phuù yeân lesson plan outline unit 6 a 12 1 objectives by the end ss will be able to use some vocabulary about students’ activities after class get familiar with “let’s ” and “why don’t ” use some e

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LESSON PLAN OUTLINE
Unit 6 A 1+2

1. Objectives:By the end, Ss will be able to:

- use some vocabulary about students’ activities after class
- get familiar with “Let’s ...” and “Why don’t ...”
- use some expressions of agreement: “Good idea”, “Great”.
2. Language contents:

+ Grammar: * Review the present simple tense to describe habits/daily activities
* Review the present progressive to describe what they are doing at
the

moment of speaking.

+ Vocab: do math homework // relax // go to the cafeteria // get a cold drink // invite
practice // meet friends // come along

3. Techniques: - Ask and answer - Brainstorming

- Elicitation - Groupwork

4. Teaching aids: a cassette player
pictures

5. Time: 45’
6. Procedures:

Activity 1:

+ Warm-up:Brainstorming Ss’ pastimes/activities after school, and write a list on the
board.

+ Presentation: Preparing key vocabulary (through pictures, real objects)

do math homework // relax // go to the cafeteria // play the guitar
meet friends // do homework // play sports // play volleyball (5’)
- Ss listen to the cassette player and read the conversation in their books.
(2’)

- Ss answer the questions on page 61.

+ Practice: Activity 2 a/ Look at these activities...
- T sticks the pictures on the board (one by one).

For each picrure Ss answer 2 questions
What are the people doing?

Where are they? (5’)

- T asks Ss to label the pictures. (3’)
- Feedback and correction. (2’)
b/ Ask and answer

- T asks Ss to make sentences of their own about their activities after school
using the adverbs of frequency: always // usually // often // sometimes //

Ex.: I sometimes play the guitar after school. (3’)

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- Ss work in group of 3 in which:

+ SA says a sentence about his/her activity after class.

+ SB asks SC a question about SA using “How often”.

+ SC answers  Take turns (8’)

+ Demonstration + Feedback (7’)

* Homework:

Asking Ss to write some sentences (3 - 4 sentences) about what they often do

after school. (5’)

LESSON PLAN OUTLINE

Unit 6 Section A3

1. Objectives:By the end, Ss will be able to:

- understand short paragraph about Sb’s pastime and habits through answering
some guided Qs.

(Reading for specific information)

- write some short sentences about their own pastimes or habits
2. Language contents:

+ Vocab: rehearsal, school anniversary celebration, orchestra stamp collector’s club,

comics

3. Techniques: - Guessing the meaning of new words - Prediction
- Reading for specific information - Role-play
- Jig-saw reading

4. Teaching aids: pictures
5. Time: 45’

6. Procedures:

* Pre-listening:

+ Setting up the situation (by sticking the pictures on the board) (3’)

+ Prepare some key vocab (5’)

+ Giving guided questions to the Ss (2’)

* While-listening:

+ Jig-saw reading: Dividing Ss into 3 groups, each group read one

paragraph (5’)

(Exchanging information)

+ Group 1 works with Group 2; G2  G3, G3  G1 (5’)

+ Demonstration and feedback (5’)

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+ Role-play (interview): 3 Ss play the roles of Ba, Nga and Nam,
standing infront of the class. The rest of the class take turn and ask them Qs
about their activities after school (4-5 simple sentences) (10’)

* Homework: (5’)

Ss write a short paragraph about their activities after school.

LESSON PLAN OUTLINE

Unit 6 Section A4,5

1. Objectives:By the end, Ss will be able to:

- recognize and get information from a dialogue in which Sb is making offers
and suggestions,

- match the pastime activities and the person who does them,

- remember the structures for making offers/suggestions and expressing
agreements.

2. Language contents:

+ Vocab: circus / drama / healthy mind / (fun)
+ grammar: Present Progressive

3. Techniques: - Listening for gist
- Matching

- Rhyme and rythm

4. Teaching aids: pictures tape & cassette player
5. Time: 45’

6. Procedures:
Activity 4:

Asking Ss some Qs about their activities after school
Pre- Preparing and eliciting some key words

Setting the Task

Ss listen to the tape and do the task

While- Ss work in groups and discuss the answers with partners
Feedback and correction

Pair work: interviewing their partners about his/her pastimes/activities
Post- after school. Then report those to the rest of the class

( 3 to 5 activities)
Activity 5: Play with words

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* Remember: eliciting and consolidating the key structures of the
lesson: “Let’s...”, “Good idea”, “Great”

Homework: T asks Ss to do the ttask in their workbook (Task1 to Task 5)

Ninh Thuaän LESSON PLAN OUTLINE

Unit 6 Section B2

1. Objectives:

Student can express their after school activities
2. Language contents:

+ Grammar: Present simple tense
+ Vocab:

(n.) fast food, youth organization, musical instrument, model
(v.) attend, collect

3. Techniques:

Discussion Questioning & Answering
4. Teaching aids:

Pictures - illustrating the meanings of fast food and musical instruments
- showing activities after school

5. Time: 45’
6. Procedures:

* Warm-up: (7 minutes)

- The T asks this question: What do you do after school?

- The T asks another question: Do you know what American teenagers do after
school?

- The T introduces after-schooll activities of American teenagers by reading the 10
activities in section B2 - p.25 (twice). Ss listen.

- The T has Ss read the activities in section B2.

* Vocabulary: Explaining the meaning and use of new words by using
pictures, mother tongue and examples. (10 minutes)

* Practice: (25 minutes)

- Having Ss match each activity to each picture

- Asking Ss to give a complete sentence for each picture
Ex.: They eat in fast food restaurants.

He learn to play the guitar.

- The T explains the use and formation of the present simple tense through the
sentences given by the Ss.

- The T has Ss read the sentences corrected by the teacher, then asks them some more
questions:

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 What organizations are there for teenagers in Vietnam?
 Are they similar to Scouts and Guides in western countries?
Discussion:

* Ss are asked to work in group of 4.

- Each group works, basing on the following questions:

 What do you do after school?

 Can you list 5 activities that are popular in your group?
- Each group chooses one student to present in front of the class.

Homework: (2 minutes)

Interview 5 friends about their after school activities
What do you often do after classes?

Give the results of your interview
Ex.: Hoa goes to the movie.
Thang and Trung play soccer.
Remarks/Marks: (1 minute)

LESSON PLAN OUTLINE

Unit 7 Section A1

1. Objectives:

After the lesson, student will be able to talk about their study activities
2. Language contents:

+ Grammar review: Present simple tense

Comparative adjectives/adverds

+ Vocabulary review: fewer, later, ealier, vocation, quite, hard
3. Techniques: Brainstorming Pair work

Questioning & Answering
4. Teaching aids: books, board, cassette player
5. Time: 45’

6. Procedures:
 Warm-up: (5’)

Braistorming: Write down the verbs relating to students’ work

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prepare
 Presentation: (10’)



Q & A:

- T: What time do you get up?
S: I get up at 6:00.

T: I get up earlier. I get up at 5:00. You get up later than me.
- T: I work 12 hours a day. How many hours a day do you work?
S: I work 6 hours.

T: You work fewer hours than me.



- The teacher introduces the dialogues between Hoa and her uncle.

- Ss listen to the dialogue twice, notice what Hoa says about her study
activities as well as her summer vacations.

- The T can ask one or two questions about the content of the dialogue.
 Practice: (15’)

Work in pair to practice the dialogue.
Ask and answer the questions in the book
Give feedback.

The teacher gives true answers
 Consolidation: (15’)

Ss work in pairs, ask and answer about their study activities.
Compare their activities

 Homework:

Write 6 activities you do every day.

LESSON PLAN OUTLINE

Unit 7 Section B1

1. Objectives:

Ss are able to talk about the work of typical American.
2. Language contents:

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Comparative

+ Vocabulary: work, take care of, look after, homeless people, morning shift.
part-time

+ Knowledge: Ghi chuù (note page 83 in teacher’s book)

3. Techniques: Picture prediction, picture cues, pair work, Qs & As
silent reading.

4. Teaching aids: pictures (3)
5. Time: 45’

6. Procedures:
 Warm-up:

 Use the picture to present Tim’s family and situation
 Have Ss skim the letter

 T asks questions about Tim’s family – Ss answer
a/ How many people are there in Tim’s family?
b/ Who are they?

c/ What does his father do?
d/ What does his mother do?
 Presentation:

 Play the tape

 Silent reading, and Ss answer the questions

 Explain the new words and talk about the work of Tim’s parents.
 Review the comparative few – fewer.

 Correct the answers (oral).
 Practice:

 Pair work (about 5 minutes)

 Ask and answer about Ss’ family (personalization)
 Consolidation:

 Picture cue (Two pictures about Tom’s mother and father)
 Homework:

 Copy the letter, questions and answers.
 Tell some work of a farmer (brainstorming)

LESSON PLAN OUTLINE

Unit 8 Section A1,2

1. Objectives: Ss know how to ask and show the location of some places around
them by using a polite request

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+ Grammar: Modal: Could ... (a polite request)
+ Vocabulary: name stores and facilities

prepositions of position
3. Techniques: role play

4. Teaching aids: pictures
5. Time: 45’

6. Procedures:

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Part 1
 Warm-up:

T. gives some of activities and asks Ss
where in the city to do them

Ss answer the questions
Ss name the places
 Presentation:

T: Let’s look at the pictures and give
names.

 Practice:
Controlled

T shows the pictures of places in a
city and asks some questions.

Ss answer the questions and identify
locations.

Further

T lets the Ss practice in pairs
Ss ask and answer about locations
T reviews the prepositions of
position.

Part 2
Presentation:

T draws Ss’ attention to the picture
of a tourist and Nga who appeared in
the dialogue.

T asks some questions

Ss listen to the tape carefully (twice)
T makes a question

Ss answer

T plays the tape again

Ss listen & repeat/read in pairs
T introduces structures of a polite

Where do you go if you want to post a letter?
Where do you go if you want to do some
shopping?

Where do you go if you want to take a train?
(page 79 – pictures)

the bank
the hospital

the central post office
Hanoi Railway Station
Dong Xuan Market

Where is the hospital?

Where is the railway station?
...

opposite; between ....

Who are they?
Where are they?

What does the tourist want?
<the dialogue>

Where does the tourist want to go?

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request and showing directions.
 Practice:

Controlled

T shows some cues

Ss make a short dialogue using these
cues (pair work)

Further

T let Ss play the roles

Ss make new dialogues themselves
T corrects mistakes if necessary
 Consolidation:

T has Ss look at the pictures of some
places, then changes the positions of
the pictures.

Ss work in pairs in order to ask and
answer about the location

T remarks
 Homework:

Have Ss do someexercises in their
workbooks

Have Ss write 10 sentences to make

polite requests with “Could...”

Go straight ahead.
bank / on the right
park / on the left

tourist and Nga

LESSON PLAN OUTLINE
Unit 8 Section B1

1. Objectives:

- ask for information about post office
- enquire about prices

2. Language contents:

+ Grammar: Would like + to infinitive
How much...?

+ Vocabulary: about services at the post office

3. Techniques: Show the pictures to present vocabulary
pair work

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6. Procedures:

Contents T’s and Ss’ activiyies

 Warm-up:

Do you often send letters?
Where do you go to send letters?
 Presentation:

Vocabulary:

sending letters; sending and receiving
parcels; buying envelopes, stamps; making
long/short distance telephone calls ...

Structures:
I’d like to + V

How much is/are ....?
 Practice:

- Controlled:
Answers

1. Where will Liz mail her letter?
She will mail her letter to the USA.
2. How much does Liz pay altogether?
She pays 11500 altogether.

3. How much change does she receive?
She receives 500 dong in change.

- Further:

4. Where is your nearest post office?
5. How do you get there from your

home?

6. How much is a stamp?
 Homework:

- Write down the answers to the questions in
your notebooks.

- Prepare the next lesson.



T asks and Ss answer



T shows pictures and asks for
Vietna-mese words, then gives equivalent
words in English.



Read and repeat



Introduce the situation about
charact-ers, content of the dialogue



Have the Ss listen to the tape (twice)



Listen and repeat (if possible)



T presents the structures



T asks Ss to work in pairs



T corrects mistakes



T has Ss work in pairs (ask and
answer about themselves)



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LESSON PLAN OUTLINE

Unit 9 Section A2

1. Objectives: By the end of the lesson, Ss will be able to understand the text 
about the Robinson’s vacation in Nha Trang

2. Language contents:

+ Grammar: Past Simple
+ Vocabulary:

3. Techniques:

4. Teaching aids: pictures of Nha Trang
5. Time: 45’

6. Procedures:

 Warmer/Revision: Past form of verbs

(returned, visited, was, bought, had)
 Preteach vocab: shark, dolphin, turtle, cap, crab

(using pictures – check vocab)
- Lead-in

 Pre-reading: Open prediction

(Ss guess what the Robinsons did in Nha Trang during their vacation)
Ss’ guessing Correct

visited

bought

saw

- While-reading: Silent reading

 First reading: Read and check Ss’ guessing
 Read again and answer the questions (a – f)
 Story telling: Group work (Speaking)

 Model / Run through the pictures (one by one)
 Ask Ss to repeat (Choral  Individual repetition)

 Practice with the pictures (one member in each group deals with
one picture)



chain game

 Post-reading: <Writing>

Ss write a paragraph/text about Liz’s trip (looking at the pictures)
 Homework:

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- Remind Ss to look at past forms of the verbs.
- Ask Ss to prepare A3 (pp 89,90)

Remarks

LESSON PLAN OUTLINE

Unit 9 Section B3,4

1. Objectives: Talking about what happened in the past
2. Language contents:

+ Grammar: Past Simple Tense _ regular verbs
+ Vocabulary: fit, cushion

3. Techniques:

4. Teaching aids: role play, story telling, pair work
5. Time: 45’

6. Procedures:

 Review: (5 – 7 mins)

Role Teacher delivers handouts and give instructions “Ask and answer questions in

play pairs”

Students take turns asking and answering the questions. (3 mins)

Handouts Role play 1 A. Bạn em đang mặc một chiếc áo mới. Em hãy

(Card 1) hỏi xem có phải mẹ bạn mua nó cho bạn
không?

B. Hãy lắng nghe và trả lời.

Role play 2 A. Bạn em đang mặc Một chiếc áo mới. Em hãy
(Card 2) hỏi xem có phải chị bạn may áo cho bạn không?

B. Hãy lắng nghe và trã lời.

Role play 3 A. Hơm nay em thấy bạn em có kiểu tóc mới. Em
hãy hỏi xem có phải một người hàng xóm đã cắt

tóc cho bạn ấy khơng?
B. Hãy lắng nghe và trả lời.

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- Eliciting the topic: T introduces the words “sew”, “knit”, “mend clothes” through
pictures

sew knit mend clothes

- T raises the questions:

Do you know how to sew?

“ “ knit?

“ “ mend clothes?

sew knit mend clothes

needle work

- Predicting vocabulary: T presents 2 key words “fit” & “cushion”

“fit”: through pictures (with 2 movable pictures : one dress bigger than the one
Hoa is wearing and onesmaller)



It doesn’t fit. / Does it fit? / It fits very well.
- T also writes the word “fit” on the board.

“cushion”: through picture



T write it on the board

- Ask Ss a few Ss to read them again.
 While-reading: (12 – 14 mins)

- Ss read the text silently and answer the questions in the book. (5 – 7 mins)
- Ss compare the answers.

- T gives feedback:T asks questions  Ss answer / T writes Ss’ answers on the
board (in cues)

a/ learned how to use / sewing machine
b/ made / cushion for armchair

c/ blue / white
d/ made / skirt

e/ green / white flowers on it

f/ looked very pretty
g/ too big

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 Pos-reading: (12 – 14 mins)

- Oral: + Ss tell a story about Hoa with the help of pictures and cues
+ Ss tell the story in pairs

+ T gets feedback: a few Ss tell the story
Writing: Part 4 (Exercise 4)

+ Ss work in pairs (5 mins) (close pairs)

+ T gets feedback: asks Ss to write the answers on the board
+ T confirms the answers (right/wrong)

+ Choral reading (the answers) - Pronunciation practice
+ A few Ss read again (regular & irregular verbs  the answers)
 Homework:

T dilivers handouts to Ss (the pictures that have already been used in telling
story and the cues) and gives instructions.

(The instruction is written in tha handouts:

‘Last summer Hoa did many interesting things. Look at the nine pictures
and the cues given, write a story about Hoa’)

LESSON PLAN OUTLINE
Unit 10 Lesson A
HEALTH AND HYGIENE
A. Personal Hygiene

Mục tiêu:  Sau khi hồn thành bài học, học sinh sẽ có khả năng:
 hướng dẫn, chỉ bảo ai làm việc gì đó

 nói về vệ sinh cá nhân
 nói về cơng việ hằng ngày
Ngữ pháp:  Present Simple; Past Simple; Reporting
Kỹ năng:  Đọc – Hiểu

Kỹ thuật dạy:  Pair/Group work  Reproduction Guessing  Feedback
Dụng cụ hổ trợ: - Bảng phụ A2 – 4 bảng – warm up 1

- Bảng phụ A2 – 1 bảng – warm up 2
- Bảng phụ A2 – 1 bảng – củng cố
- Worksheet – 1/4 A4 – 50 – warm up 2
- Pictures: (trang 11 – 33 – 92); ironing
Ngày thực hiện:

Các bước lên lớp:

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I. Ổn định
tổ chức:
(2’)

II. Kieåm tra
bài cũ:
Warm up 1
(5’)

III. Dạy bài
mới:

A. Vaøo baøi:
(1’)

B. Chuẩn bị
trước khi đọc
(5’)

Giáo viên (Gv) diểm danh, sắp
xếp lại chổ ngồi dể có thể thực
hành cặp, nhóm. Gv ghi ngày tháng
và đề bài lên bảng.

Học sinh làm theo yêu cầu.
Gv giới thiệu lại các tranh ở trang
1. 33 và 92 để gợi nhớ lại nhân vật
Hoa.

Gv chia lớp ra làm 4 nhóm và

phát cho mỗi nhóm một phiếu bài
tập (in trên giấy lớn cở A 2) và u

cầu các nhóm cùng làm.

Học sinh (H) làm bài theo nhóm.

Gv cho các nhóm treo kết quả lên
bảng, so sánh và chọn kết quả
đúng.

(1. c; 2. b; 3 d; 4. c)

1. dựa vào Unit 1 A2

2. dựa vào Unit 1 A2

3. dựa vào Unit 3 B1

4. dựa vào Unit 9 B1,2

Gv giới thiệu tình huống

1/ Gv giới thiệu từ vựng mới

harvest: (translation)

helpful: (definition)

iron, (v.): (picture)

2/ Gv cho học sinh đọc lại từ mới và
các ví dụ trên.

3/ Gv phát cho mỗi học sinh một

Choose the correct answers:
1. Hoa is living in Hanoi with ...

a) her parents
b) her brother
c) her uncle and aunt
d) her friend

2. Hoa’s parents live ...
a) in Hanoi,too
b) in Hue
c) in the USA

d) in Ho Chi Minh City

3. Hoa’s father is a farmer, and her
mother...

a) teaches in a primary school
b) writes for a newspaper
c) takes care of sick people
d) helps on the farm
4. Some days ago ...

a) Hoa bought a green shirt with
flowers on

b) Hoa went to the hairdresser’s to
have a haircut

c) Hoa decided to learn how to sew
d) Hoa’s aunt made her a cushion
Hoa lives in Hanoi with her aunt and
uncle, but Hoa’s parents live in Hue. So
they sometimes write letters to their
daughter. This morning, Hoa received a
letter from her mother. Let’s see what her
mother writes.

a) harvest: (time) mùa găt, mùa thu hoạch
In the harvest time, the whole village is
busy.

b) My sister always my mother with her
housework. my sister is very helpful.
Look. What’s Hoa doing? She’s ironing.

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Warm up 2
(5’)

C. Thực hiện
bài đọc:
(10’)

D. Luyện tập
sau bài đọc
Practice 1 (5’)

Practice 2 (5’)

IV. Củng cố:
(5’)

V. Homework:

phiếu bài tập và đề nghị các em
đánh dấu và ô Yes / No theo suy
đoán của các em.

Gv yêu cầu H đọc thầm bức thư
và so sánh với phần bài tập vừa làm
trên

Gv cho H cùng sửa bài tập trên.
(với lớp yếu có thể cho H nghe, lặp
lại trước khi đọc thầm và làm bài)

Gv yê cầu H đọc lại các câu hỏi ở
trang 100.

Gv cho H làm việc theo cặp cùng
trả lời viết câu hỏi.

Gv cho H hỏi đáp theo cặp / đổi

vai

Gv cho lớp thực hành theo 2 nhóm
A hỏi B trả lời

B hỏi A trả lời

Gv cho ghi câu trả lời lên bảng.
Gv yêu cầu H nhắc lại những nội
dung chính dựa vào các từ/cụm từ
gợi ý.

ask her to do or not to do? Tick your
answers in Yes / No column.

Hoa’s mother asks her

Yes No
a/ to study harder

b/ to take morning exercise
c/ to take care of herself
d/ to get up early

e/ to wash and iron clothes
of her own
f/ to telephone her
g/ to help her uncle with

the harvest
h/ not to stay up late
i/ not to drink much milk
j/ not to eat much candy

(Xem câu hỏi trang 100 sách học sinh và
phần trả lời trang 107 sách giáo viên)

1. Hoa’s parents / working hard /
because / harvest time.

2. Hoa’s grandfather / help / farm.
3. They / happy / Hoa / different

4. Hoa’s mother / want / wash / iron / own
clothes

5. Hoa’s mother / ask / not eat much
candy / stay up late.

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Gv yêu cầu H đọc lại bức thư trên
và viết thư trả lời.

LESSON PLAN OUTLINE

Unit 10 Section B3

1. Objectives: By the end of the lesson, Ss will be able to understand the text and 
to answer the questions

2. Language contents:

+ Vocabulary associated with health

3. Techniques:  True or False  Question and Answer drill + Lucky numbers
  Gap fill

4. Teaching aids: role play, story telling, pair work
5. Time: 45’

6. Procedures:

 Warm-up: jumbled words

sredcad vicaty lifl densitt

(keys: scared cavity fill dentist)

 Preteach vocabulary:
surgery

serious

(to) brush one’s teeth
(to) check one’s teeth

* Checking vocabulary: Rub out and remember
 Pre-reading:

* True / False prediction: * Group work

a) ___ Minh has a toothache.
b) ___ He has two big cavities.

c) ___ The dentist finishes filling his cavity in less than ten minutes.
d) ___ He always brushes his teeth.

Keys: a. T b. F c. T d. F
 While-reading:

* Answer the questions + Lucky numbers * Group work

1. Where is Minh? * Pair work

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Keys:

1. He’s in Dr. Lai’s surgery.

2. Dr. Lai is checking his teeth.

3. No, it isn’t.

4. Because his other teeth are fine.

5. It’s very important.

6. Yes, they are.

 Post-reading: * Group work

Complete the story, using the words given:
happy – smile – toothache – pleased
nervous – fills – cavity – brush

Minh is very ...1... and Dr Lai notices this. She ...2 ... at Minh and tells him not
to worry. She explains one of his teeth has a ...3... . He has to ...4... them regularly.
After Dr Lai fills his tooth, Minh leaves. He is very ...5....

Keys: 1. nervous 2. smiles 3. cavity 4. brush 5. pleased

 Homework:

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phuù yeân lesson plan outline unit 6 a 12 1 objectives by the end ss will be able to use some vocabulary about students’ activities after class get familiar with “let’s ” and “why don’t ” use some e

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