nguyen manh nguyen lesson plans in grade 8 unit 4 lesson 2 a3 4 5 6 45 46 aim numbers and school vocabulary objectives by the end of the lesson students will be able to get further practice in numb

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unit 2

making arrangements

UNIT 3

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unit 5

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unit 6

the young pioneers club

unit 7

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unit 8

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unit 11

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unit 12

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unit 14

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UNIT 1

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UNIT 2

personal information

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UNIT 5

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UNIT 9

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UNIT 10

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UNIT 14

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UNIT 15
GOING OUT

UNIT 16

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Unit 4

Lesson 2: A3- 4- 5- 6 (45 - 46)
Aim: Numbers and school vocabulary

Objectives: By the end of the lesson, students will be able to get further practice in numbers and
school vocabulary.

Teaching aids: Text book, pictures.

Procedure:

I . Warm up:

Game "Bingo":

- Elicit and list numbers on the board: 6, 8, 12, 20, 52,100, 200, 32, 41, 400, 17, 25, 900, 10.
- Ask ss choose 5 numbers and teacher reads.

II . Presentation:

1 . Pre - reading:

Open prediction: a/ in the country/ 8/ 400.
b/ in the city/ 20/ 900.

- Ask ss to guess what the numbers are about and write sentences.
- Call some ss to go to the board and write their guessing

2 . While - reading:

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- Listen to the tape and repeat twice.

- Ask ss to make questions and answer. (pair work)

- Call some pairs of ss to ask and answer before the class.

3 . Post- reading:

- Retell about Phong and Thu' s school.

- Write about your school follow the information.
Ex: 6M/ student/ desk/ table/ window/ door.

- Call some ss to go to the board and retell about their class.The others ask.
Ex: a) How many ss are there in your class?

b) Is your school in the country?
c) Is your school big?

d) How many teachers are there in your school?

III . Homework:

- Write a passage to describe your class.
- Do A3- 4 on p. 45- 46 in work book.

Unit 4

Lesson 3: B1 - 2 - 3 (p. 47 - 48)

Aim: Cardinal numbers and and ordinal numbers and question word
" Which"

Objectives: By the end of the lesson, students can be able to understand practising cardinal
numbers and ordinal numbers and question word " Which" to talk about school.

Teaching aids: Text book, pictures.

Procedure:

I . Revision:

- Give 2 cards of information about Peter and Alice.

Answers:

Peter' s school

There are 900 ss, 20 classes, 50 teachers, 80 windows, 20 boards.
Alice' s school

There are 500 ss, 40 teachers, 12 classes, 120 doors, 720 desks.

II . Presentation:
1 . Pre- teach:

a) the first: 1st

b) the second: 2nd visual
c) the third: 3rd

d) grade (n): trình độ, khối lớp

e) floor (n): tÇng visual
Check: Rub out and remember.

2 . Set the scene:

Peter
900/ 20/ 50/

80/20

Alice
500/ 40/ 12/ 120/

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- Ask ss some questions:
Who' s this? It' s Thu.
Who' s this? It' s Phong.

Do you know which grade they are in? No

- Predict dialogue ( the teacher gives the sheets of copied paper).

Thu Phong

Hello!... grade are you in?

I'm in grade...
...class are you in?

... . What about you?
I' m in grade ... class...

- Ask ss to listen to the tape to check the new words repeat in chorus ( sentence by sentence)
- Look at the book and correct the mistakes.

Model sentences:

Which grade are you in? I' m in grade 6.
Which class are you in? I' m in class 6M

3 . Concept check:

- Ask ss: When do we say: " Which grade are you in?"
" Which class are you in?"

4 . Practice:

Board drill:

Ex: S1: Which grade is Thu in?
S2: She' s in grade 7

S1: Which class is Thu in?
S2: She' s in class 7C

- Ask ss to ask and answer about the grade and class in pairs.
- Ask ss to complete the following tables:

Grade Class Age Job

Thu
Phong
You

III . Home work:

- Write and learn by heart the new words.
- Learn by heart the model sentences.
- Write 3 sentences about you.

Model sentences:

Which grade are you in? I' m in grade 6.
Which class are you in? I' m in class 6M.

Grade Class

Thu 7 7C

Phong 6 6A

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Unit 4

Lesson 4: B1- 3- 4- 5- 6 (p. 47- 48)
Aim: Ordinal numbers and the verb "to have".

Objectives: By the end of the lesson, students will be able to understand practising ordinal
numbers and the verb "to have".

Teaching aids: Text book, pictures.

Procedure:

I . Warm up:

*Game "Bingo":

- Write the numbers from 11 to 40.
- Ask ss to choose 9 numbers.

II . Presentation:
1 . Pre- teach:

a) the sixth: 6th
b) the seventh: 7th

c) the eighth: 8th visual (ask ss to listen to the tape and repeat)
d) the ninth: 9th

e) the tenth: 10th

f) to have (v): cã (translation)

2 . Set the scene:

- Show the picture of Thu and Phong' s school.

- Ask ss: + What does Thu say if she wants to know the numbers of the floors in Thu' s or Phong' s
school?

(How many floors are there in your school?
+ Do you know another way to ask? ( No)

3 . Predict dialogue:

Thu: I' m in grade 7, class 7C.

How many floors does your school ...?
Phong: ... . It' s a small school.

Thu: My school ... ... floors and my classroom is on the ...
floor. Where is your classroom?

Phong: It' s on the ... floor.
- Ask ss to listen to the tape and fill in the blanks.
- Correct their prediction.

- Complete the table (B2 - p. 48)

4 . Post- listening:

Board drill:

- Ask ss to fill in the table:

Classroom' s

floor The numbers of floors

Thu 2nd 4

Phong 1st 2

You 3rd 4

III . Homework:

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Unit 4

Lesson 5: C1 - 2 - 3 (p. 49)

Aim: The present simple tense with verbs of everyday actions.

Objectives: By the end of the lesson, students will be able to ask and answer about habitual
actions.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Warm- up:

Noughts and crosses:

4 floors Yes, it' s big 6A2
43 classes 2nd floor in the city
56 students 96 teachers grade 6
- Ask ss to make questions for these answers.

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1 . Pre- teach:

a) to get up (v): dËy

b) to get dressed (v): mặc quần áo

c) to brush one' s teeth (v): đánh răng Pictures on p. 49.
d) to wash one' s face (v): rửa mặt

e) to have breakfast (v): ăn sáng
f) to go to school (v): đi học

*Check: Rub out and remember.

2 . Set the scene:

- Show the pictures of Ba' actions.

- Ask ss to go to the board and play a role as Ba.

Ex: What do you do every morning?

I get up, I get dressed, I...

- Give a drill board, ask ss to fill in the blanks what they hear.
I get up. Ba up.

I get . He dressed.

I my teeth. He his teeth.
I wash face. He face.
I have breakfast. He breakfast.

I go to school. He to school.
- Listen to the tape and correct.

- Listen again and repeat.

- Explain the difference between "I" and "he". (Add "s" or es" )

3 . Practice:

- Do C2 in pairs

- Ask 1 student to act some actions and others ask and answer to guess his action. (Body language)
Ex: - What does he do every morning?

- He brushes his teeth.

4 . Further practice:

- Write about Peter' s actions using these pictures.

5 . Concept check:

I goes to school or I go to school?

Can I say He brushes my teeth or he brushes his teeth?
She wash her face or she washes her face?

III . Homework:

- Write and learn by heart the new words.

- Write a passage to tell about your daily routines.
- Do C3 on p. 49 in text book.

Model sentences:

- What do you do every morning?
- I get up and brush my teeth.

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Unit 4

Lesson 6: C4 - 5 - 6 - 7 (p. 50 -51)
Aim: Say the time.

Objectives: By the end of the lesson, students will be able to say the time.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Revision:

* Matching:

A B

II . Presentation:
1 . Pre- teach:

a) o' clock: giê (example)
b) late (adj): muén (visual)

c) to be late for school (v): muén häc (visual)
* Check: Make sentences with new words

2 . Set the scene:

- Show the picture, introduce Ba, Mai and place, time.
* Dialogue build:

Mai Ba

What time...?

... 8 o' clock.

... late for school.
-Repeat the dialogue: T - ss, ss - T, ss -ss.

- Ask ss to work in pair.

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- Ask ss to practice asking and answering the time in pair.

3 . Practice:

- Listen to the tape and draw.

- Ask 1 student to draw on the board.

4 . Set the scene:

- Ask ss to predict and fill in the the table about thte activities Ba often does in the morning.

- Ask ss to read C6 in silence and

fill the time in Ba' s column.

- Ask and answer about Ba' s actions (open pair).
- Ask and answer about your actions (close pair).

- Ask one pair to come to the board and ask and answer about their morning actions. The others interview
them.

5 . Practice 2:

- Ask ss to write about their actions.

Ex: I get up at... . Then I ... at ...
- Correct the ss' s report.

III . Homework:

- Write and learn by heart the new words.

- Write a passage about your father' s morning activities.
- Do C3- C6 in work book.

Unit 5

Lesson 1: A1 - 2 (p. 52 - 53)
Aim: The simple present tense.

Objectives: By the end of the lesson, students will be able to use the simple present tense to talk
about daily routines.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Warm up:

Model sentences:

- What time is it?

- It' s eight o' clock/ ten ten/ half past ten.

Activities Ba You

get up 6.oo

have breakfast 6.30
get dressed

brush the teeth
wash the face

go to school 7.15

Model sentences:

- What time does Ba get up?
- He gets up at six o' clock.

Model sentences:

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* Guessing game:

- Call one student to go to the board ( give an information about the time).
S1: - Is it 6 o' clock?

S2: - No, it isn' t.

S3: - Is it 8 o' clock? S4 is the winner.
S2: - No, it isn' t.

S4: - Is it 9.15?
S2: - Yes.

II . Presentation:
1 . Pre - teach:

a) to do (v): lµm (translation)

b) to do homework (v): lµm bµi tËp về nhà (explanation)
c) to play games (v): chơi trò chơi (visual)

d) to play (v): chơi (translation)
e) every: mọi, mỗi (explanation)
* Check: Slap the board.

2 . Set the scene:

- Give some pictures ( draw in the board).
- Introduce Nga' s routines (2 times).

Ex: - What' s the time?

- What does she do at six?

- What does she do every everning?
- Ask some ss to retell Nga' s routines.

3 . Practice:

- Listen to the tape and repeat (2 times).

- Practice with the partner (5 pairs): S1 talks about himself.

S2 talks about the partner' s routines.
* Controlled pracice: Do A1 in pair.

* Less controlled practice: Group work - writing.

4 . Further practice:

Ex: S1: - What time do you get up?
Huong:- At 5.30

S1: - What time does Huong get up?
S2: - She gets up at 5.30.

every
do
homework
play
games
do play

Name get up have breakfast play games do homework

Huong 5.30 6.15 4.30 7.00

Hien 6.15 6.30 5.00 8.00

Model sentences:

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* Check: Can I say... or ...?

III . Homework:

- Write and learn by heart the new words.
- Do A1 - 2 in work book on p. 44.

Unit 5

Lesson 2: A3 - 4 (p. 53 -54) 
Aim: The simple present tense, " Wh" question.

Objectives: By the end of the lesson, students will be able to use the simple present tense and
"Wh" question to talk about other people's daily routines.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Revision:

* Noughts and crosses:

- Ask ss to make questions and use "every morning", "every afternoon", "every everning".
Ex: What does Ba do every afternoon?

He plays games.

II . Presentation:
1 . Pre- teach:

a) to listen to music (v): nghe nh¹c
b) to watch TV (v): xem ti vi

c) to do housework (v): làm việc nhà visual
d) to read (v): đọc

* Check: Ordering vocabulary.

Ba/ play games Nga/ get up Huong/ go to school
Van/ have breakfast Hien/ get dressed Mai/ brush her teeth

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- Read the new words and ask ss to order.

Every morning Lan gets up and listens to music. Every afternoon she comes back home and does
the housework. Then she watches TV. Every evening she reads and does her homework.

2 . Set the scene:

- Give 4 pictures of Ba, Lan, Nam, Thu' s routines after school.
- Ask ss to retell their routines.

- Comprehension question:

+ What does Ba do after school?
+ He watches TV?

3 . Practice:

- Open the books and listen to the tape.
- Listen to the tape and repeat ( 2 times).
- Make a dialogue with a partner.

* Picture drill (A3 - p.53)

Ex: - What does Lan/ Ba/ Nam/ Thu do after school?

- He watches TV/ he listens to music/ ...

4 . Further practice:

- Ask ss to practice in group.

- Ask 1 student to tell about her routines after school, and others ask and answer about her routines.

III . Homework:

- Write and learn by heart the new words.
- Do A3 - 4 in work book.

Model sentences:

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Unit 5

Lesson 3: A5 - 6 (p. 54 - 55)

Aim: The simple present tense with Yes/ No question, short answer.

Objectives: By the end of the lesson, students will be able to use the simple present tense with
Yes/ No question, short answer to talk about daily routines.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Warm up:

* Pelmanism:

GO TEETH

WATCH TV

BRUSH TO SCHOOL

II . Presentation:
1 . Pre - teach:

a) to play volleyball (v): chơi bóng chuyền
b) to play football/ soccer (v): chơi bóng đá

c) to play sports (v): ch¬i thĨ thao visual
d) a girl (n): cô gái

2 . Set the scene:

Ba Lan

- What do you and Nga...?

Play volleyball.
- What do Vui and Thu ...?

Play soccer.
- Ask ss to act the dialogue.

Ba Lan

- Do girls play soccer?

Yes, they do.
- Do you...?

No, ... don' t.
- Does Nga ...?

No, ... doesn' t.
- Ask ss to act dialogue using Yes/ No questions.

1 A

2 B

3 C

Model sentences:

- What do Lan and Thu do after

school?

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3 . Practice:

- Ask ss to open the books and listen to the tape.
- Have ss listen and repeat.

- Ask ss to work in pair and correct their answer.

4 . Further practice:

* A6 on p. 55: Yes/ No question
* Find someone who:

S1: Do you watch TV?
Mai: Yes.

S1: Do you play football?
Nga: No.

S1: Do you play football?
Lien: Yes.

III . Homework:

- Write and learn by heart the new words.
- Do A4 - 5 in work book.

Unit 5

Lesson 4: B1 - 2 -3 - 4 (p.56 -57)
Aim: The simple present tense.

Objectives: Read a picture story about Ba' s daily routine to practice Simple present tense.

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Warm up:

- Say the time in English: 6.15 10.30
6.00 11.45
9.00 4.15
8.00 11.25

II . Presentation:
1 . Pre - teach:

a) to take a shower (v): t¾m (visual)
b) to eat (v): ¨n (mime)
c) to have lunch (v): ¨n tra (visual)
d) to have classes (v): häc (translation)

Model sentences:

a) Do you/ they play volleyball?
Does he/ she

b) Yes, I/ we/ they do.

He/ she does.
No, I/ we/ they don' t.

He/ she doesn' t.

Find someone who Name

...watches TV Mai
...plays football Lien
...does housework

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e) to go to bed (v): ®i ngđ (visual)
f) to start (v): bắt đầu (translation)
g) to finish (v): kÕt thóc (synonym)
* Check: Slap the board/ Rub out and remember.

2 . Pre- reading:

- Give 4 pictures from the book to introduce Ba' s routines.
 get up

 take a shower
 have breakfast
 go to school

 have classes In the morning

 have lunch
 play games
 go home

 watch TV
 do homework

 go to bed In the afternoon In the evening
- Ask some ss to tell about Ba' s routines using these information.

- Give the timetable and ask ss to fill in the time in "I think" column (without reading).

3 . While - reading:

- Ask ss to listen to the tape (2 times).
- Ask ss to answer these questions:

a) What time does ba get up?
b) What time do the classes start?
c) What does Ba do at 9.00 a.m?
- Have ss tfill in "I read" column.

4 . Post - reading:

- Ask ss to ask and answer about ba' s routines in pair (B3 - p. 57).
- Have ss fill in the time in "Me' column (group work).

III . Homework:

Picture 1 Picture 2

Picture 3 Picture 4

ACTION TIME

I think I read Me

Get up 6.00 6.00

Go to school 7.15 6.45

Classes start 7.30 7.00

Classes finish 12.00 11.15

Have lunch 12.30 11.30

Go home 12.45 5.00

Go to bed 10.30 10.00

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- Write and learn by heart the new words.
- Do B1 - 2 in work book.

Unit 5

Lesson 5: C1 (p. 58)
Aim: Shool subjects vocabulary and the verb "to have".

Objectives: By the end of the lesson ss will be able to talk about the school timetable using
school subjects vocabulary with " have/ don' t have".

Teaching aids: Text book, pictures, tape, posters.

Procedure:

I . Warm up:

Start, to, old, go, sports, TV, take, eat.

Homework, listen, do, play, work, OK, read, watch,
at, music, finish.

II . Presentation:
1 . Pre - teach:

a) a timetable (n): thêi khãa biÓu (translation)
b) English (n): tiÕng Anh

c) math (n): toán học
d) literature (n): ngữ văn

e) history (n): lịch sử visual
f) geography (n): địa lí

g) Monday: thø hai

* Check: Ordering vocabulary.

First we have literature. Then we have geography. At
8.40 we have English and math. At 10.15 we have history.
This is our timetable on Monday.

2 . Pre - listening:

- Introduce the dialogue and give a table.
- Ask ss to listen and fill in the table.

Nam Nga

I ... have my ...
What ... we have...?

It' s ... .We...have...

H O M E W O R K

S L I S T E N T

T D O P L A Y A

A G W O R K O K

R O N R E A D E

T W A T C H T E

T M U S I C V A

O F I N I S H T

Time School subjects

7.oo - 7.45

7.50 - 8.35 EnglishMath
8.40 - 9.25

9.35 - 10.10
10.15 - 11.00

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3 . While - listening:

* The first listening: - Ask ss to fill in "School subjects" column.

* The second listening: - Ask ss to in time column and then correct ss' listening.
* The third listening: - HAve ss listen and repeat after the tape.

4 .Post - listening:

* Word cue drill:

- Ask ss to write about timetable.

5 . Further practice:

- Ask ss to practice in pair.

Ex: S1: What do we have today?
S2: We have English.

S1: What time do we start?
S2: Seven o' clock.

* Mapped dialogue:

- What ...today? - History.
- What time ... start? - 7.50

- Do we ... literature... 8.40? - No, ... English.
- What time ... finish? - 9.25.

- What ... 9.35? - Geography.

- Do we ... math? - Yes, ...10.15.

III . Homework:

- Write and learn by heart the new words.
- Do C1 in work book.

Unit 5

Lesson 6: C2 - 3 - 4 (p.59)
Aim: Days of the week vocabulary, the verb " to have".

Objectives: By the end of the lesson, ss will be able to talk about the weekly timetable using
days of the week vocabulary with " has/ doesn' t have".

Teaching aids: Text book, pictures, tape, posters.

Procedure:

Model sentences:

- What do we have today?
(+) We have English.

( ) I don' t have my timetable.

Math/ 7.50

Literature/ 8.40 History/ 9.35
Geography/ 10.15

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I . Warm up:

* Jumbled words:

LETAEMBIT  Timetable RULERETITA  Literature

ROHYTIS  History HOGAGYPER  Geography

TAHM  Math HENGILS  English

II . Presentation:
1 . Warm up:

a) Tuesday: thø 3
b) Wednesday: thø 4
c) Thursday: thø 5

d) Friday: thø 6 Example

e) Saturday: thø 7
f) Sunday: chñ nhËt
* Check: Matching

2 . Pre - listening:

- Give the predict dialogue:

Nga: When do we have...?
BA: We have it on ... .
Nga: When do we have ...?

Ba: We have it on ... and ... .
Nga: Does Lan have math on ...?

Ba: ... .

3 . While - listening:

* 1st listening: Fill in the blanks.
* 2nd listening: Check and listen.

4 . Post - listening:

- Give the board drill.

"This is Ba' s timetable"

Thø 2 Thø 3 Thứ 4 Thứ 5 Thứ 6 Thứ 7

Chào cờ văn toán anh văn toán

toán văn toán thể dục văn sinh

toỏn anh địa sử địa

sö anh sinh mÜ thuËt kü thuËt

GDCD sinh ho¹t

- Ask ss to work in pair (one is Ba and the other asks).
Ex: S1: When do you have math?

Ba: On Monday, Wednesday and Saturday.

- Ask ss to ask and answer only 5 subjecst they have learnt in English.
- Call some pairs and correct.

5 . Further practice:

- Ask ss to practice in pair as in the board drill.
Ex: When do we have English?

On Tuesday, Thursday.

III . Homework:

- Write and learn by heart the new words.
- Tell about your timetable.

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Unit 4

Lesson 1: A1 - 2 - 4 (p. 42 - 43)
Aim: Practice in possessive "s".

Objectives: Reading a description of a school with practice in possessive "s" to talk about
possessions.

Teaching aids: Text book, cards, posters, pictures.

Procedure:

I . Warm up:

* Pelmanism:

- Ask ss to make sentences with pair of words.
Ex: you - your  What' s your name?

How are you?

II . Presentation:
1 . Pre - teach:

a) big (adj): to, lín

b) small (adj): nhỏ visual
c) country (n): làng quê, đất nớc

* Check: Rub out and remember.

2 . Set the scene:

- Give 2 pictures of Phong and Thu' s school, introduce them.
- Give the prediction.

small
big

in the city
 in the country

- Ask ss to match.

3 . Listening:

I He Your She You His Her My

Phong' s

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- Ask ss to listen to the tape twice.

- Correct the predictions (using "I think - I listen" column).

- Ask and answer: How can you say in English: "Trờng của Phong ở đâu?

Trêng cđa Phong cã lín kh«ng?"

III . Practice:

- Ask ss to work in pair to ask and answer about other' s primary school.
- Check and correct.

- Ask some ss to retell about their partner' s school.

IV . Further practice:

* Kim' s game:

- Collect real objects from different ss such as: pencil case, pen, ruler, notebook, book ... then hold them.
S1: Dao' s pen.

S2: Dao' s pen and Long' s book.

V . Homework:

- Write and learn by heart the new words.
- Do A1 - 2 - 3 - 4 in work book.

Model sentences:

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Unit 1

Lesson 5: C5 - 6 (p. 19)
Aim: The numbers: 0 20.

Objectives: By the end of the lesson, ss can be able to practice the numbers: 0 20 to count and
give telephone numbers.

Teaching aids: Text book, cards, posters, pictures.

Procedure:

I . Warm up:

* Jumbled words:

TGIEH  eight NEELVE eleven
LEWTEV  twelve IENTENEN nineteen

II . Practice:
1 . Guessing game:

- Ask 1 student write 1 number in his or her sheet of paper and the others guess.
Ex: S1: Is this 4?

S2: No, it isn' t.
S3: Is this 5?
S2: Yes, it is.

2 . Dictation:

- Read some telephone numbers.
- Ask ss to write in their notebooks.

3 . Pair work:

a) Close pair: S1: What' s your telephone number?
S2: 8649315.

b) Open pair:

- Ask 1 pair to go to the board.

S1: What' s your telephone number?
S2: 8743569.

S1: How old are you?
S2: I' m 12.

- Ask ss to write the telephone numbers they hear.
S1: What' s your name?

S2: Hoa.

S1: What' s your phone number?
S2: 9718110.

III . Homework:

- Complete the dialogue between you and Lan/ Mai/ Nga.
- Do C5 - 6 in work book.

Unit 2

Lesson 5: C1 (p. 26 - 27)

Aim: This/ that positive statements and Yes/ No questions.

Objectives: By the end of the lesson, ss can be able to talk about people and things at school
using this/ that positive statements and Yes/ No questions.

Teaching aids: Text book, cards, posters, pictures.

Procedure:

I . Revision:

* Jumbled words:

VEEINGN  evening LLEHO  hello

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TREEST  street YICT  city

NDSTA PU  stand up TEETHIRN  thirteen

MNAE  name

II . Presentation:
1 . Pre - teach:

a) a student (n): học sinh (example)
b) a teacher (n): giáo viên (example)
c) a school (n): trêng häc

d) a class (n): líp häc visual
e) a desk (n): bµn häc

* Check: Matching

a student bµn häc
a teacher trêng häc
a school líp häc

a class giáo viên
a desk học sinh

2. Word cue drill:

- Ask ss to practice vocabulary and revise "how do you spell it? " in pair.

*Example: S1: What' s this in English?
S2: a student.

S1: How do you spell it?
S2: S - T - U - D - E -N - T.
- Call some pairs to practice and correct them.

3 . Presentation:

* Set the scene:

- Show the picture of C1 on p. 26 -27 and ask ss:
What' s this? This' s a desk.

What' s that? That' s a school.

2 . Set the scene:

III . Practice:

* Picture drill:

- Show the pictures from p.26 - 27.
- Ask ss to practice in pair.

- Give an example:

S1: Is this your school?
S2: No, it isn' t.

- Call some pairs and correct them.
* Realia drill:

- Point to real things in and around the classroom.

- Ask ss to point to real things then ask and answer in pair.

học sinh tr ờng
thầy, cô giáo

lớp
bàn häc

Model sentences:
This is my desk.
That' s school.
Is this your class?

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- Give an example: S1: Is this your desk?
S2: Yes, it is.

- Call some pairs to practice and correct them.

IV . Homework:

- Write and learn by heart the new words.

- Make 5 sentences to ask and answer about the real things.
- Do C1 in work book.

Grammar practice

(p. 40 - 41 - 42 - 43)

Aim: The present simple with "to be", imperative, question words, how many...?, numbers,
greetings and this/ that.

Objectives: Further practice in "tobe", imperatives, numbers, question words, There is/ there are
and furniture vocabulary.

Teaching aids: Text book, cards, posters, pictures.

Procedure:

I . "BE":

*Gap fill:

- Ask ss to practice in pair Grammar practice 1 - 3 on p.40.
- Call some pairs and correct.

* Noughts and crosses:

- Divide the classinto 2 teams.

- Ask each team to demonstrate before class.

II . Imperatives:

* Gap fill:

- Ask ss to practice in pair grammar practice 4 on p. 40.
- Call some pairs.

* Game: Simon says.

III . Question words:

* Gap fill:

- Ask ss to practice in pair grammar practice 6 on p. 41.

- Call some pairs.
* Make questions for this passage:

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Song' s a student and he' s 12. There are 4 people in Song' s family: his father, his mother, his sister
and him. His father' s name is Kien. He' s 42 and he' s a doctor. His mother' name is Oanh. She' s 39 years
old and she' s anurse. His sister' s name is Lan. She' s 15 and she' s a student.

IV . Numbers:

- Give 10 telephone numbers and read.
- Ask ss towrite in the notebooks.
- Ask 2 ss to write on the board.

V . Furniture:

* Guessing game:

- Ask ss to draw their own pictures of furniture on a scrap of paper.
- Give an example:

S1: Is it a TV?
S2: No, it isn' t.
S3: Is it a chair?
S2: Yes, it is.

VI . Homework:

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Unit 1

Lesson 1: A1 - 2 - 3 - 4 (p. 10 - 11)
Aim: Greetings, numbers: 0 5.

Objectives: By the end of the lesson, ss can greet one anther, introduce themselves, count
numbers from 0 5.

Teaching aids: Text book, pictures.

Procedure:

I . Warm up:

- Greet: Hello
- Ss answer.

II . Presentation 1:
1 . Pre - teach vocabulary:

a) Hi = Hello ( translation)
b) name (n) (situation)
 Check: Rub out and remember.

2 . Set the scene:

- Ask ss to look at the picture in the book on p. 10.
* Dialogue build:

Nga Lan

a) Lan: Hi! I' m Lan.
Nga: Hi! I' m Nga.

b) Ba: Hello! My name is Ba.
Nam: Hello! My name is Nam.

- Ask ss to complete the dialogue after listening and repeating.

3 . Practice:

a . Controlled practice (open pair):

I am ...
My name is...

b . Less controlled practice (group work):

- Ask ss to practice in groups.
- Call some groups and correct.

III . Presentation 2:
1 . Pre - teach vocabulary:

o: Oh/ zero 2: two 4: four

1: one 3: three 5: five

* Check: Slap the board.

2 . Practice:
a . Dictation:

0 5

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- Read and ask ss to write: Three/ five/ four/ two/ one
 3 - 5 - 4 - 2 - 1

two/ four/ three/ five/ zero
 2 - 4 - 3 - 5 - 0

b . Word cue drills:

- Give an example:
S1: Quang Ninh, please.
S2: Oh - three - three.
- Ask ss to work in pairs.

c . Further practice:

* Guessing game:

- Give an examplpe: S1: Oh three three?
S2: No.

S3: Oh five one one?
S2: Yes.

IV . Homework:

- Do A1 - 2 on p. 4 in work book.

- Write and learn by heart the new words.

Unit 1

Lesson 2: A5 - 6 - 7 - 8 (p. 12 - 13)
Aim: Numbers: 6  10.

Objectives: By the end of the lesson, ss can ask and answer about the health, count numbers
from 6 to 10.

Teaching aids: Text book, pictures, posters.

Procedure:

I . Warm up:

* Jumbled words:

NOE  1 ORFU  4

OTW  2 VIFE  5

TEHER 3 REZO  6

II . Presentation 1:
1 . Pre - teach voculary:

a) fine = well (synonym)

Quang Ninh
033
Hue
054

Ha Noi
04
Hai Phong
031
Da Nang
0511
Ha Bac
024

Remember: Hi/ Hello

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b) thanks = thank you (explanation)
c) Miss

d) Mr (synonym)
* Check: Rub out and remember.

2 . Set the scene:
Lan Ba

- Hi, Ba!

- Hi, Lan!
- How are you?

- I' m fine, thanks. And you?
- Fine, thanks.

- Read the dialogue twice.

- Write the dialogue on the board.
- Rub out and remember the dialogue.
- Ask ss to write the dialogue.

3 . Modal sentences:
How are you? I' m fine, thanks.

Check: - Ask ss: How are you or how you are?
I am fine or I am five?

How can you say "Cám ơn bạn" in English.

4 . Practice:

- Ask ss to do A6 - 7 on p.12 - 13.
- Ask ss to practice A6 in open pairs.
- Have ss do A7 in their notebooks.
- Compare with their partners.

III . Presentation 2:
1 . Pre - teach vocabulary:

six: 6 eight: 8 ten: 10
seven: 7 nine: 9

* Check: Matching.

six 9

ten 6

eight 7

nine 8

seven 10

2 . Practice:

- Read some telephone numbers.

- Ask ss to listen and speak in Vietnamese.

- Dictation: teacher speaks in Vietnamese, ss write in English.
* Note: 00  double oh.

88  double eight.
* Wordsquare:

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IV . Homework:

- Write and learn by heart the new words.
- Write your telephone numbers.

- Do A3 - 4 on p.5 in work book.

Unit 1

Lesson 3: B1 6 (p. 14 - 15 - 16)
Aim: Greetings, numbers: 11  15.

Objectives: By the end of the lesson, ss can greet each other by many ways and count numbers
from 11 to 15.

Teaching aids: Text book, pictures, cards, tape.

Procedure:

I . Warm up:

- Greeting.

- Game: Bingo (number).

II . Presentation 1:
1 . Pre - teach vocabulary:

a) Good morning
b) Good afternoon

c) Good evening visual
d) Good night

e) Goodbye (mime)

f) A child (n): đứa trẻ (realia)
 children (plurals)

* Check: - Slap the board.
- B2 (p.15).

2 . Set the scene:

- Use the pictures in the book to introduce.
* Note: How are you?

I am/ we are fine, thanks.

 It is used to greet each ohter and make friends, it is not really to ask about the health.
- Ask ss to listen to the tape and repeat.

- Ask ss to read the dialogue in pairs.

3 . Practice:

- Have ss use time - cards to greet each ohter in pairs.
Ex: S1: 7.00 a.m.

S2: Good morning.
S3: 2.00 p.m.

S4: Good afternoon.

Remember:

- How are you?
- I' m fine, thanks.
- And you?

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- Have ss to read through B4 to get the title.

- Ask ss to work in paris to read the dialogue.

III . Presentation 2:
1 . Pre - teach vocabulary:

eleven: 11 thirteen: 13 fifteen: 15
twelve: 12 fourteen: 14

 Check: Rub out and remember.

2 . Practice:

* Picture drill:

- Ask ss to practice in pairs.

- Give an example: S1: seven and eight?
S2: fifteen.

3 . Fur ther practice:

- Ordering vocabulary: Ss write numbers from 0 to 15.

- Read: six, twelve, two, five, thirteen, eight, eleven, four, seven, fourteen, nine, oh, one, three, fifteen,
ten.

IV . Homework:

- Do B1 - 2 - 3 in work book.

- Write and learn by heart the new words.
- Make a similar dialogue like B4.

Unit 1

Lesson 4: C1  4 (p. 17 19)
Aim: Numbers: 16  20, the age.

Objectives: By the end of the lesson, ss can talk about the age and contrast with " How are you?"
7 + 8

(15) 10 + 2(12) 5 + 6(11) 7 + 5 (12) 3 + 7(10)

Remember:

We' re = We are
Goodbye = bye

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Teaching aids: Text book, pictures, cards, tape.

Procedure:

I . Warm up:

* Numbers: 1  15
- Divide the class into 2 teams.

- Ask the first group to count: 1 - 3 - 5 - 7 - 9 - 11 - 13 - 15
- Ask the other to count: 2 - 4 - 6 - 8 - 10 - 12 - 14

II . Presentation 1:
1 . Pre - teach vocabulary:

sixteen: 16 eighteen: 18 twenty: 20
seventeen: 17 nineteen: 19

* Check: Matching.

2 . Practice:

* Slap the board:

3 . Further practice:

* Game: Bingo.

III . Presentation 2:
1 . Pre - teach vocabulary:

a) old (adj): cị, giµ (visual)

b) how old are you?: bạn bao nhiêu tuổi (translation)

2 . Set the scene:

Lan Mrs . Hoa Mai

- I am eleven - Hello, Lan! - Hello, Mrs. Hoa!
- How old are you? This is Lan.

- Introduce the dialogue 2 times.

- Ask ss to play the role to practice the dialogue.

3 . Model sentences:
This is + name

How old are you?
I am twelve.

- Contrast "How old are you? with "How are you?".
- Check: Meaning.

4 . Practice:
a . Controlled practice:

- T  S: Ask ss to answer their age.
- S  T: Answer the age of teacher.
- S  S: Ask ss to work in pairs.

b . Less controlled practice:

* Picture drill: C4 (p. 19)

- Give an example: + How old are you?
+ I am twelve.

11
12

8 5 17 20

12 20 18 11 16

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IV . Homework:

- Write and learn by heart the new words.
- Do C1 - 2 - 3 in work book.

Unit 2

Lesson 1: A1  4 (p . 20  22)
Aim: Classroom imperative, teacher' s command.

Objectives: By the end of the lesson, ss can use classroom imperative and practice the teacher's
command.

Teaching aids: Text book, poster.

Procedure:

I . Warm up:

* Game: "Noughts and crosses".
- Ask ss to answer only.

- Divide the class into 2 teams.

9  5 20  7 10 + 2

17 + 1 6+ 5 8  4

3  3 6 x 3 5 + 3

II . Presentation:
1 . Pre - teach vocabulary:

a) to come in (v): (explanation)

b) to sit down (v) >< to stand up (v) (antonym)
c) to open (v) >< to close (v) (antonym)

* Check: "Simon says"

- When the teacher says "Simon says" ss must do the order of the teacher. When the teacher doesn' t say
"Simon says" ss mustn' t do it.

- Give an example: Teacher: Simon says "stand up"
Students: (stand up).

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Teacher: Sit down.

Students: (keep on standing).

2 . Practice:

- Ask ss to look at the picture and listen to the tape.
- Ask ss to read after the tape.

- Say the imperative and ask ss to practice the teacher' s commands.

a . Controlled practice:

- Ask ss to match and write A2 on p. 21.
- Have ss read in silent then match.

- Ask ss to write the answers under the pictures.
- Ask some ss to read loudly their answer.

b . Less controlled practice:

* Mapped dialogue:

Mrs. Hoa 9a.m children

- Good morning, children!

- Good morning, Mrs. Hoa!
- How are you?

- We are fine, thank you! And you?
- Fine, thanks.

Sit down and open your books!

IV . Homework:

- Write and learn by heart the new words.
- Do A1 - 2 in work book.

Remember: Come in
Sit down.
Stand up.

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Unit 2

Lesson 2: B1 - 2 (p. 23 - 24)
Aim: Vocabulary of place.

Objectives: By the end of the lesson, ss can ask and answer about the place, where they live.

Teaching aids: Text book, poster.

Procedure:

I . Warm up:

* Game: "Simon says".

II . Presentation:
1 . Pre - teach vocabulary:

a) to live (v): sèng (translation)
b) (in) a house (n): nhµ (realia)
c) (in/ on) a street (n): phè realia)
d) (in) a city: thµnh phè (realia)

* Check: Matching

2 . Set the scene B1 (p.23):

* Mapped dialogue:

Lan Nam

- What' s your name?

- My name is Nam.
- Where do you live?

- I live on Tran Phu street.
- How old are you?

- I am twelve.
- Ask some ss to practice the dialogue.

- Rub out Nam' s answers and remember.
- Listen to the tape and repeat.

3 . Practice:

- Practice the dialogue between Lan and Nam.
- Ask ss to work in pairs.

- Ask and answer about the themselves.
- Call some pairs to practice the dialogue.

* Note: + I live on Tran Hung Dao street. (American - English)
+ I live in Tran Hung Dao street. (English - English)

4 . Further practice:

* Play with words:

- Ask ss to look at the text and listen to the tape.
- Ask ss to listen and repaet.

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a house Trang Tien st. Ly Thuong Kiet st.

a street Ha Noi a city

Hai Phong Hue Da Nang

III . Homework:

- Write and learn by heart the new words.
- Do B3 - 4 (p. 13) in work book.

- Write a dialogue like dialogue of B1.

Unit 2

Lesson 3: B3  6 (p . 24 - 25)
Aim: The Alphabet.

Objectives: By the end of the lesson, ss can spell their names with the Alphabet (A Z).

Teaching aids: Text book, cards.

Procedure:

I . Warm up:

* Write it up:

Name Street City

Hoa Chau Long Ha Noi

Ba Quang Trung Da Nang

Hoa: I live on Chau Long street in Ha Noi.
S2: Hoa lives on Chau Long street in Ha Noi.

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Ba: I live on Quang Trung street in Da Nang.
S3: Ba lives on Quang Trung street in Da Nang.

II . Presentation 1:
1 . Pre - teach:

A/ B/ C/ .../ Z/

2 . Practice:

- Ask some ss to spell their names.

- Give some words and ask ss to spell their names.

- Give some examples: a/ HOUSE  H - O - U - S - E
b/ OPEN  O - P - E - N

c/ CLOSE  C - L - O - S - E

III . Presentation 2: 
1 . New words:

a) to spell (v): đánh vần (mime)

2 . Set the scene:

Mrs . Hoa Lan

- What' s your name?

- My name' s Lan.
- How do you spell it?

- L - A - N, Lan.
- Introduce the dialogue.

- Ask ss to practice the dialogue in pairs.

- Have ss listen to the tape and repeat. (chorus and individual)
- Rub out and remember.

3

3 . Practice B5 (p . 25)

- Have ss write their own names on cards to make cue drill.
- Give an example: S1: What' s your name?

S2: (gives real name)
S1: How do you spell it?
S2: (gives real spelling)

IV . Homework:

- Write and learn by heart the new words.
- Do B5 - 6 in work book.

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Unit 2

Lesson 4: C1 (p. 26 - 27)

Aim: This/ that positive statements and Yes/ No questions.

Objectives: By the end of the lesson, ss can talk about people and things at school.

Teaching aids: Text book.

Procedure:

I . Revision and warm up:

* Shark attack:

(night)

(morning)

(sit down)
(eight)

II . Presentation:
1 . Pre - teach vocabulary:

a) a student (realia) líp
b) a teacher (realia) bµn häc
c) a school (example) học sinh
d) a class (realia) giáo viên
e) a desk (realia) trêng häc

* Check: Matching.

2 . Set the scÕne:

- Give some pictures in the book.

- Use this/ that to introduce something in school.

- Ask ss to listen to the tape and repeat picture 1 - 2 - 3.
- Write the model sentences.

- Ask ss to introduce the things in classroom.
- Introduce the pictures, ask ss to listen and repeat.

Model sentences:

This is my desk

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Is that your teacher? Is this your desk?
Yes, that' s my teacher. No, that' s my desk.

3 . Practice:
a . Controlled practice:

* Rub out and remember the dialogue:

- I am a . is my school.

That my desk. This is my . .
* Dialogue:

Ba: your teacher?

Nam: Yes, that is my .
Ba: Is this desk?

Nam: No, that my desk.

b . Less controlled practice:

- Ask ss to practice the dialogue in pairs.

- Show the real things in and around the classroom.
- Give an example:

S1: Is this your desk?
S2: Yes, it is.

III . Homework:

- Write and learn by heart the new words.
- Do C1 in work book.

Unit 3

Lesson 1: A1 - 2 (p. 30 - 31)
Aim: WH - questions with this/ that/ these/ those..

Remember:

- This is my teacher.
- That is my class.
- Is this your teacher?

- Yes.

- Is that your desk?
- Yes.

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Objectives: By the end of the lesson, ss can make WH - questions with this/ that/ these/
those and talk about things in the house.

Teaching aids: Text book, cards, casette.

Procedure:

I . Revision and warm up:

* Lucky numbers:

1) How do you spell DESK?
2) How are you?

3) LUCKY NUMBER

4) How do you spell CLASSROOM?
5) What' s this? (point the eraser)
6) Count the numbers from 10 to 30.
7) LUCKY NUMBER

8) How do you spell WINDOW?
9) LUCKY NUMBER.

10)How old are you?

II . Presentation:
1 . Pre - teach vocabulary:

a) a lamp (n)
b) a bookshelf (n)
c) a chair (n)

d) a couch (n) (Realia)
e) an armchair (n)

f) a clock (n)
* Check: Matching

2 . Set the scene:

- Give picture A1.
- Ask some questions:

T: What' s that?

S: That' s my house. (It' s my house)
T: What' s this?

S: This is my living room. (It' s my living room)
- Ask ss to talk about things in the picture.

3 . Practice:

- Ask ss to listen to the tape 2 times and repeat.

- Have ss work in pairs using WH - questions with this/ that.
- Give an example: + What' s this?

+ It' s a telephone.
+ What' s that?
+ It' s a lamp.

4 . Further practice:

- Give some things which are plural nouns. (eg: 2 chairs, 2 tables)
- Ask ss some questions:

+ What are these? They are tables.

Modal sentences:

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+ What are those? They are chairs.
- Have ss build up a dialogue in pairs using pictures or word cues.
- Picture drill: group work.

III . Homework:

- Write and learn by heart the new words.
- Do A1 - 2 in work book.

Unit 3

Lesson 2: A3 - 4 - 5 - 6 (p. 32 - 33 - 34)

Aim: Family vocabulary, possessive pronouns: my/ your/ his/ her and "Who' s this/
that?" questions.

Objectives: By the end of the lesson, ss will be able to use "Who' s this/ that?" questions
to talk about family members.

Teaching aids: Text book, picture, poster.

Procedure:

I . Revision and warm up:

* Crossword puzzle:

F O U R

T A B L E

L A M P
C H A I R
S T O O L

C I T Y

II . Presentation:
1 . Pre - teach vocabulary:

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e) sister (n) (realia)
f) people (n) (translation)
g) my

h) your

i) his (pro) (example)

j) her

* Check: Rub out and remember

2 . Set the scene:

Mother - Nga - teacher Father - Ha - teacher
Ba - student - 12

Sister - Lan - 15

3 . Practice:

- Hang the pictures or draw them on the board.

- Introduce Ba and write the information in the pictures.
- Have ss listen to the tape 2 times and repeat.

- Ask ss to retell.

* Dialogue build:

+ Who' s that?
+ Is it his mother?
+ What' s her name?
+ Her name is Nga.
- Practice with A4 on p. 33.

- Give an example:

+ How many people are there in your family, Ba?
+ There are 4 people in my family.

4 . Further practice:

- Have ss describe and draw the members of their families and practice in pairs.
- Practice A5 on p.33 in pairs.

III . Homework:

- Write and learn by heart the new words.
- Do A4 - 5 in work book.

Modal sentences:

- Who' s this? It' s ...
that

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Unit 3

Lesson 3: B1 - 2 (p. 35 - 36)

Aim: Numbers from 21 to 100, plural nouns and pronounce them: /s/, /z/, /iz/.

Objectives: By the end of the lesson, ss will be able to count things in the classroom
thanks to using numbers and pronunciation of plural nouns.

Teaching aids: Text book, cards, casette.

Procedure:

I . Warm up:

* Board drill:

- Give an example: S1: What' s number "9"?
S2: "I".

II . Presentation:

1 . Pre - teach 1:

a) thirty = 30
b) forty = 40
c) fifty = 50

d) sixty = 60 Word cue drill

e) seventy = 70

f) eighty = 80

g) ninty = 90
h) one hundred = 100

* Check: What and where/ Slap the board.

2 . Practice:

- Ask ss to listen to the tape and repeat B1 on p. 35.
- Use board drill: A = 1  Z = 26

3 . Pre - teach 2:

a bench - benches (visual)

S1: There' s one door.

S2: and there are twenty two desks.
/s/: the nouns which have the last tones: /p/, /t/, /k/.

/iz/: the nouns which have the last tones:

/z/: except 2 above situations.

4 . Further practice:

a) Dictation list:

- Read: desks, rulers, benches, students, tables, books, clocks, couches, doors, windows, houses, lamps.

- Ask ss to write dictation and divide into 3 columns.

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/s/ /z/ /iz/
deks
students
books
clocks
lamps
rulers
tables
doors
windows
benches
couches
houses

b) Snakes and ladders: B1 (p.35)

III . Remember:
There is one door.

There are four windows.

IV . Homework:

- Write and learn by heart the new words.
- Do B1 - 2 in work book.

Unit 3

Lesson 4: B3 - 4 - 5 (p.37)

Aim: "How many.... are there?" questions and further practice in numbers.

Objectives: By the end of the lesson, ss can use "How many" questions and numbers to talk
about things in the classroom, the living room and the family.

Teaching aids: Text book, cards, poster.

Procedure:

I . Warm up:

* Noughts and crosses:

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- Ask ss to give answer only.

II . Presentation:
1 . Presentation text:

- Ask ss to listen to the tape and repeat.

2 . Practice:

- Give pictures B2 (p.36), B5 (p.37).

- Ask ss to make questions with "How many...?" and answer.
- Give an example: + How many desks are there?

+ There are six.

3 . Further practice:

- Ask ss to fill in the box:

- Ask ss to practice in groups.

- Give an example: Huong: + How many people are there in your family?
Van: + 5

- Correct the ss' work.
* Chain game:

- Ask ss to use the information they have filled in B2 (p.36) to describe their classroom.
- Give an example: S1: + There is one door.

S2: + There is one door and six windows.
S3: + etc.

III . Homework:

- Make 5 questions with "How many" and answer.
- Do B3 - 4 -5 in work book.

Modal sentences:

- How many doors

desks are there?
benches

- There is one/ there are two.

In your family In your house? In your classroom?
Name people chairs lamps tables TVs desks windows
Huong 3 1 2 1 3 40 1

Thuy 5 10 10 10 1 50 5

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Unit 3

Lesson 5: C1 (p. 38)
Aim: Vocabulary of jobs.

Objectives: Reading a ext about a family to understand the details and talk about the jobs.

Teaching aids: Text book, tape, poster, casette.

Procedure:

I . Warm up:

- Call one student to make questions with "How many..." from survey of lesson 4 on the board.
Eg: S1: How many people are there in your family?

S2: 5.

S3: How many chairs/ lamps are there in your house?
S4: 10.

II . Presentation:
1 . Pre - teach vocabulary:

a) an engineer (n): kÜ s

b) a doctor (n): b¸c sÜ (visual)
c) a nurse (n): y t¸

* Check: Network and slap the board.

a doctor

a writer

a nurse

a teacher an engineer

a worker a policeman

a farmer

2 . Set the scene:

- Show the picture C1.

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- Give an example:

Eg: + How many people are there in the picture?
+ 4.

+ Who' s this?
+ It' s father.

+ How many lamps are there?
+ There is one.

- Ask some ss to retell the family in the picture.

3 . Practice:

- Give a survey and ask ss to fill in "I think" column. (without opening books).

Lan' s family I think I read

People 3 3

Age father: brother:

mother: father: brother:mother:

Job father: brother:

mother: father: brother:mother:
- Ask one student to fill in "I think" column.

- Have ss listen to the tape 3 times and fill in "I read" column.
- Get ss to open the books and read.

- Ask 3 ss to read individual and answer the questiond on p. 38 in pairs.
- Look at the survey and retell about Lan ' s family.

4 . Further practice:

- Ask ss to write a passage about the ss' family in 5 minutes.
- Ask 3 ss to tell about their family.

III . Homework:

- Write and learn by heart the new words.
- Do C1 in work book.

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Lesson 1: A1  3 (p . 20  22)
Aim: Country vocabulary.

Objectives: Reading a text about where Thuy lives to understand the details and practise coutry
vocabulary.

Teaching aids: Text book, poster.

Procedure:

I . Revision:

* Lucky numbers:

1. What do you do every day?
2. When do you have English?

3. What time does your father go home?
4. What do you do after school?

5. Lucky number.

6. What' s the time now?
7. Lucky number.

8. Do the girls play soccer?

9. Do you have math on Tuesday?
10. Lucky number.

II . Presentation:
1 . Pre - reading:

a) a lake (n): hå
b) a river (n): s«ng

c) a rice paddy (n): cánh đồng

d) a park (n): công viên visual
e) a tree (n): cây

f) a flower (n): hoa

* Check: Rub out and remember.

* Open prediction: What' s near Thuy' s house?
- Ask ss to write 3 things in their books.

Ex: Thuy' s house is near the river, a rice paddy and a park.

2 . While - reading:

- Open the books and read in silence A1 on p. 62.
- Find out some more words: near

beautiful
a yard

- Answer the questions A1 on p. 62. (work in pair)
- Ask some pairs to ask and answer.

3 . Post - reading:

* Practice A2 on p. 63.
- Ask ss to look at the picture of A1

Ex: What are those? They are trees.
What' s that? It' s a rice paddy.

- Ask ss to ask and answer in pair.

* Ordering vocabulary:
- Close the books.

- Give some words: a lake trees a rice paddy
a river flowers a park
- Ask ss to listen to the teacher and write the words in order.

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a lake - 2 trees - 4 a rice paddy - 6
a river - 1 flowers - 5 a park - 3
* Write: A3 on p. 63

- Correct the ss' work.

III . Homework:

- Write and learn by heart the new words.

- Write about your house. (What' s near your house?)

Unit 6

Lesson 2: A4  6 (p . 64)
Aim: Town and country vocabulary.

Objectives: By the end of the lesson, ss can describe places where we live.

Teaching aids: Text book, poster.

Procedure:

I . Revision:

* A4 on p. 64:

- Ask ss to listen to the tape and write the words you hear in your exercise book.

II . Presentation:
1 . Pre - teach:

a) a town (n)

b) a village (n) visual
* Check: Rub out and remember.

2 . Practice:

* A5 on p. 64
- Ask ss to practice in pair.

Ex: There is a hotel near our house.
There are trees near our house.

3 . Further practice:

* Chain game:

Remember: We live in a house near a lake.
Our house has a yard.

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S1: There' s a hotel near our house.

S2: There' s a hotel and a school near our house.

S3: There' s a hotel, a school and a ... near...
* Guessing game:

- Ask ss to complete this sentence:
There' s a ... near our house.
S1: Is there a park near our house?
S2: Yes, there is/ No, there isn' t.

* A6 on p. 64:

- Ask ss to listen and repeat.

4 . Production:

- Ask ss to write 5 - 6 sentences about their place.

III . Homework:

- Write and learn by heart the new words.

- Write a passage to describe the place where you live.

Unit 6

Lesson 3: B1  4 (p. 65  67)

Aim: Town vocabulary and prepositions of place.

Objectives: Reading a text about where Minh lives to understand town vocabulary and
prepositions of places.

Teaching aids: Text book, poster.

Procedure:

I . Warm up:

* Sing a song "If you' re happy"

II . Presentation:
1 . Pre - teach:

a) a book store (n)
b) a restaurant (n)
c) a temple (n)

d) a hospital (n) visual
e) a factory (n)

f) a museum (n)
g) a stadium (n)

* Check: What and where or Rub out and remember.

2 . Pre - reading:

* True/ false prediction:

Near Minh' s house... Answers:
a) There' s restaurant. a) T

a) There' s a lake. b) F

b) There' s a hospital. c) T

3 . While - reading:

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- Ask ss to practice B1 on p.66 in pair.
- Have ss do B2 on p.66 in pair.

4 . Prepositions of places:

- Show some pictures about the prepositions.

in on next to near

* Noughts and crosses:

- Ask ss to make questions and answers.
Ex: - Where do you live?

- I live in a village.

village city town

stadium hospital temple

rice paddy lake river

5 . Post - reading:

* Dictation

III . Homework:

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Unit 7

Lesson 1: A1 - A2 (p. 72 - 73)
Aim: House vocabulary.

Objectives: Listening to a dialogue and reading a letter about a house to understand the details.

Teaching aids: Text book, poster.

Procedure:

I - Revision:

* Describe the house.

Ex: My house is on Hang Bac street. There is a book store in front of my house. To the left my
house is... .

II - Presentation:
1 - Pre - listening:

Prediction: Ss tick Yes or No.

2 . While - listening:

- Listen to the tape A1 on p.72.

- Ask ss to tick Yes or No in their predictations.
- Ask ss to check their predictions.

- Ask ss to use the grid to talk about Hoa.

Ex: Hoa' s house is small. It' s not big. There' s a yard. There are flowers. There isn' t a well. There
aren' t trees.

3 . Pre - reading:

a) a letter (n)

b) vegetable garden (n) visual
c) a photo (n)

* Check: Rub out and remember.

4. While - reading:

* T/ F prediction:

a) The house is in the country. (T)
b) There' s a river near the house. (F)

c) There' re trees to the left of the house. (F)
d) There' re two gardens. (T)

- Ask ss to do A2 on p. 73: Matching.

5 . Post reading and listening:

- Read some information to describe the house and ss draw a picture.

There' s a flower garden in front of the house. There' s a vegetable garden behind the house. To the left of
the house, there' s a lake. To the right of the house, there' re tall trees.

III . Homework:

- Write and learn by heart the new words.

- Describe your house or write a letter to your friend to describe your house.

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Unit 7

Lesson 3: B1- B4 p.76 - 77)
Aim: The differences between town and country.

Objectives: Reading a text about Ba and Chi' s houses to understand the differences between
town and country, intergrated skills to describe where we live.

Teaching aids: Text book, poster.

Procedure:

I - Revision:

* Game: Hang man.

1. (stores)

2. / (post office)

3. / (rice paddy)

II - Presentation:
1 . Pre - teach/ Pre - reading;

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3. a market (n) (visual)
4. a zoo (n)

5. a rice paddy (n) = a paddy field (n)
* Check: Rub out and remember.

* Kim' s game.

- Show the pictures on p.76 - 77.
- Ask ss to look at them for 2 minutes.

- Put them away and ask ss to write th things they remember.

Ex: Picture on p.76: There is a bank, a post office...
Picture on p.77: There is a lake, a river...

- Divide the class into 2 teams. The team which writes more words is the winner.

2 . While - reading:

- Ask s to read in silence B1 on p.76 (about Ba) and p.77 (about Chi).
- Ask ss to match comprehension questionson p.76

3 . Post - reading:

- Divide the class into 6 groups.

-3 groups write about things in the country.and the others write about the town.

Ex: a) In town:

It' s noisy.

There's an apartment, a zoo...
b) In the country:

It' s quiet.

There' re houses...

4 . Further practice:

- Ask ss to do B2 and write about Chi' s house.
- Ask ss to listen to B3 and check.

III - Homework:

- Write and learn by heart the new words.
- Write about your house.

- Do B1 -2 -3 -4 in exercise book.

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Unit 8

Lesson 1: A1
Aim: The actions .

Objectives: The present progressive tense with I/ she/ he to talk about actions happening now.

Teaching aids: Text book, poster.

Procedure:

I - Warm up:

* Greetings: Sing a song.

II - Presentation:
1 - Pre - teach:

a) to play video games (v) (picture)
b) to ride a bike (v) (picture)

c) to drive (v) (action)
d) to wait for (v) (picture)
* Check: Slap the board.

2 - Set the scene:

- Using 3 pictures: Ba, Lan, Phong' s actions to listen to the tape and order the pictures A, B, C.
- Ask ss to listen and repeat (without books).

- Open the books and check.
- Call some ss to repeat in pairs.

Ex: S1: I' m playing video games.
S2: He' s playing video games.

Concept checking: I' m playing... or I playing...?

He' s riding... or He' s rideing...?

3 - Practice:

Exercise 1: Make sentences using these pictures.

Model sentences:

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- Mai' s going to school.
- Mr. Hung's driving to work.
* Exercise 2: Noughts and crosses:

Homework:

- Write and learn by heart the new words.
- Learn the mdel ssentences.

- Do A1 in work book.

Unit 8

Lesson 2: A1
Aim: The actions .

Objectives: - By the end of the lesson ss will be able to use present progressive tense with you/
we/ they.

travel by bus

1 wait for a bus4 play video games

7

listen to music

2 take a shower5 watch TV8

play soccer

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- Practice more.

Teaching aids: Text book, poster.

Procedure:

I - Warm up:

* Matching:

A B

1. walk a. a train

2. wait for b. a bike
3. listen to c. video games

4. ride d. to school

5. play e. at 6 o' clock

6. drive f. music

7. get up g. a car

* Key: 1- d 2- a 3- f 4 - b
5 - c 6 - g 7 - e

II - Presentation:
1 - Set the scene:

- Show 3 pictures of Phong, Ba, Thu... and ask some questions.
- Ask ss to answer.

- Who are they? - They are Phong and Ba.
-They are Thu and Phong.
- They are Ba and his parents.

- Ask ss to listen to the tape and order the pictures.

- Ask ss to listen again and complete the sentences under each picture (A1: d - e - f).
- Ask ss to repeat after the tape (without books).

- Open the books and check.
- Ask ss to remark.

* Concept check: - We' re... or we' s....?

- You' re... to school or... for school?

2 . Practice:

* Exercise 1: Make sentences ( using pictures)
a.

They
b.

the children
c.

Mr and Mrs. Pike

Model sentences:

We walking to school.

You are traveling to school by bus.

They

TRAIN

PLANE

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*Exercise 2: Make sentences:

a) Those girls/ eat ice - cream.
b) Mai and Lan/ do their homework.
c) Those birds/ fly/ in the sky.
d) My friends/ listen to pop music.
*Exercise 3: Wordsquare.

- Ask ss to find and circle the
words then put it into a present

progressive statement and write it on the board.

III - Homework:

- Learn by heart the model sentences and make 6 sentences with (I/ he/ she/ we/ you/ they).
- Do A 1 - 2 in workbook.

Unit 8

Lesson 3: A2 - 7 (p. 82 - 85)
Aim: The actions .

Objectives: - By the end of the lesson ss will be able to use "Wh - question" with she/ he/ you/

they in present progressive tense and talk about the actions happening now. -
Practice more.

Teaching aids: Text book, pictures.

Procedure:

I - Warm up:

* Guessing game (group work).

- Ask one student to do an action and the others guess.
+ What' s he/ she doing?

+ She' s brushing his teeth.
+ He' s watching TV.
+ She' s playing football.

II - Presentation:

- Show some pictures of people' s actions and ask.
T: What' s he/ she doing?
SS: He' s playing video games.
- Show some pictures of A1.

- Ask ss to work in pairs.

W U P D O X

A K L A W T

T R A V E L

C I Y G O G

H D R I V E

Q E W A I T

Model sentences:

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III - Practice:
1 - A3 (p. 83)

- Ask ss to work in pairs.

a) What are you doing? I' m writing.

b) What' s she doing? She' s riding her bike.
c) What' s he doing? He' s driving his car.
d) What are they doing? They' re waiting for a bus.

2 - A4 (p. 84)

- Ask ss to work in pairs and then write down in the notebooks.
*Key: 1 - b 2 - f 3 - d

4 - a 5 - c 6 - e

3 - A6 (p. 85)

- Ask a pair to read the example.
- Ask ss to work in pairs .

- Ask some pairs to ask and answer.

4 - Noughts and crosses:

your mother/

cook the meal you/ sing a song those girls/homework
Mr. Ba/ drive his

car Thu/ wash herface Lan and Mai/ playvideo games
Mrs. Lien/ wait

for a bus you/ listen to popmusic your sister/ ride abike
- Ask and answer.

IV - Homework:

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Unit 8

Lesson 4: B1 (p. 86 - 87)
Aim: The actions .

Objectives: - By the end of the lesson ss will be able to understand the main ideas and details of
the text.

- They can talk about the third person's actions happening.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

- Ask and answer about Mr. Tan (in the picture).

Mr. Tan/ policeman/ police station/ motorbike.

II - Presentation:
1 - Pre - teach:

1) a truck driver (n) picture
2) a farmer (n)

3) to load (v) >< to unload (v)  action
4) to arrive at (v)  explanation
5) a food stall (n)  picture

* Check: Matching.

2 - Pre - reading:

- Show some pictures from the book.
- Ask ss to guess what Mr. Quang' s doing.

EX: 1) He' s going to Ha Noi.
2) He' s having breakfast.

3) He' s loading the vegetables in the truck
4) He' s unloading the truck with vegetables.
5) he' s meeting the farmer.

- Give ss the open - prediction.

Actions I think I read
a
b
c
d
e
f

- Going to Ha Noi
- Having breakfast
- Going to a farm
- Meeting the farmer
- Loading the vegetables
- Unloading the truck

1
2
3
4
5
6
5
6

1
2
3
4

3 - While -reading:

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- Ask some ss to retell about Mr. Quang ( through the pictures).

4 - Post - reading:

- Show 6 pictures from the book.

- Ask ss to listento the tape 2 times (without books).

- Ask and answer the questions of B1 by LUCKY NUMBERS game.
1. LUCKY NUMBERS.

2. Who' s waiting for Mr. Quang?
3. What does Mr. Quang do?

4. Where' s he eating his breakfast?
5. LUCKY NUMBER.

6. Where' s he taking the vegetables?
7. What' s he doing at 7 o' clock?

8. Where' s he going at 5 in the morning?
9. LUCKY NUMBER.

III - Homework:

- Write about Quang' s actions with the present simple tense.
- Write and learn by heart the new words.

- Answer the questions of B1 in the notebooks.

Unit 8

Lesson 5: B2 (p. 87 - 88)
Aim: The actions .

Objectives: By the end of the lesson ss will be able to use Yes/ No questions and answer with
Present Progressive tense.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Jumbled words:

a) TURCK  TRUCK

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c) AFRM  FARM

d) LLFSTODOA  FOODSTALL

e) RIVERA  ARRIVE

II - Presentation:
1 - Pre- teach:

1. to copy (v)

2. to correct (v) explanation
3. too

* Check: Rub out and remember

2 - Dialogue:

* Set the scene:

- Ask ss: Who' s this?

Lan Ba

_ Ask ss to listen to the tape and complete the dialogue between Ba and Lan.
Lan: What 1 you doing? (are/ is)

Ba: I' m doing my 2 . (homework/ work)
Lan: Are you 3 math?

(do/ doing)

Ba: Yes, 4 (I am/ I' m)

Lan: Are you copying Nam' s work?

Ba: No, 5 I' m correcting it. (I' m not/ I am not)
Lan: 6 Tuan working? (is/ it)

Ba: No, he 7 (isn' t/ is)

Lan: Is he playing soccer?
Ba: Yes, he is.

Lan: 8 Nga and Huong working? (is/ are)

Ba: No, they 9 (aren' t/ are)

Lan: Are they 10 soccer, too? (play/ playing)

Ba: Yes, 11 (they are/ he is)

- Ask some ss to correct before class.

- Complete this table: : Yes : No
Name Doing math working playing

soccer correcting copying

Ba     

Tuan     

Huong     

Nga     

- Ask one student to fill in the table on the board and the others write in the notebooks.
- Ask ss real actions: + Are you playing football? No, I am not.

+ Are you writing? Yes, I am.

3 - Practice:

Model sentences:

- Are you working? Yes, I am ( No, I am not)
- Is he copying? Yes, he is (No, he isn' t)

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- Ask and answer the questions of B2 (p. 87).
- Ask ss to work in pairs.

4 - Further practice:

- Free talk: Ask and answer with Yes/ No questions.

III - Homework:

- Write and learn by heart the new words.
- Do B2 on p. 87 in the notebook.

- Make a dialogue about 5 sentences using Yes/ No questions in Present Progressive tense.

Unit 8

Lesson 6: C1 - 2 (p. 89 - 90)
Aim: Model verbs, traffic vocabulary.

Objectives: By the end of the lesson ss will be able to use:
- Can/ can' t sentences to express permission.
- Traffic vocabulary.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Sing a song.

II - Presentation:
1 - Pre - teach:

1) a policemen (n)  picture
2) difficult (adj)  translation

3) a sign (n)  picture

4) one -way (n)  explanation

5) to park (v)  translation

6) to turn left (v) >< to turn right (v) explanation
7) to go ahead (v)

* Check: Rub out and remember.

2 - Teaching the new lesson:

* Set the scene:

- Show the picture from the book to introduce about Mr. Hoan. After that T shows the man riding his
motorbike in the picture and says about him and the sign.

- Ask ss some questions: + What does Mr. Hoan do? (He' s a policeman)
+ Is his job difficult? (Yes, it is)

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What does this say?

You can park here. You can' t park here.
- Ask ss to read in chorus and write model sentences.

* Concept check:

- You can park here or You can to park here?
- You can' t go... or You can' t go...?

3 - Practice:

* Exercise 1: Matching

can park here
can' t turn right
can turn left

can' t drive into this way
can ride a bike

can go ahead

* Exercise 2: Using these signs to ask and answer:
Ex: - What does this sign say?

- You can park here.
* Exercise 3: Picture dictation game.

- Divide the class into 2 groups.
- Read the sentences:

+ You can park here.
+ You can' t turn right.
+ You can' t park here.
+ The sign says One - way.
- Ask ss to draw in the notebooks.

III - Homework:

- Make 5 sentences with can or can' t.
- Write and learn by heart the new words.
- Do C2 in workbook.

P

Model sentences:

- You can park here.

- You can' t go into that street.

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Unit 8

Lesson 7: C3 - 4 (p. 90 - 91)
Aim: Model verbs, traffic vocabulary.

Objectives: By the end of the lesson ss will be able to use must/ mustn' t sentences to express
obligation/ prohibition.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Game: Noughts and crosses:
- Make sentences with these signs.

II - Presentation:
1 - Pre - teach:

1) dangerous (adj)  explanation
2) an accident (n)  picture
3) an intersection (n)  picture
4) to slow down (v)  drawing
5) to go fast (v)  drawing
6) to warn (v)  translation

7) to help (v)  situation

* Check: Wordsquare

P

STO

P

R O A D S I G N D

W K O R X H I S A

A C C I D E N T N

R U C D R L O R G

N R A E I P T A E

S T R A V E L I R

T U S L E F T G O

O R I G H T O H U

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2 - Teaching the new lesson:

* T/ F prediction:

- Show 8 pictures of C4 on p. 91 on the board and 2 statements for each one.
- Ask ss to listen and tick.

a) slow down e) park here

go straight don' t park here

b) turn left f) cars and truck go here
don' t turn left motorbike go here
c) turn right g) don' t go straight

don' t turn right don' t turn right or left

d) slow down h) park here

don' t go straight ahead don' t park here
- Ask ss to listen and repeat after the tape.

- Check and correct their predictions.

* Concept check:

- You must slow down or you must to slow down?

- You mustn' t go fast or you mustn' t go fast ?

3 - Practice:

- Write full sentences using must/ mustn' t.
+ This sign says: "Stop"

+ This sign says: "No right turn".

+ This sign says: "No left turn".
+ This sign says: "No riding".
+ This sign says: "No parking".

III - Homework:

- Make sentences with must/ mustn' t.
-Write and learn by heart the new words.
- Do C2 - 3 on p. 75 - 76 in workbook.

Grammar practice

Aim: Simple present, present progressive tense, preposition of place, question words,
model verbs.

Objectives: By the end of the lesson ss will be able to use simple present and present progressive
tense, prepositons of place, question words, model verbs.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Crossword puzzle:

1 3 1) What are you doing? I' m ... a book.
3) Negative form of "must".

2 5 5) Affirmative form of "can' t".

2) What' s she? She' s a...

4) There are some... in the fridge.

Model sentences:

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II - Consolidation:

1 - Verbs of traffic and transport:

* Game: Bingo:

- Read: stop, ride a bike, wait, turn right, drive, load, go fast, travel, go straight, turn left, park,
unload, walk, take, warn, slow down.

2 - Present simple tense (p. 92):

- Ask ss to work in pair exercise 1.

3 - Present progressive tense (p. 92):

- Ask ss to work in pair.

4 - Simple present and present progressive tense:

* Gap fill (5- p.94)

- Ask ss to work in pair and call some ss to write on the board.

5 - Preposition of place:

* Matching:

a) to the left of
b) opposite
c) between
d) near
e) on

f) to the right of
g) in

h) behind
i) next to
j) in front of
* Listen and draw:

There' s a house. Behind the house there' re mountains. To the left of the house there' s a tree. In
front of the house there' s a river. To the right of the house, a man is riding a bike.

6 - Question words:

* Grid

John 35 teacher Hue 5.30 13.00

Hoa 21 farmer Ha Bac 4.00 18.00

Binh 12 student HCM

city 6.00 15.00

- What' s ... name? - Where does... live?
- How old...? - What does... get up?
- What does... do? - What time does... come home?

7 - Must/ can: Noughts and crosses

- What does this sign say/
mean?

- You can ...?
must

P

20
km

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III - Homework:

- Do exercise 3 - 4 - 6 - 7 (p. 91) in workbook.
- Make 5 sentences to ask about the traffic signs.

Unit 9

Lesson 1: A1 - 2 (p. 96 - 97)
Aim: Parts of the body.

Objectives: By the end of the lesson ss will be able to talk about parts of the body ( using nouns).

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* A picnic in the country ( group work).

II - Presentation:
1 - Pre - teach:

1) a head (n)
2) chest (adj)
3) a shoulder (n)
4) an arm (n)

5) a hand (n) Picture

6) a leg (n)

7) a foot (n) 2 feet
8) a finger (n)

9) a toe (n)

* Check: Rub out and remember

2 - Teaching the new lesson:

- Show a picture of the body build.

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toe
* A2 (p.97)

- Ask ss to work in pair to use Body build picture.

* Exercise 3: Which one is different (group work).
1) teacher leg doctor pilot

2) chest hand big head toe
3) shoulder finger foot weak leg
4) arm neck thin elbow

* Exercise 4: Game " Simon says"
- Simon says: Touch your head

Simon says: Touch your chest
Simon says: Touch your feet.
- Touch your shoulders.

- Simon says: Touch your shoulders
legs
- Touch your head

shoulders

- Simon says: Touch your head
left hand
fingers

-Touch your left foot.

III - Homework:

- Write and learn by heart the new words.
- Ask and answer about the parts of the body.
- Do A2 on p. 97 in textbook.

- Do A1 -2 on p. 83 in workbook.

Unit 9

Lesson 2: A3 - 4 - 5 (p. 97 - 98 - 99)
Aim: Physical descriptions of people.

Objectives: By the end of the lesson ss will be able to use adjectives to describe Physical
Appearance.

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Procedure:

I - Warm up:

* Hang man/ Shark attack:

Eg: SHOULDERS

FINGERS
CHEST

FEET

ARMS

LEGS

II - Presentation:
1 - Pre - teach:

1) tall (adj) >< short (adj)

2) fat (adj) >< thin (adj) Picture
3) heavy (adj) >< light (adj)

* Check: Rub out and remember.

2 - Set the scene:

- Draw 2 pepple and ask ss some questions.
+ Who' s this? It' s Mr. Pike.
+ Who' s this? It' s Mr. Long.
- Remark about their build:

+ Ông Pike béo.
+ Ông Long gầy.
Mr. Pike is fat. (He' s fat)
Mr. Long is thin. (He' s thin)
* Concept check:

- Mr. Pike is fat or Mr. Pike fat? Mr. Pike Mr. Long
- Mr. Pike' s fat or Mr. Pike' s fat ?

3 - Practice:

* A3 on p. 97:

- Ask ss to listen and repeat after the tape (in chorus and individual).
* Exercise 2: A4 (p. 98): T/ F repeatition drill

Picture Teacher Students

a
b
c
d

She' s thin. She' s tall
He' s thin. He' s short. He' s fat
He' s small. He' s tall. He' s heavy.
She' s thin. She' s tall. She' s short.

She' s short. She' s fat.

[repeat] [repeat]
[silent] [repeat][repeat]
[silent] [repeat] [repeat]

[silent] [silent]
[repeat] [repeat]

* Exercise 3: Noughts and crosses (group work)

tall big fat

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- Ask ss to make sentences.
Eg: She' s tall or she' s a tall girl.

* Exercise 4: A4 (p. 98)

- Ask ss to fill in the adjs for the people in the pictures (a - d).

- Ask ss to listen to the tape and write the order of the people described.

Key: a) thin - tall 4 c) tall - fat 2
b) short - fat 3 d) short - fat 1

* Exercise 5: A5 (p. 98): Matching

gymnast kháe

weak vận động viên thể dục dụng cụ

strong vận động viên cử tạ

weight lifter yÕu
- Ask ss to read first and then retell about Chi and Tuan.

III - Homework:

- Write and learn by heart the new words.
- Do A3 - 4 on p. 84 in workbook.

Unit 9

Lesson 3: B1 (p. 100)
Aim: Face vocabulary.

Objectives: By the end of the lesson ss will be able to know face vocabulary (nouns and adjs) and
describe one' s face.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Pelmanism:

II - Presentation:
1 - Pre - teach:

1) eyes (n)
2) ears (n)
3) lips (n)

4) a tooth (n) teeth (n) Picture
5) hair (n)

6) a nose (n)
7) a mouth (n)

* Check: Slap the board.

Model sentences:

-She' s tall. She' s a tall girl.
- He's fat. He' s a fat boy.

FAT TALL HEAVY BIG NOISY

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- Ask ss to go to the board and relabel the picture.

2 - Execise 1:

* Put these words in the right column.

beautiful big black blue round
fat full good - looking gray brown

light long old oval heavy

short small tall thin young

Build eyes hair appearance face lips

3 - Exercise 2:

* Wordsqure:

hair, fat, see, the, mouth, out, heavy
ear, arm, near, toe, to, feet, teeth, fingers.

noise, eye.

4 - Exercixe 3:

- Ask ss to describe their partners.
Eg: He has a round face, full lips...

III - Homework:

- Write and learn by heart the new words.
- Do B1 - 2 on p. 85 in workbook.

TEETH
EYES
HAIR
NOSE
EARS
MOUTH

H A I R X F

N E F A T I

E O Y F E N

A B S E E G

R T H E T E

M O U T H R

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Unit 9

Lesson 4: B2 - 3 - 4 (p. 101 - 102)
Aim: Color vocabulary, body vocabulary.

Objectives: By the end of the lesson ss will be able to:
- know adjectives of color.

- describe feature using color.

- do further practice in body vocabulary to describe people.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Game: Jumbled words.

YEES CEFA SONE

HARI SPLI DRESHOULS

II - Presentation:
1 - Pre - teach:

1) color (n)
2) black (adj)

3) yellow (adj)
4) white (adj)
5) brown (adj)

6) purple (adj) Picture
7) green (adj)

8) gray (adj)
9) blue (adj)
10) red (adj)
11) orange (adj)
* Check: Matching.

2 - Model sentences:

* Set the scene:

- Point the picture and ask ss:

+ Who' s this? (Hoa, Mai)
+ They' re talking about Hoa' s doll

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- Brown. - ...black hair and brown eyes.
- Ask ss to act the dialogue between Hoa and Mai.

Hoa: I have a new doll.
Mai: What color is her hair?
H: It' s black.

M: What color are her eyes?

H: They' re brown.

M: She has black hair and brown eyes.
- Ask ss to repeat the dialogue : T - Ss; Ss - Ss.

* Concept check: - What color is her hair or what color are her hair?
- She has black hair or hair black?

3. Practice:

* B3 (p. 101)

- Ask ss to work in pair.

Eg: What color is her hair? It' s black.
What color are her eyes? They are brown.

- Ask ss to ask about the color of dolls' hair, eyes, shirt, skirt, shoes...
*B4 (p. 101): Prediction

- Show the picture of Miss Chi.
- Ask ss to guess and fill in the gap.

Miss Chi is ...and thin. She has a ...
face, ... hair,... eyes, a ...

nose, ... lips and small ... teeth.
- Ask ss to fill in on the board.

- SS listen to the tape and check.

- Ask ss to read and check.

* Game: Lucky numbers ( Questions of B4 on p. 102)
1) LUCKY NUMBER.

2) What color are Miss Chi' s eyes?
3) Is Miss Chi' s hair long or short?
4) LUCKY NUMBER.

5) Is her nose big or small?

6) Is Miss Chi' s face oval or round?
7) What color is her hair?

8) Are her lips full or thin?
9) LUCKY NUMBER.

* Free talk:

- Ask ss to ask and answer the color of the school things.
Eg: - What color is your book? - It' s green.

- What color is her dress? _ It' s blue.

Model sentences:

- What color is her hair?
are her eyes?
- It' s black.

- They are brown.

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* Listen and draw:

- Ask ss to describe and the others draw in groups.
* Survey:

- Ask ss to write about the partner, mother...
Eg: My partner is thin. He has short black hair.

III - Homework:

- Write and learn by heart the new words and the text about Chi.
- Do B4 on p. 102 in textbook, B4 in workbook.

Unit 10

Lesson 1: A1 - 2 - 5 (p. 104 - 105 - 106)
Aim: Adjectives of physical state.

Objectives: By the end of the lesson ss will be able to talk about how they feel using adjectives
of physical state.

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Wordsquare:

tall, hungry, hot, fat, full, tired, feel.
thirsty, no, cold, old, short.

II - Presentation:
1 - Pre - teach:

1) hot (adj)

2) thirsty (adj)

3) tired (adj)

4) hungry (adj) Situation

5) full (adj)
6) cold (adj)

* Check: Slap the board.

My partner My mum My dad My brother/
sister
Body thin

face round
hair short, black
eyes etc.
nose etc.

T A L L G O

H U N G R Y

I H O T C S

R F A T O H

S F U L L O

T I R E D R

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2 - Set the scene:

- Ask ss to answer:
+ Who are they?

+ They are Hoa and Mai.
+ Where are they?

+ They' re in my class.
+ What time is it?

+ 12.00. HOA MAI

- How... feel? - I' m hungry.
- How... Nam....? - He' s thirsty.
- Ask ss to repeat the dialogue: Ss - T, Ss - Ss.

* Concept check:

- How do you feel or how does you feel?
- How does he feel or how are he feel?

3 - Practice:

* Exercise 1:

- Show some pictures from the book and name the person in each.
- Ask ss to ask and answer about them.

Eg: + How does Tuan feel?
+ He' s hungry.

+ How do Lan and Hoa feel?
+ They' re cold.

* Exercise 2: A5 (p. 106)

- Ask ss to ask and answer with to be and then to feel.
Eg: - How does he feel?

- He' s hungry. (he feels hungry)
*Exercise 3: A 5 (p. 106)

- Ask ss to listen and match the names with the right picture.
*Exercise 4: Guessing game.

Eg: - Are you cold?
- No, I am not.
- Are you tired?

- Yes, I am.

III - Homework:

- Write and learn by heart the new words.

- Make 5 dialogues using " How ... feel"?
- Do A1 on p. 87 in workbook, A2 (p. 105) in textbook.

CLASS 6B

Model sentences:

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Unit 10

Lesson 2: A3 - 4 - 6 (p. 105 - 106)
Aim: Polite offers and requests.

Objectives: By the end of the lesson ss will be able to understand the content of the dialogue and
recognise Polite offers and requests with " What would you like?" " I' d like..."

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Shark attack

II - Presentation:

1 - Pre - teach:

1) Orange juice (n) Picture
2) noodles (n)

3) a drink (n) Realia
4) to like (v)

5) to want (v) translation

6) would like = ' d like = to want
* Check: Matching.

2 - Set the scene:

- Ask ss:

T: Who' s this? Who' s that?
S: It' s Nam/ It' s Lan.

T: Where are they?
S: In the class.
T: What time is it?

S: It' s 12.05. Nam Lan

T: What are they doing? - How... you...? - I' m ... and...
S: They' re talking. - What would you like? - I' d like some...

What about you?

- I' m ...

I' d like some...
- Ask ss to fill in the blanks in the dialogue build.

- Ask ss to listen to the tape and check their prediction.
- Ask ss about new structure.

* Concept check:

- What would you like or what do you would like?

Class 6B

Model sentences: - What would you like?
he

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- He' d like or he' d likes?

3 - Practice:

* Complete the table using correct words.
- Ask ss to listen to the dialogue again.

* A6 (p. 106 - 107)

- Ask ss to listen and repeat the dialogue.
- Ask some pairs to read.

- Ask ss to make 3 new dialogues using cue words in pairs.

- Call some pairs.

III - Homework:

- Write and learn by heart the new words.
- Make a new dialogue similar to A6.
- Do A3 - 4 - 6.

Unit 10

Lesson 3: B4 - 5 (p. 110 - 111)
Aim: Polite offers and requests, food and drink vocabulary.

Objectives: By the end of the lesson ss will be able to use:
- Uncountable and plural food and drink nouns.

- Polite requests: "I' d like some..." and polite offers: "What would you like?"

Teaching aids: Text book, pictures, tape.

Procedure:

I - Warm up:

* Matching:

A B

1) I' m hot a) I ' d like to go to bed
2) I' m thirsty b) I' d like to have a swim

3) I' m hungry c) I' d like to go for a walk
4) I' m tired d) I' d like a cold beer
5) It' s Sunday and I'm bored e) I' d like to go to the beach
6) It' s winter and I' m cold f) I' d like a sandwich

orange

juice noodles full thirsty tired hot
Lan

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Key: 6 - a 2 - d 4 - c
1 - b 3 - f 5 - e

II - Presentation:
1 - Pre - teach:

1) some chicken (n) 5) some fruit (n)

2) some fish (n) 6) some milk (n)

3) some meat (n) Pictures 7) some bread (n)

4) some rice (n) 8) some beef (n)

* Check: Rub out and remember.

2 - Model sentences:

* Set the scene:

Nam Nga

- ... hungry. I' d like... and . - ... not... but thirsty.
What ... like? I' d like...

T: + Who ' s this? Ss: + It' s Nam.
+ And who' s this? + It' s Nga.

+ Where' re they now? + They' re at school.
+ What time is it? + It' s 12.00.

+ What' re they doing now? + They' re talking.

Nam: I' m hungry. I' d like some chicken and some rice. What would you like?
Nga: I' m not hungry but I' m thirsty. I' d like some orange juice.

- Ask ss: Muèn nãi mét Ýt chóng ta nãi nh thÕ nµo?
I' d like some...

Note: Countable and uncountable nouns

3 - Practice:

* Exercise 1: B5 on p. 111 (using pictures)

- Ask ss to practise with: + What' s in...?
+ Some

- Ask ss to practise with: + What would you like?
+ I' d like some...

* Exercise 2: Matching B5 on p. 111 (group work)

- Ask ss to listen carefully and then fill in the table.
* Exercise 3: Chain game

III - Homework:

AT SCHOOL
12.OO AM

Model sentences: chicken
I' d like some rice

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- Write and learn by heart the new words.
- Do B1 - 2 - 3 in work book.

Unit 12

Lesson 1: A1 - 2
Aim: Sport vocabulary, the present progressive tense.

Objectives: By the end of the lesson ss will be able to practise in present progressive tense and
use sport vocabulary to talk about what people are doing now.

Teaching aids: Text book, pictures, tape.

Procedure:

I . Warm up:

* Jumbled words:

1) TORPS SPORT 2) BOLFATOL FOOTBALL

3) BELVALYLOL VOLLEYBALL 4) MAGE GAME

5) SUCIM MUSIC 6) LIETOSENIV TELEVISION

II . Presentation:
1 . Pre - teach:

1) to swim (v)

2) to play badminton (v)

3) to jog (v) Pictures

4) to do aerobics (v)
5) to play table tennis (v)
6) to skip (v)

* Check: Dictation lists:

Teacher reads: play football, jog, do aerobics, skip, play tennis, swim, play table tennis, play
volleyball.

- Show 9 pictures of A1 on p. 124 and ask ss to listen to the tape, arrange them in the correct order.
- Ask ss to answer the questions: " What are they doing?"

- Ask ss to read again (in chorus and individual).

2 . Practice:

* Exercise 1: Picture cue drill (pair work) - A2 on p. 125.

- Ask ss to use the pictures to ask and answer in pairs (using pictures of A1 on p. 124)
- Call some pairs to read loudly.

3 . Further practice:

* Noughts and crosses (A1 on p. 124)
- Divide the class into 2 teams.

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S2: What are they doing?
S1: They' re playing soccer.

III . Homework:

- Write and learn by heart the new words.
- Do A1 - 2 in workbook.

Unit 12

Lesson 2: A3 - 4 - 5 (p. 125 - 126)
Aim: Sport vocabulary, practising "which" questions.

Objectives: Reading short texts about Sports and practising "which" questions with Simple
Present tense to talk about people' s regular exercise.

Teaching aids: Text book, pictures, tape.

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Procedure:

I . Revision:

* Slap the board:

- Divide the class into 2 teams.

II . Pre - reading:

* Open prediction:

- Ask ss to predict which sports Lan and Nam like in group.

- Call some ss to write on the board.

Lan Nam

1. play
badminton
2. play tennis
3. go jogging

1. play soccer
2. play

volleyball
3. swim

III . While - reading:

- Ask ss to read and correct their prediction.
- Ask some ss corrct on the board.

* Key:

Lan Nam

1. swim

2. does aerobics
3. play

badminton

1. play soccer
2. jog

3. play table
tennis
* Comprehension questions (A4 on p. 126):

- Ask ss to ask and answer in pairs.
- Call some pairs to practise.

* Key:

a) Lan plays badminton, swims and does aerobics.
b) No, she doesn' t.

c) Nam plays soccer, jogs and plays table tennis.
d) Yes, he does.

IV . Post - reading:

* Picture drill (A3 on p. 125)

- Ask ss to ask and answer the questions inpairs.
Ex: + Which sports do you play?

+ I skip.
- Call some pairs.

* Survey:
Name Sports
môn
quần vợt
môn bóng
bàn
môn cầu

lông đi bộ
thể dục
bơi nhảy dây

bóng

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swim volleyball table
tennis

Hoa

- Ask ss to work in groups.

Ex: S1: Which sports do you play?
S2: I swim.

S1: What else?
S2: I play volleyball.

S1: Do you play table tennis?
S2: Yes, I do.

V . Homework:

- Do A3 - 4 -5 in workbook.

Unit 12

Lesson 3: B1 - 3 (p. 127 - 128)
Aim: Activities in free time.

Objectives: By the end of the lesson, ss will be able to write short texts about what they do in
their free time.

Teaching aids: Text book, pictures, tape.

Procedure:

I . Revision:

* Guessing game:

Ex: S1: Do you play football in your free time?
S2: No, I don' t.

S3: Do you watch TV?
S2: No, I don' t.

...

II . Pre - writing:
1 . Pre - teach:

1) (in) free time (translation)

2) to go fishing (v) pictures
3) to go to the movies (v)

* Check: Rub out and remember.

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2 . Picture drill (B1 on p. 127)

- Ask ss to ask and answer in pairs.
- Call some pairs.

Ex: S1: What does Phuong do in his free time?
S2: He goes to the movies.

* Key: b) + What does Ly do in her free time?

+ She watches TV.

c) + What does Nam do in his free time?
+ He reads.

d) + What does Lan do in her free time?
+ She listens to music.

e) + What does Tuan do in his free time?
+ He goes fishing.

f) + What does Long do in his free time?
+ He plays video games.

3 . Transformation writing (B1 on p. 127)

- Ask ss to write in the notebooks.

- Change the notebooks with their partners.

Ex: a) Phuong goes to the movies in his free time.
- Call some ss write on the board.

- Ask ss to correct their writing with answer key in B3 on p. 128.

III . While - writing:

* Pyramid:

- Ask ss to write 3 things about what they do in their spare time. In groups they put all their sentences

together on a poster.

Ex:

- Ask 3 or 4 groups stick their posters on the board.

IV . Homework:

- Write and learn by heart the new words.
- Do B1 - 3 in workbook.

- Write a passage about what the members of ss' family do in their free time.
Lien, Lan and Hoa watch TV.

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Unit 12

Lesson 4: B4 - 5 (p. 128 -129)
Aim: Frequency of activities, adverbs of frequency.

Objectives: By the end of the lesson, ss will be able to use "How often....?" questions and
answers "once/ twice/ three times... a week" to talk about frequency of
activities.

Teaching aids: Text book, pictures, tape.

Procedure:

I . Revision:

* Matching:

- Ask ss to listen to B4 on p. 128 and match.
- Call some ss to write on the board.

* Key: Tan - f Minh and Nam - e Lien - a Lan and Mai - b

II . Presentation:
1 . Pre - teach:

1) How often

2) once pictures

3) twice
4) three times
* Check: Matching.

once a week
twice a week
three times a week

M T W TH F S S



 



2 . Presentation:

* Model sentences:

III . Practice:

* Substitution drill:

Cues: three, one, four, two, one, five, two, six, one, three, seven, one.

Ex: Teacher says: Ss say:

three three times a week

one once a week

seven seven times a week

* Picture drill (A5 on p. 129)

- Ask ss to ask and answer questions in pairs.
- Call some pairs.

Ex: S1: How often does Ly go to school?

Model sentences:

- How often does she go jogging?
- She goes jogging once

twice a week

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S2: She goes to school six times a week.

IV . Production:

* Game: Find someone who.

Ex: S1: How often do you play football?
S2: Once a week.

Find someone who Name
... plays football twice a week

... goes to the park once a
week

... watches TV seven times a
week

... plays badminton twice a
week

...does homework six times a
week

V . Homework:

- Write and learn by heart the new words.
- do B4 - 5 in workbook.

Unit 12

Lesson 5: C1 -2 (p. 130 - 131)
Aim: Regular activities, adverbs of frequency.

Objectives: By the end of the lesson, ss will be able to practise adverbs of frequency (always/
usually/ sometimes/ never) with the simple present tense for regular activities.

Teaching aids: Text book, pictures, tape.

Procedure:

I . Warm up:

* Noughts and crosses:

swim read a book play tennis
go to school play football do

homework
watch TV listen to

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II . Pre - reading:

1 . Pre - teach:

1) to fly one' s

kites (v)

(picture)

2) to go camping

(v)

(translation)

3) to have a picnic (v) (situation)
4) a tent (n)

5) always
6) usually

7) often translation

8) sometimes
9) never

* Check: Slap the board.

II . While - reading:

- Ask ss to listen to the tape and read.
- Call some ss to read loudly.

- After reading, ask ss to fill in the table in pairs.

* Make questions for these answers:
- Ask ss to ask and answer in pairs.

a) About 3 times a year. Key: a) How often do they go to the zoo?
b) Twice a week. b) How often do they go to the park?

c) No, never. c) Do they go camping? Are they late for school?

d) Yes, always. d) Do they walk to school? Do they do their homework?
- Call some pairs to practice.

IV . Post reading:

* C4 (p. 131)

- Ask ss to practice asking and answering the questions of C4 on p. 131 in pairs.
- Call some pairs.

* Key:

a) I sometimes go to the zoo.
b) I often go to the park.

How often do they never sometimes often usually always
...go to the zoo? 

...go to the park? 

...have a picnic? 

...do sports? 

...fly kites 

...go camping? 

...walk to school? 

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c) I usually play sports.
d) I sometimes go camping.
e) I never go fishing.

f) I always help my mom.
g) I never late for school.

- Ask ss to write the answers in the notebooks.

V . Homework:

- Write and learn by heart the new words.
- Do C1 - 2- 3 - 4 in work book.

Unit 15

Lesson 2: A5 (p. 156 )
Aim: Write a postcard.

Objectives: By the end of the lesson, ss will be able to write a postcard about being on vacation.

Teaching aids: Text book, pictures, posters.

Procedure:

I . Warm up:

- Ask ss some questions :
+ Where are you from?

+ Which language do you speak?
+ Where is he from?

+ Which language does he speak?

II . Pre writing:
1. Pre teach:

a) a postcard (n): bu thiÕp (visual)

b) to be on vacation (v): ®ang ®i nghØ (translation)
c) wet (adj): Èm ít (explanation)

d) interesting (adj): thó vÞ (translation)

e) a place (n): địa điểm, nơi, chỗ (translation)
* Check: Rub out and remember.

2 . Read A5 (p. 156):

- Ask ss to read the postcard in silence and then answer the questions in pairs.
- Ask some ss to read the postcard.

- Ask ss some questions:

1) Who is the postcard from? - It is from Nhan.
2) Where is he? - He is in London.
3) What is the weather like? - It is cool and wet.

4) Is he travelling by train? - No, he is travelling by train.

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7) Where is he? - He is in Hanoi.
- Ask some pairs to ask and answer the questions.

- Call one student ask some ss to answer the questions on the board.

III . While writing:
1 . Matching:

- Hang 5 pictures on the board.
- Ask ss to match on the board.

Sydney Opera house - Australia

Great Wall - China

The Eiffel Tower - France

The Statue of Liberty - The USA

The Big Ben Tower - Great Britain

2 . Writing a postcard:

- Divide the class into 8 groups.

- Ask each group to write a postcard to Nhan from Minh being on vacation in different places on the
posters begin with:

Dear Nhan,

I am on vacation in...

- Ask some groups hang the poster on the board and correct.
- Ask ss to write their postcard in the notebooks.

III - Post writing:

- Ask ss to write their postcard being on vacation in different places.
- Call some ss to read their postcards.

* Lucky Number (if there is enough time)
1) What' s your name?

2) Lucky Number
3) How old are you?
4) Where are you from?
5) Lucky Number

6) Which language do you speak?
7) Which school do you go to?
8) Where is the Eiffel Tower?
9) Lucky Number

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11) Where is the Great Wall?
12)Where is the Statue of Liberty?
13)Lucky number.

Unit 13

Lesson 2: A4 - 5 (p. 136 - 137)
Aim: Temperature and seasons vocabulary.

Objectives: By the end of the lesson, ss will be able to use "When" clauses in positive and "Wh"
questions to talk about the regular activities.

Teaching aids: Text book, pictures, tape.

Procedure:

I . Revision:

Board

I - New words:
II - A5 (p. 156):

1. Read
2. Matching:

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- Ask some ss to answer the questions:
+ What' s the weather like today?

+ What's the weather like in the summer?

+ What' s the weather like in the winter?
+ What' s the weather like in the fall?
+ What' s the weather like in the spring?

II . Presentation:

* Networks

- Ask ss to write the pastimes in groups.
- Ask two ss of two groups write on the board.

listen to music read books play video games
go jogging do aerobics play badminton

go camping go fishing
fly kites play soccer

- The group that writes more activities is the winner.
* Set the scene:

- Show the picture and say:

This is Ba. He is swimming. When it' s hot, Ba goes swimming.
- Ask ss: Cô vừa nói những gi?

- Call 1 student: Cô vừa giới thiệu: Đây là Ba. Anh ấy đang bơi. Khi trời nóng Ba đi bơi.
- Ask ss: Nh vậy nếu cô muốn biết bạn Ba làm gì khi trời nóng thì cô sẽ hỏi ntn?

What does he do when it' s hot?

- Ask ss to copy.

- Ask ss to repeat in chorus and then individual.
- Ask ss to practice in pairs.

* Concept check:

- Ask ss: Can I say What does he do or what do he do when it' s hot?

III - Practice:

- Ask ss to open the books and read A4 (p. 136)
- Call some ss to read loudly.

- Ask ss to read in chorus.

- Have ss ask and answer A4 in pairs.

* Key: a) What does he do when it' s hot?
b) What does he do when it' s cold?
c) What does he do when it' s cool?
d) What does he do when it s warm?

Pastimes

Model sentences:

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- Call some pairs to practice.

- Ask some ss to show the picture and say what does Ba do.

* Writing:

- Have ss write about themselves (using I).
Ex: When it s hot, I go swiiming.
When its cold, I go jogging.
When its cool, I do aerobics.
When it' s warm, I go camping.
- Call some ss.

* Game: LUCKY NUMBERS ( If there is enough time)
1. What' s the weather like in winter?

2. What do you often do in your free time?
3. What does Ba do when it' s hot?

4. LUCKY NUMBER

5. What' s the weather like in the spring?
6. What' s does Ba do when it' s cold?
7. LUCKY NUMBER

8. How often do you go to school?
9. Which sports do you play in the fall?
10. LUCKY NUMBER

11. What does Ba do when it' s cool?
12. Do you like playing badminton?

IV . Homework:

- Write a passage about what your mother/ father does when it' s hot/ cold/ cool/ warm...
- Do A4 - 5 in work book.

Board

I - Revision:

II - A4 - 5 (p. 136 -137)
1. Remember:

2. Practice (A4 - p. 136)
3. Writing

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nguyen manh nguyen lesson plans in grade 8 unit 4 lesson 2 a3 4 5 6 45 46 aim numbers and school vocabulary objectives by the end of the lesson students will be able to get further practice in numb

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