Lesson plan English 8

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Date: ... Date of teach : ...

Unit 1: My friends

Period No 2: Getting started & listen and read
 Language focus 4

I. Objectives:

- Ss will be able to use present tense more fluently

- Understand and use some model sentences clearly, exactly.
- Know more about Hoa - Lan - Nien.

II. Language content:
Vocabulary: Seem

Phòng gD - đt huyện b¸ thíc



Gi¸o ¸n

TiÕng anh 8

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Structure: What do/ does ...look like?
To seem + adj + comp.

To be (not) adj + enough
III. Teaching method:

IV. Teaching aids: Textbook, teacher's book, pictures
V. Time: 45'

VI. Steps of teaching.

1. Getting started - (warm-up)

- T : Ask students more questions: Which sports do you like?
- Ss: answer the questions

I like play soccer
I like play game

- T : Ask students to use the "network" to practice in pairs
- Ss : practice in pairs

SA : Which sports do you like?
SB : I like play volleyball

2. Listen and read:

- T : Ask students some questions such as:
+ Do you know where the picture is?
+ Who are they in this picture?
+ Where is Hoa from?

- Ss : answer the questions
- T : Ask students to tick T/F.
a. Hoa's friend's name is Nien.

b. Nien is from Thanh Hoa.
c. Nien is thirteen years old.
d. Nien is not beautiful.

e. Nien is going to visit Hoa on summer vacation.

- T : Ask students to listen the dialogue twice then read in pairs.
(T: correct mistakes).

Ss : listen the dialogue

T : Ask students to find the model sentences:
- What do/ does + s + look like?

(Teacher explain) : to seem + adj + comp....
: to be (not) adj enough + to +
V.ing

- T : Then give some adjective word for Ss to make new sentence...
tall, old, smal...

- Ss : make new sentence

Ex : I am tall enough to play volleyball

- T : Ask Ss to practise the model sentences by using given words
- Ss : practise the model sentences

- T : Ask Ss to ask and answer the questions in pairs then call some pairs
to find out in front of class. (teacher give the right answers)

3. Production:

Ask a students to go to the board to write sentence by using model
sentences.

4. Homework:

-T : Ask students learn by heat new word and prepare next lesson

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Date: ... Date of teach : ...

Unit 1:

My friends

Period No 3 : Speak and language focus 3
I. Objectives:

- Ss will be able to describe the apperance and characters of a
person.

- Introducing people and responding to introducing
II. Teaching method:

III. Teaching aids: Textbook, tape, cassette
IV. Time:

V. Steps:
1. Presentation:

* New words: Curly ( picture) fair ( explain) slim

( picture)

Bold straight blond
2. Read the dialogue:

- T : Ask Ss to answer about others in class.
What do/ does + S + look like?
Ex : What does he look like?
- Ss : answer the question

She is beautyful
- T : Draw some pictures

- T : Ask Ss to guess the person in class by the description of teacher.
Then do the same in pairs

- Ss : guess the person in class and work in pair
Ex : S1: What does he look like?

S2 : She is tall and thin she have long black hair

- T : Ask Ss to look at the pictures and speak out the apperance and
character in book.

- Ss : Speak out the apperance and character in book
- T : Check and correct

* Practice:

- T : Remind the students of grammar notes: Tobe + adj ...;to

to have + a/ an + adj + N.
Ex : She is tall and fat

She has long black hair

-T : Ask Ss to describe one of their partners and ask others to guess who
he/she is.

3. Production:

Describe more about the VIP in Vietnam.

Eg: He's a simple man, he has long beard and bright big eyes. Every one
in Vietnam and in the world know him. Who's he?

4. homework

- T : at home speak out apperance and character my friend

Date: ... Date of teach : ...

Unit 1:

My friends

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I. Objectives:

- By the and of the lesson Ss will be able to listen tovthe way introduce
the friend and way the answer

- develope skill listen
II. Preparation:

1. Ways of working: Pairs, groups, individuals.

2. Teaching aids: Textbook, some posters, tape, cassette ....
3. Time: 45 minutes

III. Procedures:
1. While - listening:

-T : Ask Ss to look at the book and listen.
- Ss : look at and listen

- T : Ask Ss to listen the dialogue again and fill what they hear in the
blank.

- Ss : listen again and fill in the blank

- T :Ask each group to read completed dialogues.

- T : Gets the groups to compare the dialogue with their production
- T : Correct the mistakes and then ask Ss to listen once more.
2. Post-listening:

- T : Ask Ss to work in pairs.
- Ss : work in pair

- T : Ask some pairs to practice the dialogue.
- Ss : practice the dialogue

- T : gives new situation and ask some Ss to make up new dialogues.
- Ss : make up new dialogues

3. Consolidation:

- T : Ask Ss to write then read about a close friend or draw some one by
listen to

teacher's description.
4. Homework.

Date: ... Date of teach : ...

Unit 1: My friends

Period No 5: Read.
I. Objectives:

- Ss will be able to understand how to describe the character,
appearance, hobbies of friends.

II. Teaching procedure:
A. Warm up:

- T : Devides class into 2 groups and describe some one they like
missed/ lived

B. Pre-teach:
1. Vocabulary:

+ Character (n) (explain) + out going (a)

+ Sociable (a) + volunteer (a)

explain

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+ resewed (a)

check Vocabulary: Rub out and remember
- T : Ask student T/F prediction

- T/F prediction:

There are people in this passage.
Khai dislikes school.

Ba's friends never annoy each other
Bao is the most sociable.

2. While - Reading:

- T : Ask Ss to read the text and check their prediction.
- Ss : Read the text and check their prediction

- T : Correct their prediction.

- T : Read the text carefully and choose the best answer the qs.
- Ss : Answer the questions

- T : check and correct
3. P ost - Reading:

- T : Ask Ss to talk about their close friends.

- Ss : Talk about my friends

- T : Ask Ss to Chain gaine.
4. Homework:

- Write E in the notebook.
- Prepare next lesson.

- Learn by heart vocabulary.

Date: ... Date of teach : ...

Unit 1: My friends

Period No 6: Write.
I. Objectives:

- At the end of the lesson, Ss will be able to. Write a short
paragraph about their friend improve the skill of writing.

II. Teaching method:

III. Teaching aids: Textbook.
IV. Time: 45'

V. Steps of teaching.
1. Pre - writing (warm-up)

-T : Give a picture and ask Ss to describe.
- Ss : Look at the picture and describe

- T : Ask some Qs about the information about personality.
2. While – write :

- T : Ask Ss to read the information about Tam
- Ss : Read the information about Tam

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What's his name?
How old is he?
Where does he live?
What does he look like?
Who does he live with?
- Ss : Answer the questions
- T : check and correct

- T : Ask Ss to read part 2 and answer the questions
- Ss : Aswer the questions

- T : Ask Ss to write a passage
- Ss : to write a passage

- T : Ask some students to read out a passage ( T corrects mistakes)
- Ss : read out a passage

- T : Ask Ss to write about the person you like best.
- T : Ask Ss to wirte a passage about their partner.
3. Consolidation:

-T : Ask Ss to complete sentences using word/cues.
a. Mai/my friend.

b. She/13

c. She / on Tran Phu street with her parents.
d. She/ beautiful/ and/ short hair/ black eyes.
e. Binh/ Bach/ her best friends.

4. Homework:

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Date: ... Date of teach : ...

Unit 2: Making arrangements

Period No 7: Getting started & listen and read.
I. Objectives:

- After learning, Ss will be able to talk about intentions with "be
going to", use the telephone to make and confirm arrangements, take a
telephone message.

II. Preparation:

a. Teaching methods: Communitive....

b. Teaching aids: Textbook, cassette, picture, poster.
c. Time: 45 minutes.

III. Steps of teaching:
1. Getting started ( warm-up)

- T: Gives the pictures in the textbook and asks "what is this".
- Ss: Answer the questions in Vietnamese.

- T: Gives some posters and asks Ss to match them with the pictures.
- Ss : match each object with the its name

- T : Asks Ss to listen and repeat the words in poster.
2. Presentation:

* Listen and read:

- T : Ask student to Look at the pictures and guess. What they are telling.
- Ss : look at the picture and guess

- T : introduce the lesson and ask Ss Listen the tape twice to go topic of
the text.

- Ss : listen to the tape

- T : Ask Ss to practice dialogue in pair
- Ss : practice dialogue in pair

- T : Call some pair read the dialogue

- Ss : Some pairs read out begin class ( correct S's mistakes)
- T : Corrects guessing and prounciation

Note:

- Hold on Techiques: - Synonym . wait some minutes
- Where is it on? : - Translation

- I'm using my cousin's bike tonight. (future with "be going to")
- I'm going to see the movie Dream City at 6.45

- T : Ask Ss to answer the qs (a-f) by playing game "lucky number".Then
"survey" Nga made the call she.

- Ss : Answer the question

- T : Call the Ss read out the answer
- Ss : Read the answer

- T : Check and correct

* Gives "open dialogue" (with other situation)
- To ask Ss to practice in pairs.

IV. Home work:

- Ask Ss to write the correct answer at home.

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Date: ... Date of teach : ...

Unit 2: Making arrangements

Period No 8 : Speak and language focus 1,2
I. Objectives:

- After the lesson, Ss can be able to practice speaking about using
the telephone to make and confirm arrangements.

II. Preparation:

1. Ways of working: Pairs, groups, individuals.

2. Teaching aids: Textbook, some posters, tape, cassette ....
3. Time: 45 minutes

III. Procedures:
1. Pre-speaking:
* Revision:

- T : Ask Ss to read the dialogue by heart.

+ Gives some Qs about the content of dialogue.
Ex: - Is Hoa going to see the movie Dream City at 6.45?
- Who arranged a meeting place? ...

(Eliciting)
2. While-speaking:

- T : Ask Ss to put the sentences below in the correct order to make a
complete conversation

- T : Ask Ss to work in pair
- Ss : work in pair

- T : Call some pair read the dialogue and chect
- T : Introduces about picture in part 2.

Asks some Qs: Who made call?

Who invited the other to play chess?
T: - Gets Ss in pairs and fill the blank in open-dialogue.

- Gets the groups to compare the dialogue with their prediction.
- Correct mistakes then asks Ss to practice the open-dialogue.

(in pairs)

- Ask Ss to look at part 1 and give situation.

- Divides the class into 4 group and discuss to complete the
conversation.

- Each group puts the sentences the correct order on the board.
T: - Corrects mistakes

- Ask Ss to practise it again.

2.1. Say what the people... sentence.

- Give an extra board with "noughts and crosses"
- T. models: Nga has a movie ticket.

-> She's going to see a movie.
Note: "Be going to"

- Play the game "Noughts and crosses".
2.2.

- T : Give the "grid".

What are you going to do on the weekend?

Are you going to do ... You Your partner

See a movie?
Play sports?

Meet your friends?
help your partners
do yuor homework
watch TV

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- T : Gets Ss to answer and tick into "you" column in grid.
Eg: Are you going to see a movie?

Yes, I am / No, I am not

- T : Asks Ss to work in pair ( Ask and answers each other).
Ticks the answers in "your partner" column.

- Then gets Ss to practice:
5. Post speaking:

- Play game "lucky number" about part 1, 2, 3.
* Questions:

1. Who is going to a pop concert at the City Concert Center?
2. Lucky number.

3. What time can Eric and Adam meet?
4. Who can play chess tonight?

5. Lucky number.

6. What is Ba going to do tonight?
7. Lucky number.

IV. Homework:

Date: ... Date of teach : ...
.Unit 2: Making arrangements

Period No 9 : listen and language focus 3
I. Objectives:

- After the lesson, Ss can be able to listen and arrangement
II. Preparation:

1. Ways of working: Pairs, groups, individuals.

2. Teaching aids: Textbook, some posters, tape, cassette ....
3. Time: 45 minutes

III. Procedures:
1. Pre-Listening:
- Sets the science.

- T : Hangs the poster and read whe information to fill in blank.
- Ss : look at the poster and listen

2. While - Listening:

- T : Gets Ss to look at the book and listen to whole dialogue for the first
time.

- T : look at the book and listen to the tape

- T : Gets Ss listen to the dialogue again and fill what they hear in the
blank.

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- Ss : read the complete

- T : Gets other to give theirs opinions.

- T : Gets the group to compare the dialogue with their prediction
- Ss : compare the dialogue with the prediction

- T : Corrects the mistakes.

2.3. Complete the... box once:
- Play "Network": outside

- T : Introduces the situation: Ba is playing hide...
- T : Gives six pictures in the textbook and asks.

T: Where's Tuan?
S: I think he is...
- T : Gives yes/no questions:

Eg: Is he upstairs?
Yes/No...
- T: Corrects mistakes.

Date: ... Date of teach : ...

Unit 2: Making arrangements

Period No 10 : Read.
I. Objectives:

- By the end of the lesson Ss will be able to develop reading skill,
they can understand about Alexander Graham Bell

II. Teaching produres: 
1. Warm up:

* Brainstorming

- T : Ask Ss to talk about the importance of the telephone.
- Ss : talk about the importance of the telephone

- T : Use the picture in textbook to introduce Alenxander Graham Bell
who ivented the telephone.

- Ss : listen and look at the picture
2. Pre-Reading:

* Pre-teach vocabularies:

- (to) emigrate : (example) go to another country to live

- (to) transmit ( translation)

- (to) conduct

- (to) demonstrate (translation)
- a device ( translation)

- a deaf-mute: a person who is unable to hear and speak
* Checking: What and where

* T/F prediction

a. Alexander G.Bell was born in the USA

b. He worked with deaf-mute patients in a hospital in Boston
c. Thomas Watson was Bell's assistant

d. Bell and Watson introduced the telephone in1877

e. Bell experimemted with ways of transmiting speech between
deaf-mutes

over a long distance

f. Bell demonstrated his invention at a lot of exhibitions
3. While - Reading.

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- T : reads the dialogue first.

- T : Ask Ss to read the passage in silence and check their prediction.

- Ss : Read the passage and check predictio.

- T : Correct their prediction and correct the false sentences.
- T : corrects last once.

- T : Ask Ss to read the passage alound and correct their pronunciation.
- Ss : read the passage alound

- T : Ask Ss to put the events in the correct order (work in pair).
- T : Work in pair

- T : Ask some Ss to answer.

- T : Give correct order and explain structure "Neither...nor..."
* Ordering

- T : Ask Ss to look at the and read the events of Bell's life and put them
in the correct order

- T : Ask them to compare with their partner
- Feedback

1. was born in Scotland
2. went to live in Canada

3. went to live in th United States

4. worked with people who could neither speak nor hear
5. worked with Thomas Watson

6. successfully demonstrated his invention
7. invented the telephone

4. Port - Reading:

- T : Ask Ss to tell about Alexander Graham Bell without textbook.
- Ss : Tell about Alexander Graham Bell

- T : Ask Ss to practise the structure "Neither....nor...".
5. Homework.

- Ask Ss to learn by heart vocabulary.

- Ask Ss to write a short passage about a scientist that they know.
- Ask Ss to prepare new lesson.

Date: ...Date of teach : ...

Unit 2: Making arrangements

Period No 11: Write.
I. Objectives:

- By the end of the lesson, Ss will be able to develope writing skill
and write a telephone message.

II. Content:
* Grammar:

- Intention with " be going to".
- Adverbs of place .

* Vocabulary.

III. Teaching aids: tape, cassette, some posters.
IV. Steps of teaching:

1. Warm up: * Chatting

- Have you ever taken a telephone message?

- When you take a message, what should be mentioned? ( date,
time, who sent, to whom, content)

2. Pre-writing:

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- a customer (n) a person who comes to buy something at a shop
- a delivery (n) (translation)

- stationery (n) papers, pen, rulers, enverlopes
- (to) pick sbd up (translation)

* Checking: Rub out and remember
3. While writing

- T : Gives some pictures and posters to help Ss to understand the
content of that text.

and Read a poster "Thang Loi Devivery Service" and find some
informations to fill in to the blank.

- Ss : Read a poster "Thang Loi Devivery Service" and find some
informations to fill in to the blank.

- T : Corrects mistakes and then asks Ss to read it

- T : Devides the class into 4 groups and gives some posters.
- T : Asks Ss to read the text ( in silence)

- Ss : Read the text

- T : Gives some new words: stationary -> order -> expaination.
- T : Asks Ss to complete in the posters.

- Ss : Complete the poster

- T : Gets Ss to compare each other.

- T : Asks 4 Ss in each group to write on the board.

- Feedback: 1. phone 2. May 12 3. speak
4.took 5. name 6. delivery
7. at

- T : Ask Ss to read passage 2 on page 23 to get information and write
the message.

- Ss ; Read a passage and write the message

- T : Let Ss write individually then share with a partner.
- T : Call student write on the board

* Answers:

Thanh Cong Delivery Service
Date: June 16

Time: After midday
For: Mrs Van

Message: Mr.Nam called about his stationery order. He wanted you to
call himat 8634082

Taken by: Mr.Toan 
4. Post - Writing:

- Set the scene:" Tom phone Nancy, but she was out. Lisa, Nancy's sister
took a message for Nancy. Help Lisa to write a message".

- Let Ss work in pairs
* Feedback:

Date:...
Time: ...
For: Nancy

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

Taken by: Lisa
5. Homework:

- Gives a passage and asks Ss to complete in the posters of massage.
- Asks Ss to prepare language fo

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Date: ... Date of teach : ...

Unit 3: At home

Period No 12: Getting started & listen and read.
I. Objectives:

By the end of the lesson, Ss wiil be able to understand the dialogue and
use modal verbs to talk about the housework.

II. Content:

- Reflexive pronouns

- Review modal verbs: "Have to" and "ought to"
III. Method: Communicative approach.

IV. Teaching aids: Teacher's book, pictures ...
V. Teaching steps:

1. Warm-up: (getting started)

- T : Ask Ss some Qs about their housework.
Ex : What do you often do at home?
- Ss : Answer the questions

- T : Ask Ss to look at the pictures and descibe.

(Introduce some new words such as: tidy up; sweep)
- Ss : Look at and write down new word on the note book
2. Presentation

* Set the scene: Give the situation of the dialogue.
* Pre teach vocabularies:

- a steamer - chore
- a cupboard - a sink
- a sauce pan

* Checking: What and where

* Review the usage of modal: "ought to" and "have to"
Eg: Nam has to cook diner

go to the market to buy fish and vegetable

call his Aunt, Ms Chi and ask her to meet his mother
at grandma's house.

Form:

Has/ Have to+ Infinitive = Must + Inf ( Phải làm gì)
* Exchange: What do you have to do?

I must do the washing up.
- Use the picture cuer drills.

a. do the washing up
b. make the bed
c. sweep the floor
d. cook dinner
e. tidy my room
f. feed the chiken
- Play the tape twice
- Let Ss read in pairs

- T : Have them practice the dialogue. Correct their mistakes
- Ss : Practice the dialogue

- T : Play "Rub out and Remember" the word have been introduced.
* Practice:

- T : Divide the class into 4 groups to list what Nam has to do.
- Ss : Complete the list of the things Nam has to do

- T : Check and correct

- Key of each group is given by its leader and get other remark.
* Feed back: Ask Yes-No questions.

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3. Homework:

- Write what you "have to" and "ought to" do on Sunday
- Learn by heart the new words.

- Prepare speaking.

Date: ... Date of teach : ...

Unit 3: At home

Period No 13: Speak.
I. Objectives:

By the end of the lesson, Ss wiil be able to use the prepositions of
place to talk aboutthe position of funitures in the house.

II. Teaching aids: Big pictures
III. Method: Individual and pairs
IV. Teaching steps:

1. Warm-up: Divide the class into 2 parts and play networks with items.
clock

Thhh

- T : + Hang the 1st picture and ask Ss to call some name of the things in
it.

+Let Ss work in pairs with model sentenses.
A: Where + be + N ?

B: It's/ They're + prepositions + place.
(While review the preposition of place)
- Ss : Work in pair

- T : Call some Ss stand and speak
- Teacher correct Ss' mistakes.

Eg: Where is the clock? It's above the fridge
Fruit? in the bowl

2. Practice:

Review the structure with: + Let's ...

+ Yes, let's ..../ Ok

+ No. I think you should/ ought to
/ had better

- T : Hang the second picture and say its requirement.

- T : Divide the class into 4 groups and ask each group to arrange the
things in the picture in their opinion (encourage them to draw)

- Ss : Work in goup

- T : Call the leader of each group to say their arrangement.
- T : Teacher asks others to remark and correct mistakes.
3. Production:

- T : Ask some students to talk about the place of the things in their
kitchen/ living-room/ classroom.

- T : Ask others to remark or give opinion about the situated.
4. Homework:

- Remember the things around the house and pre-of place.
- Talk fluently about the situated of their own things.

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Date: ... Date of teach : ...

Unit 3: At home

Period No 14: Listen.
I. Objectives:

- Practise listening skill

- Find out the correct informations of Chinese fried rice.
II. Content:

III. Teaching aids: Text book, picture, cassette ....
IV. Teaching steps:

1. Pre - Listening:

Set the scene by playing the network:

- T : Hang the picture and ask students to look at it.
- Ss : Look at the picture

- T : Say the content of the listening.

- T : Divide the class into 4 groups and let them predict what are used to
make Chinese fried rice.

- Ss : Predict what are used to make Chinese fried rice.

- T collects their predictions or asks students to write their predictions.
2. While - Listening:

- T : Let them listen twice.
- Ss : Listien to the tape

- T : Ask students to compare their answers
- Ss : Compare the answer.

- T : Call some students to write their answers and get others to remark.
- Ss : Write the answer

- T : Play the tape and give the correct answer.
3. Post- Listening:

- T : Ask students to give the steps of marking simple dishes and ask
others to guess the names of the dishes.

4. Homework:

- Write the steps of making your favorite dish.
- Prepare "reading".

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Date: ... Date of teach : ...

Unit 3: At home

Period No 15: Read.
I. Objectives:

- By the end of the lesson.

+ Ss will be able to understand the Safety Precautions in the time.
II. Teaching produres:

1. Warm up: gas

* Brain stormimg: boiling water fire

electricity

knife
2. Pre-Reading:

* Pre-teach vocabulary:

- T : Ask Ss to find the new words, then T write on the board
+ a precaution: (explanation)

+ (to) injure: (visual)
+ a socket: (realia)
+ a scissor (realia)
+ an object

+ safety (adj)
+ (to) destroy (v)
* Checking: Slap the board

* True/ False prediction: (poster)

Statement Guess Correct

a It's safe to leave medicine around the

house F

b Drugs can look like candy T

c A kitchen is a suitable place to play F
d Playing with one match can't start a

fire F

e Putting a knife into an electricalsocket

is dangerous T

f Young children do not understand that
many household objects are
dangerous.

- T : Ask Ss to predict: True or False
C. While - Reading.

- T : Ask Ss to read the text and check their prediction.
- Ss : Read the text

- T : Correct their prediction each other.
- T : corrects last once.

- T : Ask Ss to read the text alound and correct their pronunciation.
- Ss : Read the text alound

- T : Ask Ss to Read the text carefully and answer the questions.
Why - question (Ex 2: answer the question)

- Ss : work in pairs

- T : Play lucky number to check their answers.
* Comprehension questions.

Danger in the
home for

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- T : Aks Ss to work in pairs to find out the answers of these questions.
( page 32)

- Ss : Find out the answer these questions

* Feedback: a. Because children often try to eat and drink them
b. Because the kitchen is a dangerous place

c. Because playing with one match can cause a fire
d. Because children often try to put smth into electrical
sockets and electricity can kill.

e. Because the dangerous objects can injure or kill
children.

4. Post - Reading: Discussion/ word cues drill

- T :Ask Ss to Work in groups (check before class ...)

- T : Speaking something about safety precautions in the class

- T : Ask Ss to practise the structure " Why must ... ?, why mustn't .... ?"
5.Homework.

- Ask Ss to learn by heart vocabulary.
- Make sentences with because

- Write some safety precautions in the class
- Ask Ss to prepare new lesson.

Date: ... Date of teach : ...

Unit 3: At home

Period No 16: Write.
I. Objectives:

- Students will be able to describe the room, kitchen, class base on
given

words, pictures.

II. Teaching aids : Pictures, text book.

III. The content of language:

1. Grammar: + There is/ are ....

+ Some preposition of place such as: On, in, at...
2. Vocabulary: + Disk rack, lighting fixture, towel rack.

IV. Procedure:
1. Warm-up:

- T : Ask Ss to make sentences with "there is", "there are","preposition of
place" to

describe things in their classroom.

- Ss : Make sentence with “ there is” “there are”
Ex : There is a book on the table

There are some picture on the walk
2. Pre-Writing:

- T : Hang the first picture and ask Ss to describe Hoa's bedroom.
- Ss : look at the picture and describle

- T : Ask Ss to read the description of Hoa's room in the text book.
- Ss : Read the description

3. While - Writing:

- T : Guide Ss the request of writing lesson 2 on page 33.

- T : Hang the second picture and ask Ss to write a description of Hoa's
kitchen.

- T : Ask Ss to work in pairs by checking each other.
- Ss : Work in pair

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- T : Ask some Ss to correct the mistakes.
- T : Teacher gives the correct answer.
4. Post - Writing:

- T : Hang the third picture and ask Ss to describe things in this picture.
- Ss : Describle

5. Homework:

- Ask Ss to write a description of a room in their house.
- Do exercises in your exrcise book.

- Prepare language focus (page 34, 35).

Date: ...Date of teach : ...

Unit 3: At home

Period No 17 Language focus
I. Objectives:

- To review the way of talking about the reflexive pronouns
- The use of modals: must, have to, ought to.

- Why - because
II. Content:

- the Reflexive pronouns

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

III. Methods:

- Communitive and other suitable methods.
- Techniques: Ask and answer.

Noughts and crosses...
Gap fill....

IV. Teaching aids: Posters, book, pictures...
V. Time: 45 minutes.

VI. Procedure:
1. Warm up:

- Asks Ss to remind personal pronouns and possessive adjective:
I --> my

You -->your
He --> his
She --> her
It --> its
We --> our

They --> their

2. New lesson - Language focus:

2.1. Look at the pictures. Complete the dialogue. Use must or have to
and the verbs in the box.

- Ask Ss to read the dialogue in silence - do exercises
- Ask Ss to remember the structures in grammar
- After finished exercise 1 T " check again"
Ex: You must go to school on time.

- Ask Ss to correct

2.2. Look at the pictures. Use ought to to give advice to these people.
- T "set the sentence" Ex 2 by play game "guess word"

O U G H T T O
- Ask Ss look at the picture and do exercise
- Ask Ss to remember the structures in grammar

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- T can "check agian" Ex 2

2.3. Complete the dialogues. Use the reflexive pronouns in the box.You
will have to use some of the reflexive pronouns more than once:

- Ask Ss complete the dialogues. Use the reflexive pronouns in the box
- Correct the mistakes if necessary.

2.4. Work with a partner. Ask and answer questions about Hoa, Nam,

Nga and Mrs. Vui using Why - because.

3. Production:
4. Homework:

- Asks Ss to write 10 sentences use the "reflexive pronouns"
- Learn by heart the structure "why - because".

- Prepare new lesson.

Date: ... Date of teach : ... 
Period No 18 + 19: revision and written test

I. Consolidation:

+ Use the simple present tense and the past tense effectively
+ Use structure: (Not) adj + enough + to –infinitive

+ To review the way of talking about intention with "be going to"
+ The use of adverbs of place: Out side, here. ...

+ the Reflexive pronouns

+ Modals: must, have to, ought to.
+ Why – because

II. Written Test 45':

Câu I. Chọn dạng đúng của động từ trong ngoặc: (2.5 marks)

1. We (visit)………….... our grandparents last weekend.
2. Nobody (like) ……….him because he is lazy
3. He (study)……….... French next school year.
4. Mai (have) ………to do assignment tomorrow.
5. They (play) ………..soccer now.

Câu II. Chuyển những câu sau sang dạng phủ định và nghi vấn: (2.5
marks)

1. She has to do her homework now.

-> (-) ………
-> (-)……….
They went to Ha Long Bay last summer.
-> (-)………...

2. He was here last Sunday.

-> (-)………..
You must do this work now.

-> (-)………..
Mr. Ba will have a new job next month.

-> (-).
Câu III. Điền một từ còn thiếu vào các câu sau: (2.5 marks)

1. What you going to do tonight?

2. ………are they like? They are good looking.

3. ………..do you go to school every day?

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4. He …………....short, black hair.

5. What ………you do last night?

Câu IV. Đọc đoạn văn. Tích đúng (T) hoặc sai (F) Vào các câu sau:
(2.0 marks)

Lan and I went camping last week. We had alot of fun. The
weather was cool and windy. We spent the most time walking up the hill
cooked a very good meal with food we bought in the morning. At the top
of hill we came back home at 5 p.m.

Tick: 1. Lan and I went camping lats year. 

2. We spent most the time eating and drinking. 

3. We came back home at 5 p.m. 

4. The weather was cool and windy. 

Date: ... Date of teach : ...

Unit 4: our past

Period No 21: Getting started & listen and read.
I. Objectives:

- After learning, Ss will be able to talk about event in the past.
- Understand the fact or opinion.

II. Preparation:

a. Teaching methods: Communitive....

skill: - Ask and answer the questions
- Listen and repeat

- Play game "Noughts" and " Crosses"
- Work in pairs

b. Teaching aids: Textbook, teacher's book, workbook, cassette,
picture.

c. Time: 45 minutes.
III. Steps of teaching:

A. Getting started ( warm-up)
- T : Introduce the lessson

- T : Ask students to look at the picture in the book and write things that
do not belong to the past

- Ss : Look at the picture in the book and write things that do not belong
to the past

- T : Suggest for 4 groups to practise.
- Ss : practise with partner

- T : Call 4 Ss on behalf of 4 groups go to the board and write the names

of the things that do not belong to the past.

- T : Chect and correct

Key : The TV, The Radio, The mobile phone, ...
B. Presentation.

* Listen and read.

- T : Introduce the dialogue "Nga's grandma is telling to Nga about
Nga's great-grandma and what the great-grandma did"

- Ss : Listen to the teacher

- T : Ask Ss to listen the tape oce or twice.
- Ss : Listen to the tape

* Pre teach.

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+ Look after (v) = take care of (syn)

+ Equipment (n) Eg: diskwash, washing machine, sewing
machine ....are

equipments.

+ Great-grandma. Question: "what do you call your grandma's
mother?"

+ Folktale. Eg: "TÊm C¸m" is a folktale.

- Check: Rub out and remember.

- Ss : listen and read in chorus, to practise pronunciation and intonation.
-T : Introduce the dialogue

- Ss : listen

- T : Ask Ss to listen to the tape twice
- Ss : listen to the tape

1. Practice the dialogue with a partner.
- T : Ask Ss to practise in pairs.

- Ss : Practise in pairs.

- T : Correct the mistakes of pronunciation and intonation.
2. Work with a partner. Ask and answer the questions
- T: Explain about exercises

- T : Ask Ss work in pairs.
- Ss : work in pairs.

- T : Call one pair ask and answer the questions
- Ss : answer the questions

- T : Use the structures: + what .... like?
+ used to ...
+ had to ...
Fact or opinion? Check (V) the boxes.
- T : to explain "fact" or "opinion"

- T : Add 3 sentences g, h, i to play game "Nought and Crosses"
D. Production.

- Each student says 3 -> 5 sentences about habits in the past but
do not now

(uesd to).
E. Homework.

- Write 5 sentences talk about habits in the past.
- Copy the answers in exercise 2

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Date: ... Date of teach : ...

Unit 4

: our past

Period No 22: Speak+ language focus 3+4
I. Objectives:

- By the end of this lesson, Ss will be able to improve their
speaking skill by talking about life in Vietnam in the past and at present
and using “used to”

II. Content: “ + used to”
“ had to ”

“ past simple tense”
III. Materials: - Pictures

- Posters

IV. Methods: - Communicative

- Pair work, group work.
V. Procedure:

1. Pre-speaking:

T : Ask Ss to retell thabout Nga and Nga’s Grandma
a. - Use guessing game.

b. - Look at pictures, make the list of things you can see
Picture 1:

- Small houses, cottage
- Stack of straw

- Traditional clothes

- Children often play square game at home.
- People work on paddy field.

- There isn’t any elictricity.
- Children don’t go to school.
- People raise cattle.

- The work sounds hard.
Picture 2:

- Modern supermarkets, shops.

- Moden clothes.

- Mobile phone.

- People travel by car, motorbike, bike.
- Children go to school.

- People live in big houses, high buildings.
- There are lot of time for entertainment.
things.

- Life is more interesting, exciting, comfortd.
- There in electricity every where.

- People cook with gas.
2.While-speaking:

- T : Ask Ss to Work in groups
- Ss : Work in groups

- Ss : Talk about difference between life in the past and now by using
“used to”.

Ex: -There didn’t use to be electricity.
- There is electricity every where.

- People used to live in a small house or cottage but now they live
in a big house or high building.

- Children used to play traditional games such as square game,

blind man’s bluff, Dragon and snak game, marbles, skip.

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- Children didn’t use to go to school, they used to stay at home
and do the chores now they go to school and do what they like.

- People used to travel on foot but now they go by car, motorbike
or bike.

- There didn’t use to be new on modern clothes and shoes.

- Now there are many skirts, long dresses, European clothes and
shoes.

- Life used to be very hard and miserable.

- Now life is more and more comfortable and there is a lot of
entertainment.

………

- Each group will peak aloud their topic.

- Check their mistakes or give them assistant if they need.
3.Post-speaking:

- Work in pairs.

- Tell your partner about things you used to do last year.

Last year Now

I used to get up late.
I used to play soccer.
I used to play skip.

I used to go school on foot

I didn’t help my mom with housework.

I get up early.
I play video games.
I play chess.

I go to school by bike.
I help my mom a lot.
a.Complete the sentences. Use prepositions in the table.

a. on d. at / After
b. in e. before
c. between.

b.Complete the dialogue. “used to” and the verbs in the box.
- T : Ask them to compare with a partner.

- T : checks and corrects.

- T : Let them practice the dialogue.
(use pictures to set the scene)
4. Consolidation:

- Used to do refers to something that you regularly did in the past but
don’t do any more.

- Be/get used to + V-ing refers to something that you get familiar
with/get accustomed to doing something.

Ex: I am used to getting up early.
I am used to driving on the left.

He gets used to having a bath in the morning
5.Homework:

- Write a paragraph to tell about what you often did in the past
using“used to”.

- Write 5 sentences to tell about what you got familiar with.
- Do exercises in book.

Date: ... Date of teach : ...

Unit 4: our past

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I. Objectives:

- By the end of the lesson, Ss will be able to improve their
listening skill by listening to the story moreover, students will learn a
moral lesson to live better more useful.

II. Materials: textbook, the stereo, the tape.
III. Methods

- Communicative

- Pair work, group work.
IV.Procedure :

1.Pre-listening: work in group.
- Play chain game.

Ex: S1: I used to live in the mountainous area.

S2: I used to live in the mountainous area and I used to play square
game.

S3: S1 - S2 and I used to get up late.
Sa:……….

2.While-listening:

* Pre-teach vocabulary: moral lesson (traslation)
- Foolish >< clever

- Greedy (Ex: he is very greedy)
- Gold (traslation)

- Let them listen to the story twice.

- Ask them to write the letter of the most suitable moral lesson.
- Correct answer: Don’t be foolish and greedy.

- Let them listen to the tape once more to check the ansswer.

3.Post-listening:

- Use transformation speaking.
- Play ordering vocabulary:
Earn

Teacher
Travel

Hard
Happier
Work

Stays

My family used to live in the mountainous area, but now we live in the
country side. My father used to work in Hanoi. He used to earn a lot of
money but now he stays at home and help my Mom. My mother used to
a teacher, she used to be a good teacher she said life used to be very
hard, but now we life in more comfortable and happier. 1.

* Language focus
1. Warm up:

- Play slap the board technique.

T writes the Verbs (infinitive) on the board or V (past) on the
board.

T asks Ss work in group.

- Choose in each group one person and play it.

- T reads aloud the verbs in the past or V(ing) anyone who slap the board
faster and correctly in winner.

+Revision:

-The usage and form of past simple tense.
-Prepositions of time: in, on, at, after, before ..
-Used to.

2.Practice:

1)Write the past simple form of each verb.
-Ask them to compare with a partner.
T checks and corrects.

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4.Homework:

- Do exercises in the book.
- Practice speaking the story.
- Prepare new lesson.

Date: ... Date of teach : ...

Unit 4

: our past

Period No 24: Read.
I. Objectives:

- By the and of the lesson, Ss will be able to improve their reading
skill and their vocabulary by reading “The lost shoes” story. Moreover
they can learn a moral lesson from the story.

II. Materials:

- Posters, pictures, the text book, T and Ss’ book.
III. Methods:

- Communicative
- Pair, group work.
IV. Procedure:

1. Warm up:

* Brainstorming: Name some folk tales that you have read.
Cây tre trăm đốt Tấm Cám

The folk tales

Hoµng tư cãc Đôi hia 7 dặm Nàng bạch tuyết và 7 chó lïn
1.Pre-reading:

* Pre teach vocabs:
- cruel (adj)
- upset (adj)
- fairy (n)

- magical (adj) ---> magically (adv)
- rag (n)

- (to) fall in love with (v)
- immediately (adv)

* Checking: Rub out and remember
* T/F predition:

a. Little Pea' s father is a poor farmer.

b. Her mother got married again after his wife died.
c. Her new mother was beautiful and nice to her.
d. She worked hard all day.

e. She didn't have new clothes to take part in the festival.
2. While-reading:

- T : Let them read softly or whisperedly
- Ss : Read the passage

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c. F : Her new mother is cruel to her
e. F : A fairy gave her beautiful clothes.

- T : Then ask them to complete the sentences from the story.
- Ss : Complete the sentences from the story.

- T : Ask them to practice in pairs to ask and answers questions in book.
- Ss : Practice in pairs to ask and answers questions in book.

- T : Gives them a help if they need.
- T : Check and correct.

a. She was a poor farmer' s daughter.
b. She made her do chores all day.

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

d. He decided to marry Little Pea because the shoe fitted her.
e. Discussion

3. Post-reading:

- Use transformation to retell the story
- Read aloud and translate story.

4. Homework.

- At home learn by hear new word and read again th passage

Date: ... Date of teach : ...

Unit 4: our past

Period No 25: Write.
I. Objectives:

- By the end of the lesson, students will be able to improve their
writing a story moreover they can learn more words used correctly and
complete, perfect the past simple tense.

II. Contents : - past simple tense.

- Prepositions of place.
III. Materials: - Pictures, poster.

- Text book, T and Ss’ book.
IV. Methods: - Comunicative

- Pair and group work.
V. Procedures:

1. Pe-writing:

- T : Use pre-questions.

+ Do you like reading stories?
+ Do you remember any of them?

+ Do you know why the tiger have black stripes?
+ Which story tell you about that?

+ Who is the main character in this story?
- Ss : Answer the question

- T : Pre-teach: Vocabulary:

burn (v) Ex: you light the candle and it burns.

escape (v) Ex: the criminal often escape from the prison if we
aren’t careful

grazed (v) the buffalo usually grazes grass

tiger (n): (picture) a rope (visual)
servant (n) visual straw (visual)
master (n) visual black stripes (n)
wisdom = intelligence.

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- T : Ask Ss to Look at the book, read the story using the words in the
box.

- Ss : Look at the book, read the story
- T : Ask Ss to work in individual
- Ss : work in individual

- T : Ask Ss to Compare with your partner.
- Ss : Compare with your partner

- T : Ask them to read aloud
- Ss : Read aloud

- T : Check and correct.

Keys: 1: appeared 5: went

2: was 6: tied

3: said 7: lit

4: left 8: burned

9: escaped
3. Post-writing:

- T : Ask Ss to do exercise 2 in book
- Ss : Do exercise 2 in book

- T : Use transformation writing
he -> I

or the tiger -> I

- Ask them to write the story and read aloud.
- Check and correct

+ Then ask them to roleplay the tiger and the man.
4. Homework:

- Learn by heart new words.
- Rewrite the story.

- Retell it.

- Prepare “language focus”
- Do exercise in exercise book.

Date: ... Date of teach : ...

Unit 5: Study habbits

Period No 26: Getting started & listen and read.
I. Objectives:

- After learning, Ss will be able to talk about commands, requests

and advice in reported speech.

II. Ways of work: Pairs, groups, teams.
III. The produre of teaching:

A. Getting started ( warm-up)
Use technique: Matching

- T : Uses the technique “matching” to review words about school
subjects

- Ss : Retell words about school subject

- T : Ask Ss work in pairs to train the structure “ How often ” with those
words

Ex : How often do you have math?
I have math five times a week
-Ss : Work in pair

- T : corrects Ss mistakes if they make.
B. Listen and read.

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- T : Use the picture in the book, ask questions let Ss guess the content of
the dialogue.

a) what are Tim and his mother doing? -> Ss are talking
b) what are they talking about? -> guess the content
2. Pre-teach.

- Proud (of) (a) situation

- Semester (n) explaination <= a half of a school year
- T : Ask Ss to listen to the dialogue

- Ss : Listen to the dialogue

- T : Ask Ss to Practice the dialogue with a partner:
- Ss : Practice the dialogue with a partner

- T : Gives the model of giving/ writing commands, requests and advice
in reported speech.

Ex: She asked me to give you this dictionary. (request)
Miss Jackson said you should work harder on (advice)
- T : Ask Ss work in pairs to make new sentence

- Ss : Work in pair
- T : Corrects and chect

- T : Ask Ss to read the dialogue again and tick T/F in point 2 (pased on
the tape)

- After Ss’ giving -> T gives answer: a-F; b-T; c-F; d-T; e-F; f-T.
- T : Ask Ss to answer the question a- e

- Ss : answer the question a- e

- T : Call some Ss stand read the answer, other remark
- Ss : Read the answer

- T : Chect and correct
* Key :

a) Miss Jackson is Tim’s teacher

b) Miss Jackson gave Tim”s motherhis report card
c) ...
e) She gave him a dictionary

4. Homework.

_ T : Ask Ss read again the lesson, learn by heart new word

Date: ... Date of teach : ...

Unit 5

: Study habbits

Period No 27: Speak + listen
I. Objectives:

- After learning this lesson, Ss will be able to:
+ Develop their speaking skills.

+ Review adverbs of manner, frequency using reported speech.
II. Teaching aids: Textbook, book.

III.Ways of work: Individual, pairs, teams
IV. Produres:

1. Warm-up:

- T : Revision: Use the eliciting question to remind Ss of school subjects
and adverbs of frequency:

* How many subjects do you study at school?
* How often do you study it/ them?

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- Pre-teach:

behaviour-participation (n) -> Translation
co-operation (n) -> Situation
satisfactory (n) -> Situation
- T : Check vocabulary

- T : Let Ss look at two columns page 48, read in silence and think about
the answers.

- Ss : Look at two columns page 48, read in silence and think about the
answers

- T : Does some as a model, then as Ss to do the same with the rest.
Ex: A: When do you do your home work?

I do it after dinner

school

-> Change the subject: A said that he/ she did his/ her home work after
dinner.

2. Practice:

- T : Ask Ss to work in pairs, one asks and other answers.
- Ss : Work in pair

- T : Call some Ss to do exercice

-> Correct their pronunciation as well as grammar ect
- T : Get Ss go round the class, ask each other by play “survey”

(Guide Ss to write/ speak in reported speech)
3. Production:

- T : Get Ss to report what they’re achived through the “survey”, guide
them to change the subjects from the first or second to the third.

Ex: I do my home work after dinner

Nam said that he did his home work after dinner.
a.While-listening:

- T : Ask Ss to look at the poster and listen to the whole dialogue for the
first time.

- Ss : look at the poster and listen to the whole dialogue for the first time
- T : Ask Ss to listen the dialogue again and complete what they hear in
the blank.

- Ss : Listen the dialogue again, complete what hear in the blank

- T : Call the Ss read the dialogue

- Ss : Read the dialogue

- T : Ask Ss to listen again to check the information they get.
- T : Ask to give their opinions.

- Ss : Give the opinions

- T : Ask the groups to compare the dialogue with their prediction.
- Ss : Compare the dialogue with their prediction.

- T : corrects Ss’ mistakes.
- T : gives right answer.
b. Post-listening:

- Gets some pairs to practice the dialogue,
4. Homework:

- At home, Ss have to complete the sentences
- Prepare for the next lesson.

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Unit 5: Study habbits

Period No 28: Read.
I. Objectives:

- By the and of the lesson Ss will understand the different ways of
learning new words.

II. Teaching procedure:

A. Warm up:

- T : Ask Ss to some questions to introduce the text such as
+ What do you often do to learn new words?

+ What do you do to remember words?
- Ss : Answer the quostions

B. Pre-teach:
1. vocabulary:

- mother tongue (n): explaination ; revision (n): situation
- underline (v) : visual ; revise (v)

- highlight (v) : explaination ; in order to (pre)
Check vocabulary

2. True/ false prediction (close students’ book)
- T : Ask Ss to predict true or false answer page 50.
- Ss : predict true or false answer

C. While-teaching:

- T : Ask Ss to read the text and check their prediction.
- Corrects their prediction each other.

- T correct last one.

- T : Ask Ss to Read the text carefully and answer the questions.
- Ss : Read the text again

- T : Ask Ss to work in pair to answer the questions
- Ss : Answer the questions

- T : Call some Ss to read the question and check
* Key :

a) No Learner learn works in different way
b) ...
c) ...
f) Learner should try different ...

- T : relate to the truth and give some other way of learning (such as
word mapping)

D. Post-reading:

- Work in pair (check before class)
P1:

P2:

+ Speaking about the best way to remember words.
III. Homework:

1. Learn by heart vocabulary.
2. Make sentences with them.

3. Write about your ways of learning words you often do at home (5
lines)

Date: ... Date of teach : ...

Unit 5: Study habbits

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I. Objectives:

- By the end of the lesson, Ss will be able to improve their writing
skill by writing a letter to their friends or relatives. Moreover, they can
know how to write a letter or the form of a letter.

II. Teaching aids :

- Posters, teacher and Ss’ books.
III. Method:

- Communicative

- Pairs work, groups work.
IV. Procedures:

1. Warm-up:

a. Play ordering statements:

- T : Cuts a true letter into many parts.

- T : Ask Ss reorder them to make a meaningful letter.
- T : Let them work in group.

- Ss : Work in group

- T : Call Ss to read order of the letter
- Ss : read order of the letter

- T : Check and give the model letter to them to compare.
b. Ask them to look at the letter in the book. Use pre questions:
How many parts are there in the normal letter? What are they called?
+ Ask them to identify the sections

+ Ask them to label each section (A, B, C, D) with the correct letter.
- Ask them to work in group.

- T checks and corrects.

- Then ask them to answer these questions:

a. What kinds of information you see in Heading and opening?
b. What kinds of information you see in body of the letter?
c. What kinds of information you see in closing?

* Keys:

a. Heading: writer’s address, date.
Opening: dear + name or mom, dad,

b. Body of letter: reasons, suggestion, propose
invitation, make appointment
there are a few parts in the body of the letter.

c. Closing: regards, beswishes, with all my love, faithful friends,

love

2. While-writing:

- Let them read again the letter above.
- Ask them some comprehension questions:

a. Who wrote this letter?
b. Where does she live?

c. When did she write this letter?
d. Who received it?

e. Which subjects did Hoa get good grades?
f. Was her Math result poor?

g. What did her teacher ask her to do?
h. What is she going to do?

i. What did she promise to her friend?

- Now ask them to look at the information in the box.

- Help Lan to write a letter to her penpal Donna in San Francisco.
- Let them write a letter.

- T doserves and gives them a help if they need.
3. Post-writing:

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- Repeat how to write a normal letter.

- The form of it.

5. Homework:

- Learn by heart new words.
- Do exercises in book.

- Write a letter to your friend to tell her/ him about your study’s result in
the last semester.

- Prepare new lesson.

Date: ... Date of teach : ...

Unit 5: Study habbits

Period No 30: Language focus.

I. Objectives: After this part, Ss will know how to:
- Give introduce and advice.

- Express obligation.
- Write a letter to a friend
II. Content: - Advebs of manner

- Model: should

- Command/ request and adverbs in repeated speak
III. Methods: - Communicative methods

- Teachniques: gapfill.

IV. Teaching aids: - Book, picture

V. New lesson: Warm up: (use slap the board) 
1. Complete the dialogue:

- T : Ask Ss to read in silence the dialogue in pairs and do exercise
- Ss : Read in silence the dialogue in pairs and do exercise

- T : Ask Ss to give their answers
- T : corrects and gives the keys

- T : Lets Ss practice speaking in pairs
2. Work with a partner:

- Set the scene : Ask Ss to look at the picture in the blank.

- Use the structure: S + should + V (base on the verbs in the box)
- T corrects.

3. Work with a partner:

- Asks them to read the model sentence.
- Model ask + Object + V(-inf)
tell

- Asks them to change the sentences in to them note book.
- Call Ss to read the sentences have changed and corrects.
4. Work with a partner

- The request as the same Ex.3.. But here we use the sentences with

should.

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- T correct.

VI. Production:

- Devides class into 2 groups using “ chain game”
G1:………..

G2: ………..
VII. Homework:

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 31: Getting started & listen and read.
I. Objectives:

- After learning, Ss will be able to talk about plan in the future and
use gerund

II. Teaching aids: Cassette, text book, picture.
III. Teaching method: Communicative.

IV. Language content: Gerund: V-ing
V. Procedures:

1. Getting started ( warm-up):
-T : gives questions

Do you attend to HCM young pioneer?
What activities are there?

- Ss : Answer the questions

- T : Devide class into 4 group and check the boxes in the text.
- Ss : Read the exercise and check the boxes in the text

- T : check and correct
2. Listen and read:

* Set and scene: Introduce the situation of the dialogue.
* Pre-teach: application form: poster of it

hobby : situation -> antonym (like)
out door activities: example.

- T : Gives some questions before raeding the dialogue.
-who’s talking with whom?

-what does Nga want to do?

-what does the secretary ask Nga to do?
- Ss : Answer the questions

Or use T/ F statement.

- T : Ask Ss to listen twice and find the answer or answer T/ F.
- Ss : Listen and practice in pairs.

Guide them to use the structure: gerunds: V-ing

* Practice: Give some questions to find information about Nga.
What’s her name?

Where does she do? -> practice in pairs
What’s her address?

- T : Ask Ss to practice the dialogue in pair
- Ss : practice the dialogue in pair

- T : Check pronunciation

- T : Ask Ss to complete Nga’s detailes.
- Ss : to complete the detailes.

- T : Call some Ss read Nga’s detailes and check
3. Production:

Ask Ss give 5 sentences using gerunds.

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4. Homework :

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 32: Speak + listen
I. Objectives:

- By the end of the lesson, Ss will be able to improve their

speaking skill by asking for favors, responding to favors, offering
assistance and responding to assistance. Moreover, they can use modal
verbs correctly and accurately.

II.Teaching aids: Poster, teacher and Ss’ book.
III. Methods:

- Communicate
- Pairs work.

IV. Contents: - Modal verbs
V. Produres:

1. Pre-speaking:

- T : Ask Ss to Matching:
Can you help me?
May I help you?
Of course

Yes, thank you

Respond to assistance
ask for favors

offer assistance
respond to favors.
- T : Then ask them to make the two dialogues.

a. S1: Can you help me?

S2: Of course.

b. S1: May I help you?
S2: Yes, thank you.

- T : Ask them to look at phrases in the boxes. Practise dialogue.
- Ss : Practise dialogue

- T : Ask Ss to Work in pairs.

* Pre teach: do me a favors = help me

ask for favor; offer assistance.

respond to favor; respond to assistance
2. While-speaking:

Pre-question: - who are taking part in this dialogue
Dialogue a)

- Who asks for favors?
- Who responds to favors?
- Does she agree to help her?
Dialogue b)

- Who offers assistance?
- Who responds to assistance?

- T : Ask them to read 2 dialogues to identify the dialogue parter
- Ss : Read 2 dialogues to identify the dialogue parter

- T : Ask them to work in pairs
- T : Practice dialogues.

3. Post-speaking:

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Ex:

Tourist: Could you do me a favor, please?
Nga: Yes, what can I do for you?

T: Could you show me the way to the police staion?

N: Sure. Go ahead this road until the T-junction then turn
lelf. Go for about 50 m, it is on your lelf/ right

T: Thank you. It’s very kind of you
N: Not at all. You are welcome
- T : Let them practise in pairs.

- T : Observe and give them a help.

Buy some food; find the nearest post office.
Wash dishes; repair the bike

Find book; tidy the room

Translate this word; clean the floor
- T : Ask them to work in pairs.

- T : Check and correct.
a. Pre - Listening:

Set the scene:

- T : Give keys of listening lesson: Unite, peace, right, love, north, south,
of, world,

place, out, show, stand.

- T : Devide class in to 2 groups and predict words.
Then keep of each group is written on the board.
b. While-listening:

- T : Get Ss to look at the text and listen to whole text.
- T : Listen again and fill what they hear in the blank.
- T : Listen once more to check the information they get.
- T : Give keys of missing word (individual)

- T : Give others to give their opinions.

- T : Get groups to compare with their opinion.

-T : Correct mistake and then play the tape once more.
c. Post-listening:

- T : Read the text individual.
- T : Teach them that song.
4. Homework:

- Make similar dialogues at home.
- Do exercises in book.

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 35: Listen.

Teaching date………. 
I. Objectives: - Improve listening skill

- Find out the missing words detailes in the text.
- Listen to imfomation to fill the gaps.

II. Teaching aids: Tape, cassette, textbook.
III. Teaching method:

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Set the scene:

- Give keys of listening lesson: Unite, peace, right, love, north, south, of,
world,

place, out, show, stand.

- Devide class in to 2 groups and predict words.
Then keep of each group is written on the board.
2. While-listening:

- Get Ss to look at the text and listen to whole text.

- Listen again and fill what they hear in the blank.
- Listen once more to check the information they get.
- Give keys of missing word (individual)

- Give others to give their opinions.

- Get groups to compare with their opinion.

- Correct mistake and then play the tape once more.
3. Post-listening:

- Read the text individual.
- Teach them that song.

...
...

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 36: Read.

I. Objectives: Practice reading skill, read the text to find the
information.

II. Teaching procedure:
1. Warm up:

- T : Devide class in to 4 groups and use “network” for language item:
Work group.

2. Pre-reading:
a. Pre-teach:

- Citizenship -> situation
- Fitness -> picture
- Co-educated -> situation
- Votuntary -> situation

- Wordwide -> antonym (very large)
- Although -> antonym (however)
* T/F statements prediction

1. The boy Scout of America is a youth organisation.
2. Scouting began in America.

3. William Boyceis a businessman in Lodon.

4. The Scouting Association ia the biggest voluntary organisation in
the world.

b. Give keys of exercise 1 and ask Ss to predict

1907 the beginning of the scout
(Using matching) 1909 William Boyce

1910………

1994 ………..

* Answwers given:

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1. Scouting began in England in 1907.

2. The meeting between a boy scout and Mr William Boyce led to the
scouts Association crossing the Atlantic in 1910.

3. Girls can join in the Girls Guides Association and Camp Fire Boys
and Girls.

4. They are building characters, good citizenship and personal fitness.
3. While-reading:

- T : Ask Ss to Read the text and check their opinions
- Ss : Read the text and check their opinions

- T : Call Ss to fill in the missing dates and check
T : corrects last one.

- T : ask Ss to read the text and answer the questions a ...d work in
pair

- Ss : work in pair

- T : Call Ss to read the answer and check
* Key :

a) Scouting began in England in1907
b) ...
d) The three aims are building chacracter

4. Post-reading:

- T : Speaking something about the Boy scouts.

- T : Compare activities between the Y&Y and the BSA.
III. Homework:

- Learn vocabulary by heart and prepare next period.
- Write the summary of the BSA

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 34: Write.
I. Objectives:

- After the lesson Ss will be able to write the simple sentences into
the letter to talk to about the plan in the future.

II. Language contents : Used to the ficture simple tense.
Modal verbs

New words
III. Teaching methods:

IV. Teaching aids:

- Text book & teacher’s book.
V. Time : 45’

VI. Procedures:
1. Warm-up:

- T : Devides: class into 2 groups HCM young pioneer
youth oraganization
-T : gives questions

-T: asks: Do you attend the HCM young pioneer or youth

oraganization?-2. Pre-writing:

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- T : Guide Ss read the notice and explain some new words if nessesary.
- T : Reads the text

3. While-writing:

- T : Request Ss read the letter from Nga to Linh and find the suitable
word to complete the letter.

1. having 2.recycling
3. collect 4. send

5. recycling 6.save
7. participating 8. planting]
9. helping

- T : Call one or three students read complete letter.
- T : Correct the mistake if have.

- T : Give Ss correct answer

- T : Guide Ss look at the dialogue between Hoa and Hoa’s aunt.
- T : Asks Ss write the letter to their parents’ basic on Nga’s letter.
4. Post-writing:

- T : Request Ss work in pair or individual.
- T : Call them read their letters.

6. Homework:

Date: ... Date of teach : ...

Unit 6: the young pioneers club

Period No 35: Language focus

I. Objectives: Revise all structures they’ ve learnt.

- Present simple tense to talk about future activities, events.
- Gerund for like and dislike.

- Ask for favor and offer assistance.
II. New lesson:

* Warm up: Call Ss to ask and answer about “hobby” ( in pairs )
1. Work with apartner:

- Look at the table and explain the exercise’s request by using
model sentence.

- Ss practice in pairs

Express “simple present” with future meaning

- Ask Ss to rewrite the sentences using the table.
2. Look at the table and work (individual)

- Use “find so who” for like and dislike (in pairs) and ask others to
repeat.

3. Work with a partner.

- Devide class in to 2 groups and use “network”

GA. GB.

- Ask Ss to do exercises

-Read the dialogues they’ ve done (in pairs)
III. Production:

- Give activities and check your opinions

- Give situations to ask for favor and offer assistance.
IV. Homework:

- Write 5 sentences with like/ love ...

- Write 5 sentences with hate/ do/ doesnot like ...

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Date: 20/11/2007

Period No 36+37: revision and WRITTEN TEST 45'
I. Aims: Revise all structures they’ve learnt.

- Past simple tense.

- Present simple tense to talk about future activities, events.
- Review adverbs of manner; frequency using reported speech.
II. Written Test 45':

Câu I. Em hãy chọn đáp án đúng trong ngoặc để hoàn thành mỗi câu 
sau.

(3.5 marks)

1. After filling in the from, please (bring/take) it back to me.

2. The tourist needs (finding/to find) the police station because he’s
lost money.

3. The three aimr of the scouting program are the (similar/same) for
the 21st

century.

4. We’re glad to tell you that we (are going/will go) to have intersting
activities.

5. Is he able (can join/to join) the Y&Y Green Group?

6. He doesn’t enjoy (playing/to play) basketball.
7. Let him (do/does) what he wants.

Câu II. Em hãy chuyển những câu sau sang cách nói gián tiếp, dùng 
động từ asked, said, hoặc told (2.5 marks).

1. “Please lend me your dictionary, Duyen, “ said Huy.

...
.

2. “Can you help me with my homework?” Minh said to her brother.
...
.

3. “You should practise speaking English every day,” the teacher said.
...
.

4. “You shouldn’t translate each sentence into Vietnamese,” my sister
told me

...
.

5. “Please don’t talk during the test,” Mrs Lan said to students.

...
.

Câu III. Em hãy đặt câu hỏi cho phần gạch chân ở mỗi câu sau. (2.0
marks)

1. My brother plays video games twice a week

...
.

2. Minh usually spends one hour on computer games

...
.

3. There are thousands books in the new public library.

...
.

4. Hoa played tennis with her friends last weekend.

...
.

Câu IV. Em hãy chuyển những động từ sau sang dạng “V-ing” rồi điền
vào câu thích hợp. (2.0 marks)

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1. Hoang likes…………... badminton and table tennis.

2. My brother is ……… for the activities for this summer.

3. We can collect glass, paper and cans, and send them for ………….
4. The Y&Y Green Group are………... Trees along the
sidewalk.

The answer keys:

I. 1. bring; 2. to find; 3. same; 4. are going; 5. to join; 6. playing; 7. do
II. 1. Huy told Duyen to lend him her dictionary.

2. Minh asked her brother to help her with her homework.

3. The teacher said they should practise speaking English every day.
4. My sister told me that I shouldn't translate each sentence into
Vietnamese.

5. Mrs. Lan told the Ss not to talk during the test.
III. 1. How often does your brother play video games?

2. How long does Minh usually spend on computer games?
3. How many books are there in the new public library?
4. Who did Hoa play tennis with last week?

IV. 1. playing; 2. enrolling; 3. recycling; 4. planting

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Unit 7: my neihborhood

Period No 40: Getting started & listen and read.
Teaching date:……….

I. Objectives:

- At the end of the lesson, Ss will be able to use present perfect
with “for” and “since”

- Say about the place in the neighborhood.
II. Contents:

New structure with present perfect tense with “for” and “since”
III. Teaching aids: Text book, pictures, tape.

IV. Teaching methods: Communitive ....
V. Procedures:

1. Getting started ( warm-up):

- Asks Ss to watch the pictures with word cues.
2. Listen and read:

- Set scene.

- Introduce the present perfect.

“I’ve been here since last week”
“We’ve lived here for about 10 years”

- Teacher introduces the new structure about presentation perfect.
S + have/ has + past participle.

- Introduces the way to use “for” and “since”
Since + piont of time -> since 1990

For + period of time -> for 10 years

- Asks Ss to look the dialogue and plays the tape for the first time.
- Gets Ss to listen to the dialogue again.

- Teacher gets a pair to read the dialogue in silence and find out the
situation words to fill in the gap Ex 2.

- Asks Ss exchange their answer and compare them and gives marks.
3. Consolidation:

- Asks Ss to make some new sentences with “for” and “since” in present
perfect.

4. Homework:

- Asks Ss to learn by heart new structure about present perfect with “for”
and “since” and write 5 sentences.

- Prepare new lesson.

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Date: 08/ 12/ 2007

Unit 7: my neihborhood

Period No 40: Speak + language focus 3

Teaching date:………..

I. Objectives: - By the end of the lesson, Ss will be able to say where
and how to send letter, parcel or postcard .

- Develop speaking skill.
II. Language contents:

- Review + present simple
+ future simple

+ comparative adjectives
III. Teaching aids: - Pictures, poster, cassette.
IV. Methods:

- Pairs or groups
V. Teaching steps:

1. Warm-up: Network. letter

(?) - Have you ever send letter?

- What do you do if you want to stamps
contact with your friends?

2. Presentation:
a. Pre-speaking:

- From Nextwork introduce new words: - parcel (n)

- airmail (n) open
questions

- surface mail (n)

- item (n) -> explination.

- Hang the pictures and some questions introduce the content and
request of lesson.

Ex: - What are they? - What’s the girl in pink shirt doing?
b. While-speaking:

- Asks Ss to practise speaking dialogue in pairs, correct the mistakes and
pronunciation.

- Make similar dialogues base on prompt words in exercise 2.

c. Post-speaking: - Ask Ss some questions about the content of the
dialogue

Ex: Which is cheaper? surface mail or airmail?

- Ask Ss to practice by using pink poster or imagining
3. Homework:

- Make similar dialogues at home.
- Do exercises in book.

………

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Unit 7: my neihborhood

Period No 42: Listen.

Teaching date: ………..

I. Objectives: - By the end of the lesson, Ss will be able to improve their
listening skill by listening some advertisements. Moreover they can get
some more information about advertisements and neighborhood.

II. Materials: - The tape, the recorder, the picture, posters.
III. Methods: - Communicative.

IV. Procedures:
1. Pre - Listening:

- Set the scene: Na is new to the neighborhood. She’s talking to Nam
what she’s going to do. Look at the advertisement and guess.

* Pre teach vocabulary:

Town Ground (n) Sân vận động thành phố

English speaking contest: Cuộc thi nói Tiếng anh
The Newcomer (n) Ngời mới đến

Culture House (n) Nhà văn hóa
Millennium (n) Thiên niên kỷ
Vs = versus (v) Đấu với

Kick off (v) Đá

Photographer (n) Thợ chụp ảnh
- Let them guess what Na’s going to do.

2. While-listening:

- Before let them listen to the the tape, ask them to do exercise 2 in book.
- Then let them listen to the tape.

- Check their answer about exercise 1.
Key answer: 1. The Newcomer

2. The Town Ground.

3. English speaking contest
4. Culture House

- Let them listen once more to ensure.
- Check again their pre-guess.

- Correct mistakes

Key answer: a-T; b-F; c-F; d-T; e-T; f-No I.

- Ask them to give the reason why they think it is True or False.
- Some new words: exhibition

province
special event
real match
opening show.
3.Post-listening:

- Use transformation speaking.

- Ask them to base on the advertisement they see to talk about
themselves.

- Work in pairs to talk about what they are going to do on the weekend.
Ex: S1: Hi.

S2: Hello, how are you?
S1: I’m fine. And you?

S2: OK. What are you going to do on this weekend?

S1: I’m not sure. I don’t know what to do and where to do.

S2: Why don’t you look at “what’s on this weekend?” in the
newspaper.

S1: Good idea. Let me see.
S2: Do you like photo?
S1: Yes.

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S1: Where is it?
S2: At Culture House.
S1: What’s time?

……….

- Teacher observe and give them a help if they need.
4. Homework:

- Learn by heart new words.
- Do homework.

- Make dialogues.

………

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Date: 08/ 12/ 2007

Unit 7: my neihborhood

Period No 42: Read.+ language focus 5
Teaching date………..

I. Aims: After fishing the lesson Ss will able to read find out the
information.

Read and answer questions
II. Language contents:

- Present perfect with for and since
- Comparation with different from
- New words.

III. Teaching methods: Communicative.

IV. Teaching aids: Text book and teacher’s book.
V. Procedures:

A. Warm up:

- Asks Ss some questions.

Where do you often buy goods? - Do you like shopping?
Is there a big supermarket near your house?

B. Pre-teaching:

- Introduces the content of the passage by giving some different
oppinions when there is a shopping mall opened.

- Gives new words:

humid (adj) -> explaination or mime
shooping mall (n) -> picture

special discounts (n) -> situation
wider selection of product -> situation
residents (n) -> explaination

C. While-reading:

- Requests Ss to read in silence the advertisement and the passage to
guess the meaning of new words and structures’s different

- Asks Ss to answer the questions of the text.

- Gets Ss to work in pairs and practice new structure different.
- Play lucky numbers.

D. Post-reading:

- Devides the class into four groups.
- Asks Ss to discuss then do exercise 1.
- Check the boxes true or false.

- The leader of each group gives answers.
- Corrects and gives marks to each group.
e. Exercise 5:

- Hang on the pictures and ask Ss to compare two objects in each picture.
- Ask Ss to give the structures of comparision and then use the words in
the box to complete the sentences.

E. Homework:

- Learn by heart the vocabulary.

- Write five sentences about shopping by using new words.
Date: 08/ 12/ 2007

Unit 7: my neihborhood

Period No 43: Write.

Teaching date………..
I. Objectives:

- After the lesson Ss will be able to understand and write notices.
II. Language contents : Write information of a notice

III. Teaching methods: Communicative.
IV. Teaching aids:

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V. Time : 45’
VI. Procedures:

A. Warm-up: Questions.

Have you ever enter the meeting?
What is the meeting about?

B. Pre-writing:

- Introduce situation on the board:

Gives new words: effect (n) -> explaination.

mall (n) -> explaination or picture.
contact (v) -> translation

hardware (n) picture or situation
store

C. While-writing:

1. - Now, how can you write a notice?

- Gets Ss read the notice about the meeting of Tran Phu street
residents and answers

- Asks Ss some questions in the text book.

Who enter the meeting? What time does the meeting start?
Where is the meeting?

2. - Use the similar format to write a notice about the English speaking
contest below.

3. - Asks Ss read the notice in silence based on part one to write notice.
Suggestion: Name of the meeting, time, place, people attendance.
Requests: Ss read the notice then checks and corrects.

D. Post-writing:

- Write one or two notice about the your class meeting or your sports
club meeting.

- Asks Ss to work in pairs or group.

- Request Ss write one or two sentences then checks and corrects.
E. Homework:

- Request Ss to write a notice about the youth organization meeting on
next weekend at school.

- Learn by heart the new words.
- Prepare the next lesson.

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Unit 7: my neihborhood

Period No 45: Language focus + Correct the test
Teaching date……….

I. Aims: - By the end of the lesson Ss will be able to use:
+ Present perfect with for and since

+ Comparision with like, (not) as...as; (not) the same as, different
from

II. Language contents : - Use present perfect with for and since
- Comparision

III. Teaching methods: Communicative.
IV. Teaching steps:

1. Warm-up:

- Devide class 2 groups and ask Ss to change these verbs into past simple
and past participle.

Infinitive Past simple PII

Go went gone

Be …… ……..

Do ……. ………

2. New lesson:

a. Exercise 1: Match each verb to its past participle

- Ask Ss to match each verb to its past participle then compare the result
with a partner. Call 2 students to go to the board and match.

- T corrects and gives the form.

b. Exercise 2: - Ask Ss to repeat how to use present perfect with “for”
and “since”.

- Ask Ss to complete the expression use “for” or “since”

- Ask Ss to practice in pairs. Then compare the result with each others
- Call ss to read answers

- T corrects and gives the use of “since” and “for”
+ Since: a piont of time

+ For: period of time

c. Exercise 3: Ask Ss to give structures of present perfect with positive
and negative form: (+) S + have/ has + PII

(-) S + have/ has + not + PII
d. Exercise 4:

- Ask Ss to read the dialogue whiperly and use the correct form of the
verbs in the brackets.

- Ask Ss to practice in pairs, then T corrects

e. Exercise 5:

- Hang on the pictures and ask Ss to compare two objects in each picture.
- Ask Ss to give the structures of comparision and then use the words in
the box to complete the sentences.

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Date: 10/ 12/ 2007

Unit 8: Country life and city life

Period No 44: Getting started & listen and read.

Teaching date………..
I. Objectives: By the end of the lesson Ss can:

- Talk about the differences between the city life and country life.
- Use present progressive to talk about the future and show
changes with “get” and “become”

II. Teaching aids: Cassette, poster, pictures, text book.
III. Ways of working: Pairs, groups

IV. Procedures:

1. Getting started ( warm-up):

- Use “prainstorming” Ss thinks of differences between city and country
life.

City
Noisy

Tall buiding

country
peaceful
fresh air
2. Presentation:

* Listen and read: Use picture to set the scene
- Pre teach new vocabulary:

accessible -> explaination
facility -> example
permanently situation
peaceful

- Check “what and where”
- Play the tape twice

3. Practice:

- Ss practise in pairs then practice in front of the class.

- Ss answer the questions by playing game: “Lucky number”
- Focus Ss on present progressive + to talk about the future

+ to show changes with get and
become

- T gives modal sentences then Ss practise by playing “Nought and
crosses”

4. Production:

- Ss play “chaingame” to talk about themselves changes in future
(Ss work in group of two)

5. Homework:

- Write 5 Sentences about their changes of their home village or city in
future.

- Prepare new lesson.

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Date: 11/ 12/ 2007

Unit 8: Country life and city life

Period No 45: Speak + listen

Teaching date……….
I. Objectives: Ss will be able to practise:

+ Speaking about changes of the place using comparative adj and
present progressive with “get” “become”.

+ Improve speaking skill.
II. Language contents:

+ Present progressive with “get” and “become”.
+ Comparative adjectives.

III. Teaching aids: 
IV. Ways of working:
V. Teaching methods:
VI. Procedures:

1. Warm-up:

- Hang the two pictures of My Tam: one was 15 years ago and
other is now

- Devide class into group of 4.

- Get them to discuss in groups and find out the changes between
the two pictures.

2. Pre-speaking:

- Elicit Ss to remind of using comparative adjectives and the
present progressive with “get” and “become” to describe My Tam now:
Ex: My Tam is getting more beautiful.

- Introduce the two pictures in the text book and explain the
request of exercise.

3. While-speaking:

- Ask Ss to talk about the changes of the town.

- Devide class into four groups and discuss about changes.
- Ss speak out the answers.

- T feed back.
4. Post-speaking:

- Ask Ss to work in groups to talk about the changes of their
hometown/ school.

5. Homework:

- Ask Ss to write about the changes of the place where they live.
- Ss prepare the text lesson.

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Unit 8: Country life and city life

Period No 48: Listen.

Teaching date………
I. Objectives: Ss will be able to practise:

+ Listening to get information
+ Improve listening skill.

II. Materials: - The tape, the recorder, the picture, posters.
III. Methods: - Communicative.

IV. Procedures:
1. Pre - Listening:

- Introduce the situation and the request of the exercise.

- Let Ss open predict the dialogue then exchange the production

each other.

2. While-listening:

- Get Ss to look at the book and listen to the whole dialogue.
- Ss give out the answers and read a complete dialogue.
- Get them to compare with their predictions.

- T corrects the mistakes.
3. Post-listening:

- Get some pairs to practise the dialogue (play roles)
- T gives the situation and Ss will make up the dialogue.
4. Homework:

- Ss prepare the next lesson.

……….

Date: 15/ 12/ 2007

Unit 8: Country life and city life

Period No 46: Read.

Teaching date………
I. Objectives:

- By the end of the lesson, Ss can:

- Understand the content of the reading text, about the differences

of city life and country life.

- Improve Ss’ reading skill.
II. Language Contents:

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- Comparative

III. Teaching aids: Text book, pictures, tape.
IV. Teaching methods: Communitive ....
V. Procedures:

1.Warm-up:

- Give two picture of City life and Country life.

- Give the question to discuss: “what do you see in each picture?”
- 2 groups discuss 2 pictures.

2. Pre-reading:

* Pre teach vocabulary: migrant (n) -> translation
plentiful (a) -> syn

struggle (v) -> situation
flood (n) picture
drought (n)

3. While-reading:

- Ask Ss to read the text and find out the main ideas for the question:

“What’s the life in this reading text?”

- Teacher corrects the ideas.

- Guide Ss to work individually to do each exercise based on the reading
text.

- Guide Ss to correct the exercises by themselves and for more opinion.
4. Post-reading: - Give some T/F statement.

- Ss work in group. Then compare their answers.
5. Homework: - Learn by heart the vocabulary.

- Prepare next lesson.

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Date: 16/ 12/ 2007

Unit 8: Country life and city life

Period No 47: Write.

Teaching date:……….
I. Objectives:

- After the lesson Ss will be able to write a letter to friends telling
about the places (city or country) where they live.

II. Language contents :

- Use vocabulary in previous past
- Use present simple tense.

III. Teaching methods: - Communicative.

IV. Teaching aids: - Text book & teacher’s book.
V. Time : 45’

VI. Procedures:

1. Warm-up: - Ask Ss questions.

Who likes to live in the city?
Who likes to live in the country?

- Devides Ss in group of two and discuss the questions.
2. Pre-writing:

- Ask Ss to read the outline of an informal letter and find out the correct
order. Then require Ss look again Unit 5 and correct order.

3. While-writing:

- Guide Ss to write letter by giving questions then correct their answer.
- Use the correct order to write.

- The group 1 write about city.
- The group 2 write about country.

- Ss use suggested sentences in the book. Teacher gives some reading
sentences: “I live in a…………...”

- Call some Ss to read their letters.
- Correct the mistakes.

4. Post-writing:

- Gives Ss some pictures of city or country.
- Then requires them to discribe the picture.
- Teacher guides Ss to correct by themselves.
5. Homework:

- Write a letter to your friends to tell them about your village/ city.

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Date: 16/ 12/ 2007

Unit 8: Country life and city life

Period No 48: Language focus

Teaching date………
I. Aims:

II. Language contents : 
III. Teaching methods: 
IV. Teaching steps: 
1. Warm-up:

*Brainstorming:

-Ask Ss to find out short adjectives and long adjectives they have learnt

-Divide the class in to 2 teams, one using yellow chalk and the other red chalk

-Get Ss to go to the blackboard and write th adjectives

II,Presentation:

-Remind Ss of the forms of comparatives and superlatives adjectives
• Comparative:

Short Adj + ER + Than + Object
More long Adj + Than + Object
•Superlative:

The + Short Adj + EST
The most+ long Adj

III,Practice

-Ask Ss to do exercise 4 on page 79. They have to work in pairs to
make comparasoins between the city and the country about: food, traffic,
transport...

-Give examples

-Move aroud the claas and the Ss write comparison sentenes
-Let each Ss read aloud one of the sentences they have made
IV,Production:

-Ask Ss to do exercises 5 on page 79

-Ask them read the advertisement then ask them some questions to check
their understanding

-Divide the class in to 2 team and ask them to play the game.
-Draw this chart on the board and the game begins

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Period: 52+53

Review

Teaching date:...

I,Aims:

-Help Ss to review knowledge in last units
II,Teaching steps:

-T gives grammar and Ss review again
1,

The simple present tense
a, Form

b, Usage: (T says )
2,

The present continuous tense
a,Form

b,Usage: (T says)
3,

The simple past tense
a, Form

b,Usage: (T says)
4,

The present perfect tense
a,Form

b,Usage: (T says)
III, Home work

Period No54: kiÓm tra HKI

………
………

S+ Verd s/es

S +be+Verding
S +Verded

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Date: 10/ 01/ 2008

Unit 9: a first-aid course

Period No 55: Getting started & listen and read.
Teaching date:………..

I. Objectives: By the end of the lesson Ss can express their promises
with “will”, “would”, “can”, “could”

- Listen and read to select the information.

II. Language contents:

1. Vocabulary: Emergency, conscious, wound

2. Structure: Review command sentences, requests, offers, promises.
III. Teaching methods: Situation method

IV. Teaching steps: Text book, picture, tape, cassette
V.Time: 45’

VI. Procedures :

1. Getting started ( warm-up):

- Gives pictures expressing the situation given in the lesson.

- Asks some questions and guides Ss to solve each situation by reviewing
and introducing some words such as: a burn, a bad cut, a nose bleed, a
bee sting ….

2. Listen and read: Introduce situation of the dialogue

3. Guide Ss learn some new words: Emergency (n): situation
wound (n): explaination
- Ss listen to the tape twice

- Let them to read the dialogue in pairs

- Ask two pairs of Ss read in front of the class

- Guide them to use structure: Can you…..? To practise

Will you……?
Ex: - Can you tell me what happened?

- Will you call doctor?

- Will you help her to stop bleeding?
* Guide Ss to responses.

- Ask Ss to read in silence again and select the topics corered in the
dialogue.

- Ss work individually in groups

- Calls Ss to be on behalf each group to write their answer on the board.
- Ss compare then T gives them correct answers.

4. Pre-practice:

- Ask Ss to make and respond to their own offers, promises and requests.
5. Homework:

- Asks Ss to write the correct answer at home
- Read the dialogue again.

- Learn by heart new vocabulary.

- Make up 5 sentences about requests, offers and requests promises.

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Date: 10/ 01/ 2008

Unit 9: a first-aid course

Period No 56: Speak and Listen.

Teaching date:………..

I. Objectives: - After learning the lesson Ss will be able to make and
respond to

offers, requests, and promises fluently by using modal verbs such as:
can/ could,

will/ would.

II. Materiods: Text book, picture, tape, cassette
III. Ways of working:

- Individual work, T - Ss, pairs work and group work

IV. Anticipated problems: Ss might confuse the function of modal
verbs when make the offers or requests.

V. Procedures : 
A. Speaking:
requests

1. Pre-speaking: - T gives there situations and asks Ss to give offers
promises

+ You are very hot and you want someone to turn on the fan
+ You are eating an orange and you want to offer your friend
+ You have a bad mark and you make a promise to your mother
- T guides Ss to speak out their opinions.

- T introduces how Ss can say in different ways.
(T asks Ss to open the text book)

2. While-speaking:

- Introduces the group modals to give requests, offers and promises and
also guide Ss how to respond in different ways.

- Explain the requests of the exercise and guides Ss to read the modal
dialogue.

- Ss work in pairs or a group of four (T guides Ss to guess)

- Call some Ss to practise the dialogue in front of the class or practise
exchange role

- T corrects mistakes.

3. Post-speaking: Give an exercise by matching
a. Can you bring this chair over there,

please? 1. I’m sorry I promise I won’t be lateagain

b. Would you like to go to cinema tonight? 2. OK

c. You come to class late again 3. That would be nice
B. Listening:

1. Pre-listening:

- T explains the requests of the exercise

- Give the meaning of some new words in the box and in the second
such as: stretcher, crutch, eye chart, paramedic, wheel chair .

2. While-listening:

- Ss listen to the tape twice and put the letter in correct order

- Ss compare the answers with the partners and volunteer to write on the
board.

- T checks and gives correct answer

3. Post-listening: Ask some questions about the listening text
Where are they?

What is the crutch used for?
Who is the doctor waiting for?
Where is the body?

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- Redo the dialogue
- Make similar dialogue.
- Prepare new lesson

...
...

Date: 12/ 01/ 2008

Unit 9: a first-aid course

Period No 57: Read

Teaching date………..

I. Objectives: By the end of the lesson Ss will be able to

+ Know how to give a first-aid course in some emergencies.
II. Teaching procedures :

1. Warm-up: fainting

nose bleed

burn
shock

broken leg
2. Pre-reading:

* Open prediction
a. Pre-teach: Vocabulary

- Elevate (v) (mine)
- Revise (v) (explaination)
- Minimize (v) (explaination)
- Sterile dressing (n) (picture)
* Model sentences:

- Ask the question to elicit the answer.
A. Why do we cool the burn immediately ?

B. We should do it so as to minimize the tissue damage.
 In order to

Form: so as to/ in order to + bare V
Meaning: để

Use: to indicate purpose

b. Chose a correct case for each of the following treatments
a, The victim should not sit or stand

b, Victim can not drink wine or beer

c, The victim’s head should be below the level of the heart
d, You should ease the pain with ice or cold water packs
e, The victim should drink a cup of tea when reviving

A. Fainting
B. Shock
C. Burn
- T guides Ss to guess.

3. While-reading: Let them listen to teacher.

- Ask Ss to read in silence and check their answers
- Calls some Ss to read loudly in front of the class
- Ss work in group of four and check their guess above
- T gives correct answers.

4. Post-reading:

- T asks Ss some questions about reading text
+ When do you leave the patient lying flat?
+ In what case don’t you let the victim get cold?

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+ When don’t you give the victim any food or drink?
+ When do you ease pain with ice or cold water packs?
5. Homework:

- Ss read the text at home again

- Learn by heart some case need a first-aid
- Prepare the new lesson.

……….

Date: 12/ 01/ 2008

Unit 9: a first-aid course

Period No 58: Write.

Teaching date:………..

I. Objectives: By the end of the lesson Ss will be able to 
- Know how write a thank-you note (letter)

- Develop writing skill
II. Teaching aids: Text book.

III. Teaching methods: - Comunicated
- Eliciting question.
IV.Time: 45’

V. Procedures : 
1.Warm-up:

-

T asks Ss how many tenses they learnt?
- Ss give some examples by themselves.

- T asks Ss some questions: Eg: Have you ever written thank-you letter
Who did you write? For what reason?

2. Pre-writing:

- Guides Ss how to write a thank-you note such as:

* First paragraph: - Say thank for what reason had done for you and your
feeling when you received the present (guides Ss use verb in the past)
* Second paragraph: - Inform to your friend about your conditional in

present (guides Ss use verb in the present)

* The last paragraph: - Your intention (guides Ss use verb in the future)
- Give your offers.

* T/ F prediction:

1. Nga writes to thank Hoa for some candy.
 2. Hoa' s gift cheered Hoa up.

3. Nga' d like Hoa to see her at the hospital.
 4. Nga is very bored now.

5. Nga writes the letter at the hospital.
3. While-writing:

- Introduces the requests of the exercise. Use the correct tense form of
the verb in brackets.

- Call some Ss to write their answers on the board from number 1 to 6.
- Asks some Ss to read their answers infront of the class, let other
correct.

- T gives correct answers then ask Ss to do exercise.
+ Exercicse 2: - Teacher introduces the request of the Ex.

- Ss answer and write letter based on theses answers.
- Ss work in individually/ group of four and exchange the answers.
- Call some Ss to read their letter in front of the class.

- Teacher corrects the mistakes.
4. Post- writing.

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VI. Homework.

- Write a thank you note.
- Prepare for new lesson.

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Date: 18/ 01/ 2008

Unit 9: a first-aid course

Period No 59: Language focus.

I. Objectives: - Ss will be able to know how to use “in order to” and “so
as to”.

- Revise the future simple tense

- Modal “will” to make requests, offers and promisses.
II. Contents: Grammar: In order to, so as to

Modal verb “will”
III. Teaching methods: - Comunicated
IV. Teaching aids: Text book, exercise book
V. Procedures :

A. warm-up: - T asks Ss to guess the meaning of the understand words
+ I study hard in order to have good marks.

+ She gets up early so as to review the old lesson

- Ss guess then T explains its meaning

- Ss give some more examples.
B. New lesson: Language focus.

1. Match one part of a sentence from column A with another part in
column B. Then wrtite a complete sentence by using in order to/ so as to
- Ss read in silence then do exercise work in group of two

- T calls some Ss to read in front of the class and check give correct
answers.

- T gives form: In order to + V-ing
so as to

2. Complete the dialogue.

- Asks Ss when they use “will” and “shall” and its differences.
3. Look at the picture and complete the sentences ..

- T explains the requests of the exercise
- Ss work in (group of two) pairs.

- Calls some pairs to read the answers in front of the class
- T gives correct answers.

4. Look at the picture. Make requests, offers and promises.
- T explains the requests of the exercise

- Give some meaning of new words: hang, plaint.

- Ss work in pairs.

C. Production: - Give some wrong sentences and asks Ss to correct
mistakes.

+ I come here in order to meeting her
+ She phoned me so as to know about her

+ She will to paint the door tomorrow.
+ She promises she shall study hard
D. Homework: - Do again languague focus at home
- Do exercise in the exercise book.
- Prepare new lesson.

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Date: 20/ 01/ 2008

Unit 10: Recycling

Period No 60: Getting started&listen and read + languge
focus 1

I.Objectives: By the end of the lesson, Ss will be able to do something
to protect the environment and save natural resouces.

II. Teaching aids: Cassette, text books, teacher’s book
III. Ways of working: Pairs, groups, teams.

IV. Procedures :

1. Getting started ( warm-up):

T’s question:

- Where do you do throw rubbish?

- What should you do to protect the environment?
- Teacher devides class into 2 groups.

- And tell about what you should.
- Asks Ss to use “chain game”

G1……….
G2 ……….
2. Listen and read:

- Teacher introduces situation of the dialogue
- Give some new words.

- garbage (n) (visual)
- reduce (v) (translation)
- fertilizer (n) (explaintion)
- reuse (v) (situation)
- recycle (v)

* T/ F prediction:

1. Friends of the earth is an organisation to help people make friends
with each other

2. Miss Blake asks the students to remember 3 things: reduce, reuse,
recycle.

3. Reduce means buying the product which are overpacked.

4. We can not reuse thing like envelopes, glass, plastic bottles, old
plastic bags.

5. Miss Blake says that we should use cloth bags and shouldn't use
plastic bags at all.

6. Recyling means not just throwing thing away but trying and finding
another use for them.

- Asks Ss to listen the tape twice
Answer key:

1. F an organization to help people to protect the environment and
save natural resouces.

2. T

3. F Reduce means not buying ...
4. F We can reuse things ...
5. T

6. T

- Let them read them dialogue in pairs
- Some pairs and out before class
- Give them to use the structures:

……..Adjective + to-infinitive/ noun clause
- And then give the explaintion.

- Gets Ss to read one more to answer the questions a-> e
- Asks Ss to compare with each other.

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Language focus 1

Ordreing pictures:

- Ask Ss to read the instructions and look at the pictures on page 95.
- Tell them to put the pictures in the correct order according to the
instructions.

- Call some group to give their answers.
Answer key:

a. 1 b.4 c.3 d.5 e.2 f.6
3. Homework:

- Asks Ss to write the correct answer at home
- Read the dialogue again.

- Learn by heart new vocabulary.

………..

Date: 22/ 01/ 2008

Unit 10: Recycling

Period No 61: Speak and listen.

I. Objectives: By the end of the lesson, Ss will be able to:
- Give and respond to introductions.

- Master and select the main information listening
- Improve their speaking and listening skills.
II. Language content:

1. Grammar: Structure: What can/will we do with ..?

2. Vocabulary: fabric (n), metal (n) , compost (n), fertilizer (n)
III. Teaching aids: Text book, teacher’s book.

IV. Teaching methods: Communicative.
V. Teaching process:

A. Speak.

1. Warm-up: - Asks Ss to look at the picture and give question.
T: What are they?

S: They are letf things called “waste” that pollute environment.
2. Pre-speaking:

* Pre teach vocabularies:

- Fertilizer ( n) ( explanation)
- Compost ( n) (

- Fabric ( n) ( realia)
- leather (n) (question)
* Checking : Bingo

* Dictation list:

- Tell Ss to listen to the words and put them in the right columns

Group Items

Paper used paper ( old newspaper, books, cardboard boxes)
Glass ( bottle, glasses, jars)

Plastic ( plastic bags, plastic bottle)
Metal ( food cans, drinking tin)

Fabric clothes( cloth bags, material...)
Leather ( shoes, sandals, schoolbags)

Vegetable fruit peels ( vegetables, rotten fruit)
3. While-speaking:

- Asks Ss to read the 2 dialogues pattern, then practice in pairs to make
up new dialogue.

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S1: Are sandals “fabric”?

S2: No, they aren’t. They belong to “leather”

- Other pairs make the similar dialogues, practice-exchange roles
- Some pairs to practise speaking before the class.

- Correct their mistake.
4. Post-speaking:

- Asks Ss to work in pairs by making similar dialogues with the words
given.

- Asks some pairs to practise speaking before the class.
- Correct their mistakes.

B. Listening.
1. Pre-listening:

- Gives Ss the content of the listening
- Asks student to predict answers.
2. While-listening:

- Devides the class into small groups.

- Requests Ss to listen the recording twice then check their prediction
and compare their answers to other.

- Asks some to read their answer before class in pairs
- Corrects the answers.

3. Post-listening:

- Gives an uncompleted passage

- Asks Ss to listen to fill in
- Corrects their mistakes.

VI. Homework: - Asks Ss to learn by heart vocabulary, students.

- Asks Ss to list left things that can be recycled and
reused.

- Asks Ss to prepare next lesson - read.

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Date: 23/ 01/ 2008

Unit 10: Recycling

Period No 62: Read.

I. Objectives: After the lesson: The learners will be able to talk
- How to use recycling fact

-form the passive in the present simple.
II. Teaching procedures :

A. Warm-up:

T: Puts questions: Do you protect the environment?
What things can you do?

B. Pre-reading:

* Pre teach vocabulary:

- Tire (n) ( picture)
- deposit (translation)
- Pipe (n) ( drawing)
- Refill ( v) ( explanation)
* Checking: Rub out and remember
* Open prediction:

- Write the question on the board and ask Ss to guess what they are
going to read.

1. What do we do with used things?
2. What can they make from them ?
- Ss write the answer on the board.
C. While-reading:

1. Recycling fact:

- Guide Ss read the text quickly

- Request Ss read the text carefully and answer these questions
- Ask them compare their answer

- Call two or three Ss read answers

- T corrects mistake and gives Ss correct answers.
 Answer key:

Used things Recycling fact
Car tires

Milk bottles
Glass

Drink cans
Household and
garden waste

are recycled to make pipes and floor
recovering

are cleaned and refilled with milk

is broken up, melted and made into new
glassware

are brought back for recycling
is made into compost

- Ask Ss to work individually to amswer the questions on page 93
- Let them to compare with each other and feed back

- Elicit the model sentences from Ss

Eg: Car tires are recycled to make pipes and floor recoverings.
Glass is recycled into new glassware

S be PP

Form: S + is/ am/ are + past participle

Use: is used when the S is affected by the action of the verb
- Request Ss find out the sentences of passive form

Active: S V O
 Passive: S be+ PP by O

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- Work with a partner. Complete the sentences to make a list of cycled
things

- Devides the class work in pairs

- Explain the exercise: Basic on each passage to write a sentences
recycling.

- Call two pairs write their answer on the board. Other pairs remarks.
- Correct mistakes if necessary

D. Post-reading: Can you say some ways to recycling fact?
III. Homework:

- Do exercise 4, 5, 6. on the workbook.

………

Date: 28/ 01/ 2008

Unit 10: Recycling

Period No 63: Write.

I. Objectives: By the end of the lesson, Ss will be able to:
- Use the verbs in present simple tense.

- Write a ste of instruction.
- Develope writing skill.
II. Language content:

- Present simple tense.

III. Teaching aids: Text book, teacher’s book.

IV. Teaching process: mix

1. Warm-up:

- Give network and ask Ss to collect dry
the verbs belong to the network.

wait
2. Pre-writing:

* Pre teach vocabularies:

- Soak (v) explanation
- Mash (v) translation
- Wire mesh (n) translation
- bucket (n) drawing
* Checking : Slap the board
- Ask the question:

? What tense do we usually use when we talk about the progress to
make something

(Present simple tense)
- Introduce the content of exercise1

- Let Ss to read the through the text
3. While-writing:

- Ask Ss to choose the suitable verbs to fill in the blank
- Ask Ss to read the complete text to check

- Correct if there is mistake
* Answer key:

1. soak 2. mash 3. mix
4. pull out 5. press 6. dry
- Call on some Ss to say the sentences from memory.
 First, soak old newspaper in a bucket overninght.
 Then, mash the paper by a woonden spoon.

Verbs used
to recycling

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Next, mix the mashed paper with water.

After that, use a wire mesh to pull the mixture out, put it on the cloth 
and press it down firmly.

Finally, take the mesh out of the cloth and dry it in the Sun.

4. Post-writing:

- Hang the picture without the words given on the board and introduce
the way to make dry tea leaves to keep mosquitoes away

- Ask Ss to find out the words usually used in this progress (used, teapot,
dry, put…)

- Ask Ss to use these words to write instruction to make dry tea leaves to
keep mosquitoes away.

- Call some Ss to read their writing-correct if there’s mistake.
- Get some to read the instruction aloud.

a. First, take the used tea leaves from the tea pot.
 b. Next, scatter the tealeaves on a tray.

c. Then, dry the leaves in the sun.

d. Finally, put the dry leaves in a pot for future use.

- Ask Ss to write simple instructions to make something they know
For example: The way to make noodles

5. Homework: Ask Ss to:

- Rewrite exercise 1, 2 in the exercise book.

- Write instruction to cook some foods they know.
- Have a look at Language Focus.

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Date: 28/ 01/ 2008

Unit 10: Recycling

Period No 64: Language Focus 2+3+4

I. Objectives: By the end of the lesson, Ss will be able to use:
- Passive form in future simple

- Adjectives followed by an infinitive / a noun clause
II. Teaching methods: Communitive approach.
III. Teaching aids: Text book, picture ...

IV. Steps of teaching:
1. Warm-up:

- Devide Ss into two groups A and B

- Call two Ss on the board, one writes common verbs, other writes past
participle in exercise 1.

- Call Ss write: Adjective followed by an infinitive/ a noun clause and
give Eg for each

2. New lesson:

Language focus 2

- Set the scene: A famous inventor, ...

- Asks Ss to repeat the form of passive

Be + PII
Model sentence:

When will the project be started?
will S be PP
Form: will/ shall + be + past participle
- Use the correct form of the verbs in brackets
- Call Ss to give their answers and correct.

Language focus 3

- Set the scene: Ba gives Nam alot of directions...
 Model sentence:

It is dificult to follow your directions
It be adj to infinitive

Form: It + be + adj + to infinitive
- Complete the dialogue.

- Ask some give their answers and correct.

Language focus 4

- Set the scene: Nam passed the English exam and his grandparents are
delighted at it. What did they write to him?

- Elicit model sentence:

We are delighted that you passed the English exam.
S be adj that/ noun clause

Form: S + be + adj + that/ noun clause
* Matching:

- Ask Ss to read the letter on page 97 and match the words
1. relieved (adj) a. xin chóc mõng
2. congratulation ! b. tr«ng chê
3. look forward to (v) c. xác nhận lại
4. cofirm (v) d. nhÑ nhâm
- Ask Ss to copy the vocabulary.

3. Production:
* Gap fill:

- Ask Ss to work in pairs to complete the letter using the words in the
box.

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- Give exercise: - Change sentences into passive
Eg: + He broke the class

+ The snack bit Hung.
- Make the sentences, using word cues

+ It/ diffecult/ do/ this/ exercise.
+ It/ easy/ get up/ early.

V. Homework:

- Rewrite the letter beginning with: " Nam's grandparents are delighted
that he ...

- Write five sentences, using passive
- Prepare next lesson.

……….

Date: 30/ 01/ 2008

Unit 11: Traveling around viet nam

Period No 65: Getting started & listen andread.

I. Objectives: By the end of the lesson, Ss will be able to speak about
one’s interest and others

- Make and respond to formal requests.
II. Language contents:

* Grammar: ed and ing participles
- Do/ would you mind if do/did
- Do/ would you mind + V-ing
* Vocabulary:

III. Teaching methods: Communitive.
IV. Teaching aids: Text book, picture ...

IV. Teaching process:
1. Warm-up:

- Ask some Ss some questions:
+ Do you like traveling?

+ What can you see in this picture?
+ What is this? Have you ever been in ?
2. Presentation:

* Listen and read: Introduce the situation of the dialogue
* Pre teach vocabulary:

- Crop (n) translation

- Sugar cane (n) (what is used to make sugar?)
- water buffalo (n) translation

- forty- minute drive explanation
* Checking: Bingo

* Pre question:

1. Where does Hoa meet the Jones?

2. Is it the first time the Jones have visited Viet Nam?
 3. How do they travel to Ha Noi?

4. What do they see along the road to Ha Noi?
 5. What would Tim like to do ?

- Ask Ss to predict the answers.

- Ask Ss to listen to the tape twice.

- Have them play the rolls in the dialogue
- Correct the predictions:

Answer key:

1. Hoa meet the Jones at the airport.
2. Yes, it is.

3. By taxi.

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5. He'd like to take a photo.
3. Practice:

- Introduce new structure: Would/do you mind if + I + V ...?
 Would/do you mind + V-ing ..?
- Give some examples

- Introduce to Ss compound adj: a 40 minute, a ten year old
- Work with a partner

- Ask one student to read the sentences and others choose T or F in
exercise in students’ book.

Answer key:

a. T b. T c. F in a taxi

d. T e. T f. F not only rice and corn but also sugar

cane

are grown around Ha Noi

4. Production: Ask Ss to do exercise 3/ page 66 in exercise book or give
some cues and ask them to make up new sentences

- you/ turn on/ radio?
- you/ open/ door?

5. Homework: - Ask Ss to do exercise 3 + 4/ page 66 in exercise book.
- Prepare “speak”

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Date: 03/ 02/ 2008

Unit 11: Traveling around viet nam

Period No 66: Speak + listen

I. Objectives: By the end of the lesson, Ss will be able to 
- Talk about traveling

- Make formal requests/ use “mind” in requests
II. Language contents:

- Practice talking about traveling with “would/ do you mind if ...? And
“would/ do you mind + V-ing ...?
III. Teaching methods: Pair work, group work

IV. Teaching aids: Text book. 
IV. Teaching process:

1. Pre-speaking:

T gives some situations:

Ex: I’m cold. What will you do to help me?
I’m hot. What will you do to help me?

- Ss listen and answer T’s questions
- We’ll close the door/ window
- We’ll open the door/ window
T: So can say:

a. (I’m cold). Would/ do you mind closing the door/ window?

-> Would/ do you mind + V-ing ... ? Used to ask sb to do sth for sb ->
make formal requests.

- Give me some example please. - Ss follow T’s request.

(May be base on exercise
3-P.66-workbook)

* So you can say:
T: I’m hot

Ss: Would/ do you mind if I open the door/ window?
opened

=> “Would/ do you mind if I + V ” => Used to express things that

we want

+ V(ed)2 to do for sb -> make
formal requests.

- Give me some examples, please. - Ss follow T’s request.

(May be base on exercise
3-P.66-workbook)

2. While-speaking:

- T asks Ss to look at their books - the table “use ‘mind’ in requests” -
P.100, then explains.

+ The first column supplies requests

+ The second column supplies replies: accept () or ()

- T asks one to read the first column and one to read the second column.
- T explains the situations given in the text book (P. 100 + 101)

- T gets Ss to practice speaking the statement in the situations -> correct
their pronunciation, intonation.

- T gets Ss to practice in pairs -> exchange roles.

- T plays roles in turn (student A and student B) in front of the class in
order to give out the best answer for Ss. Then let Ss re-practice in pairs.
T moves around monitor.

3. Post-speaking:
Role play:

+ One is student A, one is student B to make up the dialogues with
request and suggestion.

+ Or may be base on real situations in class to make up the dialogue ..
*. Pre-listening:

- Set the scene:

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- Prediction:

T asks Ss to match the places in the box to the positions on the map
after reading words for places aloud.

- T lets Ss compare their prediction in pairs.
* While-listening:

a. Prediction check:

- Ask Ss to listen to conversation between members of the Browns once
to check their predictions.

- Let Ss listen to it once more before getting feedlot and giving answer
key. May be let them compare their answers each other.

b. Answer key:

Place Your prediction Your answer after listening Answer key
a

b
c
d

* Post-listening:

Example: A: Which place is in HoTay Road on the right?/ Where is the
restaurant?

B: Restaurant./ It’s to the right of HoTay Road.

B: Which place is near the temple?/ Where is the temple?
A: Pagoda./ It’s near/ next to the pagoda.

4. Homework:

T: Rewrite “Role play” into your exercise book.
- Prepare next lesson

………

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Unit 11: Traveling around viet nam

Period No 69: Listen.

Teaching date:...

I. Objectives: By the end of the lesson, Ss will be able to:

- Develop listening skill to understand and the general ideas and
details.

- Know about places directed on the map.
II. Language contents:

Words for places

III. Teaching methods:

IV. Teaching aids: Picture, cassette, tape ...
IV. Teaching process:

1. Pre-listening:
- Set the scene:

T hangs the picture or draw on the board and asks.
What is it? Is it a map?

- Prediction:

T asks Ss to match the places in the box to the positions on the map
after reading words for places aloud.

- T lets Ss compare their prediction in pairs.
2. While-listening:

a. Prediction check:

- Ask Ss to listen to conversation between members of the Browns once
to check their predictions.

- Let Ss listen to it once more before getting feedlot and giving answer
key. May be let them compare their answers each other.

b. Answer key:

Place Your prediction Your answer after listening Answer key
a

b
c
d

3. Post-listening:
* Speaking:

Example: A: Which place is in HoTay Road on the right?/ Where is the
restaurant?

B: Restaurant./ It’s to the right of HoTay Road.

B: Which place is near the temple?/ Where is the temple?
A: Pagoda./ It’s near/ next to the pagoda.

4. Homework:

- Talk about positions on the map fluently.

- Do exercise 8 page 68 in workbook.
- Prepare “Read” P. 102-> P. 104.

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Date: 05/ 02/ 2008

Unit 11: Traveling around viet nam
Period No 67: Read.

I. Objectives: By the end of the lesson, Ss will be able to:

- Introduce and advertise some famous traveling place simply in
VietNam

- Understand the text to get information.
- Develop reading skill.

II. Teaching process: 
A. Warm up:

- Ask some questions to enter the new lesson such as:
+ Do you like traveling?

+ Where do you like to travel?

+ Have you ever (been) traveled to DaLat?
+ What is interesting in NhaTrang/ DaLat?
B. Pre-reading:

*. Pre teach vocabulary.

- Institute: - Accommodation

- Magnificent: Translation - Departure
explaination

- Recognize: - Stribe

- Limestone: explaination, real thing - Waterfall picture
- Stream

- Giant: (synonym) = very very big
* Checking: Bingo

C. While-reading:

1, - Ask Ss to look at the exercise 1 and predict.

- Ask Ss to read the advertisement to get information to check the
topic mentioned

- T corrects and asks some questions to check their
+ Are there any caves in NhaTrang?

+ How do you go to SaPa?
+ Corrects.

* Answer key:
- Nha trang:

Flight to Ha Noi, rail way, hotels, local transport, tourist attractions.

- Da Lat:

Hotels, local transport, water falls, tourist attractions.
 - Sa Pa:

Hotels, local transport, moutain slopes, tourist attractions, villages.
- Ha Long Bay:

World heritage, tourist attractions, sand beaches, rail way, hotels, caves,
local transport.

Restaurents, types of food : no place
- Have Ss to copy.

2, Give a grid on the board.

- Ask Ss to read statements to get the information to fill in the grid.
Place

Name NhaTrang DaLat SaPa HaLong NhaRongHarbor

Andrew
Mary
John
Joane
Donna

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P1. Where should Mary go?
P2. She should go to NhaTrang.
- Teacher corrects

D. Post-reading:

- Ask Ss to do exercise 8 (workbook)

- Ask Ss to write a poster (SamSon, CuaLo) -> an advertisement.
III. Homework:

- Learn by heart the vocabulary.
- Prepare new lesson.

...
...

Date: 10/ 02/ 2008

Unit 11: Traveling around viet nam

Period No 68: Write.

I. Objectives: By the end of the lesson, Ss will be able to:
- Complete a narrative.

- Write the stories base on suggested events, develop writing skill.
II. Teaching aids: Picture, textbook ...

III. The content of language:
1. Grammar: - Past simple tense

- ed and ing participles

2. Vocabulary: Canoe, paddle, move up and down, overtern.
IV. Teaching process:

1. Warm-up: Teacher give some questions

- What did you do on last summer vacation?
- Where did you go?

- Who do you go with?

2. Pre-writing: Introduce situation to Ss
- Give new words: - Canoe (n) pictures

- Paddle (n) pictures

- move up and down (v) pictures
- Overtern (v) pictures, actions

- Have Ss read the story in silence. Then ask them to answer the
teacher’s questions:

- Where did the Browns go last week?
- What was the weather like?

- Can you guess what happened to them?
3. While-writing:

a. Hang some prepared pictiures about the story of the Browns
(mixing order)

- Let people order them (can use lucky number)
- Ask Ss to read the sentences from a -> g

- Teacher can help Ss to explain some difficulties

- Divide class into 2 groups: one asks and the other to order those
sentences ..

- Teacher corrects the mistakes.

b. Put the events below in the correct chronological order and write the
story.

- Explains the little of writing.

- Have Ss look at pictures and ask about the content of it.
- Guide Ss to order the situations in Uyen’s story.

- Let Ss write the right sentences below each picture.
- Call Ss to write right sentences on the board.

- Let them write a complete pharagraph.
- Read out.

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- Teacher gives the correct chronological order.
4. Post-writing:

- Ask Ss to do exercise 9/ page 69 in exercise book.

- Hang on a picture and ask them to write the thing which had happened

in the picture.

- Corrects the mistakes.
V. Homework:

...
...

Date: 15/2/2008

Unit 11: Traveling around viet nam

Period No 69: Language Focus.

I. Objectives: By the end of the lesson, Ss will be able to consolidate
what they have matered such as giving the polite requests and reply on
use: - ED and - ING participles. Moreover, they can improve themselves
by doing some further exercises.

II. Materials: Text book, picture, posters.
III. Methods: Communitive.

IV. Procedures:
1. Warm-up:

* Pre-teach grammar:

a. -ED and -ING participles (V.pp and V.ing) stand after noun or phrase
noun, and modify that noun or phrase noun.

Ex: The girl playing skip is my sister.

The boy reading a book is very intelligent.

The novel written by Chales Dicken is very famous.
The story written by Nam Cao attracts me a lot.
The toys made in China are very nice.

b. Give the requests:

- Would/ Do you mind + if + ...?
- Would/ Do you mind + V.ing ...?
And respond.

Ex: Would you mind if I opened the door?
Do you mind if I close the windows?
Would/ Do you mind turning on the TV?
Agree: Not at all/ No problem/ Please do.

No, of cause not/ No, I don’t mind
Disagree: I’m sorry. I can’t

I’d prefer (rather) you didn’t.
I’m sorry. That’s not possible.
2. Practice:

- Ask them to look at book and do all exercises in book.

- Ask them to work with a partner. (they can exchange their roles)
Key (1) ...

Key (2): The old lamp made in China is five dollars

The car toy recycled from drink cans is two dollars
The doll dressed in pink is two dollars.

The green painted trunk/ box is one dollars
The toys kept in cardboard box is ten dollars
The flowers wrapped in paper is one dollar.
- Tecaher check and correct their mistakes.

3. Homework:

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...
...

Date: 18/ 2/ 2008

Period 70: Consolidation
I. Objectives:

By the end of the lesson Ss wll be able to cosolidate what they have
leant from unit 9 to 11 and can use the structures to do some

homeworks.
II. New lesson:

- Give some further practice
1. Rewrite sentences:

a. The teacher is wearing a blue jacket. She teaches us Math.

-> ...

b. The toy was bitten by a dog. The boy is very naughty
-> ...
c. The garden is watered every morning. It is full of flowers.
-> ...

d. The cat is sitting on the table. It is my favorite pet.
->... ...

e. The vase was broken yesterday. It is beautiful.
->... ...

f. The girl is singing on the stage. She is my neighbour.
->...

2. Rewrite sentences:

a. To go swimming is interesting. (It)
-> ...
b. I want to take some photos of you (If)
->...
c. I want to open the door (Opened)
-> ...

d. You are concerned about my school. I am glad (That)
-> ...

e. The sofa is put in the living room. It is old (Sofa put)
-> ...

f. The boy is holding a bunch of flowers. The boy is my best friend (boy
holding)

->...

3. Put the verbs in bracket intothe correct tense

1. Tom doesn't enjoy...( laught) at by the people.
2. This is the first time Hoa ...( meet) Tim

3. Would you mind ...( bring ) me a bandage?
4. It's lucky for Jhone ...( pass) the exam

5. My grandmother...( work) extremely hard when she was
a student.

4. Write sentences using the words
1. you/ mind/ I/ borrow/ a / car

2. compost/ can/ meke/ household/ garden/ waste.
3. it/ neccessary/ cool/ burn/ immediately.

4. we/ ought/ use/ cloth bags/ instead/ reuse/ plastic bags.

5. what/ should/ do/ protect/ environmemt/ save/ natural resouces.
III Homework:

- Do all exercises in book.
- Review lessons to make a test.

- Make sentences at home

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Date: 18/ 2/ 2008

Period No 71 + 72: WRITTEN TEST 45'+ correcting the 
test

Question I. Em hãy chọn một đáp án đúng trong ngoặc để hoàn thành
mỗi câu sau: (5.0 marks).

1. It’s (become/ becoming) more and more dangerous to travel by air.
2. The last time we met her was (when/ since) we left school.

3. They (didn’t work/ haven’t worked) in that factory since last Monday.
4. My uncle is the same (old/ age) as her.

5. What time (does the train leave/ is train leaving) tomorrow?
6. Her brother doesn’t enjoy (playing/ to play) badminton.
7. Run (fast/ fastly) and you can catch the bus.

8. We’re (pleasing/ pleased) to hear that you passed the driving test.
9. Hung promised to try (him/ his) best in learning English.

10. You’d better send it by surface mail. It’s (much/ many) cheaper.
Question II. Em hãy dùng từ gợi ý viết lại những câu sau sao cho
nghĩa không đổi:

(2.5 marks)

1. Keeping the environment clean is very important.

It’s ...

2. They will show the time machine to the public when they finish it.
The time machine...

3. He was delighted to receive his aunt’s letter.

He was delighted that his ...
4. Old car tires are recycled to make shoes and sandals.

People...
5. I’m very sad that I wasn’t accepted in that group.

I’m very sad not ...

Question III. Em hÃy hoàn thành các câu sau dùng: will ( ll), shall, ‘
won t. (2.5 marks).’

1. I ...phone my sister this weekend.
2. What time ...we meet?

3. It’s hot in this room...I open the window?
4. I feel a bit tired. I ...do anything more.
5. Please don’t tell anyone.

- I promise, I ...

Đáp án:

I. 1. becoming 6. playing

2. when 7. fast

3. haven’t worked 8. pleased

4. age 9. his

5. does the train leave 10. much

II. 1. It’s very important to keep the environment clean.

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3. He was delighted that his aunt sent him a letter.

4. People recycle old car tires to make shoes and sandals.
5. I’m very sad not to be accepted in that group.

III.1. ..will (‘ll)....
2. ...shall..
3....shall....
4. ...won’t....
5. ...won’t...

...

Date: 28/2/2008

Unit 12: a vacation abroad

Period No 73: Getting started & listen and read.

I. Objectives: - After fishing this lesson Ss can:

+ Make plan.

+ Give invitation, accept and refuse the invitation.
II. Language contents: - Past progressive.

- Progressive tense with always.
III. Teaching methods: Text book, cassette player ... 
IV. Teaching procedures

1. Warm-up:

* Matching and picture drill

- Ask Ss about the symbol in the flag of VietNam.

- Ask Ss to find out the picture and match with word given.
- By the end teacher can give the correct answers.

2. Presentation:
- Give the situation

-Ask Ss to lock at in text book and introduce “this is Mrs. Quyen. She’ll
go abroad and now she’s calling to Mrs Smith”

* Words cue drill:

a. Australia/ people/ friendly

S1: Which country do you want to visit?
S2: I' d like to visit Australia.

S1: Why?

S2: Because Australian people are friendly.
b. Thailand/ the sights/ beautiful

c. Britain/ a lot of famous royal palaces.
d. Canada/ a lot of beautiful sights and land.
e. Japan/ people/ friendly and hospitable.
* Pre- teach vocabulary:

- to include (v) Bao gåm
- ticket price (n)

- Bussiness meeting (n) Buæi häp vÒ kinh doanh
- to pick ( sbd) up (v)

- Abroad (adv) ë níc ngoµi

* Checking: Rub out and remember
- Review Ss the future arragement,

- Structure (1) to be + always + V.ing give example
- Srtucture (2) would ....like ...?

* T/ F predictions

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2. She will be in town for 2 days

3. She is going out on Tuesday evening.

4. She will come over for dinner with Mrs Smith on Wednesday
evening.

5. She is leaving in San Francisco on Friday 29th.
3. Practice:

- Ask Ss to play the role in dialogue.
- Correct the sounds (mistakes)

- Ask Ss to complete Mrs. Quyen’s schedule.
- Ask Ss answer to questions in text books
- Give real situation and guide Ss to practice.

Ex: would you like to go abroad?

Which country would you like to go?
4. Production:

* Comprehension questions:

1. No, they won't. Because that ticket price include the
accommodation.

2. No, he won't, beacuse he is going to have a bussiness meeting.
3. Mrs Smith will pick her up at the hotel.

- Give cues words and ask Ss to make up sentences to practice which

they have learnt in presentation part.

5. Homework:

- Practice the dialogue.
- Learn by heart new words.

- Make sentences with mentioned structures.

- Ask Ss to do exercise 1 & 2 and prepare next lesson

...
...

Date: 29/ 2/ 2008

Unit 12: a vacation abroad

Period No 74: Speak + listen

I. Objectives: - By the end of the lesson, Ss will be able to:
- Make a plan for a trip.

- Improve speaking and listening skill.
II. Teaching produres:

1. Warm-up:

* Chatting:

- T gives Ss some posters, brochures and flight information then ask

them to choose and make a plan for a trip.

2. Pre- speaking

* Pre teach vocabulary:
- Flight (n)

- Brochure (n) Tờ rơi, tập sach mỏng, tờ quảng cáo.
- Rate per night

- Itinerary (n) lộ trình

- Gallery (n) phòng trưng bày
* Checking : Rub out and remember
* Surveys;

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+ Where will you go?
+ Where will you stay?
+ How long ...?

- Guides the requests of exercises.

- Ask Ss to look at the brochures and flight information and then gives
them some questions about the information to help Ss understand before
doing exercises.

- Ask them to make a plan for a trip according to the given information.
Ex: Depart Los Angeles: Flight 835 at 10.00 on Mon

Arrive Boston: At 4.00

Accommodation: Atlantic Hotel

Sightseeing: Boston University, Museums and Art galleries
Depart Boston: Flight 710 at 10.00 on Thursday, 22

S1: Where shall we stay?

S2: The reserve hotel is expensive but it has a gym.
S1: What time should we leave Los Angles?

S2: There s a daily flight at 10 a.m. Would that be OK?’
S1: OK. Where are we going to visit then?

S2: We ll visit Boston University and Harward Medical school.’

- Ask Ss to practice the dialogue, then ask & answers about the plan for a
trip.

- Ss work in pairs

- T corrects the mistakes.
3. Post-speaking:

- Ss ask & answer about the information of their trips

( Free-practice with: where, how long, what....)
Ex: From Thanh Hoa to Ha Long

Accomodation Rate per night Facilities Departure Arrival Sight seeing

Da Lan hotel 50 - 100.000D

(single)

100 - 200.000
( double)

Restaurent

Zoo 7.30 a.m 4.30 p.m Ha Long Bay

4. Homework: - Do exercise 4 in workbook.
- Prepare new lesson.

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Date: 28/ 02/ 2008

Unit 12: a vacation abroad

Period No 76: Listen.

Teaching date...

I. Objectives: - After fishing this lesson Ss can: 
+ Get information.

+ Develop Ss in listening skill.

II. Language contents: Review grammar & vocabulary
III. Teaching aids: Text book, cassette, picture ...
IV. Teaching methods: Communicative... 
V. Procedures:

1. Warm-up: - Give new-words about weather.
2. Pre-listening:

New words: Centigrade - explain
Humid - explain

- Ask Ss to look at the boxes which they have to fill in after listening.
- Ask Ss predict which they are going to hear.

3. While-listening:

- Let Ss to read carefully the part.
- Turn on the radio

- Let Ss think of the words which they have listened. (1-2 minutes).
- Turn on the radio again (1-2 minutes).

- Ask Ss ti give the words for each place.
- Give the answer and correct the mistakes.
4. Post-listening:

- Ask Ss to talk about the weather in different country use information in
listen part.

5. Homework:

- Ask Ss to give the informations of Vietnamese weather forecast the
next day. (in English).

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Date: 2/ 03/ 2008

Unit 12: a vacation abroad

Period No 75: Read.

I.Objectives:

By the end of the lesson, Ss will be able to:

+ improve their reading skill by reading some postcards.

+ get some more information about famous cities and sights in
the world and learn some more new words.

II. Materials: - Picture, posters, postcards... 
III. Methods: - Communicative ...
II. Teaching process:

1.Warm up:
* Chatting:
2.Pre-reading:

- Use pictures to set the scene:
+ Where is it?

+ What is it called?
 + What is it famous for?
* Pre teach vocabularies:
- Volcano (n)

- Lava (n)

- To pour out (v) chảy ra
- Valley (n)

- to carve (v) kh
- To be situated (v)

- Look at postcards that Mrs. Quyen sent to her children.

Vocabulary: lava, pour out, overhead, fisherman’s wharf, carved, rock,
the windy city, on the shore of, the Empire stats building.

- Ask them to read the postcards.
2. While-reading:

- Read the postcards

- Ask them to write what Mrs. Quyen did and saw in each of those
places.

- Check and correct.
3. Post-reading:

- Ask them to work in pairs
- Ask and answer questions
- Check and correct

+ Play true/ false Repetition Drill

Ex: We went fishing at Waikiki Beach as soon as we arrived on .
4. Homework: - Read again the postcards

- Learn by heart new words
- Do exercise in book
- Prepare new lesson

...
...

Date: 4/ 3/ 2008

Unit 12: a vacation abroad

Period No 76: Write.

I.Objectives:

By the end of the lesson, Ss will be able to:
+ Practice writing a postcard
+ Develop writing

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III. Ways of working: Individual work, group work.
IV. Teaching process:

1.Warm-up :

* Set the scene:

- Use a picture to introduce about the USA and say: “This picture is from
Mrs. Quyen. She is in the USA”.

=> Short speaking: Ss say something about her vacation (self on “read”
P116, 117)

2. Pre-writing:

- Give a postcard (use Mrs. Quyen’s) => lead to the exercise
- Guide Ss way to write a postcard.

* Answer key:

1. in 2. people 3. weather 4. visited 5.
her

6. happy 7. bought 8. for 9. weight 10.
soon

* Survey:

Place We are having a wonderful time in the USA

How you feel about the people The peole are friendly

Weather The weather has been warm and sunny

Who you meet/ visit In San Francisco I visited my friend- Sandra Smith

What you see No information

What you buy I bought a lot of souvernirs

3. While-writing:

a. Complete the postcard:

- Introduce the situation of the postcard exercise 1 (E8. P118)
- Let Ss read the postcard, then gap filling with answer key
- Work in pair

- Have them give their answers
- Correct mistake

- Reread the postcard.
b. Write a postcard:

- Explain the request of exercise 2 P118. E8

- Read the suggestion -> Ss underline the words: Place - people -
weather - who(meet) - what(see/ buy)

- Let them read again.

* word - cue - drill: + visit/ Japan

+ people/ friendly & helpful
+ weather/ warm

+ meet/ relatives

+ see/ parks & libraries
+ buy/ souvenirs & books

4. Post-writing:

- Ss work in 4 groups by transformation writing (118 the Ex 1)
- 4 Ss show their postcard on the board

- Correct and remark

5. Homework: - Write a postcard to your friend.

- Do exercise 7 P 75 in the exercise book.

...
...

Date: 6/3/2008

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I.Objectives:

By the end of the lesson, Ss will be able to practice:
+ Past progressive.

+ Past progressive with when and while.
+ Progressive tenses with always.

II. Teaching mathods: Communicative
III. Teaching aids: Picture and text book
IV. Steps and time distribution:

A. Warm up:

* Let Ss tell what they were doing yesterday morning.
Ex: S1: I was having breakfast at 7 o’clock
S2: I was going to school at 7h.05’
B. New lesson:

1. Practice with past progressive:

=> Use Eg in book to press
- Explain the request of the exercise 1 P.119 E8

- Let Ss look at the pictures & say what were happening at 8 o’clock last
night

- Show picture “a” to Ss and give example.

Ba was taking a shower at 8 o’clock last night.
- Ask Ss to do exercise.

- Ss give their answers
- Correct mistakes.

* Word-cue-drill: + I / do/ homework/ 7 o’clock
+ She/ watch/ TV

+ They/ listen/ music

2. Practice past progressive: With “when” and “while”

Example: I was doing my homework when he came

Or He came while I was doing my homework
- Explain the request.

- Look at the picture & say about them
- Read the modal sentence

* Matching P.120 English 8
- Ss give answers

- Correct mistake

* Transformation writing the modal sentence.
3. Progressive tenses with (always):

- Repeat the use of “always”

* Modal sentence: Bao is always for getting his homework.
- Explain the request of the exercise.

- Look at the pictures & tell the content
- Read modal sentence.

- Do exercise and discuss.
- Ss give their answer
- Correct the mistake.
C. Production:

- Do exercise 6 P.74 in the exercise book.
* Mapped dialogue:

what is at 8 o’clock 8 o’clock

yes (read)

Was/ were + V.ing

S + was/ were + V.ing when + simple past Clause

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and you?
.(play) computer game

what ...when Ba came? (watch) TV
D. Homework:

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Date: 6/ 3/ 2008

Unit 13: festivals

Period No 78: Getting started & listen and read.
I. Objectives:

By the end of the lesson, Ss will be able to:

- Tell other some traditional festivals in Viet Nam.
- Explain events in festivals to others.

- Use passive form to report something or events
II. Language contents:

a. Grammar: - Passive form: Be + PII

- Compour words: N + V.ing

b. Vocabulary: Festival, rice-cooking, fire-making, water-fetching,
contest, prize.

III. Teaching methods: Communicative...

IV. Teaching aids: Text book, workbook, picture, cassette player ....
V. Procedures:

1. Warm-up:
* Chatting:

- Write the names on the board: Tom, David, Huckleberry, Oliver,
Robinson

- Introduce the name one by one

1. Tom like swimming and sunbathing.
 Where should he go? Why?

2. David is interested in ancient cities?
 3. (cont)

+ Where should these people go on their vacations? (based on their
interests and information given)

- Give 5 places where you think they should go and visit, and ask Ss to
match them with those people.

2. Presentation:

- Ask Ss to look at the picture in the book and ask
+ “What are they doing?”

+ “When do they do that?” (on what occation)

-> Ss may answer “on festival” or guide Ss to give “Le Hoi”.
-> Teacher give vocabulary through the picture and ask Ss to guess
* Pre teach vocabularies:

- festival: picture
- to fetch (v) lÊy, mang vÒ
- contest: picture

- prize: guessing (elicit)
- to yell (v) la ã

- to urge (v) thóc giơc
- to participate (v) tham gia
- to award (v) thëng
- husk / hask/ vá trÊu
* Checking: slap the board
* T/ F predictions:

1. Two team members take part in the water fetching contests.
2. One person has to take one water bottle.

3. The fire is made by rubbing pieces of stones together.
4. In the final contest the team member taste the rice.

5. The grand prize is given to the team with the most points.
- Ask them to listen to the tape and then give the correct answers.
* Feedback:

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3. F - ...bamboo...
4. F - The judge...
5. T

* Grammar drill: Compound adjs
Eg: a rice - cooking festival

A water - fetching competition
* Form: Noun + V_ ing

3. Practice:

- Play the cassette twice and Ss listen
- Ask Ss to read in silent about one minute.
- Ask Ss to practice in pairs. (three pairs)

- Correct their mistakes about intonations, pronunciation.
- Ask Ss “what must we do with those sentences?”

- Ask Ss to find “which sentences are passive form? (from U10)
- Which sentences include new structures?

-> The fire is made without matches or lighters
Pieces of wood are used to make fire

- Guide Ss to find out the form of passive form
(passive form in the present tense)

S + be + PII (am/ is/ are + past participle)
- Give example to illustrate it

This pen is made in Viet Nam
S be PII

- Give cues and ask Ss to make up sentences
* Comprehension questions:

1. How many competitions are there? What are they?
2. How far is it from the river to the starting position?
3. What's special about the fire- making contest?
4. Production:

- Hang some pictures and ask Ss give compound words
(Picture about horse-racing, motor-racing, boat-racing)

- Ask Ss make up sentences using passive form (To can give cues)
5. Homework:

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Date: 12/3 / 2008

Unit 13: festivals

Period No 79: Speak and listen.
I. Objectives:

By the end of the lesson, Ss will be able to:

- Talk about their preparation for a festival in Viet Nam
- Develop speaking and listening skill.

II. Materials: Text book, picture, cassette player ...

III. Ways of working: Individual work, pair work, group work
IV. Procedures:

A. Speaking:
1. Warm-up:

- Hang a picture about Tet in Viet Nam
- Ask Ss some questions about it

+ Do you like Tet? What do you prepare fot Tet?
2. Pre-speaking:

- Ask Ss to brainstorm some things about Tet

Sweet candies

Paint fruit

Decorate

Clean get new shirt/ dress
3. While-speaking:

- Ask Ss to read through these sentences
- Ask Ss to play change games (exchanges)

Group A find out the questions and group B find out the answer
- Ask Ss to practice the dialogue (in pairs)

Guide SS to find out some activities selected to these festivals
Guide Ss to make up dialogue based on the part 1

Eg: What do you do/ prepare for your village festival?
I clean the rood

- Ask Ss to make their dialogue
- Correct mistakes

4. Post-speaking:

- Devide the class into 4 groups with 4 festivals

- G1 asks G2, G3, ask G4 about their preparation for their festival.
- Ask Ssto change the roles and practice.

B. Listening:
1. Pre-listening:

- Introduce the content of what Ss are going to listen

(explain the picture) The Robinson family are making preparation for
Tet.

They want to buy things for Tet

- Ask Ss “What do people usually by for Tet?”
- What do you think they will buy? (Ss guess)
- Give & words including keywords.

- Ask Ssto use those words to fill in the gape. (Ss guess)
2. While-listening:

- Ask Ssto listen to the cassette and check if they filled correct or not.
Then correct mistakes.

- Ask Ss read out their completion. Then T correct mistakes or ask after
Ss to correct them.

- Ask Ss to listen again and check.
3. Post-listening:

- T reads out some statements and ask Ss to check true or false
Eg: - Everyone decorates the houses for/ befor Tet. (T or F)
- Everyfamily buys fruit and flowers

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V. Homework:

- Learn vocabulary and make up sentences using passive form.
- Prepare a abort paragraph about ten sentemces to talk about Tet.
- Prepare next lesson.

...
...

Date: 12/ 3/ 2008

Unit 13: festivals

Period No 80: Read.
I.Objectives:

By the end of the lesson, Ss will be able to:

- understand Christmas which is an important festival in many
countries around the world.

- develop reading skill
II. Teaching procedures: 
A. Warm-up:

Christmas hat
Christmas card

*Brain storming:
- Ask Ss some questions:

+ What do you often do at Christmas?

Christmas clothes

+ Do you celebrate the Christmas?

Christmas tree

B. Pre- reading:

* Pre teach vocabulary:
- Carols (n) <mime>

- Patron saint (n) <realia>
- Professon (n) <example>
- Unsuitable (adj) <antonym>

- Hang the picture or posters and ask Ss about the Christmas.
* Checking: what and where

* Matching:
a.Christmas

carol 1.It has been said that he was the pation saintof children - a fat jolly man who gave children presents
on Christmas Eve.

b.Santa clause 2.people decorated it and put it in the market place,
spread throught out Europe to America.

c.Christmas tree 3.The were put music and enjoyed by most
people

d.Christmas

card 4. an English man had someone design it to send Christmas greetings to his friends
* Answer key: 1-b ; 2-c ; 3-a ; 4-d

C. While-reading:

- Ask Ss to read all informations about Christmas in the book and then T
check their predictions.

- Ask Ss devide into two groups to read and fill information in the table
perfectly, then exchange their table.

* Grid:

Christmas special Place of origin Date

Christmas tree Riga in the early 1500s
Christma

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Christmas card England mid 19th century
Christmas carol No information 800 years ago

Santa clause USA 1823

- Teacher corrects last one.

- Ask Ss to read the text carefully and answer the questions from a) to e)
- Ask Ss work in pairs

- Calls some Ss read their answers.
- Teacher corrects the mistake.
D. Post-reading:

- Ask Ss to disscussion about Christmas in Viet Nam.
- Work in group of 5

- Call some Ss go to the board to talk about Christmas
III. Homework:

1) Learn by heart vocabulary & put some sentences with that words.
2) Write a short paragraph to talk about Christmas festival in Viet Nam
or in many countries around the world (about 10 lines).

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Date: 18/ 3/ 2008

Unit 13: festivals

Period No 81: Write.

I. Objectives:

By the end of the lesson, Ss will be able to:
- make a report of events.

- Develop all four skills especially writing.
II. Language contents:

Past simple tense and passive form
III. Teaching methods:

Communicative.
IV. Teaching aids:

Text book, pictures.
V. Teaching steps:

1. Warm-up:

- Devide class into two groups

- Ask Ss play “net work” with topic “Rice cooking festival”

Competitions

fire-making

Competitions
- Call two leaders of 2 groups to go to board and do.
- Ask Ss to check their friend’s work.

2. Pre-writing:

- Hang the rice cooking festival picture.

- Ask Ss some questions about the things in the picture.
- Ask Ss work in groups (4 groups)

- Ask each group discuss about “What does each competition do in
rice-cooking festival?”

- Then ask the leader of each group to present and say.
- Correct Ss’mistakes if they have.

- Call some Ss read aloud the completed text.
3. While-writing:

- Explain the request of exercise

- Ss work in groups (4 groups) each group choose one festival to answer
questions from 1 to 7.

- Ask Ss report their festival choose base on the questions.

- Ask the leader of each group to read aloud the report they’ve made
while others listen their report about festival.

4. Post-writing:

- T calls another in each group to retell the report without reading at the
paper.

- Check Ss’pronunciation.
5. Homework:

- Ask Ss to write a report about one festival they like best.
- Ask them prepare ‘Language focus’ part.

...
...

Date: 19/ 3/ 2008

Unit 13: Festivals

Period No 82: Language Focus.

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I. Objectives:

By the end of the lesson, Ss will be able to use:
- Passive form: Be + past participle.

- Compound words: Rice-cooking/ Fire-making.
- Reported speech.

- Develop 4 skills: speaking/ writing/ listening/ reading.
II. Teaching mathods:

Communicative approach
III. Teaching aids:

Picture and text book
IV. Steps of teaching:

1. Warm up :

- Devides the class into three groups A-B-C

Group A: Write 5 verbs in the present simple tense.
Group B: Write 5 verbs in the past participle tense.
Group C: Write 5 verbs in the past tense.

- Calls three Ss to go to the board to write the verbs.
- Teacher corrects mistakes.

2. New lesson:

Ex1: Complete the sentences: Using the passive form of the verbs.

- Ask Ss to repeat the form of passive.

Form: S + be + VpII

- Then do exercises.

- Ask Ss to read carefully sentences from a -> f.
- Ask Ss to finish this exercise by using passive form.
- Ask Ss to work in pairs or in groups.

- Calls someone to read the sentences (sentence by sentence)
- Correct the mistakes & give the correct answers.

Ex2: Complete the conversation, use the verbs in the box.

- Hang on the pictures and ask Ss to practice speaking about this picture:
Eg: What happened in this picture?

- Ask Ss to read the conversation carefully.
- Express

- Ask Ss to work in pairs to finish the conversation.
- Calls Ss read the conversation in pairs.

- Correct the mistakes.

Ex3: Rewrite the sentences use a compound word in the sentence.
- Ask Ss to read example then teacher give adj structure.

Eg: Noun adj

To cook rice => It’s a rice-cooking contest.
- Ask Ss write sentences use compound word.

- Calls some Ss read or write their sentences.

- Teacher give the contest and structures of adj/ noun compound.
Ex4: - Teacher explain how to use the reported speech.

Form:

- Make an example then have Ss do ex1 as model in pairs.
- Have Ss practice before the class one to four pairs.

- Check and correct Ss mistakes.
3. Production:

- Ask Ss to play crossword: Find verbs of past participle.
- Change in to reported speech:

+ “I’ll talk to Mr. John” said he.

+ “I’m arriving at about 6.00” says she
4. Homework:

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...
...

Date: 22/ 3/ 2008

Unit 14: wonders of the world

Period No 83: Getting started & listen and read.
I.Objectives:

By the end of the lesson, Ss will be able to find out the
information

II. Contents:

- Grammar: Questions word before to infinitive
Ex: “I don’t know how to play it”
- Review passive voice and reported speech.
III. Teaching methods:

Communicative...
IV. Teaching aids:

Text book, workbook, picture and cassette player.
V. Steps and time distribution:

1. Warm-up:

- SS give some wonders of the world.

- Let them look at the pictures in book, then ask -- “What are they?”
“Where are they?
- Repeat Wh-question word:

Ex: “Where is the sydney opera house?”
- Have them matching.

2. Presentation:

* Set the scene:” Nga, Nhi and Hoa are playing a language game
called....”

* Ordering statements:

a. Nga only answer “ yes” or ‘ no”

b. Nga wiil win if Nhi nad Hoa can’t guess the correct answers
c. There are twenty questions

d. The answer is the Statue of Liberty

e. Nga thinks of a famous person or a place.
f. It’s in New York

* answer keys:

1 - C; 2 - E; 3 - A; 4 - B; 5 - F; 6 - D
3. Practice:

a. Practice the dialogue with 2 classmates.
- Play the tape.

- Practice in groups

- Correction

- Introduce the question word before to infinitive
* Form:

Ex: I don t know how to ’

play it.

= I don t know how I can play it’
- Practice:

* Word cue drills
b. Complete the summary:
- Read dialogue again
- Retell the story

- Gaps filling (maybe: answer key
- Reread the summary.

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4. Production:

* Nought and cross:

- Play “20 questions game” with a famous place

How what A clue

Where 20 questions Where

Is it how Yes

5. Homework:

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Date: 25/ 3/ 2008

Unit 14: wonders of the world

Period No 84: Speak + languge focus 2

I. Objectives: - By the end of the lesson, Ss will be able to: 
- Name the famous places in the world.

- Use indirect questions with “if” and “whether”
- Develop speaking skill.

II. Language contents:

Grammar: Use indirect questions with “if”
III. Teaching methods: Communicative….
IV. Teaching aids: - Text book, workbook,

- Pictures.
V. Procedures:

1. Warm-up: - Give out some questions about the famous wondere of
Viet Nam as well as of the world.

- Which is the hightest mountain in the world?
- Which is the longest River in the world?
- Which is the longest Rever in Viet Nam?

2. Pre-speaking:

- Hang some pictures on the board then have SS to guest the name of
places in the pictures.

- Ask Ss to talk about the pictures.
3. While-speaking:

- Ask some questions: (a) Is the Nile Rever in Viet Nam?
Students answer: No, it isn’t. It is in China

(b) Is HaLong Bay in Viet Nam?
Students answer: Yes, it is.

- Let Ss look at the book then use guilding words to ask and answer with
Y/ N questions.

- Is Phong Nha Cave in ...? No...
- Ask Ss to look at the pictures in the book
- Ask Ss to remind of names of the wonders

- Devide the class into two groups to make up sentences
Group 1: - 5 first sentences

Group 2: - 5 last ones

- Have two Ss in each groupwork in pair
+ Talk about your classmates’ answer

- Have Ss look at two examples in the section

- Introduce to Ss about “if” and “whether’ in the indirect questions
- Have some Ss read the sentences in the book and translate them into
Vietnamese

- Base on the examples in the book, ask Ss to list some famous places
what they know in the world and make up new sentences using “if” and
“whether”

Ex: I asked Hoa if SamSon Beach was in Viet Nam
She said that it was

- Have some Ss read their sentences aloud
Ex 2: Explain the request of exercise 2

- Remind Ss how to use indirect question with “if” and “whether”.
- Ask Ss to work in pairs

- Ask some of them to read aloud
- Correct mistakes.

4. Post-speaking:

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- Correct if they are necessary.
5. Homework:

- Write some sentences with “if” and “whether”
- Prepare for next lesson (listening)

...

.

Date: 27/ 3/ 2008

Unit 14: wonders of the world

Period No 85: Listen + languge focus 3

I. Objectives:

- By the end of the lesson, Ss will be able to improve their listening skill
by listening to the tape about Great Barrier Reef. Moreover they can get
information about it.

II. Materials: - Pictures, posters, the tape, the stereo.
III. Methods: - Communicative.

IV. Procedures:
1. Pre-listening:

- Use picture to set the scene
Ask them some questions;

Where is it?
What is it called?

Have you ever been there?
What things are there?
Teach: Jungle

Srystal- clear water

Coralsea

Snorkel= scuba-driving

- You are going to listen to the tape, but there are some mistakes, check
and correct (Use delibrate mistakes)

- Ask them to guess the mistakes
2. While-listening:

- Let them listen to the tape twice
- Let them call out the mistakes
- Let them correct mistakes.
- T corrects again.

- Let them to listen to the tape once more to ensure.
Ex 3: - Explain the request of exercise 3

- Guide Ss to do exercise

- Explain about question words before “to-infinitives”

Network: How What

Where When

- Let Ss do exercise and compare with their partners
- Have someone read aloud and T corrects

3. Post-listening:

T can give them once more delibrate mistakes text.
Or read a text about Great Barrier Reef.

(They can get more information about it)

Checking by asking some comprehensive questions
4. Homework:

- Learn by heart new words.

- Look for book to read more about the wonders of the world.
- Do exercises

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- Prepare new lesson.

...
.

Date: 28/ 3/ 2008

Unit 14: wonders of the world

Period No 86: Read.

I. Objectives: - By the end of the lesson, Ss will be able to get more
information about wonders of the world. So that they can improve their
reading skill.

II. Language contents: 
- Passive forms

- V + to infinitive
- Vocabularies

III. Teaching methods: Communicative.
IV. Teaching aids: - Text book,

- Pictures.
V. Procedures:

1. Warm-up: - Give some pictures about wonders of the world
- Ask them some questions: Do you know this wonder?

What is it?
Where is it?

- T helps Ss to write and read the names of the wonders.
2. Pre-reading: Vocabulary: - Compile (v) -> explanation

- Temple (n) -> picture
- Honor (v)

- Religious (adj) explanation
- Royal (adj)

3. While-reading:

- Ask Ss to read the text and find out the wonders which are seven
wonders of the world.

- Collect the ideas.

- Correct mistakes.

- Require Ss to read the questions and the text to answer
- Ask Ss to discuss the answers with each other

- Guide Ss to correct the exercise
4. Post-reading:

- Give some T/ F statements

Eg: - The Hanging Gardens of Babylon is in Iraq
- The Great Wall is in America.

5. Homework: - Give some famous wonders of the world and Viet Nam.
...
...

Date: 31/ 3/ 2008

Unit 14: wonders of the world

Period No 87: Write + language focus 1,4

I. Objectives: - By the end of the lesson, Ss will be able to:
+ Complete the letter with the missing information.
+ Use the prompts to write a letter

+ Practice writing skill.
II. Language contents:

1. Grammar: Past simple and present simple tense

2. Vocabulary:

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IV. Teaching aids: - Text book, 
V. Procedures:

1. Warm-up: - Where do you usually go on summer vacation?

* Brainstorm: Phong Nha Cave Ha

Long Bay

- Ask some questions. Lead Ss to write
2. Pre-writing:

* Pre-teach: range explanation/ picture
edge

- Guide the way to write a letter

3. While-writing: - Introduce the situation and requests
a. - Get Ss to read the letter and gall fill with answer keys
- Devide class into 4 groups and complete the letter
- Get some to read the answer

- Check and correct
b. Write a letter

* Survey: Which place have you visited recently.

Place Distance Means Sights Weather Feeling

Ha Long Bay 100 km By train Beautiful sunny happy

- Get Ss to write a letter to a friend telling about the place they have
visited recently basing on the survey.

- Get Ss to use the present simple and past simple tense to write.
- Check & correct

Ex 1: Explain the request of exercise 1
- Give out some examples

Ex: My house was built in 1998
- Repeat Ss about the passive form

S + was/ were + PII

+ Ask Ss to read sentences and complete the sentences
+ Correct mistakes

Ex 4: Complete the passage:

- Repeat the way of using: Wh + to-infinitive
- Ss do exercise

- Call some Ss to read aloud before the class
- Give correct answers

4. Post-writing:

- Get Ss to work in pairs to ask for & give the information about their
trips.

Example exchange:

S1: Which place have you visited?
S2: I’ve visited Ha Long Bay
S1: How did you get there?
S2: By train

5. Homework:

...
.

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Unit 14: wonders of the world

Period No 90: Language focus.

Teaching date...

I. Objectives: - By the end of the lesson, Ss will be able to:
+ Use passive form

+ Indirect questions with “if” and “whether”.

+ Use question words with to infinitives and verbs to infinitive.
II. Teaching aids:

III. Teaching methods:
IV. Procedures:

1. Warm-up: - Give out a small exercise then ask Ss to match
Wonders

Ha Long Bay
The Great Wall
The Eiffel Tower

Mount Everest

Places
In China
In France
In Vietnam
2. New lesson:

Ex 1: Explain the request of exercise 1
- Give out some examples

Ex: My house was built in 1998
- Repeat Ss about the passive form

S + was/ were + PII

+ Ask Ss to read sentences and complete the sentences
+ Correct mistakes

Ex 2: Explain the request of exercise 2

- Remind Ss how to use indirect question with “if” and “whether”.

- Ask Ss to work in pairs

- Ask some of them to read aloud
- Correct mistakes.

Ex 3: - Explain the request of exercise 3
- Guide Ss to do exercise

- Explain about question words before “to-infinitives”

Network: How What

Where When

- Let Ss do exercise and compare with their partners
- Have someone read aloud and T corrects

Ex 4: Complete the passage:

- Repeat the way of using: Wh + to-infinitive
- Ss do exercise

- Call some Ss to read aloud before the class
- Give correct answers

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Date: 7/ 4/ 2008

Period No 88: consolidation
I. Objecive:

By the end of the lesson Ss will be able to:

- consolidate what they have learnt from unit 10 to 14
- use them to do some tasks correctly.

II. Teaching aids:
Extra board

III. Teaching procedures:
- Give some further practices

Question 1

: Choose the best answer .

1 ) She arrived early...order to get a good seat.
A. on B . in C .out D. at
2)I am...that you broke the record .

A.delighting B.delight C.delightful D .delighted
3) The radio was...by Tim yesterday .

A.repaired B.repairing C.repair D .repairs
4) City dwellers are afraid...traffic jams

A. of B. off C. at D. in
5) Would you ...cleaning the floor for me ?

A. like B . please C. mind D. rather
6) Something ...happened to our kitchen .

A. have B. has C. having D. is having

7) I suggest...to the zoo

A. go B. to go C. goes D. going
8) Lan Ñnjoys...the piano

A. play B. playing C. plays D. played
9) My son is too tired...dinner

A. to have B. have C. having D. had
10) Room 2 is...than room 1

A. more dark B. darkest C. darker D. most dark
11) City life is different...country life

A. from B. to C. of D. apart
12) Mary is looking...her schoolbag

A. of B. with C. to D. for
13) My mother showed me how...clothes

A. making B. to make C. make D. made
14) Don't let the children...near the lake

A. plays B. playing C. played D. play
15) Instead...going to ther theater, we'll go to the
exhibition

A. of B. to C. for D. off

Question 2

: Use the correct form of the words in brackets .

1) I'd like to live here because the people are very...

(FRIEND)

2) Feeding the ducks is her...work ( DAY )

3) Don't let the children go out because it's...(WIND )
4) My sister is fond of... place (CROWD)

5) The...have to cook rice in this contest (PATICIPATE)
6) This country has a big ...which make cars

(INDUSTRIAL )

7)There were two...yesterday: fire-making and rice-cooking
(COMPETE )

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Question 3

: Rewrite sentences, using the words given , so that the
meaning stays the same .

1)I want you to send this letter for me

---> Would you mind...?
2) Why don't we go to the beach ?

---> How about ...?
3) Some people were injured . They are taking to the hospital .

---> Some people ...
4) Janet said " I am living in London now "

---> Janet said that ...
5) People are going to build a bridge over my house
---> A bridge...
6) I have learnt English for three years

---> I started ...
7) The old man isn't strong . He can't walk by himsefl .
---> The old man isn't ...
8) Your bag is different from mine .

---> Your bag isn't the ...
9) I lived in London once , but I don't any more .

---> I used...

10) " Do you want to visit the Statue of Liberty one day ?" An asks
Long .

---> An asks Long...

Question 4

: Fill in each numbered blanks a suitable word to complete
the letter bellow .
 Dear Hoa ,

Thank you very much (1)...the flowers you sent me while I 
(2)...

in (3)...hospital . They (4) ...beautiful and they 
really helped (5)... cheer me up . I came out of the hospital

(6)...

Monday morning.

Now I am very bored . Will you come over to (7)... place
on

the weekend ? I'd love to see you .

I will (8)...you on Friday afternoon .
 Your friend ,

Lan.

Date: 8/ 4/ 2008

Period No 89 + 90: WRITTEN TEST 45+ correct the test
I. Objecive:

By the end of the lesson Ss will be able to:

- consolidate what they have learnt from unit 10 to 14
- use them to do a test correctly.

- Use the teacher's guides to correct the test.
II. Teaching aids:

Extra board

III. Teaching procedures:

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A B
1. Phong Nha Cave

2. Eiffel Tower
3. Big Ben

4. Great Barrier Reef
5. Sydney Opera House

6. Angkor Wat and Angkor Thom
7. Petronas Twin Towers

8. Great Wall
9. Temple of Zeus
10. Golden Gate Bridge

Cambodia
Australia
France
Viet Nam
America
China
Malaysia
Greece
England

II. Em hãy chọn một đáp án đúng trong ngoặc để hoàn thành những 
câu sau:

(2.0 marks).

1. I (met/ was meeting) a friend while I (did/ was doing) the shopping.
2. I (turned/ was turning) round and (saw/ was seeing) Paula.

3. She (wore/ was wearing) a bright red coat.

4. You (always watch/ are always watching) television. You should do
something

more active.

5. I (paid/ was paying) for my things when I (heard/ was hearing)
someone call my

name.

6. We (left/ were leaving) the cafÐ and (said/ were saying) goodbye.
7. This time last Monday we (took/ were taking) the final test.

8. Mr. Blair (always goes/ is always going) to work by bus.

III. Em hãy cho dạng đúng của động từ trong ngoặc để hoàn thành 
những câu

sau: (3.5 marks).

1. While my sister and I (watch) ...a movie on TV last night, our
uncle in the USA (phone) ...

2. Please continue your work; We don’t mind (wait) ...
3. Ha Long Bay in Viet Nam (be) ...a World Heritage Site. It
(visit)

...by millions of people every year.

4. If Mr. Lam (go) ...to Paris next week, he (see) ...the
Eiffel

tower.

IV. Em hãy chuyển những câu sau sang cách nói chủ động hoặc bị 
động:

(2.0 marks).

1. A note was written on the board by Mai.
...

2. They will recycle the waste paper in a local factory.
...
3. Mr. Ba grows vegetables in his small garden.
...
4. The bicycle has just been repaired by my brother.

...
Đáp án:

I.

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1. Phong Nha Cave
2. Eiffel Tower
3. Big Ben

4. Great Barrier Reef
5. Sydney Opera House

6. Angkor Wat and Angkor Thom
7. Petronas Twin Towers

8. Great Wall
9. Temple of Zeus
10. Golden Gate Bridge

Viet Nam
France
England
America
Australia
Cambodia
Malaysia
China
Greece
England

II. 1. met - was doing 5. was paying

2. turned - saw 6. left - said

3. was wearing 7. were taking

4. are always watching 8. always goes

III. 1. were watching - phoned; 2. waiting; 3. is - is visited; 4. goes -
will see

IV. 1. Mai wrote a note on the board.

2. The waste paper will be recycled in a local factory.
3. Vegetables are grown in Mr. Ba’s small garden.
4. My brother has just repaired the bicycle.

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Date: 12/ 4/ 2008

Unit 15 computers

Period No 91 Getting started & listen and read.
I.Objectives:

By the end of the lesson, Ss will be able to:
- operate the computers

- use the computers, know the computers’s advantages, give
some ideas and say agreement and disagreement.

- Use present perfect with “yet” and “already”.
- Compare of present perfect and past time.
II. Teaching methods:

Communicative approach/ individual/ groups.

III Teaching aids:

Text book, pictures
IV. Teaching steps:

1. Warm-up: (Getting started)

- Ask Ss to say something about “computers” what they know.
- Ss can speak Vietnamese after that translate into English.
- Ask Ss to make a list of how computers can help us.

- Computers save time.

- Computers help us learn interestingly.

- Computers are convenient/ easy for keeping/ storing
information.

- Computers are very quick in giving answers to our questions.
2. Listen and read: (presentation)

- Set the scene: Give the situation of dialogue (guess the meaning of the
content)

+ Pre-teaching: Review the present perfect tense.

Gives present perfect tense to use “yet” and “already”
* Already: Express an action happened in the past and last in the present
but not finish

Ex: I’ve already seen it.

* Yet: Usually at the end of the sentences

- Introduce some new words: Connect -> explain
Printer -> picture
Manual -> explain
I know how to connect a printer -> translation
- Play the tape twice.

- Let Ss to practice in pairs.
- Corrects their mistakes.

- Explains “ Fact” and “Opinion” and check () the boxes.
- Help Ss to play ‘Nought and Cross’

V. Production:

- Ask Ss to write sentences with the present perfect: “yet” and “already”
VI. Homeworks: - Learn by heart new word and new structure.

- Make 5 sentences with “yet” and “already”.
- Prepare new lesson.

...
...

Date: 15/ 4/ 2008

Unit 15 computers

Period No 92 Speak + listen

I. Objectives:

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- Express and respond to opinion.

- Use inversion with “so” to say “agree”.
- Develop speaking skill.

II. Contents:

I think ..., I (don’t) like.
So do I, I disagree/ agree.
III. Teaching method:

Communicative approach.
IV. Teaching aids:

Text books, pictures.
V. Proceduces:

1. Warm up:

Ask Ss some questions with use “agree” to answer.
Ex: T: Do you agree with me that computers are useful?

S: Yes, I agree.

T: Do you think they are not necessary?

S: No, I don’t agree.

...
2. Pre-speaking:

- Ask some questions:

Ex: + Which structure do you usually use to talk about your opinion?
( I think .../ I like/ don’t like...)

+ How do you say when you have the same or different ideas with
others?

( I agree.../ I don’t agree.)

- Present other ways to talk about agreement and contract to.
So do I = I agree

I disagree = I don’t agree.

- Guide Ss to practice speaking with example of part 1

- Hang the pictures on the board and ask Ss to find the words to talk
about these activities.

Picture a: Driving/ learning to drive a car/ challenging/ easy/
different.

Picture b: Comic books/ boring/ interesting.
Picture c: Walking in the rain/ fun....

Picture d: Hambergers/ Soda/ delicious/ unhealthy.
3. While-speaking:

- Explain the request of part 1

- Ask Ss to work in groups/ pairs to give their opinion about these
activities using eliciting words.

- Ask the groups/ pairs to present their dialogues.
- Present the situation of part 2.

- Call some pairs to read the dialogues.

- Ask Ss to make similar dialogues using the information in the table
( work in pairs)

- Call Ss to present their dialogues in front of the class.
4. Post-speaking:

- Give words cues and Ss to make dialogues base on these words.
Ex: Motorbike/ start/ broken/ open the key.

- Ask Ss to work in pairs asking and answering with “Do you think...?”
“Do you like ...?”

A. Pre-listening:

- Ask them to copy the chart into their exercise book.
- Ask them to guess the missing words.

B. While-listening:

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- Check and correct.

- Let them listen one more to check again.

Pre-teach: press button, sequenced, circle, triangle, indicate, oral.
Key: a. Do you have a correct change?

b. Yes

c. Do you want to drink?
d. Take it from the machine.
5. Homework:

- Ask Ss to rewrite the dialogues in exercise book.
- Practice speaking by ask her family members.
- Prepare for next lesson.

...
...

Date: 18/ 4/ 2008

Unit 15 computers

Period No 94: Listen.

Teaching date...

I. Objectives: - By the end of the lesson, Ss will be able to improve
listening skill.

II. Materials:

III. Teaching methods: Communicative. 
IV. Ways of work: - Pairs, group work.
V. Procedures:

1. Pre-listening:

- Ask them to copy the chart into their exercise book.
- Ask them to guess the missing words.

2. While-listening:

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- Check and correct.

- Let them listen one more to check again.

Pre-teach: press button, sequenced, circle, triangle, indicate, oral.
Key: a. Do you have a correct change?

b. Yes

c. Do you want to drink?
d. Take it from the machine.
3. Homework:

- Learn by heart new words.
- Do exercises in book.
- Prepare new lesson.

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Date: 17/ 4/ 2008

Unit 15 computers

Period No 93: Read.

I.Objectives:

By the end of the lesson, Ss will be able to:
- understand the advantages of computers.

- Develop Ss’ reading skill.
II. Language contents:

1. Vocabulary:

degree, freshman, skeptical, restrict.
 2.Structure:

Present perfect.
III. Teaching methods: 
Communicative...
IV. Teaching aids:

Text book, extre-board,...

V. Procedures: save time

1. Warm-up: send and

receive - Brain storming:
message

store
information

2. Pre-reading:

a. Pre-teach Vocabulary:
- degree (realia)

- frashman (synonym -“first-year student)
- skeptical (explanation)

- restrict (explanation)
* checking: what and where
b. True/ False prediction.

- Ask Ss to predict: True/ False.
3. While-reading:

- Read the text model twice.

- Ask Ss to read the text and check their predictions.
- Correct their prediction each other.

- Teacher corrects last once.

- Ask Ss to read the text again carefully and answer the questions
(Ex1: Answer the questions).

- Ask work in pairs.

- Play “lucky number” to check their answers.

- Hang extra-board with correct answer on the board.
4. Post-reading:

- Devide class into 2 groups: A and B
- Play “chain game”.

GA: Advantages of Computers

- Store information GB: Disadvantages of Computers - Short sighted
- Changes roles.

5. Homework:

- Learn by heart vocabulary.
- Make sentences with them.

- Write more about the advantages and disadvantages of computers.
- Prepare next lesson.

...
Advantages

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Date: 20/ 4/ 2008

Unit 15 computers

Period No 94: Write.
I.Objectives:

By the end of the lesson, Ss will be able to:
- practice writing

- development skills about a set of instructions
II. Language contents:

1. Grammar:

Present perfect with yet and already

Comparision of present perfect and past simple.
2. Vocabulary:

- remove (v) (n) paper input output path
- wait (v) monitor screen paper

- have (v) power button the screen
- click (v) icon

III. Teaching aids:

Text book, posters, visvals, pictures paper.
IV. Time: 45’

V. Procedures:
1. Warm-up:

- Uses some pictures to introduces about computers.
- Play games new words about past participle.

remove -> removed
have -> had
wait -> waited
click -> clicked
2. Pre-writing:

- Guides Ss to do Ex1: Math the words with numbers in the picture.
- Uses posters that have written to clicit to understand the content of it.
- Asks Ss to compare the result of Ex1 in pair.

- Asks Ss to complete suitable word in each sentences.
- Asks Ss to read out the sentences with suitable words.
3. While-writing:

- Ask Ss to do Ex2: Last at the pictures and the words write …
- Guides Ss to write individual then checks and corrects mistakes.

- Asks Ss to devide 1 group then one student in group go to the board to
write it.

4. Homework:

- Learn by heart vocabulary.

- Prepare next lesson “Language focus”

...
...

Date: 22/ 4/ 2008

Unit 15 computers

Period No 95: Language focus. 
I.Objectives:

Review about using “Yet” and “Already” with present perfect
tense.

(Comparision of present perfect and past simple)
II. Language contents:

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Comparision of present perfect and past simple
III. Teaching methods:

- Communicative.

- Read and complete the dialogue.
IV. Teaching aids:

Poster/ picture/ book/ cassettle
V. Procedures:

1. Warm-up: Use some pictures ask Ss.
2. New lesson:

a. Complete the dialogues:

- Ask Ss some questions about doing homework.
- Look at Ba’s diary, read and complete the dialogue.
b. Work with a partner:

- Introduce student: Ask and answer with present perfect tense “Yet” and
“Already”.

- Give the content of each one.
- Ask Ss to work in pair.

- Teacher corrects.
c. Read the sentences:

- Review and explain the usage of the perfective aspect.
- Give example: Have you finished this book yet, Nga?
- Ss read open dialogue then complete others remark.
- Teacher gives correct answer.

d. Complete the dialogues:

- Review about differences between present perfect and past simple.
Eg: I have been that film yet.

I bought that house two years ago.
3. Production:

- Give some wrong sentences and ask them to correct mistakes.
a. I have learned English already.

b. She has went to Ho Chi Minh City.
4. Homework:

...
...

Date: 23/ 4/ 2008

Unit 16 Inventions

Period No 96: Getting started & listen and read . 
I. Objectives:

After finishing the lesson, Ss will be able to:
- Listen and read about proceses.

- Develop listening and reading skills.
II. Language contents:

Use passive form of simple present tense and past tense 
with structures: S + to be (is/ are/ am) + V(ed/ 3)

S + to be (was/ were) + V (ed/ 3)
III. Teaching methods:

Communicative

IV. Teaching aids:

+ Students’ and teacher’s book.
+ Tape, cassette, overhead
+ Pictures

+ Real objects
V. Procedures:
1. Warm-up:

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+ What you think the people in the first picture are doing?
+ What can you see in picture (a)..?

- Ask Ss read the A - E and match.
- Call Ss to read the answer.

- Explain and correct.

Note: + Papyrus: (realia)
+ Pulp: (explaination)
2. Presentation:

- Introduce the content of the dialogue: The visiting of Tim Jones. Hoa’s
America pen pal with his class and teacher to a chocolate factory.

- Ask Ss to listen dialogue once or twice.
- Explian new words:

+ Process: (explaination) + Roll: mine

+ Crush: (explaination) + Pour: (explaination)
+ Liquify: (explaination) + Mold: (realia)
+ Conveyor belt: (picture)

- Check: Play “Rub out and remember”

- Ask Ss to listen and read chorally new words.
3. Practice:

a. - Ask Ss to practice the dialogue in pairs.
- Correct the mistakes about pronunciation.
b. - Ask Ss to do exercises 2 (P 149)

- Ask Ss to read the half-sentences and match them.
(Work in pairs/ group)
- Explain some new words: + Sample: (realia)

+ Ingredient: (explaination)

- Give the structure of passive form of simple present tense and past
simple tense.

S + to be (is/are/am) + P(II)

S + to be (was/ were) + P(II)

4. Consolidation:

- Ask Ss to talk 3 - 5 sentences using passive forms
- Listen and correct.

5. Homework:
- Learn the lesson

- Write 5 sentences using passive form.
- Prepare “speak and listen”

...

Unit 16 Inventions

Period No 99 + 100: Speak and listen . 
I. Objectives:

After finishing the lesson, Ss will be able to practise:
- Speaking inventions, events using passive form.
- Listening to understand the way of paper making.
II. Teaching aids: Text book, pictures ...

III. Teaching methods: - Individual, pair, group. 
IV. Procedures:

1. Warm-up:

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Date: 30/ 4/ 2008

Unit 16 Inventions

Period No 98: Read .

I.Objectives:

By the end of the lesson, Ss will be able to:
- understand the sequence maker

- Develop Ss’ reading skill.
II. Language contents:

1. Vocabulary:
 2.Structure:

III. Teaching methods: 
Communicative...
IV. Teaching aids:

Text book, extre-board,...
V. Procedures:

1. Warm up:
* Brainstorming:

Household applience

Microwave
* Checking: Bingo
2. While reading:
* Matching:

- Get Ss to read the poem on page 151

- Ask some questions to help them understand the reading more
+ What 's the first verse about ?

+ Is the second verse about the appliances used in the kichen?
+ What are " doom, chugga- chug, vroom, boom " ?

- Have them match the headings to the verses on page 152.
- Feedback and correct

* Answer key:

Verse 1: b. appliances that cook food

Verse 2: c. appliances that clean or dry things

Verse 3: a. instrument invented by Alexander Grahambell
2.Post reading:

* Gap fill:

- Tell ss to read the sentences carefully and fill in the gaps with the
inventions taken from the poems.

- Have them compare their answers with their partners
- Call on Ss to give thier answers and correct

* Answer key:

1. Vacuum 2. Telephone
3. Washing machine 4. Microwave

5. Hair drier 6. Toaster
3. Home work:

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...
....

Date: 3/ 5/ 2008

Unit 16 Inventions
Period No 99: Write . 
I.Objectives:

By the end of the lesson, Ss will be able to:
- practice writing

- development skills about a set of instructions
II. Language contents:

1. Grammar:

Present perfect with yet and already

Comparision of present perfect and past simple.
2. Vocabulary:

III. Teaching aids:

Text book, posters, visvals, pictures paper.
IV. Time: 45’

V. Procedures:
1. Warm-up:

* Jumble words:
1. lppu

2. llreor
3. morreve
4. darnie
5. berifer
2. Pre- writing:

* pre teach vocabulary:
- log (n)

- flatten (v)
- refine (v)

- chemically (adv)

* Checking: Rub out and remember
* gap fill:

- Ask Ss to read the text on page 152 and fill in the gap with the right
sequence makers to describe the procedure of paper making.

- Ask ss some questions to check if they understand the text.
+ What is cut into chips?

+ What are chips mixed with before they are crushed to heavy

pulp ?

+ Why is the pulp passed through roller?
+ What is the last step in paper making ?
- Call on some ss to read the completed sentences.
* Answer key:

1. first 2. then 3. Next
4.After this 5. Then 6. Finally
* Ordering pictures:

- Ask Ss to think of the process of chocolate making and put the pictures
in the correct order

- Get some to read aloud
3. While - writing:

- Ask Ss to rearrange the sentences on page 153 according to the ordered
pictures

- Call on Ss to give their answer
* Answer key:

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4. Post writing:

* Words cue drill ( language focus 4 )
5. Home work

...
..

Date: 8/ 5/ 2008

Unit 16 Inventions

Period No 100: Language focus .

đề cơng ôn tập học kì II

Period 101, 103, 104, 105: ÔN TậP

Question 1: Choose the word ( A,B ,C ) which best fits each gap of 
sentences

1. He ...tea every morning .

A. drink B. drinks C. is drinking
2. She fell off her bike and ... her head on the road .

A. hitted B. hit C. hits
3. I open my book in...to read .

A. order B. as C. so
4. Do you want to listen ...the radio ?

A. for B. to C. on

5. Thank you very much for the flowers you ...me last night .
A. send B. sending C. sent

6. It is difficult ...all the instructions at the same time .
A. to remember B. remember C.

remembering

7. ...is easy .

A. Recycle B. Recycling C. To recycle
8. The work was done by...

A. he B. us C. they
9. The boy was ...by the dog .

A. bite B. bited C. bitten
10. She is afaid ...it will rain verry soon .

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11.Do you mind ...the light, please ?

A.turned on B. turns on C. turning on
12.When my mother came back home ,I ...TV.
A.is watching B. was watching C. watched
13. It's ... today, you should wear warm clothes.
A.hot B. cold C. rainy
14. The house was built by ...

A. they B. we C. them

15. He ... in the pub when his wife ... him
A. is sitting / see B. was sitting / saw C. sat / saw

16. Yesterday I ...and ...a lot of souvernirs
A. went / buy B. went / bought C. go / bought
17. Australian people are ...

A. friend B. friendliness C. friendly
18. What's a ... contest

A. fire-making B. fire-make C.making-fire
19. It's made by ... pieces of bamboos together
A. rub B. rubbing C. rubbed
20. He said that he ... there with her mother
A. could come B. come C. came
21. She arrived early...order to get a good seat.
A. on B . in C .out
22. I am...that you broke the record .
A.delighting B.delightful C .delighted
23. The radio was...by Tim yesterday .

A.repaired B.repairing C.repair
24. City dwellers are afraid...traffic jams
A. of B. off C. in

25. Would you ...cleaning the floor for me ?
A. like B . please C. mind
26. Something ...happened to our kitchen .
A. have B. has C. having
27. I suggest...to the zoo

A. go B. to go C. going
28. Lan Ñnjoys...the piano

A. play B. playing C. plays
29. My son is too tired...dinner

A. to have B. have C. having
30. Room 2 is...than room 1

A. more dark B. darkest C. darker
31. City life is different...country life
A. from B. to C. of
32. Mary is looking...her schoolbag

A. of B. with C. for

33. My mother showed me how...clothes
A. making B. to make C. make
34. Don't let the children...near the lake

A. plays B. played C. play

35. Instead...going to ther theater, we'll go to the exhibition
A. of B. to C. for

Question 2 : Change these sentences into the passive .
1. Parents look after the children

...
2. They eat potapoes every day

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...

4. He will solve the problem soon
...
5. The teacher explained the lesson .
...

Question 3 :Use the cues , arrange the words given to complete the 
sentences

Eg : Teacher / am /a /I
 I am a teacher

1. can / I /am /that /you /come /please .
...

2. He /was /a /his /bicycle /on /given /birthday
...
3. could /open /you /me /the /help /window /please ?
...

4. mind /you /do /the /closing /windows ?
...

Question 4 :Read the text carefully and answer the questions .

In England boys and girls go to school 5 days a week , they don't go
to school on Sunday .Lesson usualy begin at nine o'clock ..Each lesson
lasts fourty five minutes .At tenpast eleven they have a quarter of an
hour 's break

In which they drink milk , some pupils eat sandwiches or biscuits which

they brought from home when they have two lessons more . After that
they have a lunch break, some pupils go home for lunch , but many have
it at school . At two o'clock school begins again .There are two more
lessons . For the next forty minutes they do some of their homework or
have a club meeting or play games like football . They go home at four
o'clock .

Questions :

1. Do pupils in England go to school on Saurdays ?
...

2. What do they do during the break ?
...
3. What time does school begin again ?

Question 5 : Rewrite sentences by using the words given 
1. Alexander Gustave Eiffel designed the Eiffel tower
---> The Eiffel tower ...

2. No one is the tallest in our class

---> No one...
3. She said to me " Are you hungry ? "

---> She asked me ...
4.I want you to send this letter for me

---> Would you mind...?
5. Why don't we go to the beach ?

---> How about ...?
6. Some people were injured . They are taking to the hospital .

---> Some people ...
7. Janet said " I am living in London now "

---> Janet said that ...
8. People are going to build a bridge over my house
---> A bridge...
9. I have learnt English for three years

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---> Your bag isn't the ...
12. I lived in London once , but I don't any more .

---> I used...

13. " Do you want to visit the Statue of Liberty one day ?" An asks
Long .

---> An asks Long...

Question 6

: Use the correct form of the words in brackets .
1) I'd like to live here because the people are very...

(FRIEND)

2) Feeding the ducks is her...work ( DAY )

3) Don't let the children go out because it's...(WIND )

4) My sister is fond of... place (CROWD)

5) The...have to cook rice in this contest (PATICIPATE)
6) This country has a big ...which make cars

(INDUSTRIAL )

7)There were two...yesterday: fire-making and rice-cooking
(COMPETE )

8)We usually go...in the early morning (SWIM )

Question 7

: Fill in each numbered blanks a suitable word to

complete the letter bellow . 
 Dear Hoa ,

Thank you very much (1)...the flowers you sent me while I 
(2)...

in (3)...hospital . They (4) ...beautiful and they 
really helped (5)... cheer me up . I came out of the hospital 
(6)...

Monday morning.

Now I am very bored . Will you come over to (7)... place
on

the weekend ? I'd love to see you .

I will (8)...you on Friday afternoon .
 Your friend ,

Lan.

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Lesson plan English 8

<b>Unit 1: My friends</b>



<b>Gi¸o ¸n</b>

TiÕng anh 8

<b>Unit 1: </b>

<b>My friends</b>

<b>Unit 1: </b>

<b>My friends</b>

<b>Unit 1: My friends</b>

<b>Unit 1: My friends</b>

<b>Unit 2: Making arrangements </b>

<b>Unit 2: Making arrangements </b>

<b>Unit 2: Making arrangements </b>

<b>Unit 2: Making arrangements </b>

<b>Unit 3: At home </b>

<b>Unit 3: At home </b>

<b>Unit 3: At home </b>

<b>Unit 3: At home </b>

<b>Unit 3: At home </b>

<b>Unit 3: At home </b>

<b>Unit 4: our past</b>

<b> Unit 4</b>

<b> : our past</b>

<b>Unit 4: our past</b>

<b> Unit 4</b>

<b> : our past</b>

<b>Unit 4: our past</b>

<b>Unit 5: Study habbits</b>

<b> Unit 5</b>

<b> : Study habbits</b>

<b>Unit 5: Study habbits</b>

<b>Unit 5: Study habbits</b>

<b>Unit 5: Study habbits</b>

<b>Unit 6: the young pioneers club</b>

<b>Unit 6: the young pioneers club</b>

Unit 6: the young pioneers club

<b>Unit 6: the young pioneers club</b>

<b>Unit 6: the young pioneers club</b>

<b>Unit 6: the young pioneers club</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 7: my neihborhood</b>

<b>Unit 8: Country life and city life</b>

<b>Unit 8: Country life and city life</b>

<b>Unit 8: Country life and city life</b>

<b>Unit 8: Country life and city life</b>

<b>Unit 8: Country life and city life</b>

<b>Unit 8: Country life and city life</b>

<b>Review</b>

<b>Unit 9: a first-aid course</b>

<b>Unit 9: a first-aid course</b>

<b>Unit 9: a first-aid course</b>

<b>Unit 9: a first-aid course</b>

-

<b>Unit 9: a first-aid course</b>

<b>Unit 10: Recycling</b>

<b>Unit 10: Recycling</b>

<b>Unit 10: Recycling</b>

<b>Unit 10: Recycling</b>

<b>Unit 10: Recycling</b>

Language focus 2

Language focus 3

Language focus 4

<b>Unit 11: Traveling around viet nam</b>

<b>Unit 11: Traveling around viet nam</b>

<b>Unit 11: Traveling around viet nam</b>

<b>Unit 11: Traveling around viet nam</b>

<b>Unit 11: Traveling around viet nam</b>

<b>Đáp án:</b>

<b>Unit 12: a vacation abroad</b>

<b>Unit 12: a vacation abroad</b>

<b>Unit 12: a vacation abroad</b>

<b>Unit 12: a vacation abroad</b>

<b>Unit 12: a vacation abroad</b>

<b>Unit 13: festivals</b>

<b>Unit 13: festivals</b>