tieng anh 8 HK I 3 cot

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Period: 1 Date of planning:

Week: 1 Date of teaching:

RIVISION / CHECKING
I. Objectives:

- Help students review the old knowledge
- Focus on writing skill

II. Language content:
The exercises
III. Teaching aids:
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- ask students some

questions - answer - What do you do preparefor the first new school
year?

- How do you feel when you
come back to school?

2. Practice:
- introduce the content of
the exercises

- write the exercises on

the board

- take note

- copy in the book

Choose the beat answer:

1. What … we eat? - How about some
snack?

a. are b. shall c. does

2. What ….. would you like for lunch?
- Pork

a. fruit b. vegetable c. meat
3. …… have some beef and fish for

dinner? – OK

a. Let’s b. Let c. lets
4. I don’t like chicken - ……. do I

a. Either b. Neither c. so

5. You must drink …. Water everyday.
– Yes, doctor.

a. A little b. much c. many

6. What is your favorite ….? – Cycling

a. sport b. pastime c. both a, b
are correct

7. Does Nam run quickly? – No. He
runs very …..

a. quickly b. well c. slowly
8. I swim very slowly – so ….

a. am I b. I do c. do I
9. Is this a safe road? – Yes, you can

ride……. On it.

a safe b. safely c. safety
10. Nam ….a lot last week. Did he?

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- have students work
individually do the
exercises by choosing the
best answer

- have students circle the
best answer on the board
- check and feed back

- work individually
do the exercises by

choosing the best
answer

- circle the best
answer on the board

11. I …. Anew blouse yesterday
a. buy b. bought c. buying
12. She invited…… to come to her

birthday party. – Great
a. I b. my c. me

13. Are you busy …… Saturday? – I’m
not sure – Why?

a. at b. in c. on

14. What do you think about our TV
programs? – Well, there are not
many good programs …… teenagers.
a. for b. of c. in

15. Do you think life here is more ….
now? – Certainly it is

a. comforting b. comfortable
c. comforts

Answer keys:

1b, 2c, 3a, 4b, 5b, 6c, 7c, 8c, 9b,
10c, 11b, 12c, 13c, 14a, 15b.

3. Consolidation:
- have students ask and
answer the questions in the
exercises in pairs

- ask and answer the
questions in the exercises in
pairs

4. Home work:

- Practice the exercises at home

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Period: 2 Date of planning:

Week: 1 Date of teaching:

UNIT 1: MY FRIENDS

Lesson 1: Getting stared, Listen and read
I. Objectives:

- Competencies: Introduce the topic of the lesson
- review the favorite activities of students

- Practice describing about friends

- Develop listening and speaking skills
II. Language content:

Vocabulary: seem (v)

Grammar: - What + do / does + S + look like?
- What + N!

- To be (not) Adj + enough + to do
III. Teaching aids:

Pictures, cassette player
VI. Procedures:

1. Warm -up

Teacher’s activities Students’ activities Content
- organize students to ask and

answer about summer
holidays in pairs

- have students look at the
picture part Getting stared
and introduce.

Being with friends is one of
the most popular leisure
activities we have 4 pictures
describing the various

activities done by different
groups of friends. Now you
work in groups of three or
four. Each group describe a
pictures

- work in pairs

- look at the picture
part Getting stared and
introduce.

- work in groups

- What did you do during the
summer vacation?

- What do you remember most?
- Did you have any new friends?

- How many people are there in
each picture?

- Were are they?
- What are they doing?
- Are they all the boys?

- What time of the day do you think
it is?

- Do you like to do it?

Picture a: They are playing soccer
They are in the field. They are all
the boys.

Picture b: There are three people.
They are reading books. They are in
the library. They are all the girl. I
think it is Sunday

Picture c: There are two people.
They are playing chess. They are at
home .

Picture d: There are four people.
They are playing volleyball. They
are in the yard.

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- elicit some questions

- shows pictures (Hoa, Lan,
photo of Hoa and Nien) and
introduces the dialogue:
“Lan and Hoa are talking
about Hoa’s photograph”
- play the tape

- introduce newword and
structure

- answer

- listen

- liaten to the tape
- copy in the book

- Do you remember Hoa?
- Where does she come from?
- Who does she live with now?
- Which grade is she in?

(As you know. Hoa comes from Hue. 
She is talikng to Lan about one of 
her friends in Hue)

Newword: seem (v)
Structures:

- What + do / does + S + look like?
- What + N!

- To be (not) Adj + enough + to do
EX:

 What does she look like?
 What a lovely house!

 She is not good enough to do

this math exercises.

3. Practice:
- play the tape again

- have students practice the
dialogue in pairs

- call some typical pairs to
practice in front of class
-have students answer the
questions

- call students to read the
answer loudly

- listen to the tape

- practice the dialogue in
pairs

- practice the dialogue in
front of class

- answer the questions

- read the answer loudly Answer:

a. Nien lives in Hue.
b. No, she doesn’t

c. She wasn’t old enough to
be in my class.

d. Nien is going to visit Hoa
at Christmas.

4. Consolidation:
- remind the content of the
dialogue, structure with look
like and enough

- take note

5. Home work:

- Practice the dialogue

- Make sentences foe each structure.
- Prepare “Speak”

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Week: 1 Date of teaching:
UNIT1: MY FRIENDS

Lesson 2: Speak
I. Objectives:

- Help students know the way to describe the build of someone by getting aquatinted
with adjectives such as: tall, short, straight, curly …

- Focus on speaking skill
II. Language content:

Vocabulary: blond (a), curly (a), fair (a), bald (a), slim (a), straight (a)
Grammar: - What + do / does + S + look like?

- S + be + adj / S + has / have
III. Teaching aids:

Pictures
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content
- have one pair role play the

dialogue

- have students make two
sentences base on the
structure to describe people

- role play the dialogue
- make two sentences
base on the structure to
describe people

- What + do / does + S + look
like?

Ex:

- What does Lan look like?
- What do Ba and Nga look like?
2. Pre - speaking:

- organize the game networks
about build and hair

- elicit

In daily life, we always have
to communicate with other
people thus, it is important to
know the adjectives and
structures describing a
person’s appearances in this
we will deal this matter

- have students look at the
pictures part 2 page 11

- explain adjectives to
describe build

- enlarge some adjectives to
describe build

- have students practice the

dialogue part1 page 11

- explain and review the
structure to ask and describe
the build

- play game

- listen to the teacher

- look at the pictures
part 2 page 11

- copy in the book
- repeat adjectives
- practice the
dialogue part1 page
11

- take note

tall short fat

slim thin
long short straight

curly bald
black blond brown

Vocabulary: blond (a), curly (a), fair

(a), bald (a), slim (a), straight (a)
Eye: blue, green, brown, sharp
Forehead: high, low

Face: round, long, oval
Structures:

- What + do / does + S + look like?
- S + be + adj / S + has / have
Ex:

- What does she look like?

buil
d

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- She is think and short.
- She has long and blond hair
3. While - speaking:

- have students look at the
pictures a,b,c,d,e,f and make
similar dialogue by using the
adjectives and dialogue you
have practiced to describe
the people in the pictures:
Van, Mr. Lai, Miss Lien, An,
Mr. Khoi, and Mary.

- give the model dialogue

- call some pairs to practice
the dialogue in front of class.
- give feed back

- work in pairs

- make reference

- practice the dialogue in
front of class.

A: What does van look like?
B: He is tall and think. He
has short black hair.
4. Post - speaking:

- remind the structures to ask
and answer about the build of
some one

- listen and remember

5. Homework:

- Describe a person that you love (father, mother, brother, sister…)
- Prepare Listen

Period: 4 Date of planning:

Week: 2 Date of teaching:

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Lesson 3: Listen
I. Objectives:

- Review structures when someone is introduced with others and the way to response
- focus on listening skill

II. Language content:
Structures:

- Nice to / pleased to / good to / glad to / meet (see) you
- How do you do?

- It’s pleasure to meet you
- I’d like to meet …

III. Teaching aids:

Cassette player, extra board, paper A4
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content
- organize students to ask and

answer

- give students a paper
consisting of questions

prepared

- answer the question
in pairs

- How tall are you?

- How would you describe your
build?

- What color are you eyes?
- What kind of hair do you have?
- What color is it?

- Do you think you have any special
features?

- Can you think of a famous woman
you describe as beautiful, and a
man you describe as husband?
2. Pre - listening:

- elicit

- explain structures to
introduce and response

- have students read the
dialogues and guess phrases.
That they need to fill the

conversations

- listen and answer

- listen and copy in the
book

- read the dialogues
and guess phrases.
That they need to fill
the conversations

- What do you say if you want to
meet someone?

(I’d like to meet …)

- What will you say when you are
introduced to someone?

(How do you do, nice to meet (see) 
you)

- What will you say when you
introduce someone?

(This is … )
Structures:

- Nice to / pleased to / good to /

glad to / meet (see) you

- How do you do?

- It’s pleasure to meet you
- I’d like to meet …

3. While - listening:
- introduce

We are going to listen 4

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situation. Each dialogue
has some missing 
information you listen 
to the tape and complete
the dialogue

- play the tape three
times

- have students
compare the answers
with a friend

- give the correct
answer and listen the
tape again

- listen to the

tape

- compare the
answers with a
friend

- listen and
check the
answer

(2).Nice to meet you
b. (3). I’d like you to meet

(4). It’s a pleasure to meet you.
c. (5). Come and meet

d. (6). How do you do?
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, Nam

b. Khai: Miss Lien, I’d like you to meet my 
mother

Miss Lien: It’s a pleasure to meet you, Mrs. 
Vi

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.
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, Nga’s father.
Mr. Thanh: How do you do?
4. Post - listening:

- have students build a new
dialogue base on the

dialogue fusty finished
- give feed back

- build a new dialogue

5. Home work:

- learn the dialogue by heart
- prepare Read

Period: 5 Date of planning:

Week: 2 Date of teaching:

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I. Objectives:

Help students know the way to describe character of someone through characteristic
adjectives.

II. Language content:

Vocabulary: character (n), social (a), generous (a), hard – working (a), reserved (a),
out going (a), sense of humor (n) = humorous (a), kind (a)

III. Teaching aids:
Picture
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content
- organize students to play

game find someone whom
character of members in
class.

- have students make ‘Yes
/No questions ( Who usually
helps other people)

- have students if they
answer (Yes) write name in
“name column” and who can
write in “name column” fully
first in winner

- make ‘Yes / No
questions

FIND SOMEONE WHO NAME

Usually helps other
people

Doesn’t speak a lot in
public

Always goes to the
library

Sometimes tells funny
stories

Smiles a lot
2. Pre - reading:

- elicit

This game tells you the
characters of people in the
class. Which adjectives do
you use to describe the one
who always helps other
people? (Kind/ helpful) or the
one who always tells jobs?
(humorous)

- provide some new words

- introduce: You are going to
read the text about Ba’s
friends. Each one has his own
characters you can scan the
reading and tall me how
many people the text
describe.

- listen to the teacher

- copy in the book New words:- character (n): caù tính
- social (a): xã hội

- generous (a):rộng lượng
- hard – working (a):
- reserved (a): dành riêng
- out going (a):

- sense of humor (n) =
humorous (a): khôi hài

- kind (a):
3. While - reading:

- have students read the new
words

- call two students to read the

- read the new words after
teacher

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new words

- read the text three times
- call students read the text in
front of class

- have students read the text
and answer the questions in

part 1

- have students compare the
answers with a friend.

- call some students to read
the answers loudly

- give correct answer.

- continue to introduce:
We understand little about
characters of persons in the
text to know more
imformation about these
persons you read the text
again and do exercises part 2
answer the questions

- have students compare the
answers

- call some students to
compare the answers

- give feed back

- listen to the teacher

- read the text in front of

class

- read the text and answer
the questions in part 1

- compare the answers with a
friend.

- read the answers loudly

- do exercise part 2

- compare the answers
- compare the answers
- copy in the book

Part 1:

a. Ba talks about three of
his friends

b. Bao’s volunteer work
does not affect his school
work.

c. Khai and Song don’t talk
much in public.

d. Bao’s friends sometimes
get tired of his jokes.

Part 2:

a. Ba feels lucky having a
lot of friends

b. Bao is the most social
c. Khai likes reading.

d. A bad thing about Ba’s
jokes is that sometimes
his jokes annoylàm trái yù his
friends

e. He spends his free time
doing volunteer work at a
local orphanage

4. Post – reading:
- call some students to read
the text

- have students work in the
groups discuss the question f

- read the text
- work in groups

Do you and your close
friends have the same or

different character?

5. Home work:

Period: 6 Date of planning:

Week: 2 Date of teaching:

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I. Objectives:

By the end of the lesson, students will be able to write a paragraph about their close
friends.

II. Language content:
III. Teaching aids:

Text book, pictures page 17
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content
- ask students to look at the

pictures on page 17 quickly.
Then let them keep their
books close.

- divide class into four groups
- give students two questions

the group which answers
correctly the fastest wins the
game

- look at the pictures on page
17 quickly

- work in groups 1. How many people are
there in the picture?
( Four)

2. What is each person
wearing?

 The woman is wearing a
red shirt and green skirt.
 The man who is standing

beside the car is wearing
brown trousers and
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.
2. Pre - writing:

- ask students to read the
information about Tam then
answer some questions

- read the information about
Tam then answer some
questions

Questions:

a. What is his mane? 
(Le Van Tam)
b. How old is he?

(14)

c. What does he look like?
(He is tall and thin. He 
has short black hair)
d. What is he like?

(He is social, humorous 
and helpful)

e. Where does he live?
(He lives at 26 Tran Phu 
Street, Hanoi)

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(He lives with her mother,

father and an elder 
brother)

g. Who is he friend?
 (Ba and Bao)
3. While - writing:

- let students write a

paragraph about Tam, using
the information they have
just got.

- ask students to compare
with the paragraph in their
book on page 15.

- ask students to write some
information about one of
their friends, and then write a
paragraph about him or her.
- get students to share with
their partners and correct if
possible

- work individually.

- compare with the paragraph
in their book on page 15.
- work individually.

- pairs work

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 …..
4. Post - writing:

- ask students to write a
similar paragraph about
himself / herself

- move around the class and
help students, then ask some
students to speak in front of
the class about himself /
herself

- work individually.

- speak in front of the class
about himself / herself

5. Home work:

- Ask students to write anther paragraph about one of their family members.
- prepare Language focus

Period: 7 Date of planning:

Week: 3 Date of teaching:

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I. Objectives:

By the end of the lesson, students will be able to use simple present tense to talk about
general truths and writ some sentences using the structure “(not) + adjectives enough +
to-infinitive”

II. Teaching aids: Extra board, pictures

III. Procedures:
1. Warm -up

teacher’s activities students’ activities Content

- have students work in pairs,
remind the form and use of the
simple present tense and simple
past tense

- remind Simple present tense:

To be: is / are / am

(+) S (số ít) + is
S (số nhiều) + are
S + am

(-) S + is / are / am + not
(?) Is / Am / Are + S?

Ordinary verb:

(+) S (số ít) + V(s/es)
S (số nhiều) + Vo
(-) S + do / does + not + Vo
(?) Do / Does + S + Vo?
Yes + S + do / does
No + do / does +not

Use: it expresses an action that happens
in present

Simple past tense:
To be: was / were

(+) S (số ít) + was
S (số nhiều) + were
(-) S + was + not

S + were + not
(?) Was / Were + S + …?

Ordinary verb:

(+) S + V2 / V-ed
(-) S + didn’t + Vo
(?) Did + S + Vo?

Yes, + S+ did / No, + S+ didn’t

Use: It expresses an action that happens
in the past.

2. Practice:

- elicit We have two passages and some

verbs that are not in the right form. You
read the passages and put the verbs in the
present simple and past simple tense

- call some students to read the completed
passages

work in
pairs
- read the
completed
passages

Activity 1:

a. 1. lives, 2 sent, 3was, 4 is,

b. 1. are, 2.came, 3.showed, 4
introduced

-explain

Apart from expressing the repeated /
habitual actions which happen daily, the
present simple tense can also be used to
describe actions which are always known
as truth. You will understand more when

- listen to the
teacher

Activity 2:

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you finish exercise 2. Complete the
dialogue. Use the correct form of the
verbs in the box. You can use some verbs
more than once

- have students read the completed the
dialogue

- explain more about the simple present

tense

- read the
completed the
dialogue

- take note

6. is

the verbs in exercise 2 are all used in
the simple present tense and it
expresses the truth

ex: Water boils at 100 degrees Celsius
- Students don’t go to school on Sunday

- have students look at the pcturepart3
page 17.

- ask students to answer the questions in
pictures

Give some words:

- heavy set : chắc nịch
- hold one’s head : ơm đầu
- shoulder bag: túi khốc vai
- short

- look at the
picture

- work pairs
- copy in the
book

Activity 3:

a. There are 4 people in the picture.
b. There is a tall, heavy set man;

there is a tall, thin woman with
short hair, there is a boy sitting on
the aground, holding his head, and
there is a short man standing
across the street.

c. The man standing next to the taxi
is wearing a yellow shirt and black
trousers; the woman is carrying a
shoulder bag, and is wearing a
green skirt and red blouse. The
boy sitting on the ground and
holding his head is wearing blue
shorts and a white shirt, and the
man across the street is wearing
blue trousers and a pink shirt.
- review the structure.

- have student do exercise

- take note

- pairs work

Activity 4:

(not) + adj + enough + to-infinitive
Đủ/ không đủ … để làm gì

Ex:

- Can you hang this picture over there?
- No, I am not tall enough to hang hthe
picture over there.

b. Hoa: Is ba going to drive his father
car?

Lan: Don’t be silly. Ba is not 
old enough to drive a car.
c. Hoa: Do you need any help?

Lan: No, thanks. I am strong 
enough to lift this box.

d. Hoa: Why don’t you join pour
English Speaking Club?

Lan: I don’t think my English is
good enough to be a member
3. Home work:

Prepare Unit 2: getting started, listen and read

Period: 8 Date of planning:

Week: 3 Date of teaching:

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I. Objectives:

By the end of the lesson, students will be able to use the telephone to make and
confirm arrangements.

II. Language content:

Vocabulary: mobile (n), downstairs (n)
Structure: - Can I speak to …?

- Would you like …?
- Let’s …

III. Teaching aids:

Pictures, cassette player
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content

- ask students to match each
object (pictures on page 18
with its name

- match each object (pictures

on page 18 with its name a. An answering machine.b. A mobile phone
c. A fax machine

d. A telephone directory
e. A public telephone
f. An address book
2. Presentation:

- introduce

As we know, telephone has
become more and more
popular in our social
communication. Thus, it is
necessary foe English
learners to have good skill of
using and understanding the
language use in the
telephone. In grade 7, we
learned how to read
telephone number and some
other related structures. In

this period, we will further
study this topic.

- play the tape

- review the ways to read
telephone numbers, the
structure to talk with some
one on the phone and the
structure about invitation or
suggestion.

- explain some more
structures in the dialogue

- listen to the teacher

- take note

The way to read telephone
numbers:

Ex: 3 847 329: three, eight
four seven, three two nine
Structure:

- Can I speak to …?
- Would you like …?
- Let’s …

- She is downstairs ><
upstairs

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3. Practice:
- play the tape

- have students role play
- play the again and have
students do exercise 2 in the
book page 19.

- have students exchange and
compare the answers with
classmates

- have students read the
answers in front of class and
others give comments.

- give correct answers.

- have students ask and
answer the questions and
answers in pairs

- listen to the tape
- role play

- do exercise 2 in the book
page 19

- exchange and compare the
answers with classmates
- read the answers in front of
class and others give
comments

- copy in the answer in the
book.

- work in pairs.

Answers:

a. Nga make the call
b. Nga introduced herself
c. Nga invited Hoa to the

movies

d. Nga arranged a meeting
place

e. Nga agree the time

4. Consolidation:
- remind the way to read the

telephone numbers,

structures to talk with
someone on the phone,
structure about invitation or
suggestion

- take note

5. Home work:

- Make questions for underlined parts:

a. Nga and Hoa are going to see the movie Dream City
b. Ba will take the final exam next month.

c. My father is talking to his friend on the phone.
d. We are going to have a farewell party this weekend.

- Prepare Speak

-Period: 9 Date of planning:

Week: 3 Date of teaching:

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I. Objectives:

By the end of lesson, students will be able to talk on the telephone about intentions
with GOING TO.

II. Language content:

Structure: Great, me too, I’m sorry I can’t
III. Teaching aids:

Extra board, chart
VI. Procedures:

1. Warm -up

teacher’s activities students’ activities Content
- talk to students about using

telephone and ask them
questions

- listen to the teacher and
answer the question as
teacher’s ask

- Do you have a telephone at
home?

- How often do you make a
phone call?

- What would you say when
you pick up the phone to
answer it?

- What would you say if you

are the caller?

2. Pre - Speaking:
- ask students to do
exercise 1 on page 20
- have students to work
in pairs to put the
sentences in the correct
order to make a
complete conversation
- call some pairs to read
the dialogue that is
arranged

- give the correct
answer

- ask students questions.

- do exercise 1 on
page 20

- work in pairs to
put the sentences
in the correct order
to make a
complete

conversation

- read the dialogue
that is arranged
- take note

- answer

Answers:

1-b: Hello. 9210752

2-f: Hello. Can I speak to Eric, please?
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.

Questions:

- What do they intend to do?

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- explain “Be going to”

- take note

(They are meeting inside the center at 7.15)
Form: S + be + going to + infinitive
3. While - speaking:

- have student look at part 2
page 20

- elicit

Ba calls Bao to invite him
playing chess and they are
arranging the suitable time
you find out Bao’s sentences
to complete sentences

- call some pairs to read the
complete dialogue in front of
class.

- give feed back

- look at part 2 page
20

- read the complete
dialogue in front of
class.

- take note

Ba: Hello. 8257021

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 Central Chess
 Club.

Ba: At 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.
4. Post - speaking:

- have students work in pairs
practice the dialogue in part
1 and part 2

- work in pairs practice the
dialogue in part 1 and part 2
5. Home work:

Ask students to write five things that they intend to do next week.

Period: 10 Date of planning:

Week: 4 Date of teaching:

UNIT 2: MAKING ARRANGEMENTS
Lesson 3: Listen

I. Objectives:

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II. Language content:

Vocabulary: message (n)

Structures: to leave a message, make an appointment available …
- Could I speak to …?

- Would you like to leave a message?
- What time would you like to come?
III. Teaching aids:

Cassette player
VI. Procedures:

1. Pre - listening:

teacher’s activities students’

activities Content

- elicit by asking students
questions.

- introduce.

Now we listen to a dialogue on the
phone between a woman and the
secretary of the principal at
Kingston Junior High School. This
is woman wants to talk to the
principal. You listen to the tape
and fill the missing information in
the card.

- answer - What will you say if you are the
caller?

Hello …, could I speak to … please.
this is …

- What will you say if you are the
receiver?

Hello … how are you?

- What will you say if the person
you want to speak to is out?

Can I leave a message for …?
Can you take a message…?

2. While - listening:
- play the tape twice

to three times

- have students
compare the result
with a classmate
- call some students
to read the answer
- give feed back.

- explain some
structures

- listen to the
tape

- compare
the result

with a

classmate
- read the
answer
- copy in
book

Time: students complete
Date: students complete
For: The principal

Message: Mrs. Mary Nguyen wanted to see at 9.45
in the morning

Telephone number: 64683720942 
Structures:

- Could I speak to …?

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Secretary: Kingston Junior High School. Good

morning.

Woman: Good morning. Could I talk to the principal, 
please?

Secretary: I’m afraid Mr. Kelvin is out at the moment. 
Would you like to leave a message?

Woman: Uhm, no. but I’d like to make an appointment
to see him.

Secretary: I think he will available on Tuesday.

Woman: Tuesday’s OK. Can I see him in the morning?
Secretary: Sure, you can. What time would you like to
come?

Woman: Is 10.30 OK?

Secretary: I’m sorry. The principal will have a school 
visit at 10.30. What about 9.45?

Woman: 9.45? Let me see. Yes, it’s alright.
Secretary: What’s your name?

Woman: My name’s Mary Nguyen.
Secretary: Is that N-G-U-Y-E-N?
Woman: Yes, that’s right. Mrs. Nguyen
Secretary: And your address, please?

Woman: Number 23, 51st Street. My telephone

number is 64683720942.
Secretary: Thank you, Mrs. Nguyen

Woman: Thank you very much. Good bye.
Secretary: Good bye.

3. Post - listening:
- play the tape again

- have students work in pairs
build a new dialogue

- call some pairs to speak in
front of class

- listen to the tape again
- work in pairs build a new
dialogue

- speak in front of class
4. Home work:

Correct the mistakes in the following sentences:
1. Can I speak with Trung, please?

2. I’d like to do an appointment with the dentist.
3. Would you like to live a message?

4. He will be available in Monday
Prepare Read.

Period: 11 Date of planning:

Week: 4 Date of teaching:

UNIT 2: MAKING ARRENGAMENTS
Lesson 4: Read

I. Objectives:

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II. Language content:

Vocabulary: emigrate (v), deaf-mute (n), experiment (n), transmit (v), invent (v) –
invention (n), conduct (experiment)

III. Teaching aids: demonstrate
Picture, cassette player
VI. Procedures:

1. Pre - reading:

Teacher’s activities students’ activities Content
- ask students questions

- elicit

When we talk about
Alexander Graham Bell what

words about this man appear
in your mind?

- explain some newwords

- have students read the new
words twice

- introduce the lesson

We are going to read about of
the greeted scientists in the
world, the inventor of the
telephone. Alexander
Graham Bell

- answer.

- discuss and
answer

- cop in the book

Questions:

Who is in the picture?

What do you know about him?
What did he invent? When?
- Alexander Graham Bell.

- He is an inventor.

- He invented. The telephone in 1876.

New words:

- emigrate (v): di cö

- deaf-mute (n): người vừa câm, điếc
- experiment (n): cuộc thí nghiệm
- transmit (v):n truyền tín hiệu
- invent (v):

- invention (n):

- conduct (n): hạnh kiểm

- demonstrate (v): chứng minh, giải thích
- device (n): phương sách

- countless (a) : vô số
- exhibition (n): trưng bày

- commercial (a) : thuộc về thương mại

2. While - reading:
- have students read the
passage one and answer the
questions.

- have students compare the
answers with a friend

- read the passage one
and answer the
questions.

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- ask students why the
answer is false or true.

- give the correct answers.

- continue eliciting.

Now you read the passage
again and put the event in
correct order

- have students work in pairs
do the exercise 2

- have some pairs read the
answers the others listen,
give comments and correct
- give correct answers

- copy in the book.

- listen to the teacher

- work in pairs do the
exercise 2

- read the answers the
others listen give
comments and correct.
- copy in the book.

1.

a. F. he was born in Edinburgh
Scotland.

b. F. He worked with deaf-mutes
at Boston University

c. T

d. F. Bell and Watson introduced
the telephone in 1876

e. Bell experimented with way of
transmitting speech over a long
distance

2.

Alexander Graham Bell:
d. was born in Scotland
e. went to live in Canada.

a. went to live in the United State
g. worked with people neither
speak nor hear

c. worked with Thomas Watson
b. successfully demonstrated his
invention

f. invented the telephone.
3. Post - reading:

- have students read the
passage in front of class.
- have students work in
groups 4 or 5 and make a
short presentation about
Alexander Graham Bell

- read the passage in front of
class.

- say something about
Alexander Graham Bell
(base on events in exercise
2)

4. Home work:
Prepare write

Period: 12 Date of planning:

Week: 4 Date of teaching:

UNIT 2: MAKING ARRANGEMENTS
Lesson 5: Write

I. Objectives:

By the end of the lesson, students will be able to write a telephone message.
II. Language content:

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III. Teaching aids:
Extra board
VI. Procedures:

1. Warm -up

Teacher’s activities students’ activities Content
- talk to students taking a

telephone message.

- taking a telephone
message.

- Have you ever taken a
telephone message?

- When you take a message,

what should be mentioned in
the message?

(Date, time, who sent, to
whom, content)

2. Pre - writing:
- elicit and have students
look at the message.

- explain new words in the
message box. Continue
eliciting.

This is the passage which was
written based on the above 
message. Now you complete 
the passage by filling the 
most suitable work in the 
blank.

- have students compare the
answers with the classmate.
- give the correct answers

- listen to the
teacher’s eliciting
and read the
message

- read and complete
the passage.

- compare the
answers with the
classmate

New words:

- delivery service (n): dịch vụ chuyển
hàng

- furniture service (n): chuyễn giao đồ
đạt

- taken by (v): ghi lại bởi

- message (n): nội dung tin nhắn
- furniture (n): đồ đạt

- stationery order (n): đơn đặt hàng văn
phòng phẩm.

- reach (v): có thể gặp ai đó qua điện
thoại.

Answers:

1. phone, 2.May 12, 3.speak, 4.took,
5.name, 6.delivery, 7.Mr. Ha, 8.at

3. While - writing:

- elicit.

Now you read the completed, 
and then write the message 
base on the passage.

- have students compare the
answers with the classmates.
- call students write the
message on the board.
- give correct message.

- continue eliciting students

- write the message

- compare the
answers with the
classmates.

- write the message

on the board. - 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.

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- have students work in pairs
the dialogue in part 3.

- elicit

Now you help Lisa write a 
message for Nancy using the 
information in the dialogue.
- have students compare the
answers with classmates.
- call some students to read
loudly the answers.

- give correct answer

- work in pairs the
dialogue in part 3.
- write message.

- compare the
answers with
classmates.
- read loudly the
answers.

- copy in the book. - Date: students complete
- Time: students complete
- For: Nancy

- Message: Tom called about playing
tennis this afternoon. He will come
over to pick up at 1.30

- Taken by: Lisa
4. Post - writing:

- have students work in pairs
build a new dialogue

(structure are similar the
dialogue in part 3)

- have some students read
the dialogue loudly.
- have students give their
dialogue to other and write
the message to that dialogue

- work in pairs build a new
dialogue

- read the dialogue loudly.
- give their dialogue to other
and write the message to that
dialogue

5. Home work:

Complete these sentences with the best word:
1. She is out. Can I ……. Your message?

2. Her mother said that you can …… her after lunch.
3. I’m sorry. The line is …. Would you like to …?
4. He wants to meet you …… June 24.

Prepare Language focus.

Period: 13 Date of planning:

Week: 5 Date of teaching:

Lesson 6: LANGUAGE FOCUS
I. Objectives:

Review the important points of the lesson.
Further practice adverb of place.

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Adverb of place.
III. Teaching aids:

Extra board, picture language focus part 3
VI. Procedures:

1. Warm -up

Teacher’s activities students’ activities Content

- ask students some questions - answer -What will you do on the weekend?

- Are you going to read book/ go the
market / watch TV?

-Where do you often do those?
2. Practice:

- divide class into 3 groups
- review the structure ‘be
going to’

- have students translate
these two sentences into
English.

- elicit and explain.

- have students practice in
groups. Use the future tense
with ‘Be going to’.

- give some pairs to give
answers

- give correct answers.

Have students look at part 2.
- elicit.

The following is a

questionnaire about things 
you are going to do in the 
future. You complete “you” 
column with checks () if

- work in groups
- take note

- translate these two
sentences into
English.
- find out the
different between
these two sentences.

- Practice in groups.
Use the future tense
with ‘Be going to’.
- give answers
- copy in the book.

- look at part 2.

- Ngày mai tôi sẽ đến thăm bạn
- Ngày mai tôi sẽ chơi bóng đá.
I will visit you tomorrow.

I am going to visit you tomorrow.
I will play soccer tomorrow.

I am going to play soccer tomorrow.
Will play soccer:

Express an action that happen in the 
future. This action is decided at the time
we speak and have non preparation.
Am going to play soccer:

Express an action that will happen in 
the future, this action has a preparation 
very well.

Group 1:

a. They are going to go fishing.
b. She’s going to read a new novel
c. She going to do her homework (in

Math)

d. He is going to watch an action
movie on TV tonight.

e. She’s going to give him a birthday
present.

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you are going to do and 
crosses () if you are not.
- have students compare the
answers with a classmates

- have students state what
their friends going to do and
not going to do in front of
the class.

- have students remind
adverbs of pace.

- have students work in
pairs, complete sentences
given by filling adverbs of
place in the right position.
- have students give the
answers.

- give the correct answers.

- compare the
answers with a
classmates
- state what their
friends going to do
and not going to do
in front of the class.

- remind adverbs of
pace.

- work in pairs,
complete sentences

given by filling
adverbs of place in
the right position.
- give the answers.
- copy in the book

What are you going to do on the
weekend?

Are you going to … YOU YOUR
PARTNER

see a movie?
play sport?

meet your friends?
help your parents?
do your homework?
watch TV?

Group 3:
a. upstairs
b. here
c. downstairs
d. outside
e. there
f. inside
3. Consolidation:

- remind the structure to talk

about intentions with be
going to and adverbs of
place.

- take note.

4. Home work:

Copy the answer in Language focus in the work book.
Prepare Unit 3: Getting started, listen and read.

Period: 14 Date of planning:

Week: 5 Date of teaching:

UNIT 3: AT HOME

Lesson 1: Getting started, Listen and read
I. Objectives:

By the end of the lesson, students will be able to understand the dialogue and use
model verbs to talk about the housework.

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Vocabulary: chore (n), cupboard (n), steamers (n), sink (n), saucepan (n), frying pan
Structure: review reflexive pronouns and modals (have to, ought to)

III. Teaching aids:

Pictures, cassette player
VI. Procedures:

1. Warm - up:

Teacher’s activities students’ activities Content
- show 6 pictures (getting

stared) to students

- as them to look at 6 pictures
quickly in 30 seconds and try
to remember the verbs in the
pictures as many as possible
- which team remembering
more verbs is winner.

- look at 6 pictures quickly in
30 seconds and try to

remember the verbs in the
pictures as many as possible

Answer:

a. Wash dishes / do the
washing up

b. Make the bed
c. Sweep the floor
d. Cook

e. Tidy up

f. Feed the chicken
2. Presentation:

- stick the pictures on the
board

- have students ask and
answer about pictures

- have students write and talk
about the chores in the
picture in English.

- introduce

We have talked and written
about chores you often do at
home. Now you listen to the
dialogue between Mrs. Vui
and Nam talking about chores
and practice the dialogue
with a friend

- play the tape once.

- have students pick out new
words

- explain modal verbs and
reflexive pronouns

- look at the picture
- answer.

- listen to the tape.
- pick out new words.

- copy in the book

- What is the girl in the first
picture doing?

- Is she doing the washing
up?

- Is she making the bed?
- What do you have to sweep
the floor?

- Do you have to feed the
chicken?

New words:

- chore (n): việc vặc
- cupboard (n): tủ chén

- steamers (n): nồi hấp, nồi

đun

- sink (n): bồn rửa bát
- saucepan (n): cái chảo
- frying pan (n): chảo rán
Must: ngụ ý bắt buộc do
người nói

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hoàn cảnh khách quan.

Ex: I have to do your home
work

You must do you
homework

Should, ought to: nên làm
việc gì

Reflexive pronouns: yourself
…

3. Practice:
- play the tape twice

- have students practice the
dialogue in pairs

- have students work in pairs
and make the list of the

things that Nam has to do
- give the correct answer

- listen to tape

- practice the dialogue
in pairs

- work in pairs and make
the list of the things that
Nam has to do

- copy in the book

- cook dinner
- go to the market
Nam has to to buy fish and
vegetables

- call his Aunt,
Ms Chi and ask
her to meet his

mother at

grandma’s
house
4. Consolidation:

- have students tell more

chores they often do at home.

- tell more chores they often
do at home.

- look after brother / sister
- water vegetables

- look after the house

- lay / clear the dinning table
5. Home work:

Prepare speak

Period: 15 Date of planning:

Week: 5 Date of teaching:

UNIT 2: AT HOME
Lesson 2: Speak
I. Objectives:

By the end of the lesson, students will be able to use the prepositions of place to talk
about the positions of furniture in the house

II. Language content:

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Grammar: Review the preposition of place
III. Teaching aids:

Pictures
VI. Procedures:

1. Pre – reading:

Teacher’s activities Students’ activities Content
- let students play game

Networks. Talk about
objectives in the house.
- have students name
objects in the pictures

- tell about objectives in
the house.

- name objects in the
pictures

knife stove clock

cupboard

refrigerator electric cooker
2. While - speaking:

- have students tell
preposition of positions.

- have students work in pairs,
talk about the position of each
item.

- ask students the positions of
the items in the pictures.

- continue to introduce.

Mrs. Vui bought some
furniture for her living room
but she hasn’t decided where
to put them yet. Now you work
in groups of three or four and
arrange the furniture in the
most of all, let’s look at the
picture to see what Mrs. Vui

- tell preposition of
positions.

- work in pairs, talk about
the position of each item.
- answer the positions of
the items in the pictures.

- listen to the teacher.

on, next to, between, above,
under …

Questions:

- Where is the calendar? – On
the wall above the stove and
the sink.

- Where is the clock? – It’s
above the fridge.

- Where is the fruit? – in the
bowl

- Where are the flowers? – On
the table.

- Where is rice cooker? – Next
to the bowl of fruit.

- Where is cupboard? – On the
wall, above the counter.
- Where are knives? – They

are on the wall, under the
cupboard.

- Where is dish rack? – On the
counter, next to the bowl of
fruit.

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has bought for her living
room.

- explain new words.

- have students work in
groups, put above furniture
suitably,

- give some students to give
ideas

- take note.

- work in groups, put
above furniture suitably,
- give ideas

New words:

- rug (n): thảm dầy trải sàn
- cushion (n): niệm

- rice cooker (n): nồi cơm điện
- coffee table (n): bàn ngồi uống
cà phê

Structure: Let’s + V ….

I think we ought to + V…

- I think the coffee table
should be put between the
couch and the armchair.
- Let’s put the magazines on

the shelf above the books
- I think the shelves ought to

be put at one of the corners,
opposite the couch.

- The TV and stereo should be
put on the shelves.

- Let’s put the clock on the
wall, above the picture.
- I think we should hang the

picture / clock above the
cough

3. Post - speaking:
- remind the way to describe
the position of objects in the
family.

Remind nouns to indicate
objects.

- listen and remember

- listen and remember
4. Home work:

Describe the objects in your room, living room.
Prepare: Listen

Period: 16 Date of planning:

Week: 6 Date of teaching:

UNIT 2: AT HOME
Lesson 3: Listen
I. Objectives:

By the end of the lesson, students will be able to identify the right item
II. Language content:

Items: rice (n), noodles (n), sauce pan (n), frying pan (n), garlic (n), onion (n), green
peppers (n), pea (n), ham (n)

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Pictures, cassette player
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- call students to describe one

of the rooms in the house
- give feed back and mark

- describe one of the rooms
in the house

Describe the living room/bed
room / bath room / kitchen …
2. Pre - listening:

- stick the picture page 34 on
the board

- ask students question

- have students name the
pictures.

- provide objects in the
pictures.

- elicit

Now you work in pairs and
answer the question: “What
ingredients do you need to
cook the special Chinese fried
rice?”

- call some students to read

ingredients to cook the
“Special Chinese fried rice”

- look at the pictures
- answer

- name the pictures.
- Copy in the book.

- work in pairs and answer
the question

- read ingredients to cook the
“Special Chinese fried rice”

Can you name the objects in
the pictures?

Objects in the pictures:
- rice (n): cơm

- noodles (n): mì

- sauce pan (n): chảo sốt
- frying pan (n): chảo rán
- garlic (n): tỏi

- onion (n): hành

- green peppers (n): ớt xanh

- peas (n); đậu

- ham (n): thịt đùi

3. While - listening:
- elicit

We are going to listen to a
conversation between Mrs.
Tu and Lan about the
necessary ingredients to cook
the “Special Chinese Fried
Rice”. You listen and decide
which are the necessary
ingredients and utensil to
cook this food by choosing
the correct pictures in the
book.

- play the tape twice

- have students compare the

- listen to the teacher‘s
elicit.

- listen to the tape

- compare the result with a
classmates

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result with a classmates
- call some students to give
the answers

a. Fried rice
b. Pan

c. Garlic and green peppers
d. Ham and peas

Tape transcript:

Lan: Can I help you cook
dinner, Mom?

Mrs. Tu: Sure. You can cook
the “Special Chinese fried
rice” for me. Use the big pan,
please.

Lan: Okay. How much oil do
put in?

Mrs. Tu: Just a little. Wait
until it’s hot and then fry the
garlic and the green peppers.
Lan: O I put the ham and the
peas in now?

Mrs. Tu: Yes, And you can 
put the rice and a teaspoon of
salt in.

Lan: Yummy! It smells 
delicious.

4. Post - listening:
- have student work in pairs
state the way to make
“Special Chinese fried rice”
- give feed back.

- work in pairs state the way
to make “Special Chinese
fried rice”

- use the pig pan
- wait the pan is hot

- fry the garlic and the green
peppers.

- put the ham and the peas in.
- put the rice and teaspoon of
salt in

5. Home work:
Prepare: Read

Period: 17 Date of planning:

Week: 6 Date of teaching:

UNIT 3: AT HOME
Lesson 4: Read
I. Objectives:

By the end of the lesson, students will be able to understand the safety precautions in
the house and use Why - because

II. Language content:

Vocabulary: safety precaution (n), object (n), chemical (n), drug (n), matches (n),
electrical socket (n), scissors (n), bead (n)

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Extra board
VI. Procedures:

1. Warm – up:
Teacher’s

activities

Students’ activities Content

- have students
play game “Brain
storming”

- play game “Brain
storming”

drug electricity knife

fire gas

boiling water
2. Pre - reading:

- elicit.

In our life, there are many
different objects. Some of
them may be dangerous to
children if we don’t keep
them carefully. Now you work
in groups and make the list of
dangerous things and
discuss: “What must we do to
keep children safe?”

- play the tape twice
- explain the new words.

- have students read new
words

- work in groups.

- listen to the tape.
- copy in the book.

- read new words

Chemicals / drugs / matches /
scissors / knives / electrical
socket …

New words:

- safety precaution (n): cảnh
báo an tồn

- object (n): vậy

- chemical (n): hóa chất
- drug (n): thuốc

- matches (n) diêm

- electrical socket (n):ổ cắm
điện

- scissors (n): kéo

- bead (n): hạt, vật trón nhỏ
3. While - reading:

-play the tape again

- come some students to read
safety precautions in the
house

- have student work in pairs,
write True or False. Check
(the boxes correct the false
sentences.

- have students compare the
answer with a friend.

- listen to tape

- read safety precautions in
the house

- work in pairs, write True or
False. Check (the boxes
correct the false sentences.
- compare the answer with a

friend. Answer 1:a. False: It’s safe to keep

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- call students to write
answer on the board correct
False sentences.

- give feed back.

- have students read “safety
precautions in the home”
again and answer the
questions using “Why –
because”

- have students compare the
answers with their friends
- call students to write the
answers on the board.

- write answer on the board
correct False sentences.
- copy in the book

- read “safety precautions in
the home” again and answer
the questions using “Why –
because”

- compare the answers with
their friends.

- write the answers on the
board.

medicine in locked
cupboards.

b. True

c. False: A kitchen is a
dangerous place to play.
d. False: playing with one

match can cause a fire.
e. True

f. True

Answer 2:

b. Because the kitchen is a
dangerous place.

c. Because playing with
matches can cause a fire
d. Because the children

because the children
mustn’t put anything into
electrical sockets.
Electricity can skill.
e. Because the dangerous

objects can injure and kill
4. Post - reading:

- call students to read the

passage in pairs, correct
mistakes each other.

- call students to translate the
passage

- give fees back.

- read the passage in pairs,
correct mistakes each other.
- translate the passage

5. Home work: 
Prepare write

Period: 18 Date of planning:

Week: 6 Date of teaching:

UNIT 3: AT HOME
Lesson 5: Write
I. Objectives:

By the end of the lesson, students will be able to write a description of a room in their
house.

II. Language content:

Vocabulary: dish rack (n), towel rack (n), beneath lighting fixture (n), flour (n)

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III. Teaching aids:

Pictures, extra board
VI. Procedures:

1. Warm – up:

Teacher’s activities Students’
activities

Content
- call student 1 to write the

words.

- call students 2 to read the
main content about safe
precaution.

- give feed back and mark.

- write the words.

- read the main
content about safe
precaution.

- safety precaution (n):
- object (n): vật

- chemical (n): hóa chất
- drug (n): thuốc

- matches (n) diêm

- electrical socket (n):ổ cắm điện
- scissors (n): kéo

- bead (n): hạt, vật trón nhỏ
2. Pre - writing:

- stick the picture on the
board.

- ask students question.

- have students work in pairs,
read the passage describing
Hoa’s room.

- have students underline the
phrases about positions.
- have students look at the
eliciting sentence in part 2
page 44.

- explain the new words.

- elicit.

Based on the sample
paragraph about Hoa’s room
and pictures you now write a
paragraph to describe the
kitchen by using the prompts

- look at the picture
- answer the question
as teacher’s ask

- work in pairs, read

the passage

describing Hoa’s
room.

- underline the

phrases about

positions.

- look at the eliciting
sentence in part 2
page 44.

- copy in the book.

-listen to teacher’s

eliciting and prepare
to do exercises.

Questions:

a. What is there on the left of the
room? – There is a desk

b. Where is the bookshelf? –
Above the desk.

c. What is there on the right side of
the room? – There is a window.
d. Where is the wardrobe? – beside

the window and opposite the
desk.

Prepositions:

- on the left of.
- above.

- near.

- on the right side of.
New words:

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to make complete sentences
3. While - writing:

- have students write
description of a kitchen by
themselves.

- have students compare their
writing

- correct students’ mistakes
- give correct answer.

- write description of
a kitchen by
themselves.

- compare the writing

Answer:

- This is Hoa’s kitchen.

- There is a refrigerator in the right
corner of the room.

- Next to the refrigerator is the stove
and oven

- On the other side of the oven, there
is a sink and next to a sink is the
towel rack.

- The disk rack is on the counter on
the right of the window and beneath
the shelves.

- In the middle of the kitchen there is
a table and four chairs.

- The lighting fixture is above the
table directly beneath the lighting
fixture is a vase of the flowers.
4. Post - writing:

- elicit

Base on the above writing,
write a short paragraph
describing one of the rooms
in your house.

- give feed back.

- write a short paragraph
describing one of the rooms
in the house

Ex:

This is my living room there
is a table in the middle of the
room and four chairs. There

is a TV on the right of the
room. Next to the table is the
bookshelf.

5. Home work:

Have students write paragraph describing a room in the house.

Period: 19 Date of planning:

Week: 7 Date of teaching:

Lesson 6: LANGUAGE FOCUS
I. Objectives:

- Review some information points of grammar
- Focus on writing skill

II. Language content:
- Reflexive pronouns

- Modals: must, have to, ought to
- Why - because.

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Pictures LF1, LF2, LF4
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content

- have one student describe

the description of their room.
- give feed back and mark

- describe the description of
the rooms. (room of the
rooms in the house)

Describe of rooms in the
house:

living room, bedroom,
bathroom, kitchen …

2. Practice:
- divide class into 4 groups

- have students look at provided
verbs in the box and say the
chores in the pictures in English.
- help students if necessary
- elicit

Now you look at the pictures. In
the book and the verbs in the box,
completing the dialogue by
putting “Have to or must” in the
correct blank

- have students work in pairs read
complete the dialogue.

- call some pairs to read the
dialogue loudly, others give
comments if it is not exact.

- give correct answers key.

- notice the different between
meanings of must and have to

- look at provided verbs
in the box and say the
chores in the pictures in
English.

- complete the dialogue
by putting “Have to or
must” in the correct
blank

- work in pairs read
complete the dialogue.
- read the dialogue
loudly, others give
comments if it is not
exact.

Part 1:

1. must / have to tidy
2. have to / must dust
3. must /to sweep
4. must / have to clean
5. have to / must empty
6. must / have to feed
- ask students questions.

- have students look at the
pictures part 2 and give advice to
the people on the pictures by
using ought to.

- give example.

- have students compare the
result with a friend.

- have students write advice on
the board.

Give eliciting answer key.

- answer the questions.
- look at the pictures and
give advice to the people
on the pictures by using
ought to.- copy in the
book.

- compare the result with
a friend.

- write advice on the
board.

- copy in the book

Part 2:

- When do we use ought to?
What does it mean?

Ought to is used to give
advice.

ex: I failed my English test
 You ought to student harder.
b. You ought to get up early.
c. You ought to eat more

fruit and vegetables.
d. You ought to go to the

dentist.
- introduce the form and the

usage of reflexive pronouns.

- copy in the book. Parts 3:

Form: myself, yourself,
himself, herself, itself,
ourselves, themselves

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- have students work in pairs and
complete the conversation by
putting the reflexive pronouns in
the right blank.

- call some pairs to practice the
dialogue.

- give the correct answer.

- work in pairs and

complete the

conversation by putting
the reflexive pronouns in
the right blank.

- copy in the book.

are used to express an action
done by directly the subject,
not other people or thing.
b. (1) ourselves

c. (2) myself. (3) yourself
d. (4) himself. (5) herself
e. (6) themselves

f. (7) yourselves
- have students look at the modal

example and the pictures in part
4.

- have asking and answering with
the structure why because base
on elicit pictures.

- call some pairs to read the
answers others give comments
- give correct answer.

- look at the modal
example and the pictures
in part 4.

- ask and answer with the
structure why because
base on elicit pictures.
- read the answers others
give comments

- copy in the book

Part 4:
Ex:

Why did Hoa go to school
late this morning?

Because she watched TV late
last night.

b. Why did Nam have to
cook dinner? – Because
his mother was home late
c. Why was Mrs. Thoa

home late? – Because she
had to come to see Nam’s
grandmother she was
sick.

d. Why did Ha fail her
English exam? – Because
she didn’t learn for her
exam. She played the
computer games

e. Why didn’t Nga go to the
movies? – Because she
had to do her chores she
had to clean the kitchen

and sweep the living
room

3. Home work:

Prepare: Language focus.

Period: 20 Date of planning:

Week: 7 Date of teaching:

REVIEW
I. Objectives:

Review all lesson from unit 1 to unit 3
II. Contents:

Unit 1:
Simple present tense:

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S (số nhiều) + are

S + am

(-) S + is / are / am + not
(?) Is / Am / Are + S?
 Ordinary verb:

(+) S (số ít) + V(s/es)
S (số nhiều) + Vo

(-) S + do / does + not + Vo
(?) Do / Does + S + Vo?
Yes + S + do / does
No + do / does +not

Use: it expresses an action that happens in present
Simple past tense:

To be: was / were

(+) S (số ít) + was
S (số nhiều) + were
(-) S + was + not
S + were + not

(?) Was / Were + S + …?
Ordinary verb:

(+) S + V2 / V-ed

(-) S + didn’t + Vo
(?) Did + S + Vo?

Yes, + S+ did / No, + S+ didn’t

Use: It expresses an action that happens in the past.
Exercises:

(Teacher has students do exercises 1, 2 page 16 in language focus)

Unit 2:

Be going to
Adverb of place.

Teacher has students translate 2 sentences into english
- Ngày mai tôi sẽ đến thăm bạn

- Ngày mai tơi sẽ chơi bóng đá.
I will visit you tomorrow.

I am going to visit you tomorrow.
I will play soccer tomorrow.

I am going to play soccer tomorrow.
Will play soccer:

Express an action that happen in the future. This action is decided at the time we speak 
and have non preparation.

Am going to play soccer:

Express an action that will happen in the future, this action has a preparation very 
well.

Exercises: (teacher has students do exercises 1page 25 in language focus and exercises 3 
pages 26 in language focus)

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 Teacher writes the telephone message.
Unit 3:

- Reflexive pronouns

- Modals: must, have to, ought to
- Why - because.

Exercises:

Teacher has students do exercises 1, 2, 6page 20, 21 and 25 in workbook

‘

Period: 22 Date of planning:10/10/08

Week: 7 Date of teaching:15,18/10/08

UNIT 4: OUR PAST

Lesson 1: Getting started, Listen and read
I. Objectives:

By the end of the lesson, students will be able to tell the activities people used to do
in the past

II. Language content:

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Picture, cassette player
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- have students look at the

title “Vietnam 100 years
ago” can you guess our topic
in this lesson.

- introduce: Today we will 
learn about life in Vietnam 
100 years ago

- have students work in
groups , look at the picture
and make a list of the things
that do not belong to the past
in Viet Nam 100 years ago.
- call some groups to name
objects that do not belong to
that past in Viet Nam 100
years ago.

- look at the title “Vietnam
100 years ago” can you guess
the topic.

- work in groups , look at the
picture and make a list of the
things that do not belong to
the past in Viet Nam 100

years ago.

- name objects that do not
belong to that past in Viet
Nam 100 years ago.

- TV
- The radio

- The mobile phone
- The lighting fixture
- The school uniform
- Modern clothing
- Computer games
- High building
2. Presentation:

- elicit: We have just
discussed the things that do
not belong to the past in Viet
Nam 100 years ago. Now we
go on with groups discussion
of your age had to do 100
years ago.

- call some groups to state.
- introduce: We are going to
listen a dialogue between Nga
and her mother about the

things that Nga’s

grandmother used to do when
she was young girl.

- play the tape.

- explain new words and the
strictures.

- read the new words.

- have students read the new
words in front of class.

- play the tape twice

- have students work in pairs,
practice the dialogue.

- discussion in groups tell
what the children had to do
100 years ago.

- state.

- listen to the tape
- copy in the book.

- repeat the new words.

- read the new words in front
of class.

- listen to tape.

- work in pairs, practice the
dialogue.

- stay at home and help mom.
- cook meals, clean the
house, wash the clothes

New words:

- great - grandma (n): cụ bà
- modern equipment (n): thiết
bị hiện đại.

- folktale /tradition stories
(n): truyện dân gian, cổ tích
Structures:

(+) S + used to + V-infi.
(-) S + didn’t + use + to + V
(?) Did + S + use to + V …?
Use: It expresses an action
that used to be in the past and
doesn’t exit in present.

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3. Practice:

- have students work in pairs,
ask and answer the questions
in part 2 page 39.

- have students read the
answers loudly.

- give the correct answers.

- explain the request in
exercise 3.

- help students understand
the meanings go fact and
opinion.

- have students do exercise 3
- have students compare the
result

- give correct answers.

- work in pairs, ask and
answer the questions in
part 2 page 39.

- read the answers loudly.
- copy in the book.

- do exercise 3
- compare the result
- copy in the book.

Answers:

a. She used to live on a farm.
b. Because she had to stay

home and help her mom.
c. She used to cook the meals,

clean the house and wash the
clothes

d. Her great – grandmother
used to lit the lamp and her
great – grandfather used to
tell them stories.

e. She asked her grandmother
to tell her the tale “ The lost
shoe”

Fact: sự thật

Opinion: Ý kiến cá nhân.
Ex:

Fact: I learn English

Opinion: English very difficult.
Answers:

a. Fact
b. Fact
c. Fact
d. Fact
e. Opinion
f. Opinion
4. Consolidation:

- remember the use of used
to

- remind the nouns/ things do
not belong in the past.

- listen and remember.

- tell the things do not belong
in the past.

5. Home work:

- Learn new words and remember structures used to
- copy the exercise 2, 3 in the work book.

- prepare Speak

Period: 23 Date of planning:

Week: 8 Date of teaching:

UNIT 4: OUR PAST
Lesson 2: Speak
I. Objectives:

By the end of the lesson, students will be able to USE TO to talk about the things they
used to.

II. Language content:

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III. Teaching aids:
Pictures
VI. Procedures:

1. Warm - p:

Teacher’s activities Students’ activities Content

- ask students questions - answer - Where did Nga’s grandmother use
to live?

-Why didn’t she go to school?

- What did Nga’s great-grandmother
use to do?

- What did Nga’s great-grandmother

and great-father do after dinner?
2. Pre - speaking:

- ask students questions.

- divide class into 2 groups
- have each groups look at
a picture in part 1 page 40
and list the things they see.
- correct ideas

- have students work in
pairs, looking at the picture
and the words listed, talk
about differences between
life in the past and now by
using used to

- answer.

- look at a picture in
part 1 page 40 and list
the things in the
picture.

- looking at the picture
and the words listed,
talk about differences
between life in the
past and now by using

used to

- What sports or games do use to play
when you were younger?

- Did you use to have a nickname?
- Did you cry a lot when you were a
small child?

- Did you used to play the game blind
man’s bluff when you were a child?
Picture 1:

- small house

- people work on paddy field
- children play at home
- stack of straw

- …

Picture 2:

- big car and buildings
- car

- shop
- TV

- traffic light

- students go to school.
- …

3. While - speaking:
- have students work in pairs
about above topic.

- introduce the presentation.

- go around and help.

Call some students to present
in front of class.

- give eliciting answers.

- work in pairs
- take note.

- present in front of
class.

- copy in the book.

Good morning everybody today I’m
very happy to talk to you about the
difference between the life in the past
and life in present.

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- People used to live in small house.
Now they live in big houses and
buildings.

- People used to walk to travel. Now
they can go by car or motorbike.
- There didn’t used to be electricity in
the home. Now electricity
everywhere.

- People used to work hard all the
time. Now they have a lot of time for
entertainment.

- Children used to play traditional
games. Now they play computer
games.

People used to raise cattle temselves
for meat. Now they buy it in the
supermarket.

4. Post - speaking:
- elicit.

Base o the usage of used to,
you work in pairs talking
about things you used to do
and compare to those at the
present.

- have student do exercises
about 5 minutes

- give eliciting answers

- take note.

- talk about things
used to do last year.
- copy in the book.

Ex:

Last year I used to get up late. Now I
get up early and do morning
exercises.

Eliciting answers:

- Last year, I used to study in class 72,

now I study in class 82.

- Last year, I used to study badly, now
I study harder.

- Last year, I used to go to school by
bike, now I go to school by motorbike.
5. Home work:

- Write a short paragraph to talk about the habits in the past.
- Prepare Listen.

Period: 24 Date of planning:

Week: 8 Date of teaching:

UNIT 4: OUR PAST
Lesson 3: Listen
I. Objectives:

By the end of the lesson, students will be able to understand the main idea of story by
listening

II. Language content:

Vocabulary: lay / laid eggs (v), shouted excitedly (adv), in amazement, foolish farmer
(n) greedy wife (n)

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VI. Procedures:
1. Warm - up:

Teacher’s activities Students’ activities Content
- call one student to state the

things he / she used to do in
the past.

- state the things used to do

in the past. Ex: I used to get up late / used to
cry / used to go to bed early /
get up early / drink water
during meal.

2. Pre – listening:
- elicit by asking some
questions.

- introduce.

There are a lot of Vietnamese
folktales which have precious
moral lessons we are going to
listen to one of those stories.
You listen to it and decide
which of the following is the
most suitable moral lesson.
- explain new words.

- answers

- copy in the book

- Do you always read stories?
- Which story impress you
most? Why? Which moral
lesson do you get from this
story?

a. Don’t kill chickens

b. Don’t be foolish and
greedy.

c. Be happy with what we
have.

d. It’s difficult to find gold.
New words:

- lay eggs (v): đẽ trứng
- shouted excitedly (adv): hét
lên sung sướng

- in amazement: trong ngạc
nhiên

- foolish farmer (n): người
nông dân ngu ngốc

- greedy wife (n): người vợ
tham lam.

3. While - listening:
- play the twice.

- have students compare
your friends.

- play the tape once
more.

- call some students to
give the main idea of the
story.

- ask students question.
- play the tape again and

- listen to the tape and
find the main idea.
- compare your friends
- listen and check the
main idea.

- give the main idea of
the story..

- answer

- listen and check.

Question:

Which moral lesson do you get from
this story?

Answer:

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check the answer. Tape transcript:

One a farmer lived a comfortable life
with his family. His chickens laid
many eggs which the farmer used to
busy food and clothing for his family.
One day, he went to collect the eggs
and discovered one of the chickens
laid a gold egg. He shouted excitedly
to his wife, “We’re rich! We’re rich!”
His wife ran to him and they both
looked at the egg in amazement. The
wife wanted more, so her husband
decided to cut open all the chickens
and find more gold eggs.
Unfortunately he couldn’t find any
eggs. When he finished all the
chickens were dead.

There were no more eggs of any kind
for the foolish farmer and his greedy
wife.

4. Post - listening:
- organize the story
telling competition.
- divide class into 4 – 5
groups

- have students prepare
story, write main idea.
- have each group
choose one typical
students to retell the
story.

- prepare story, write
main idea.

- retell the story.

Examiner:
Name
of
teller

Content Fluency Accuracy

5. Home work: 
Prepare read

Period: 25 Date of planning:

Week: 8 Date of teaching:

UNIT 4: OUR PAST
Lesson 4: Read
I. Objectives:

By the end of the lesson, students will be able to understand and retell the story “The
lost shoe”

II. Language content:

Vocabulary: stout nut (n), little pea (n), harvest festival (n), broken heart (n), prince
(n), fairy (n), change something into something (v), rag (n)

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1. Warm - up:

Teacher’s activities Students’ activities Content
- call one students to retell

the story in the last period - retell the story in the last period One a farmer lives a comfortable life with his family. His chickens laid 
many eggs. One of the chickens laid a
gold egg. His wife wanted more. So 
her husband cut open all the chickens
and find more eggs. And his chickens 
were dead.

2. Pre - reading:
- elicit by asking some

questions - answer the questions asteacher’s ask - Do you like folktales?- What are those stories usually
about?

- Can you tell me the name of some
stories that you remember?

- Do you know this story?

- What can you guess from the little?
(The lost shoe – Tấm, Cám)

3. While - reading:
- play the tape

- ask.

- provide new words.

- read the new words
twice

- call some students to
read new words.

- have students read the
story again and use
provided words in the
story to complete
sentences in part 1.

- have students compare
the answers with their
friends.

- listen to the tape
- answer

- copy in the book.

- listen .

- read new words.

- read the story again and
use provided words in
the story to complete
sentences in part 1.
- compare the answers
with their friends.
- read the answers in

Questions:

- Who was little pea?
- Who was Stout Nut?
- Whose shoe was lost?
New words:

- stout nut (n): Tấm
- little pea (n): Cám

- harvest festival (n): lễ hội được
mùa

- broken heart (n): đau tim
prince (n): hồng tử
- fairy (n):ơng tiên

- change something into something
(v): biến cái gì thành cái gì

- rag (n): quần áo rách rưới

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- call some students to
read the answers in front
of the class.

- have students reread the
story and answer the
questions in part 2.
- call some pairs to read
loudly and answers. Other
groups give comments.
- give the correct answers.

front of the class.

- answer the questions in
part 2.

- read loudly and
answers. Other groups
give comments.

- copy in the book.

a. Little Pea’s father was a farmer.

b. Little Pea’s mother died when

she was young.

c. Little Pea used to do the
housework all day after her
father got married again.
d. The Prince wanted to marry a

girl from little Pea’s village.
e. Stout nut’s mother did not make

new clothes for Little Pea.
f. The Prince found Little Pea’s

lost shoe.
Part 2:

a. She was a poor farmer’s
daughter

b. She made Little Pea do chore all
day.

c. Before the festival started, a
fairy appeared and magically
changed her rags into beautiful
clothes.

d. The shoe fitted Little Pea.

e. This is not a true story because

there is a fairy.
4. Post - reading:

- call one student to read the
story loudly

- ask students questions.

- read the story loudly
- answer

- After reading the story what
Vietnamese folktale is it?
- Can you tell it in Vietnamese?
5. Home work:

-Read and translate into Vietnamese the story at home.
- Learn by hart all the new words.

- Prepare write

Period: 26 Date of planning:

Week: 9 Date of teaching:

UNIT 4: OUR PAST
Lesson 5: Write
I. Objectives:

By the end of the lesson, students will be able to use Simple Past tense to write a
folktale.

II. Language content:

Vocabulary: graze (v), servant (n), master (n), wisdom (n), black stripe (n),escape (n),
tie (v), appear (v)

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1. Warm - up:

Teacher’s activities Students’ activities Content
- call one student to

read the story ‘The
lost Shoe’

- have students write
some words

- ask students some
questions

- read the story
‘The lost Shoe’
- write some words

- answer

- stout nut (n): Taám

- little pea (n): Caùm

- harvest festival (n): lễ hội được mùa
- broken heart (n): đau tim

- prince (n): hoàng tử
- fairy (n):ơng tiên

- change something into something (v): biến
cái gì thành cái gì

- rag (n): quần áo rách rưới
Questions:

- Who was little pea?

- What did Stout Nut’s mother make Little
pea do all day?

- How did Little Pea get new clothes?
- Who did the Prince decide to marry?
2. Pre - writing:

Elicit by asking some
questions

- introduce:

In this lesson, we will learn
more about this story. Firstly,

you read the story and
complete it by filling the
verbs in correct blank.

- explain the new words.

- have students complete the
story

- call students to read
completed passage

- give the answer key.

- elicit:

- answer.

- copy in the book.

- complete the story
- read completed
passage

- copy in the book.

- listen to the

- Do you know why tigers have black
stripes?

- Which story tells you about that?
- Can you tell me the story?

New words:

- graze (v): gặm cỏ
- servant (n): đầy tớ
- master (n): ơng chủ

- wisdom (n): trí khơn, sự thơng minh
- black stripe (n): những vết vằn đen
- escape (n) (v): trốn thốt

- tie (v): buộc

- appear (v): xuất hiện

1. Complete the story:
1. appeared / came
2. was

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Imagine that you are the
farmer use the words to write
the story start like this: One
day I was in the field and…

teacher

3. While - writing:

- have students practice
individually, write the story
base on the words given.
- have students work in
groups check and correct
mistakes each other.

- call a preventative group to
read the passage just
completed.

- give eliciting answer key.

- practice individually,
write the story base on
the words given.

- work in groups check
and correct mistakes
each other.

- read the passage just
completed.

- copy in the book.

Write the story:

One day, as I was in the field and
my buffalo grazed nearby, a tiger

appeared. The tiger asked why the
strong buffalo was my servant and I
was its master. I told the tiger that I
had something called wisdom. The
tiger wanted to see it, but I old it I
left it at home that day. Then I tied
the tiger to a tree with a rope
because I didn’t want it to eat my
buffalo. I went to get some straw
that I said was my wisdom and I
burned the tiger. The tiger escaped,
but today it still has black stripes
from the burns.

4. Post - writing:
- call one student to read the
story.

- remind the content of the
story and some notes when
write a story.

- read the story.

- take the note content of the
story and some notes when
write a story.

The story in part 2.

5. Home work:

- read the story how the tiger got his stripes at home

- Write a paragraph to describe an event happened last week
- Prepare language focus.

Period: 27 Date of planning:

Week: 9 Date of teaching:

UNIT 4: OUR PAST
Lesson 6: Language focus
I. Objectives:

By the en of the lesson, students will be able to use preposition of time USED TO (to
talk the action which always happens in the past)

II. Language content:
- The past simple

- Prepositions of time ‘in, on, at, before, between’
- Used to

III. Teaching aids:
Picture LF 4
VI. Procedures:

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Teacher’s activities Students’ activities Content
- call one student to read a

paragraph, describe an event
happened last week.

- read a paragraph; describe
an event happened last
week.

An event happened last week
…

2. Practice:
1.

- divide class into 4 groups.
- remind regular verbs and
irregular verbs.

- have students work in
groups rite the past form of
the verb.

- call some students to write
on the board.

- give correct answers.
-elicit.

2.

Now you order to revise the
usage and structure of the
past simple tense, you work in
pairs and complete them by
making correct sentences.
- have some pairs state
completed dialogue.

- give eliciting answers.

3.

- review preposition.

- have students use
prepositions in the box to
complete sentences.

- give correct answers

4..

- separate into 4 groups
- take note

- Work in groups write the
past form of the verb.

- write on the board.
- copy in the book.

- state completed dialogue.
- copy in the book.

- take note

- use prepositions in the box
to complete sentences.

- copy in the book.

Activity 1:

a. run – ran b. fly – flew
c. take – took d. go – went
e. have – had f. do – did
g. be - was/were

h. ride – rode i. eat – ate
j. sit – sat k. come - came

Activity 2:

a. Did you eat rice for
breakfast?

b. I took a bus to school
c. Where were you last

night?

d. I had literature
In + year (in 1997)
In + month (in June)
On + date (on 17)

On + date, month, year (On
June 2, 2001)

On +day (on Monday)
At + time (at t am.)

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- remind the structure and
the usage of used to +
V-infinitive

- have students look at the
pictures complete the
dialogue use ‘Used to’ and
the verbs in the box.

- have some pairs role play
the dialogue in front of the
class.

- give eliciting answers.

- take note.

- complete the dialogue use

‘Used to’ and the verbs in the
box.

- role play the dialogue in
front of the class.

- copy in the book. Activity 4:

1. I used to have
2. She used to be
3. They used to live.
3. Consolidation:

- remind the usage and
structure

- have students make
sentences with the structure.
- give feed back.

- listen and copy in the book
- make sentences with the
structure.

(+) S + used to + V-inf.
(-) S + didn’t use to + V-infi.
Ex: She used to have long
hair.

I didn’t use to live in Hanoi.

4. Home work:

- Copy the answers in the work book.

- Prepare: Unit 5: Getting stared, Listen and read.

Period: 28 Date of planning:

Week: 10 Date of teaching:

UNIT 5: STUDY HABITS

Lesson 1: Getting started, Listen and read
I. Objectives:

By the end of the lesson, students will be able to understand the dialogue between
Jim and Mon about his study

II. Language content:

Vocabulary: report card (n), be proud of somebody, improve (v), Spanish
pronunciation (n), try one’s best (v), semester (n)

Structure: Reported speech
III. Teaching aids:

Picture, cassette player.
VI. Procedures:

1. Warm - up:

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- call one student to write
4 sentences using ‘Used
to’

- let students play game
network about subject.

- write 4 sentences

using ‘Used to’ Math English History
Music Geography
Geography Biology Literature
2. Presentation:

- ask
- elicit.

We have just revised
vocabulary and subjects.
In this lesson, we will
have further discussion
on study habits, firstly,
we look at the picture
between Tim and his
mother.

- ask,
- elicit.

Now we listen to the tape
and tell me What they are
talking about.

- play the tape.

- explain the new words.

- introduce reported
speech

- answer.

- answer

- listen to the tape
- copy in the book.

- take note

- How many subject do you have a week?
- What are they?

- What subject do you like best? Why?
- How often do you have that subject

What are they doing in the picture?
Answer:

They are talking about Tim’s school

report.

New words:

- report card (n): phiếu thành tich học tập
- be proud of somebody: tự hào về ai
- improve (v): nâng cao, cải thiện

- Spanish pronunciation (n): phát âm tiếng
tây ban nha

try one’s best (v): cố gắng hết sức
- semester (n): kỳ thi học kỳ
Reported speech:

- direct speech: Minh said “I’m fine”
- Indirect speech: Minh said he was fine.
Change from direct speech into indirect
speech we have some changes:

+ Omit the comma after the verb said, omit
“ … “

+ Change pronoun I -> he

+ Change tense of verb (am -> was)
3. Practice:

- play the tape again

- have students practice the
dialogue in pairs

- call some pairs to role-play
the dialogue in front of class.
- have students do exercise 2
decide whether the
statements are true or false.
- have students compared the
answer.

- listen to the tape
- work in pairs

- role-play the dialogue in
front of class.

- Exercise 2 decides whether
the statements are true or
false.

- compare the answer.

2. True or false:

a. F. (Tim was at home)
b. T.

c. F. (It’s excellent)
d. T

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- have students read and
explain the answers.

- have students read the
dialogue again and answer
the questions.

- have students compare the
answer with classmates
- give the correct answers.

- read and explain the
answers.

- read the dialogue again and
answer the questions.

- compare the answer with
classmates

- copy in the book.

e. F. (He needs to improve
Spanish pronunciation)
f. T

3. Answers:

a. Miss Jackson is Tim’s

teacher.

b. Miss Jackson gave Tim’s
mother his report card.
c. Tim studied very well this

semester.

d. Miss Jackson said Tim
should work harder on his
Spanish pronunciation
e. She gave him a dictionary
4. Consolidation:

- have students work in
groups, tell about heir report
card in last semester.

- call some students to state
the content they discuss

- work in groups, tell about
heir report card in last
semester.

- state the content

- Was your school report card
last semester good?

- What were you good at /
bad at?

- What do you need to
improve?

5. Home work:

Prepare Speak.

Period: 29 Date of planning:

Week: 10 Date of teaching:

UNIT 4: STUDY HABITS
Lesson 2: Speak
I. Objectives:

By the end of the lesson, students will be able to talk about their study habits
II. Language content:

Subjects: civic education, physical education, technology, biology, physics,
III. Teaching aids:

Lesson plan, extra board.
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content

- ask students to write

their ideas on the
board

- write their ideas on

the board Speak English to friends in class

watch E. TV listen to
EnglishHow to

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Radio
program

program

Do grammar read English stories
exercises newspaper
2. Pre - speaking:

- have students look at
questions in the part speak
page 48 and answer base on

informations about

themselves.

- call some pairs ask and
answer.

- give to students some
subjects.

- work in pairs and look at
questions in the part speak
page 48 and answer base on

informations about

themselves.

- ask and answer in front of
class.

- copy in the book.

Extra board:

1. When do you do your
homework?

a. after school
b. after dinner
c. late at night

2. Who help your
homework?

a. your parents
b. a friend

c. your brother/sister
3. How much time do you

spend on these subjects:
Math, Vietnam’s, History,
English?

a. half an hour
b. two hours

c. less / more than an
hour.

4. Which subjects do you to
improve?

a. Biology
b. Physics.

c. Chemistry
d.Geography

5. What do you do to
improve your English?
a. do grammar exercises
b. read English story.

Subjects:

- civic education: giáo dục
công dân

- physical education: giáo
dục thể chất

- technology: môn công nghệ
- biology: môn sinh học
- physics: môn vật lý

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lạc tiếng Anh.

- speak to foreigners: nói
chuyện với người nước ngoài.
3. While - speaking:

- have students use above
sentences to interview at
least 5 people in class.

- call students to use reported
speech in the ;last period to
reported in front of class.

- use above sentences to
interview at least 5 people
in class

- use reported speech in
the ;last period to reported
in front of class.

Ex: Trung is interview.
Nam is interviewed

Nam said he did his homework
after school, spend about one
hour studying English
everyday, needed to improve
his Math …

4. Post - speaking:
- divide class into 4 groups.
- call each group to prepare 3
sentences

- have other groups change
into indirect speech.

- separate into 4 groups.
- prepare 3 sentences

- change into indirect speech. Lan said: “I’m tired”
- Lan said she was tired.
Nam said: “I’m hungry”
- Nam said he was hungry.
Hoa said: “I am happy”
- Hoa said she was happy.

5. Home work:

Prepare Listen

Period: 30 Date of planning:

Week: 10 Date of teaching:

UNIT 5: STUDY HABITS
Lesson 3: Listen
I. Objectives:

By the end of the lesson, students will be able to listen for specific information to fill
in a report card

II. Language content:

Vocabulary: co-operation (n), making period (n), satisfactory # unsatisfactory (adj),
comments (n), teacher’s signature (n)

III. Teaching aids:

Extra board, cassette player.
VI. Procedures:

1. Warm - up:
Teacher’s

activities

Students’ activities Content

- have students tell

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their timetable.

- correct students’
mistakes

- give feedback
and mark.

brothers sometimes help me with my
homework. I often spend on literature subject
one hour, English subject half an hour, music
half an hour … I am good at music and math,
but I am bad at English. So I need to watch
films in English, do grammar exercises.

2. Pre - listening:
- have students

look at part Listen
page 48 and ask.
- give new words
and explain the
content of the
repot card.

- answer

- listen and copy in the
book.

- What is this?

- It is a reported card.

- How many words do you know?
New words:

- co-operation (n): hợp tác, xây dựng bài
- making period (n): thời gian đánh giá
- satisfactory (adj): hài lịng

- unsatisfactory (adj): không hài lòng
- comments (n): nhận xét

- teacher’s signature (n): chữ ký của giáo
viên.

- days present: số ngày có mặt
- days absent: số ngày vắng mặt

- behavior - participation: thái độ - tham gia
A: Excellent: xuất sắc, B: good: giỏi tốt
C: fair: khá; D: poor: yếu; f: fall: trượt

S: satisfactory: hài lòng; U: unsatisfactory:
không hài lòng

3. While - listening:
- play the tape.

- ask students to
fill in the report.
- have students
compare the result.
- call some
students to read
the answers.

- give correct
answer

- play the tape
again and check
the answer.

- listen to the tape.
- fill in the report.
- compare the result.
- read the answers

- copy in the book
- listen and check the
answers

Answer:

1. 87 days present
2. 5 days absent
3. participation: S
4. listening: C
5. speaking: A
6. reading: A
7. writing: B
Tape transcript:

Miss Lien: Good morning, Mr. Lam and Mrs.
Linh.

Mr. Lam: Thank you

Mrs. Lien: I’m pleased to tell you that Nga has
worked very hard this year and her grades are
very good.

Mrs. Linh: I’m pleased to hear that.

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So, there’re no problem there.

Miss Linh: How is she doing in English?
Miss Lien: Her speaking and reading are
excellent and her writing is good. If she works
a bit harder on the writing skills, she should
get an A for writing next term.

Mrs. Linh: How about listening
comprehension?

Miss Lien: I’m afraid she’s not very good at
that. I gave her a C.

Mrs. Linh: How can we help her improve?
Miss Lien: Get her to watch English TV if
possible, and encourage her to listen to
English radio program. Also, I have some
cassette here which you can borrow.

Mrs. Linh: Thank you very much. Miss Lien.
We ready appreciate your help.

4. Post - listening:
- have students complete a
new report card about
themselves in the last year
base on the report cart in
listening.

- give feed back.

- complete a new report card
about themselves in the last
year base on the report cart
in listening.

Name:
Class:

Days present:
Days absent:
Subject:
Co-operation:
Marking term:
5. Home work:

- Make new “school report” about themselves
- Prepare Read

Period: 31 Date of planning:

Week: 10 Date of teaching:

UNIT 5: STUDY HABITS
Lesson 4: Read
I. Objectives:

By the end of the lesson, students will be able to understand the text and get specific
information.

II. Language content:

Vocabulary: mother tongue (n), learn by heart (v), underline (v), nightlight (v),
revision (v), however, come across (v)

III. Teaching aids:

Cassette player, picture
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- have students state

their report

- state the school report. Ex: My name is Lan I am in class 81 I

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my writing is poor I missed 2 days due
to sickness.

2. Pre - speaking:
- have students look at
the picture and guess the
today lesson.

- write some new words
on the board and ask
students whether they
know those words or not.
- ask students some
questions

- elicit:

We are going to read
about the way to learn
English vocabulary. You

scan the text and
underline the words that
you don’t know the
meanings.

- look at the picture and
guess the today lesson.
- answer

- answer

- scan the text and
underline new words.

The way to study new words

Questions:

- Do you like to learn English
vocabulary?

- What do you always do when you
have new words?

(Underline or high light the words I
want to learn…)

- How many words do you learn a day?
- Do you have any speacial ways to
learn English vocabulary?

New words:

- mother tongue (n): tiếng mẹ đẻ
learn by heart (v): học thuộc lòng
- underline (v): gạch chân

- highlight (v): đánh dấu
- revision (v): ôn tập
- however:

- come across (v): gặp phải
3. Pre - reading:

- ask students what they
do with those new words.
- have students read the
text again and decide the
statements are true or
false according to the text.
- call some students to
read the answers and
other students give
comments.

- correct students
mistakes.

- have students read the
text one more time and

answer the questions in
exercise 2.

- call some students to
answer and explain them.

- answer.

- read the text again and
decide the statements are
true or false

- read the answers and
other students give
comments.

- copy in the book

- read the text one more
time and answer the
questions in exercise 2.
- answer and explain
them.

Answer:

a. No, learners learn words in
different ways.

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words.

c. To remember words better.
Learns write examples, put the
words into the meaning on
stickers, underline or highlight
them.

d. They may think they can’t do so
instead, they learn only
important words.

e. Revision is necessary in
learning words

f. Learns should try different
ways of learning words to find
out what is best.

4. Post - reading:
- remind the ways to study

vocabulary English - listen and remember The ways to study English:- write examples, put the words and
their meaning on stickers,
underline or highlight them

5. Home work:
Prepare write

Period: 32 Date of planning:

Week: 11 Date of teaching:

UNIT 5: STUDY HABITS
Lesson 5: Write
I. Objectives:

By the end of the lesson, students will be able to know the format of friendly letter
and practice writing a letter to friend.

II. Language content:

Vocabulary: heading, opening, body of the letter, closing, dear, regards.
III. Teaching aids:

Extra board, a letter.
VI. Procedures:

1. Pre - writing:

Teacher’s activities Students’ activities Content
- divide class into 4 or 5

groups.

- give each groups a letter
divides many different part.
- have students work in

- separate into 4 or 5
groups

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groups, discuss and arrange
parts of the letter in the
correct order.

- ask

- elicit: there are 4 parts in
personal letter.

- have students look at the
letter page 51 and match
parts into the position of the
letter.

- ask

- work in groups,
discuss and arrange
parts of the letter in
the correct order.
- answer

- take

- look at the letter
page 51 and match
parts into the position
of the letter.

- answer

Questions:

- How many parts are there in
personal letter?

- Do you know how they are called?
A. Heading – writer’s address and

the date

B. Opening – Dear.
C. Body of the letter

D. Closing – Your friend / regards /
love

Questions:

- Who wrote the letters?
- Who received the letter?

- For what subjects did Hoa get good
grade?

- Was her Math result good?

- What did her teacher ask her to do?
- What is she going to do?

2. While - writing:
- have students look at
parts 2 page 51 and
help Lan write a letter
to Donna, her pen pal
in Sanfrancisco.

- have students write
the letter individually.
- notice students write
four parts of a letter
completely.

- have students
compare the writing
and correct mistakes
each other.

- call students to read
the letter loudly in
front of class.

- give eliciting answer.

- look at parts 2
page 51 and help
Lan write a letter to
Donna, her pen pal
in Sanfrancisco.

- write the letter
individually.

- compare the
writing and correct
mistakes each other.
- read the letter
loudly in front of
class.

- copy in the book 24 Truong Chinh street.
Dong Da district, Ha Noi
July 12, 2004.

Dear Donna.

Thank for letter I’m very pleased to hear that
you had a happy mother’s day.

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for Geography, Physics and Math, but my
English and history results were poor. My
teacher told me to improve English and
history. I think I’ll have to study harder next
school year.

In a few weeks we’re going to celebrate the
mid autumn Festival. That’s a moon festival
in Autumn or Fall in Viet Nam. I am going to
aunt and uncle by bus this afternoon and I’m
going to stay there with them until after the

festival. I’ll send you a postcard from there. I
am looking forward to heaving from you
soon with warm regards your truly.

Lan
3. Post - writing:

- correct students’ mistakes.
- have students read the
letter loudly again.

- remind the parts of the
letter.

- correct the mistakes

- read the letter loudly again.

- take note E. Heading – writer’s

address and the date
F. Opening – Dear.
G. Body of the letter

H. Closing – Your friend /
regards / love

4. Home work:

- Prepare Language focus.

Period: 33 Date of planning:

Week: 11 Date of teaching:

UNIT 5: STUDY HABITS
Lesson 6: Language focus

I. Objectives:

By the end of the lesson, students will be able to use adverts of manner and modal verb should as an 
advice

II. Language content:

- Adverb of manner

- Modal: Should

- Commands, requests and advice in reported speech

III. Teaching aids:

Picture LF 2, extra board

VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content

- ask students questions - answer - What should you do to have a good health?

- What should you do to improve English?
- How does you study music:

- Do you study history well or badly?

2. Practice:

1.

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the form and the use of adverb
of manner.

- notice some special forms of
adjectives (hard, fast…)
- have students work in pairs,
complete the dialogue by
filling the adverbs of manner
in the right position.

- have some pairs read the
dialogue in front of class.
- give the correct answers.
- have students practice the
dialogue.

use of adverb of manner.
- take note

- work in pairs, complete
the dialogue by filling the
adverbs of manner in the
right position.

- read the dialogue in front
of class.

- copy in the book.

1.
1. hard
2. fast
3. badly
4. softly
2.

- have students look at the
picture on the page 52.
- ask students some questions
- have students work in pairs,
discuss what Me Hao should
do for his house by using the
verbs given.

- have students compare the
answer with a friend

- give correct answers.

- look at the picture on the
page 52.

- answer

- work in pairs, discuss what
Me Hao should do for his
house by using the verbs
given.

- compare the answer with a
friend

- copy in the book

Questions:

- What do you think about Mr. Hao’s house?
- Is it old or new?

2.

- Mr. Hao should repair the roof.
- Mr. Hao should paint the house
- Mr. Hao should cut the grass
- Mr. Hao should replant the tree.
- Mr. Hao should mend the door.
3.

- introduce the way to change
from direct speech to indirect
speech.

- notice rule to change direct
speech into indirect speech.

- take note
- take note

1. thay đổi đại từ nhân xưng,
đại từ phản thân, đại từ
và tính từ sở hữu:

Direct Indirect

Ngơi thứ nhất Ngôi thứ ba
Ngôi thứ hai

Đổi thành cúng ngôi với tân
ngữ của mệnh đề chính

Ngơi thứ ba Giữ ngun khơng thay đổi

2. đổi thì của động từ

Direct Indirect

Simple present Simple past

Present progressine Past progressive

Future Future in the past

3 những thay đổi khác: từ
chỉ những gì ở gần thành
những từ chỉ những gì ở
xa:

Direct Indirect

This That

These Those

Here There

Now Then

Today That day

Tonight That night

Tomorrow The next day

The following day

Yesterday The day before

Last night The night before

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- modal example

- have students change the
commands and requests into
indirect ones.

- have students compare the
answer

- take not

- change the commands and
requests into indirect ones.
- compare the answer

tieáp

S + asked + object + to + infinitive
 told

ordered
 commanded
 ……….
Example:

Miss Jackson said:

“Can you give Tim dictionary”
“Please give Tim this dictionary”

Tim’s mother reported it to Tim:

“Miss Jackson asked me to give you this
dictionary”

“Miss Jackson told me to give you this
dictionary”

3.

a. Miss Jackson asked me to wait outside her
office

b. Miss Jackson told me to give you your
report card for this semester.

c. Miss Jackson told me to help you with your
Spanish pronunciation

d. Miss Jackson asked me to meet her next
week.

4. - have students report Miss
Jackson’s advice to Tim
- notice “Should” unchanged
in direct speech.

- call some students to read

- report Miss Jackson’s
advice to Tim

- take note
- read

4.

a. Miss Jackson said you should spend more
time on Spanish pronunciation.

b. Miss Jackson said you should practice
speaking Spanish everyday

c. Miss Jackson said you should listen to
Spanish conversation on TV.

d. Miss Jackson said you should practice
reading aloud passage in Spaininsh

e. Miss Jackson said you should use this
dictionary to find out how to pronounce
Spanish words.

Period: 34 Date of planning:

Week: 12 Date of teaching:

UNIT 6: THE YOUNG PIONEERS CLUB
Lesson 1: Getting started, listen and read

I. Objectives:

By the end of the lesson, students will be able to understand the dialogue and know
some activities of Ho Chi Minh young Pioneer and young organization and know
some new words.

II. Language content:

Vocabulary: help elderly (v), help blind people (v), help handicapped children (v),
outdoor activities (n), enroll (v), application form (n), fill out (v), acting (n),

III. Teaching aids:
Cassette player
VI. Procedures:

1. Warm - up:

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- have students do exercises
change direct speech into
indirect speech

- do exercises change direct

speech into indirect speech 1. “I like my dog”2. “We are very tired”
3. Bill will do the work for

me"
2. Presentation:

- ask students some

questions

- supply activities of Ho
Chi Minh young pioneer
and young organization.

- ask students some
questions

- elicit:

Nga enroll for some
activities given by the
young union. What does
she have to do when she
enrolls?.

- read the dialogue once.
- play the tape twice.
- have students find out
new words.

- answer

- copy in the book

- answer the teacher’s
questions

- answer.

- listen to the teacher.
- listen to the tape.
- copy in the book.

Questions:

- In Viet Nam, which organizations are
there for the young?

- What can we do when we enroll this
organization?

- Are these activities useful for you and
the general public?

 Helping blind people: giúp đỡ
người mù

 Helping elderly people: giúp đỡ
người già

 Helping handicapped children:
giúp đỡ trẻ en tàn tật.

 Clean up the neighborhood: làm
sạch khu dân cư.

 Take part in sport: tham gia chơi
thể thao

 Take part in cultural activities / art
club …: tham gia các hoạt động văn
hóa, câu lạc bộ mỹ thuật.

 Summer campaign: chiến dịch muà
hè.

 Which activities do you like best?
Why?

 Do you plan to take part in any
activities this summer?

New words:

- outdoor activities (n): các hoạt động
ngoài trời

- enroll (v): đăng ký học, tham gia
- application form (n): đơn xin tham gia
- fill out (v): điền thông tin

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- have students practice the
dialogue in pairs.

- have students look at the
form and complete Nga’s
details.

- have students practice
asking and answering about
personal information of Nga.
- call some students to read
the informations in front of
class.

- give correct answers.

- work in pairs

- look at the form and
complete Nga’s details.
- practice asking and
answering about personal
information of Nga.

- read the informations in
front of class.

- copy in the book. Name: Pham Mai Nga

Home address: 5 Tran Phuù
Street.

Phone number: not available
Date of birth: April, 22, 1989
Sex: female

Interests: drawing. Outdoor,

activities and acting

4. Consolidation:
- have students ask and one
answer about their personal
information

- have one student complete
the form.

- ask and answer

- complete the form.

- What’s your name?

- What’s your home address?
- What’s your telephone
number?

- What’s your hobbies?
5. Home work:

- Remember activities of young pioneer and young organization.
- Practice the dialogue and learn new word at home.

- Prepare Speak.

Period: 35 Date of planning:

Week: 12 Date of teaching:

UNIT 6: THE YOUNG PIONEERS CLUB
Lesson 2: Speak

I. Objectives:

By the end of the lesson, students will be able to ask for favors and respond to favors.
II. Language content:

Structures asking for favors:

 Can / Could you help me, please?
 Could you do me a favor?

 I need a favors.

Structures responding to favors:
 No problem.

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III. Teaching aids:
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- call some pairs role play the

dialogue page 54.
- ask students questions

- role play the
dialogue page 54.
- answer

Questions:

- Who is talking in the conversation?
- What is Nga’s home address?
- What’s her telephone number?
- What’s her date of birth?
- What are her hobbies?
2. Pre - speaking:

- elicit.

In daily life, we always have
to ask for and respond to
favors offer assistance and
respond assistance. What
structures do you know to
express these ideas?

 introduce the
structures.

- have students practice the
dialogue in fairs.

- ask students questions

- copy in the book.

- practice the dialogue
in fairs.

- answer

Asking for favors:

- Can / Could you help me?
- Could you do me a favor?
- I need a favor.

- Can / Could you …?

Responding to favors agree:
- Certainly / of course / sure
- No problem

- What can I do for you?
- How can I help you?
Offering assistance:
- May I help you?
- Do you need any help?
Let me help you?

Responding assistance agree:
- Yes, thank you.

- No, thank you. I’m fine
Disagree:

- No, thank you

- No, thank you. I’m fine
Questions:

- Which structure did Mrs. Ngoc and
the tourist use to ask for help?

- What did they need to help?
3. While - speaking:

- elicit.

Now you work in pairs. Use
the structures you have
learned and the situations in
the book to make up new
conversation.

- have some pairs practice
the dialogue they build in
front of class

- give comments and answer

- work in pairs. Use
the structures you

have learned and the
situations in the book
to make up new
conversation.

- practice the dialogue
they build in front of
class

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key. Minh: Certainly. What can I do
for you?

Tourist: Can you tell me the way to
the nearest police station?

Minh: Sure you go along this road
and then turn right. Go for about 300
meters. It’s on your left.

Tourist: Thank you very much.
That’s very kind of you.

Minh: Never mind you are
welcome.

4. Post - speaking:
- have students work in pairs
think of a situation and make
up a new dialogue using the
structures to ask for and

respond to favors.

- work in pairs think
of a situation and
make up a new
dialogue using the
structures to ask for
and respond to favors.

Example:

A. Can you help me, please?

B. No, problem. How can I help
you?

A. Can you open the door? I am
busy.

B. Of course.

A. Thank you very much.
5. Home work:

- Make up a new dialogue to use the structure asking for and responding favors.
- Prepare Listen.

Period: 36 Date of planning:

Week: 12 Date of teaching:

UNIT 6: THE YOUNG PIONEERS CLUB
Lesson 3: Listen

I. Objectives:

By the end of the lesson, students will be able to complete a song
II. Language content:

The song in textbook
III. Teaching aids:

Cassette player, extra board
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- call two students to make

up a dialogue to use the
structure asking for and
responding favor.

- make up a dialogue to use
the structure asking for and
responding favor.

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- give feed back and mark.
2. Pre - listening:

- introduce

In our today’s lesson we will
listen to an English song
about children, now you work
in pairs, read the words and
have a guess of the words in
the blanks.

- collect students’ guess and
write on the board.

- explain new words

- have students listen and
complete the song by filling
the missing words.

- take note

- give the guess
- copy in the book

- listen and complete the
song by filling the missing
words.

New words:

- unite (v): đồn kết
- peace (n): hịa bình

- show (v): tỏa ra, trung bày

3. While - listening:
- play the tape twice to three
times

- have students compare the
answers with a classmate
- call some students to give
the answers

- give correct answers.

- listen to the tape.

- compare the answers with a
classmate

- give the answers

- copy in the book 1. unite

2. peace
3. right
4. love

5. north and south
6. south

7. of
8. world
9. show
10. place
11. out
12. stand
13. world
Tape transcript:

Children of our land unite
Let’s sing for peace,
Let’s sing for right

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Children of the world hold
hands.

Let’s show our love from
place to place.

Let’s shout out loud
Let’s make a stand,

Oh, children of the world,
hold hands.

4. Post - listening:
- play the tape again and

have students sing the song
after the tape

- sing the song after the tape

5. Home work:

- Learn the song by heart
- Prepare Read

Period: 37 Date of planning:

Week: 13 Date of teaching:

UNIT 6: THE YOUNG PIONEERS CLUB
Lesson 4: Read

I. Objectives:

By the end of the lesson, students will be able to know more about young organization
- by the boy Scouts of America (BSA)

II. Language content:

Vocabulary: build character (v), encourage good, citizenship (v), personal
fitness (n), coeducational (a), voluntary young organization (n), scout (n),

businessman (n), voluntory (a), differ (v) slightly (adv), established (a)
III. Teaching aids:

VI. Procedures:
1. Warm - up:

Teacher’s activities Students’ activities Content
- have students sing the song

in the last period and give
some new words

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2. Pre - reading:
- introduce.

In grade 7, we learned about 
Boy Scouts of America and 
girl Guides Association. What
do you remember / know 
about three association.
- introduce the new words

- read the new words

- call some students to read
new words.

- read the passage.

- copy in the book.

- repeat after teacher
- read new words.

- listen

New words:

- build character (v): xây dựng nhân
cách

- encourage good, citizenship (v):
khuyến khích các cơng dân có ích.
- personal fitness (n): sở thích cá
nhân.

- coeducational (a): giáo dục chung
cho cả nam và nữ

- voluntary young organization (n): tổ
chức thanh niên tình nguyện

- scout (n): hướng đạo sinh
- businessman (n): thương gia
- voluntory (a): tự nguyện
- differ (v): khác biệt

- slightly (adv): ở mức độ nhỏ
- established (a): đã thiết lập
- fitness (n): sự phù hợp
- association (n): sự kết hợp

3. While - reading:
- have students read through

the passage to know main
ideas of history of Boy
Scouts American and Girls
Guide Association.

- have students read the
passage again and do
exercise 1.

- have students compare the
answers

- have students give the
answers

- have students explain the
answer, show information for
answers.

- give correct answers.

- read through the passage to
know main ideas of history of
Boy Scouts American and
Girls Guide Association.
- read the passage again and
do exercise 1.

- compare the answers
- give the answers

- explain the answer, show
information for answers.

- copy in the book. Answers in exercise 1:
a. 1907

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- have students read the
passage again and answer
the questions in exercise.
- have students exchange the
answers.

- call some students to read
the answers

- give correct answers

- read the passage again and
answer the questions in
exercise

- exchange the answers.
- read the answers
- copy in the book.

c. 1910
d. 1994

Answers in exercise 2:

a. Scouting begins in
England in 1907.

b. The meeting between a
boy scout and Mr.
William Boyce led to the
Scouts Association.

c. Girls can join in the Girls
Guides Association and
camp fire Boys and girls.
d. The three aims are

building character, good
citizenship and personal
fitness.

4. Home work:

- read the passage at home

- copy the answer in the note book
- prepare Write.

Period: 38 Date of planning:

Week: 13 Date of teaching:

UNIT 6: THE YOUNG PIONEERS CLUD

Lesson 5: Write

I. Objectives:

By the end of the lesson, students will be able to write a letter about a future plan
using ‘be going to'

II. Language content:

Vocabulary: help the community (v), encourage (v), participate (v), recycling
program (n), collect glass (v), save nature resources (v), raise fund for the poor (v)
help the street children (v), plan tree and flowers , register.

III. Teaching aids:
Extra board.
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- remind of the

structure ‘Be going
to’

- take note S + BE + GOING TO + VERB …

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- ask students the use

of ‘be going to’ - give example - I’m going to accept their invitation.- I’m going to buy a new bicycle.

- I’m going to clean the house.
2. Pre - writing:

- have students look
at the notice page 58
- elicit

This is the notice
from Y&Y to its
members. You read it
and tell me what
activities its
organization is going
to do.

- explain new words.

- read the new words
twice

- elicit.

Now you read the
notice again and
complete Nga’s letter
to Linh about Y&Y
plan filling the
missing information
in the blank.

- have students
compare the answers
- give correct answer.

- look at the notice page
58

- read the passage

- copy in the book.

- repeat after teacher

- read the passage again
and complete the letter.

- compare the answers
- copy in the book.

New words:

- help the community (v): giúp đỡ cộng
đồng

- encourage (v): động viên, khuyến khích
- participate (v): tham gia

- recycling program (n): chương trình tái
ché nguyên liệu

- collect glass (v): thu gom thủy tinh
- save nature resources (v): bảo vệ nguồn
tái nguyên thiên nhieân

- raise fund for the poor (v): gây quĩ cho
người nghèo

- help the street children (v): giúp đỡ trẻ
em đường phố

- plan tree and flowers : trồng cây và hoa
- register: đăng ký

having
1. community
2. recycling
3. collect
4. sent
5. recycling
6. save
7. raise

8. participating
9. planing
10. helping
3. While - Writing:

- elicit

Hoa Y&Y Green

group is having an
environment month
they are going to
clean the lakes’

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banks, plant trees and
flowers in the park.
- have students base
on the dialogue in the
book between Hoa
and her aunt.
Imagine that you are
Hoa and write a
letter your parents
about the activities
you are going to do.
- have students
compare and correct
mistakes each other.
- call some students
to read the letter.
- give eliciting
answers

- listen to teacher’s
eliciting and write Hoa’s
letter to her parents to
her parents telling what
she is going to do.

- compare and correct
mistakes each other.
- read the letter.
- copy in the book.

Dear mom and dad.

I’m very happy to tell you that I’m able to
join the Y&Y Green Group of my school.
The Green group is holding an
environment month plan. We are going to
clean the lakes’ banks on weekends. We
are going to plan trees and flowers in the
parks and water them every afternoon
after class. We are planting young trees
and plants to sell to other school.

I hope that we can give more green color
to the city and earn some money for the
school Y&Y.

The program is very interesting and
useful isn’t it?

I’m still in a very more about the group
activities later

Much love
Hoa
4. Consolidation:

- ask students some
questions about the
letter in part 2.

- answer - How many part in the letter?
- What are they?

- What is Hoa going to join?
- What is she going to do?

Period: 39 Date of planning:

Week: 13 Date of teaching:

UNIT 6: THE YOUNG PIONEER CLUB
Lesson 6: Language focus
I. Objectives:

By the end of the lesson, students will be able to us simple Present Tense to talk about future
activities.

II. Language content:

- Present tense with future meaning.
- Gerund

- Modals: may, can, could

III. Teaching aids:

VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content

- ask students some
questions

- answer. Questions:

- Which activities for the young do you like
best?

- Do you like helping people, or handicapped
children?

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2. Practice:

- have students look at the
spring activities of Y&Y
pioneer organization and
read it, tell what, when
and where they will do in
the program.

- explain new phrase of
word.

- have students work in

pairs, ask and answer
about name of activities
time, and place base on
example in the book.
- call some pairs to ask
and answer in front of
class.

- give correct answer.

- look at the spring
activities of Y&Y
pioneer organization
and read it, tell what,
when and where they
will do in the
program.

- copy in the book.
- work in pairs, ask
and answer about
name of activities
time, and place base
on example in the
book.

- ask and answer in
front of class.

- copy in the book.

New words:

- collect and empty garbage: thu gom và đổ rác.
- gather to support cultural – sport programs:
tập trung cổ vũ các hoạt động văn hóa thể thao.

Activity 1:

1. When do they plant and water the trees
along the street?

- On Feb. 2

Where do they plant and water the tree?
- In the city center streets.

What time do they start?

- They start at 7 am. And finish at 10 pm
2. When do they help the elderly and street

children?
- On mar 26

Where do they help the elderly and street
children?

- In the rest home and orphanage.
What time do they start and finish work?

- They start at 7 am and finish at 4 pm.
3. When do they have a big gathering to

support culture – sport programs?
- On Apr. 15

When do they have a big gathering to
support culture – sport programs?

- At the central stadium.

What time do they start and finish work?
- They start at 5 pm and finish at 9 pm.
- ask

- give comments.

Beside will and be going
to, we can use the present
simple tense to express an
arranged action that will
happen in the future.

- have students work in
pairs talking about Ba and
Lan’s hobbies by using
love, like, don’t like and
hate remember that these
verbs must be followed by
V-ing

- call some students to
read the answers.

- give eliciting answers.

- answer

- listen and copy in
the book.

- work in pairs talking
about Ba and Lan’s
hobbies by using love,
like, don’t like and
hate remember that
these verbs must be
followed by V-ing
- read the answers.
- take note

Activities 2:

- Ba loves playing soccer and he loves camping
too.

- Lan like cooking meals but she doesn’t like
gathering.

- Ba doesn’t like gathering and he doesn’t like

washing up either.

- Lan loves watching TV but she hates doing
homework.

- have students work in
pairs talk about their

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hobbies. Using like, hate,
love.

- call some pairs to ask
and answer about their
hobbies base on example.
- notice the use of gerund.
- have students remind
the structures asking for
and answering favors.
- have students finish the
dialogue by filling words
in the box in the blank.
- call some pairs to
practice the dialogue.
- have students use the
structures asking favors to
complete the dialogue
- call some pairs to read
the completed the
dialogue.

- give eliciting answer

Using like, hate, love.
- ask and answer
about their hobbies
base on example.
- take note

- remind the structures
asking for and
answering favors.
- finish the dialogue
by filling words in the
box in the blank.
- practice the dialogue
- use the structures
asking favors to
complete the dialogue
- read the completed
the dialogue.

- copy in the book

Activity 3:
a.

A. Woman: Can I help you buy a ticket for me?
B. Old man: Can you take me cross the road?
C. Boy: Could you help me with this Math

problem.

D. Grandpa: Can you water the flowers in the
grader?

b.

A: Can I help you?
A: Do you need any help?
B: Let me help you.

A: Yes, that’s very kind of you.

3. Consolidation:

- call some students to talk their
bobbies using like, hate…

- have students use structures
favor to make a new dialogue.

- talk their bobbies using like,
hate…

- use structures favor to make a
new dialogue.

Ex: I like listening to watching
TV and swimming.

4. Home work:

Review from unit 4 to unit 6

Period: 40 Date of planning:

Week: 14 Date of teaching:

REVIEW
I. Objectives:

Review from unit 4 to unit 6
II. Language content:

Unit 4:
Simple past tense:

To be: was / were

(+) S (số ít) + was
S (số nhiều) + were
(-) S + was + not
S + were + not

(?) Was / Were + S + …?
Ordinary verb:

(+) S + V2 / V-ed

(-) S + didn’t + Vo

(?) Did + S + Vo?

Yes, + S+ did / No, + S+ didn’t

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Used to:

(+) S + used to + V-infi.
(-) S + didn’t + use + to + V
(?) Did + S + use to + V …?

Use: It expresses an action that used to be in the past and doesn’t exit in present.
Preposition of time:

In + year (in 1997)
In + month (in June)
On + date (on 17)

On + date, month, year (On June 2, 2001)
On +day (on Monday)

At + time (at t am)
Unit 5:

1. thay đổi đại từ nhân xưng, đại từ phản thân, đại từ và tính từ
sở hữu:

Direct Indirect

Ngơi thứ nhất Ngơi thứ ba

Ngơi thứ hai Đổi thành cúng ngôi với tân ngữ của mệnh đề chính
Ngơi thứ ba Giữ ngun khơng thay đổi

2. đổi thì của động từ

Direct Indirect

Simple present Simple past

Present progressine Past progressive

Future Future in the past

3 những thay đổi khác: từ chỉ những gì ở gần thành những từ
chỉ những gì ở xa:

Direct Indirect

This That

These Those

Here There

Now Then

Today That day

Tonight That night

Tomorrow The next day, The following day

Yesterday The day before

Last night The night before

Notice: câu mệnh lệnh gián tiếp

S + asked + object + to + infinitive
 told

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Example:

Miss Jackson said:

“Can you give Tim dictionary”
“Please give Tim this dictionary”
Tim’s mother reported it to Tim:

“Miss Jackson asked me to give you this dictionary”
“Miss Jackson told me to give you this dictionary”
Unit 6:

Asking for favors: Responding to favors agree:
- Can / Could you help me? - Certainly / of course / sure

- Could you do me a favor? - No problem

- I need a favor. - What can I do for you?

- Can / Could you …? - How can I help you?

Offering assistance: Responding assistance agree:

- May I help you? - Yes, thank you.

- Do you need any help? - No, thank you. I’m fine

Let me help you?
Disagree:

- No, thank you

- No, thank you. I’m fine

Period: 42 Date of planning:

Week: 14 Date of teaching:

UNIT 7: MY NEIGHBORRHOOD
Lesson 1: getting started, listen and read 
I. Objectives:

By the end of the lesson, students will be able to know more about Na’s new neighbor
II. Language content:

Vocabulary: wet market (n), stadium (n), close by (n), pancakes (n), serve (v).
Grammar: The present perfect tense.

III. Teaching aids:

Pictures, cassette player.
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- let students play game

network.

- have students tell
some service places.
- review some places

- play game

- tell some service
places.

- review some places

Supermarket Market

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and ask question.

- have students match
the name of places with
the pictures.

and ask question

- match the name of
places with the pictures.

Hospital Hotel
a. Grocery store.

b. Stadium
c. Wet market
d. Drugstore
e. Hairdresser’s
f. Swimming pool.
2. Presentation:

- introduce the lesson.
You are going to listen
a dialogue between Na
and Nam. You listen it
and answer the
following questions

- give eliciting answers

- play the tape

- explain new words
and the structures.

- answer the questions

as teacher’s ask

- take note.

- listen

- copy in the book.

Questions:

- Who is new to the neighborhood?
- Does Nam live in the neighborhood?
- What is around the corner in the
neighborhood?

- Is the food good?
Eliciting answers:

- Na is new to the neighborhood.
- Yes, he does.

- A restaurant.
- Yes, it is
New words:

- wet market (n): chợ cá tươi sống
- stadium (n): sân vận động
- close by (n):

- pancakes (n): bánh bột mì, trứng, bơ

rán hai mặt

- serve (v): phục vuï
The present perfect tense: 
FORM:

(+) S + has / have + V3

(-) S + has / have + not + V3

(?) Has / Have + S + V3?

Yes, S + has/have
No, S + has/have + not

USE: It expresses an action in the past
that exits in the present. The present
perfect often goes with since or for.
SINCE + mốc thời gian

FOR + khoảng thời gian.

Ex: We’ve been here since last week.
We’ve been here for about 10 years.
3. Practice:

- play the tape twice.
- have students practice
the dialogue in pairs.
- call some pairs to role

play the dialogue.
- have students reread

- listen to the tape.
- work in pairs.

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the dialogue and
complete the part 2.
- have students
compare the answers
- call some students to
read the answers.
- give correct answers

and complete the part 2.
- compare the answers
- read the answers.

- copy in the book Answers:

a. Na is new to the neighborhood.
b. She and her family arrived last

week.

c. Na’s mother is very tired

d. There is a restaurant in the area
e. The restaurant serve food from Hue.
f. Nam thinks the pancake are tasty.

4. Consolidation:

- remind of places in the

neighborhood. - remember - market- supermarket

- hospital
- hotel
- restaurant
5. Home work:

- Practice the dialogue at home and learn by heart all new words.
- Prepare Speak.

Period: 43 Date of planning:

Week: 15 Date of teaching:

UNIT 7: MY NEIGHBORHOOD
Lesson 2: Speak

I. Objectives:

By the end of the lesson, students will be able to talk about how to send parcels or
letters.

II. Language content:

Vocabulary: parcel (n), airmail (n0, surface mail (n)
III. Teaching aids:

Extra board, picture page 64
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- shows an envelope and

asking questions - answer - I want to send this letter toHanoi. Where must I go? 
“To the post office”.

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buy it

”at the post office”
2. Pre - speaking:

- shows a picture (p64)
asking questions

- asks students to open the
books to page 64 and
explains new words

- read the dialogue

- answer” She wants to
send a parcel to Quy
Nhon.”

- to open the books to
page 64 and copy in
the book

+ “This is Mrs. Kim. Where is she?
(Is she at the post office?)”

+ “What does she want to do?”
+ Do you always send parcel or
letter by airmail or surface mail?

New words:

- parcel (n): bưu phẩm, bưu kiện
- airmail (n): thư, bưu phẩm gửi bằng
đường hàng không

- surface mail (n): thư, bưu phẩm gửi
bằng đường thủy và đường bộ

- item: vật phẩm
- charges: cước phí

3. While - speaking:
- read the dialogue twice.
- call some pairs to role play
the dialogue.

- have students look at part 2
page 65.

- have students work in pairs
and make similar dialogues
by using brochures and
information in exercise 2.
- call some pairs read the
complete dialogue.

- give eliciting answer

- listen to the teacher
- role play the dialogue.
- look at part 2 page 65.
- work in pairs and make
similar dialogues by using
brochures and information in
exercise 2.

- read the complete dialogue.
- copy in the book

A: good morning. What can I
do for you?

B: I want to sent this postcard
to HCM city

A: Do you want to send it
airmail or surface mail?
B: I don’t know how much is

surface mail?
A: It’s about 800 dong
B: What about airmail?
A: Airmail is a bit more

expensive but it’s faster.
It’s 1.200 dong

B: That’s fine. I’ll send
airmail

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- have students make up ore

dialogue in different places - make up ore dialogue indifferent places T: Do you want to send aletter to Hanoi?
St: Yes, I do.

T: Do you want to send it
airmail?

St: Yes/No (I’ll send it
surface mail)

T: It’s 2,000 dong, please.
St: Thanks

5. Home work:

- Prepare listen

Period: 44 Date of planning:

Week: 15 Date of teaching:

UNIT 7: MY NEIGHBORHOOD
Lesson 3: Listen

I. Objectives:

By the end of the lesson, students will be able to know what Na is going to do on the
weekend by listening.

II. Language content:

Vocabulary: Town Ground (n), English speaking contest (n), the newcomer, cultural
house (n).

III. Teaching aids:

Cassette player, extra board
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’

activities Content

- ask students some
questions.

- answers a. Do you like to go out this weekend?
b. Where do you want to go?

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- ask students question.
- introduce

Na has moved to a new
neighborhood. She is
talking to Nam about the
activities she will do on
the weekend. Firstly you
look at the places and
programs in your book.
- explain the new words.
- play the tape

- answer

- take note

- listen to the tape

Do you remember Na?
New word:

- Town Ground (n): sân vận động thành phố
- English speaking contest (n): cuộc thi nói
tiếng anh giỏi

- the newcomer: người mới đến
- cultural house (n): nhà văn hóa

- Millennium cinema: rạp chiếu phim thiên
niên kỷ

- Vs = versus: đấu với

- young photographers: nhà nhiếp ảnh trẻ
3. While – listening:

- play the tape again
- call students to read
the answers.

- give correct the
answers.

- have students listen
to the tape serial times
if necessary and
decide whether the
statements are true or

false or no

information. Correct
the false ones.

- have students

compare the answers
- give correct answer.

- listen to the tape
- read the answers.
- copy in the book
- listen to the tape serial
times if necessary and
decide whether the
statements are true or
false or no information.
Correct the false ones.
- compare the answers
- copy in the book

1. he newcomer
2. Town Ground

3. English speaking contest
4. Culture house.

a. True
b. False
c. False
d. True
e. True

f. No information
Tape transcript:
Na: Hi, Nam

Nam: Hello, Na. what are you going to do
this weekend

Na: I’m not sure. I just don’t know what
to do and where to go in this
neighborhood.

Nam: Why don’t we look at “What’s on
this weekend?” in the newspaper.
Na: Good idea. Can you suggest what I

should do?

Nam: do you like movies? There’s a film
at millennium Cinema.

Na: What’s that? The newcomer, an
Australian film, I’ve seen this film
before. I saw it on Star Movies
channel.

Nam: You did?

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sound exciting.

Nam: But it does not often during the
weekend. And you can not go to the
English Speaking contest either. It
is at Nguyen Khuyen School, and it

is on Thursday. (pause). Ah, yes.
Here, the soccer. A match between
Le Do School and Quang Trung
School – the beat U15 teams in our
province. I will definitely go and
see it with Ba and Minh.

Na: Where do they play?

Nam: At the Town Ground. This is a very
special event in town, I can tell you.
Would you like to join us?

Na: Oh, yes. I love to. I’ve never been to
a soccer match before. It must be
fun to watch a real match at the
stadium. And I’d like to visit the
Town Ground too.

Nam: Great. I’ll tell Minh and Ba to come
to your house, and we will go
together. Remember the match
starts at 4 pm, but we must be there
by 3.30 if we don’t want to miss the
opening show.

5. Home work: Prepare Read

Period:45 Date of planning:

Week: 15 Date of teaching:

UNIT 7: MY NEIGHBORHOOD
Lesson 4: Read

I. Objectives:

By the end of the lesson, students will be able to understand the passage about a new
shopping Mall

II. Language content:

Vocabulary: shopping mall (n), convenient (adj), hot and humid summer months (n),
take one’s business (v), a wider selection of products (n)

Grammar: present perfect tense.
III. Teaching aids:

Poster, cassette player.
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- stick a poster on the

board and ask

- look at the poster and
answer

- What do you know about the text by
reading the advertisement?

=> shopping mall

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- In what way is it different from
shopping in the market or shop?

2. Pre - reading:
- ask students some
questions.

- explain the content of
the advertisement

- answer

- copy in the
book.

- Have you ever gone to the shopping mall?
What can you see in the shopping mall?
The content of the advertisement:

- Shopping mall: trung tâm thương mại, mua bán
- every thing under one roof: tất cả dưới một mái
che.

- 50 air – conditional special store: 50 gian hàng

đặt biệt được trang bị máy lạnh.

- 4 movie theaters: 4 phòng chiếu phim.
- 10 restaurants: 10 nhà hàng

- children’s play area: khu vui chơi cho trẻ em.
- special discounts during the fist two weeks:
giảm giá đặc biệt 2 tuần đầu.

- open daily: mở cữa hàng ngày
3. While - reading:

- play the tape

- explain some new words.

- read the new words.
- play the tape twice

- call one student to read
the paragraph in front of
the class.

- have students read the
text and the advertisement
and decide whether the
statements are true or
false.

- have students compare

the answers wit partner
- call some students to
read and write the answer
on the board.

- have students read the
text again and answer the
questions in exercise 2.
- have students work in
groups

- call some groups to read
and write the answers.
- check and give correct

- listen to the tape
- copy in the book.

- repeat the after
teacher

- read the paragraph
in front of the class.
- read the text and the
advertisement and
decide whether the
statements are true or
false.

- compare the

answers wit partner
- read and write the
answer on the board.
- read the text again
and answer the
questions in exercise
2.

- work in groups
- read and write the
answers.

- copy in the book

New words:

- convenient (adj): tiện lợi

- hot and humid summer months (n):
những tháng mùa hè nóng và ẩm
- take one’s business (v): lấy đi cơ hội
làm ăn của ai đó

- a wider selection of products (n): sự
lựa chọn hàng hóa phong phú hơn

1. True or False:

a. F. (the mall is open daily. Seven
days a week.

b. F. (There are 50 store in the mall)
c. F. (not everyone is pleased about

the new mall)
d. T

e. T

2. Answer the questions:

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answers. convenient, especially during the
hot and humid summer months.
Customers will shop in comfort and
won’t notice the weather

b. In the shopping mall there are 50
air conditional specialty stores, 4
movie theaters and 10 restaurants,
there is also children’s play area
c. They think the new shopping mall

will take their business.

d. The stores in the mall will offer a
wider selection of products, some
kinds of goods are at cheaper
prices.

4. Post - reading:

- have students work in
groups. Discuss advantages
and disadvantages of go
shopping in the mall or
supermarket.

- call some students to give
the answers

- collect ideas.

- work in groups.
Discuss advantages
and disadvantages of
go shopping in the
mall or supermarket.
- give the answers

Advantages Disadvantages
Convenient Expensive
More choice of

products

Inconvenient
(not many, only
in big cities)
Comfortable …

Good services …

5 Home work:

Prepare Write

Period: 46 Date of planning:

Week: 16 Date of teaching:

UNIT 7: MY NEIGHBORHOOD
Lesson 5: Write

I. Objectives:

By the end of the lesson, students will be able to write a notice and to use adjectives
to make comparison

II. Language content:

Vocabulary: resident (n), store owners (n), effect (n), hardware store
III. Teaching aids:

Extra board
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- have students read the

passage about mall.

- ask students some questions

- read the passage about
mall.

- answer the questions

Questions:

- What is special about new
shopping mall?

- What facilities are available
in the shopping mall?

2. Pre - writing:

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- introduce.

As we know, the new
shopping mall has affected
the small shops, thus these
store owners organize a
meeting to discuss the effects
of the new shopping mall.
You read the notice and tell
me the new words.

- explain newwords.

- ask students how many part
the structure of notice has
and what importations it has.

teacher’s ask

- copy in the book

- answer

- What do you remember
about the shopping mall, we
learn last week?

- Beside its positives effects
does it bring about any
negative ones?

- What are they

New words:

-resident (n): dân cư

- store owners (n): chủ cửa
hàng

- effect (n): ảnh hưởng
- hardware store: cửa hàng

bán đồ kim khí

A notice usually includes
- Topic

- Time
- Place

- Participants:
3. While - writing:

- have students write a
similar notice for the English
speaking club about the
English contest base on the
above notice.

- have students ensure the
necessary information

- exchange the answer with a
partner

- call students to give
comments about their notices
in front of class.

- give correct answer.

- write a similar notice for

the English speaking club
about the English contest
base on the above notice.
- take note

- exchange the answer with a
partner

- give comments about their
notices in front of class.

- copy in the book The school English clubHolding A SPESKING
CONTEST TO CELEBRATE

THE TEACHER’S DAY
- Date: November 15

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4. Post - writing:
- have students use the above
notice as examples and write
a notice for a class meeting ,
a picnic, a sport club, a group
discuss or a Y&Y meeting.
- have students work in
groups

- call some groups to write
the notice on the board

- give feedback.

- discuss and write notice

- work in groups

- write the notice on the
board

- copy in the book Y&Y of 81

ORGANIZING A PICNIC
TO CA MAU
Date: November 20th

Time: 6.30 am

Place starts: School grade
Please contact the monitor
Nguyen Anh Tuan at 07813
846 583 for further
information

5. Homework:

Prepare: Language focus

Period: 47 Date of planning:

Week: 16 Date of teaching:

UNIT 7: MY NEIGBORHOOD
Lesson 6: Language focus
I. Objectives:

By the end of the lesson, students will be able to use present perfect tense
II. Language content:

Present perfect with for and since

Comparison with like. (not) as, … as, (not) the same as different form.
III. Teaching aids:

Picture LF 5
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- have students write the

notice for sport club, a group
discussion

- give feedback.

- write the notice for sport
club, a group discussion
- copy in the book

The notice for a sport club a

group discussion

2. Practice:
- remind the formula a, the
use of the present perfect.
- explain.

- remind the form a the use
of the present perfect
- take note.

Activity 1:

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- have students match each
verb to it past participle.
- give correct answer.

- match each verb to it past
participle.

- copy in the book

be
go
eat
live
attend
see
do
write

work
collect
was
went
ate
lived
attend
saw
did
wrote
worked
collected
been
gone
eaten
lined
attended
seen
done
written
worked
collected

- elicit the use of since and
for in present perfect.
- have students complete
the expressions using for or
since.

- have students compare

the answers with a partner.
- call some students to read
the answer loudly.

- give correct answers.

- take note.

- complete the expressions
using for or since.

- compare the answers with
a partner.

- read the answer loudly.
- copy in the book

Activity 2:

Since + a point of time
For + a period of time

- for five minutes
- since January
- since the summer
- for 3 hours

- for 10 weeks
- since Friday
for 20 years

- explain exercise 3.

- have students complete
the sentences using the
present perfect form of the
verbs in the brackets.
- notice the affirmative the
negative to students

- call students to read the
answers.

- complete the sentences
using the present perfect
form of the verbs in the
brackets.

- take note.

- read the answers.

Activity 3:

a. I have lived here since last
week.

b. We haven’t eaten in that
restaurant for two years
c. I haven’t seen her since

yesterday.

d. They have attended Quang
Trung school since last year
e. My Dad has worked for his

company for 20 years

f. Ba has collected stamps since
1995.

- have students work in
pairs, read the dialogue
and complete the dialogue
using the correct form of
the verb in the box

- call some pairs to
complete the dialogue and
role play in front of class.
- give correct answers.

- work in pairs, read the
dialogue and complete the
dialogue using the correct
form of the verb in the box
- complete the dialogue
and role play in front of
class.

- copy in the book.

Activity 4:
1. have been
2. hope

3. have … lived
4. is

5. want
6. looks

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- remind some comparisons
of adjective - introduce
some structures to
compare. (different from …
the same as, as… as / not
so / so …as)

- have students compare
the answers.

Give correct answers.

- take note
- take note.

- compare the answers.
- copy in the book

Activity 5:
a. not as big as
b. different from
c. different from
d. the same as
e. not as big as
f. the same as
g. as long as

h. as not modern as
i. not as cheap as
3. Consolidation:

- remind the formula and the
use of the present perfect
tense

- give exercise to students

- remind the formula and the
use of the present perfect
tense

- do exercises

1. I (see) my friends since
last year

2. She (visit) me for 3 hours

3. They (meet) their parents

since yesterday.
4. Home work:

- Remember the use of the present perfect tense
- Prepare Unit 8: Getting started, Listen and read

Period: 48 Date of planning:

Week: 16 Date of teaching:

UNIT 8: COUNTRY LIFE AND CITY LIFE 
Lesson 1: Getting started, listen and read
I. Objectives:

By the end of the lesson, students will be able to talk about the diferent between the
country life and the coty life.

II. Language content:

Vocabulary: relative (n), peaceful (adj), permanently (adv), medical factcilities (n),
accessible (adj), change for better (v)

III. Teaching aids:

Cassette player, picture
VI. Procedures:

1. Warm - up:

Teacher’s activities Students’ activities Content
- have students make five

sentences that have used the
present perfect temse.

-give feed back and mark.

- do exercises making
sentnecs that used present
perfect tense.

- take note.

S + HAS / HAVE + V3

Ex:

I have studied english for 3
years .

She has visited ha noi since
last week.

2. Presentation:

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cuontry life and the city
life.

- have students work in
small groips, make two
lists of things in the city
and things in the
country and give more
things in kthe city and
things in the country.
- expplain words if
necessary

- correct ideas.

- have students look at
the dialogue in the book
and listen to the tape
and fine out the new
words.

-play the tape once
- explain newwords or
new phrases

- work in small groips,
make two lists of
things in the city and
things in the country
and give more things
in kthe city and things
in the country.

- take note
- give ideas.

- look at the dialogue
in the book and listen
to the tape and fine out
the new words.

- listen to the tape
- copy in the book

City Country

Noisy

Tall building
Kinds of goods
Entertainments
Traffic jam
Pollution
Busy
Crowded
Sport–cultural
activities
…
Beautiful views
Fresh air
Friendly
Fresh foods
Quiet/peaceful

Field
Villages
Harvest
Boring
…
Newwords:

- relative (n): họ hàng
- peaceful (adj): thanh binh

- permanently (adv): vĩnh viễn, mãi mãi
- medical factcilities (n): cơ sở vật chất
cho y tế

- accessible (adj) tiếp cận được

- change for better (v): thay đỗi theo
chiều hướng tốt hơn.

3. Practice:
- play the tape twice.

- have students role play the
dialogue in front of class.
- have studenst re - read the
dialogue and answer the
questions in exercise 2.
- have students compare the
anser with a partner.

- call some stuents to read
the answers in front of the
class.

- listen.

- role play the dialogue in
front of class

- re - read the dialogue and
answer the questions in
exercise 2.

- compare the anser with a
partner.

- read the answers in front of

the class. Answers:a. Na has been to the
countryside (Kim Lien
village)

b. She was there for the
weekend.

c. The coutryside is
peaceful and quite and
there is nothing to do.

d. There are no

entertainments (no
cinams, no suppermaket,
no zoos…)

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can now have things like
refrigerators and TV, and
medical facilities and
more accessible

f. (students’ answer)
4. Consolidation:

- hjave students work in
groups

- have group 1 write five
sentences, express what they
like or they dislike about the
city and the country.

- have group 2 write five
sentences, express what they
like about the city and the
coutry and five sentences
express what they dislike
about the city and the
country.

- work in groups

- group 1 write five
sentences, express what they
like or they dislike about the
city and the country.

- group 2 write five
sentences, express what they
like about the city and the
coutry and five sentences
express what they dislike
about the city and the
country.

</div>

tieng anh 8 HK I 3 cot

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