6. Not bad. I am a bit tired because I stayed up late last night to watch the semi final match in World
Cup 2006 betl1Jeen the host German team and Italian team.
Answers: 2-6-4-1-3-5
DOP : Sep 18
th
, 2006
DOT : Sep 26
th
,2006
Period : 9
UNIT 2 (CONT) SCHOOL TALKS
LISTENING:
I/ Objectives :
1. Educational aim :Help pupils to listen to the conversations and match them with the pictures
Help pupils to listen and complete the coversation.
2. knowledge : Pupils will be able to make mini conversations about daily topics such as : study at
school, weather,…...
3. Skills:

II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some forms ....
IV/ Procedure :
Time Teacher’s activities Students’ activities
5
10
7
WARM-UP:
Asks pupils to make questions for the
following answers :

1. I’m talking Enlish
2. I really like it .
3. for a week .
4. No, I’m travelling alone
5. That’s great .
Before you listen :
Ask pupils to work in pairs and match a
question in A with a response in B.
Call on some pairs to read aloud the question
and response in front of the class.
While you listen :
Task 1 – Matching
Ask pupils to listen to the conversations and
match them with the pictures.
Asks pupils to look at the pictures and yhen
answer the question .
What can you see in the picture ?

Make questions:
- What are you talking this semester ?
- Do you like football?
- How long are you staying there?
- Are you travelling with your friend?
- Would you like to go somewhere for a
drink?
Feedback and give correct answers:
I.
c
2.
e

13.
a 4. b 5. d
Task 1 – Matching
Look at the pictures
Answer:
- Picture a :
I can see some people standing in font of the
hotel.
- Picture b :
I can see some people and classrooms ……..
- Picture c :
Birthday cake, candles, gifts ….
Time Teacher’s activities Students’ activities
Where are they standing ?
Can yoy guess what are they talking about ?
- Picture d:
I can see sea, ship, sun and two people
• A. They are talking about their hotel.
• B. they are in school.
• C. They are at a party.
• D. They are standing on a beach.
o I think they are talking about their hotel.
o They are talking about their teachers, friends,
studying….
o They are talking about their food , drink…
o They are talking about their holiday.

7
7
Asks pupils to listen the tape then match the

conversation with the pictures
Task 2 - Answering Questions
Asks pupils listen to the tape again and
answer the questions.
Lets pupils listen to the tape several times if
necessary and have a pause between
conversations to make it easier for pupils
while they are doing the task.
Calls on some pupils to read aloud their
answers in front of the class.
Corrects
Task 3 -
Conversation Completion
Asks pupils to work in pairs and study the
conversation. Encourages them to guess the
missing words.
Ask pupils to listen to it and complete the
conversation by filling in the missing
information.
Note: This task may cause difficulty to some
pupils because it requires pupils to write down
the exact words in the tape.
Calls on some pairs to practice the completed
conversation.
Conversation 1: Picture b Conversation
2:
Picture
c
Conversation
3:

Picture d Conversation
4:
Picture a
Task 2 - Answering Questions
Individual work
Individual work
1. . She takes English.
2. She is in Miss Lan Phuong's class.
3. He is at a party.
4. He stays there for a week.
5. No, she doesn't. She travels alone.
Task 3 -
Conversation Completion
Play the last conversation again.
Give correct answers
A: Hoa. How do you like (1) it here?

B: It's (2) very nice. The hotel is (3) big and my
room is (4) comfortable .
A. .4: Are you (5) travelling with
your
Fiends?
B: (6) No. I'm travelling (7) alone.
A: Would you like to
go
somewhere (8) for
a
drink?
B: That's great.
Time Teacher’s activities Students’ activities

6
After you listen :
Ask pupils to work in groups of 3 or 4 and
discuss the problems they have experienced
at school.
Goes around the class and offer help if
necessary
Suggest the common problems at school: getting
bad marks, having difficulty in making friends,
coming to class late, be slow at learning ...
Group work
During the discussion, pupils should use these
questions:
What problems have you got at school? What is / are
the reasons(s)?

3
Homework :
Summarise the main points. Assign
homework
What have you done to solve it / them?
Who helps you to solve it?
Whole class
******************************************
DOP : Sep 20
th
, 2006
DOT : Sep 27
th
,2006

Period : 10
UNIT 2 (CONT) SCHOOL TALKS
WRITING:
I/ Objectives :
1. Educational aim :Help pupils to write and to fill a form.
2. Knowledge: By the end of the lesson, Ss will be able to:
_ fill some common forms such as enrolment form, simple applic form, library admission form, ."
_ use useful words and structures in some certain forms.
3. Skills: Filling in a form.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Some forms ., textbook..
IV/ Procedure :
Time Teacher’s activities Students’ activities
3
7
WARM-UP:
Shows a few forms andasks questions :
o What do you call these?
o Have you ever written / filled in
them ? what for ? when?
Before you writing :
Task1 :
They are forms
Apply for jobs…
Work in pairs
Time Teacher’s activities Students’ activities
Asks pupils to work in pairs and answer the
questions .
1. Have you ever filled in a form? On
what occasions?

2. What sort of information do you often
have to provide when you fill in
aform?
Asks some pairs to practise in class .
Give examples of some commonly-used forms:
application form, entry admission form ...
When I fill in a form I often have to provide first
name , surname, address age, occupation, marital
status,…..
Work in pairs

20-25’
While you writing :
Vocabulary pre-teach:
Checking technique
Task 2 – Matching
Asks pupils do task 2. Match a line in A
with a question in B
Asks pupils compare their answers with a
partner.
Gives clear instructions of Task 2 .
Note:May introduce more questions that
are . used in a form:
Place of birth:
Where were you born?
Telephone number:
What's your telephone
number?
Task 3 -
Doing What Forms ask

Asks pupils do the task individually.
Goes around the class and provides help if
necessary.
Country of origin: quê quán
Present address:chỗ ở hiện tại
Marital status:tình trạng hôn nhân
Occupation: nghề nghiệp
Block capitals:chữ viết hoa
Delete: xoá
Applicable:thích hợp ,phù hợp
Work in pair and then present in class:
1. First name - What's your first name?
2. Surname - What's your surname?
3. Date of birth - When were you born?
4. Country of origin - Where were you born?
5. Present address - Where are you living at the
moment?
6. Marital status - Are you married or single?
7. Occupation - What do you do?
Time Teacher’s activities Students’ activities
Further explain and translate into Vietnamese if
necessary.
Do as required
1. Write your name in block capitals: Viết tênn
bằng chữ in hoa.
2. Sign your name: ký tên
3. Delete where not applicable: ghạch bỏ thông tin
không cần thiết .
4. Put a cross if you are male: đánh dấu X nếu bạn

Task 4 - Filling in tlte form:
- Asks pupils to study the form carefully
and till in the form using their own
information.
- Calls on 2 pupils to fill in the form on the
board while others doing the task in the
textbook.
- Tells pupils to look at the board and
comment on their performance.
Corrects the form as the whole class
là nam.
5. Put a tick you are female: đánh dấu V nếu bạn
là nữ.
Individual
Work in pair
Give suggested answers:
THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM
PLE ASE WRITE IN CAPITAL LETTE RS

Mr
I
Mrs
I
Miss·
Surname: NGUYEN
First name: NGOC HA
Date of birth: March 21,1988
Nationality: Vietnamese
Language{s): Vietnamese, English, and E DE

Address in your country: 15,Nguyen Chi Thanh Street, BMT
city
Occupation: Student
Reason for learning English: 8uJness
I
Pleasure
I
Exams
I
Others·
(If others, please specify)
How many hours a day do you want to stay at the school? 4
hours
What date do you want to start? May 22, 2006
+
Delete where not applicable.
Time Teacher’s activities Students’ activities
10-12
After you writing :
Asks pupils to use one pupil’s completed
Answer :

form to write a passage ( or to summarize)
Corrects the mistakes.
Homework :
(Handouts ) Asks pupils to write a full form
to participate in an E speaking club .
A was born on…..
He/she can speak…..
He /she learns English for…..

Homework :
Full name: ……………………………………………………………………….….Male
Date of birth: ............................................................National
ity:..............................................................................................
Home address: ..........................................................Tel: .Emai
I: ................................................................................
Grade:
School: ..........................................• ,
Where have you studied English? What level: .
******************************************
DOP : Sep 28
th
, 2006
DOT : Oct 2
nd
,2006
Period : 11
UNIT 2 (CONT) SCHOOL TALKS
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : Revision of the sounds
1^ 1
and
la:1
Using gerund and to – infinitive
2. Knowledge: By the end of the lesson, Ps will be able to: pronounce the vowels
11\ /
and
la:1
correctly. distinguish the use of gerund and to - infinitive.

3. Skills: : Communicative approach.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Textbook, cassette, whiteboard markers, ....
IV/ Procedure :
Time Teacher’s activities Students’ activities
5
WARM-UP:
Divides The class into small groups.
Gives each group one card containing 10
words whose letters are jumbled.
Asks ps to rearrange the letters to make
good words.
The group which finishes the task first with the
most correct words will be the winner.
E.g:
bsutcej -> subject
skat -> task
lmeeaf -> female
ctarjif -> traffic….

Time Teacher’s activities Students’ activities
5
5
7
10
PRONUNCIA TION
PRESENTATION 1
Demonstrates the sounds II\. I and la:1 by
pronouncing them clearly and slowly
Helps ps to distinguish these two sounds.

Instruct the way to pronounce:
PRACTICE 1:
- Play the tape and asks them to repeat.
- Calls on some ps to repeat the sounds
clearly to in front of the class
- Asks ps to work in pairs and practice the
sentences. Introduces peer correction.
- Goes around the class and provides help if
necessary
GRAMMAR AND VOCABULARY
PRESENTATION AND PRACTICE 2
-Keeps ps in pairs and asks them to make
questions for the responses
- Calls on some pairs to read the questions
and responses aloud in front of the class.
- To day we’ll get to know some kinds of “
wh – questions and to – inf / v-ing
PRESENTATION 3
Distinguish the infinitive and -ing form:
The base form of a verb often functions as an
infinitive. It is called the bare infinitive
because it is used without
to.
We must
distinguish it from the toinfinitive, where to is
always used in front of the base form of the
verb. The -ing form of a verb sometimes
functions as a gerund (a kind of noun) and
sometimes as a present participle. Many verbs
and adjectives, and some nouns, can be

followed by one of these forms, and in some
cases by more than one form. From the
student's point of view, the problem is
knowing which form is appropriate. This may
be because only one form is grammatically
the sounds II\. I and la:1
II\. I: first practice the sound
l l
then put your
tongue back a little.
II\. I is very short sound.
/a:/.: first pronounce the sound /a:/ then put your
tongue down and back.
/a:/
is a long sound.
Work in pair
Give suggested answers:
1. When did you come back from Ho Chi Minh
City?
2. How long did you stay there?
3. Who did you come with?
4. Where did you live?
5. Why do you learn English?
6. What time is it?
7. How many children have they got?
Get freeback and give some other verbs
The verbs can only be followed by to-infinitive:
agree / refuse /manage/ fail/ decide/ plan/
hope/expect/ seem /tend

Time Teacher’s activities Students’ activities
7
6
correct, e.g: enjoy doing or fail to do. Or it
may be because only one form suits what we
want to say, e.g: remember to do or
remember doing.
The following list are the verbs which can
only followed by to-infinitive and -ing:
Asks them to give their comments about
these verbs .
Explains ( the difference ) in use of v-ing/ to
– inf.
Asks them to list verbs followed by v-ing/ or
to- inf
Asks them to do exer in groups.
PRACTICE 3:
-Asks ps to read the letter carefully and fill
in each blank with an -ing and to-infinitive
form of the verb in brackets.
- Tells ps to compare their answers with a
friend. Calls on some .ps to read the
completed letter. Makes necessary
corrections.
Asks them to correct the exer .
PRACTICE 4 :
- Asks ps to work in pairs and
complete the sentences
using an – ing or to –inf
form of the verbs in the box

.
The verbs can only be followed by -ing form:
avoid /mind/consider/ practice/miss /postpone/risk .
The to-infinitive and -ing never mean the same when
we use after these verbs: remember, forget, try, and
stop.
Remember + to-infinitive refers to an action
in
the
future (or to a "future" action as seen from the past.):
Remember to post the letters.
(=
don't forget to)
I remembered to post the letters.
(=
I didn 'tforget to)
Remember + -ing refers to the past:
remember posing the letters.
(=
I posted them and I
remember the action)
Forget + to-infinitive refers to future actions (or to a
future action as seen from the past): Don't forget to
ask Tom. I forgot to ask Tom.
Forget + -ing refers to the past: Have you forgotten
meeting her?
Regret + to-infinitive refers to future or present:
We regret to inform you that you failed in the exam.
Regret + -ing refers to present or past:
I regret buying so many newspapers.

Try
+
to-infinitive means "make an effort": You
should try to get high marks in the final exam.
Trying + -ing means "experiment":
Try learning French and you will find it interesting.
Stop + to-infinitive refers to a purpose
On the way to school, I stopped to buy a newspaper.
Stop + -ing: -ing is the object of the verb:
We couldn't stop laughing because of his funny
story.
Give correct answers:
1. to hear
2. going
3. remembering
4. doing
5. worrying
6. to pay
7. to go
8. visiting
9. seeing
10. hearing
Further practice with –ing and to- inf form :
Give correct answers:
To go/ waiting/ having/find/ living/ making/ to call/

to
Time Teachers activities Students activities
- Calls on some ps to read their answers
alound in front of class.

Homework :
Asks ps to learn the verbs followed by v-ing /
to inf by heart.
Asks ps to make some more Wh
questions.
Lend/ talking/ to post .
Individual
*********************************
DOP : Sep 28
th
, 2006
DOT : Oct 3
rd
,2006
Period : 12
UNIT 3 PEOPLES BACKGROUND
READING :
I/ Objectives :
1. Educational aim :To help ps know more about MARIE CURIE , a famous chemist and physicst .
2. Knowledge: By the end of the lesson, Ps will be able to: read better through Matching and true or
False exercises.improve background knowledge about famous scientists especially about MARIE
CURIE.
3. Skills: : Communicative approach.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Textbook, whiteboard markers, picture of some famous scientists ,.
IV/ Procedure :
Time Teachers activities Students activities
10
7
WARM-UP:

Asks ps work in groups of 3 to 4.
Ask them to make a list of famous scientists.
Asks them to match the people with their
job:
1. Marie Curie teacher
2. Lam Truong writer
3. Charles Dickens singer
4. Mr Hoang scientist
Before you read:
Asks Ss to work in pairs and answer the
following questions:
1. Have you ever heard of Marie Curie?
2. What do you know about her?
Vocabulary pre-teach
general education (n): comprehensive
Group work: Note: Ss may give scientists. Accept
corrections

Individual.
Work in pair and whole class
Marie Curie is the world famous scientist. She made
great contributions to the world's science. Today, we
will learn about her life and her research. Firstly,
let's have a quick look at some new words and
phrases that you will come across in the passage.
Translation:
Giaựo duùc phoồ thoõng
Thoõng minh , saựng daù

study of all subjects and skills

 brilliant (a): clever, quick at learning
 mature (a): fully-grown/developed in
character and power
 Trưởng thành
Time Teacher’s activities Students’ activities
7’
7’
7’
5’
 harbour the dream of: foster/keep in mind
the dream of doing st
 flying colours: (leave university) with
excellent grade
 PhD: Doctor of Phylosophy
 tragic death: die painfully, tragically
 to be awarded: to be presented with
 atomic weight of radium:
 humanitarian wish: (translation)
While you read :
Task 1 –
Matching
Asks ps to read the passage individually and
match the words or phrases in A with their
meanings in B.
Calls on some ps to read and. explain their
answers aloud in front of the class.
Task 2 -
True or False:
Asks ps read the passage more carefully and
decide whether the statements are true. (T)

or' false (F). Correct the false information.
Ask ps to highlight or underline the:
information:in. the passage that helps Ss firid
the correct answers.
Call on some ps to explain their answers. It's up
to Ss' level, T may ask further questions such as:
Why is it true / false?
Can you give me the information in the
passage ?
Task 3:Answering questions :
-Asks ps to do the task in pair to answer the
questions .
- Asks ps to compare their answers with
other pairs . let them discuss and correct for
one another .
Feedback and give correct answers:
After you read :
Makes sure ss understand all the adjecttives in
the book.
 nuôi ước mơ trở thành.
 Tốp nghiệp ĐH loại ưu
 Tiến só
 Cái chết đau khổ
 Được trao cái gì
 Trọng lượng nguyên tử
 Mong muốn nhân đạo
Task 1 –
Matching
Read the passage individually and match the words or
phrases in A with their meanings in B.

Feedback and give correct answers:
1.c
2.
e 3.a 4. d 5. b
Task 2 -
True or False:
Individual work
Give correct answers:
1. T
2. F(Her dream was to become a scientist )
3. T
4. F( She married Pierre Curie in 1895 )
5. T
Task 3:Answering questions :
Do the task in pair to answer the questions .
Give correct answers:
1. M C was born in Warsaw on November 7 ,
1867.
2. She was a brilliant and mature student.
3. She worked as a private tuor to save money
for a study tour aboard .
4. Shae was awarded a Nobel Prize in Chemistry
for determing the atomic weight of radium.
5. No, it wasn’t . Her real joy was “ easing
human suffering .”
Group work:
Give suggested answers:
 strong-willed (She haboured the dream of
scientific career, which was impossible for a

Further explain if necessary .
“Above are five adjects we may use to describe M
C .Find the evidence from the passage to prove
each of them.”
woman at that time.)
 ambitious (In spite of her difficult situation,
she worked extremely hard and earned a
degree in Physics with flying colours. )
Time Teacher’s activities Students’ activities
3’
Ask ps to work in groups and highlight or
underline the evidence that they find in the
passage .
Homework :
Summarise the main points
 hard-working (She works extremely hard.)
 intelligent (As a brilliant student, .. .)
 humane (She had a humanitarian wish that
ease human suffering.)
Whole class
************************************
DOP : Sep 28
th
, 2006
DOT : Oct 4
th
,2006
Period : 13
UNIT 3 PEOPLE’S BACKGROUND
SPEAKING :

I/ Objectives :
1. Educational aim :To help ps to speak about someone’s background .
2. Knowledge: By the end of the lesson, Ps will be able to: talk about their own background and know
how to ask for other people's background.
3. Skills: : Communicative approach.
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Textbook, whiteboard markers, …….
IV/ Procedure :
Time Teacher’s activities Students’ activities
10’
7’
WARM-UP:
Word Square
- Asks ps to work in groups.
Sticks the big poster on the board and give
each group the copy of the word square.
- The word square contains 10 words about
Marie Curie.
- Tells the groups find the words by circling
the words and write them down below the
word square.
Answers:
brilliant, mature, radium, Nobel, atomic
humane, hard, chemist, intelligent, ambitious
PRESENTATION
Explicits the term "background".
Asks ps to work in pairs and decide which
items can tell somebody's background.
Encourages ps to discuss the items and
Work in groups

The group which has the correct first will be the winner
H
B R I L L I A N T
U
A H N B W L M H V
M
M A T U R E B S R
A
C R E C D K I E C
N
H D L Y W A T D U
E
E D L R A D I U M
E M S I G B T O W P
O I Z G V W C U O F
R S M E U S R S T R
S T T N O B E L V A
W B A T O M I C B C
• Family
• Education
• Experience