E 8 Unit 8

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (284.07 KB, 33 trang )

(1)<div class='page_container' data-page=1>

UNIT: 8 COUNTRY LIFE AND CITY LIFE.

Period: 46 LESSON: 1 GETTING STARTED& LISTEN AND READ

Date of preparation:, December 16th, 2006.
 Date of teaching: December 18th, 2006.

I. Aims and ojectives:

* Language content: To introduce some news words relating to country and city
life.

To help them widen their vocabulary.

* Language function: To enable the students to express their ideas of cities,
countries.

* Educational aim: By the end of the lesson, students have a sense of country and
city life

1. Language:

a. Vocabulary: Relatives / permanently / medical facilities / accessible / changes for
the better.

b. Structures: The present progressive shows changes. Life in the provinces is
definitely changing for the better.

Many remote areas are getting electricity.
Things are changing in the countryside.

2. Skills: Integrated skills:

3. Education factor: The students have a sense of changes of country life and

effects of city life.

II. Teacher and Students’preparation:

1. Method: Communicative approach:

2. Techniques: Explanations, answering the questions, pair work

3. Materials needed: Text book, tape, cassette player.

4. Students’ preparation: Listen to the tape at home and answer the questions

5. Previous exercises: The teacher’s keys to the last exercises.

III. Procedure in class:

1. Stabilization: (3ms) a. Warm – up : Greeting

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5ms)

* Questions: Do exercises of the present perfect tense.
* Keys to questions: Do exercises.

3. Presentation of the new materials:

Time Teacher’s Student’s The content of the lesson

I. LEAD-IN:

- “As you know our topic - Listen to the

UNIT: 8

</div>
(2)<div class='page_container' data-page=2>

5ms today is the country and city life. Now you work in 
small groups, make 2 lists
of things in the city and
things in the country.
Besides the words in the
book, the group with the
longest list will be the
winner”.

teacher and play game
(making a list) in the
small groups

Lesson:1 GETTING

STARTED& LISTEN AND 
READ.

I. GETTING STARTED:

Make a list of the

differences between the
countryside life and city life

CITY: noisy, tall buildings,

kinds of goods,

entertainment, traffic jam,
pollution, busy, crowded,
sport, cultural, .

COUNTRYSIDE: beautiful
views, fresh air, friendly,
fresh pods, quiet / peaceful,
field, villages, boring

10ms II. PRE-PRACTICE:
- Plays the tape once
- Explains the new words.

 Relatives (n) (expl)

 Permanently (adv)

 Medical facilities

(n)

 Accessible (adj)

 Changes for the

better

- Asks sts’ to repeat and
play the game “slap the
board” to check their
comprehension

- Gives some guiding
questions:

+ What are they talking
about?

+ Who likes the country
life? the city life?

- Listen to the tape

- Listen and

write down

- Repeat and “Slap the
board”

- Listen and ready to
answer

I. NEW WORDS:

 Relatives (n) (expl)

 Permanently (adv)

 Medical facilities (n)

 Accessible (adj)

 Changes for the better

II. LISTEN AND READ:
1. Practice with a partner:
2. Answer the questions:

a. Na has been to the
countryside (Kim Lien
village)

b. She was ther for the
weekend (one day)
c. The countryside is
peaceful, quiet and there
nothing to do.

12ms III.WHILE-PRACTICE:

- Plays the tape twice
- Asks the Ss to work in
pairs to practice the
dialogue.

- Circles to correct the
pronunciation

- Listen to the tape.
- Work in pairs

(practice the dialogue)
- Ask for help

d. There are no

entertainments (no cinemas,
no supermarkets, no zoos,
…)

</div>
(3)<div class='page_container' data-page=3>

Time Teacher’s Student’s The content of the lesson

- Calls on some pairs to
demonstrate, others gives
comments

- Corrects some mistakes
in pronunciations

- Asks to them answer the

task 2.

- Calls on some Ss to read
the questions

- Explains: mention (n);
opinion (n)

- Asks them to work
individully

- Asks them to compare
with each other

- Calls on some Ss to read
aloud

- Gives keys.

- Some pairs
demonstrate

- Listen and take notes.
- Answer

- Read
- Write down

- Work individually
- Compare

- Read aloud
- Take notes.

refrigeration, TV and
medical facilities are more
accessible.

f. Sts’ answer.

5ms

IV. POST-PRACTICE:

- Divides the class into 4
groups. Two groups
include Ss who prefer the
city life and the other
include the Ss who prefer
the country life.

- Asks the Ss to work in
groups to answer the
questions:

+ Do you prefer the city or
the country life? Why?
- Asks 4 pioneers from 4
groups to show their ideas
before the class.

- Work in groups.

- Answer the questions.

2 ms V. CONSOLIDATION:

- Reminds the content of
the lesson and asks the Ss:
+ Do you prefer the city
life or the country life?

- Listen, remember
and answer.

4. Homework: (1m)

- Asks the Ss to learn the new words and write all the words they know about
country and city.

</div>
(4)<div class='page_container' data-page=4>

...
...
...
...

UNIT: 8 COUNTRY LIFE AND CITY LIFE

Period: 47 LESSON: 2 SPEAK

Date of preparation: December 18th, 2006.

Date of teaching: December 20th, 2006.

I. Aims and ojectives:

* Language content: To help students remind all the words relating to country and
city life.

* Language function: To enable the students to brainstorm and improve speaking
skill.

* Educational aim: By the end of the lesson, students have a common sense of
country and city life

1. Language:

a. Vocabulary: Traffic jam / entertainment / beautiful view / …

b. Structures: The town is becoming busier (preprog sirows changes with
“become”)

There are more beautiful views in the city (comparatives)
2. Skills: Integrated skills:

3. Education factor: The students have a sense of country life and city life

II. Teacher and students’preparation:

1. Method: Communicative approach:

2. Techniques: Explanation, substitution, creation.

3. Materials needed: Text book, pictures.

4. Students’ preparation: Observe the picture, think about country life and city life

5. Previous exercises: The teacher’s keys to the last exercises.

III. Procedure in class:

</div>
(5)<div class='page_container' data-page=5>

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5ms)

* Questions: Asks the Ss to read the dialogue, answer the questions and write some
new words.

* Keys to questions: According to each Ss’ideas.

3. Presentation of the new materials:

Time Teacher’s Student’s The content of the lesson

5 ms

I. LEAD-IN:

- Asks some questions:
+ Where do you live?

+ Do you want to live in the

city or in the country? Why?
- Introduces the new lesson “
compare between city life and
country life”.

- Listen and answer
the questions:

- Listen

UNIT: 8

COUNTRY LIFE AND 
CITY LIFE.

Lesson:2 SPEAK.

10ms

II. PRE-SPEAKING:
- Explains some new words.

 Traffic jam (expl)

 Entertainment (n)

 Beautiful views (n)

- Asks them to look at the two
picture and asks: + + +

+“What do you see in two
pictures?”

Picture 1: small houses,
bicycles, narrows reads.

Picture 2: high buildings,
cars, bikes, taxis, long and
wide roads

- Asks them to work in pairs
and compare the two pictures
using comparative and

get/become to talk about the
changes.

- Revises the comparisons

- Focus on the

teacher’s explanation
and write down.
- Observe and answer

- Work in pairs
- Listen and
remember

II. SPEAK:

Works with a partner.
Look at the pictures and
talk about the changes of
the town. The word
prompts in the box with
help

Example: busy;…

The town is becoming 
busier.

+ Traffic is getting busier.
+ There are more tall
buildings and houses.
+ The town is becoming
more beautiful.

+ There are more green
trees.

+ The streets are becoming
cleaner /longer,…

+ The parks are more
beautiful.

III. WHILE-SPEAKING:

- Asks the Ss to discuss as
guided.

- Calls on some Ss to talk.

- Discuss

</div>
(6)<div class='page_container' data-page=6>

12ms corrections.

+ Traffic is getting busier. +
There are more tall buildings
and houses.

+ The town is becoming more
beautiful.

+ There are more green trees.
+ The streets are becoming
cleaner /longer,…

+ The parks are more
beautiful.

notes.

5 ms

IV. POST-SPEAKING:
- Asks the Ss to talk about the
changes of the city or town
they are living.

- Calls on some Ss to talk
freely

- Gives suggestions

- Talk about their
city’s changes
- Some demonstrate
- Take notes.

2 ms II. CONSOLIDATION

- Reminds the topic and the
new words.

- Asks the Ss:

+ do you live in the city or the
country? Why?

- Listen and
remember

4. Homework: (1m)

- Asks the Ss to learn the new words and write the sentences about the 2 pictures
using the words prompts in the box.

5. Preparation for the next lesson: (2ms)

- Asks the Ss to prepare for next period: unit 8 “ Listen”.
6. Self – evaluation:

...
...

UNIT: 8 COUNTRY LIFE AND CITY LIFE.

Period: 48 LESSON: 3 LISTEN

</div>
(7)<div class='page_container' data-page=7>

Date of teaching: December 25th, 2006
I. Aims and ojectives:

* Language content: To present the languages of speaking on line
To help the sts to make the phone call.

* Language function: To enable the students to speak on the phone.

* Educational aim: By the end of the lesson, students learn to listen for filling
missing words.

1. Language:

a. Vocabulary: (words relating to language on line)
b. Structures: We are coming to visit you next week

(The present progressive tenses - shows future plan)
2. Skills: Integrated skills: listening (filling)

3. Education factor: knowing to visit relatives

II. Teacher and Students’preparation:

1. Method: Communicative approach:

2. Techniques: guessing, comparing

3. Materials needed: Text book, tape, cassette - player.

4. Students’ preparation: Listen to the tape at home

5. exercises: Work all the words they know about country and city.

III. Procedure in class:

1. Stabilization: (3ms) a. Warm – up : Greeting

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5ms)

* Questions: Work all the words they know about country and city.
* Keys to questions: According to each Ss’ideas.

3. Presentation of the new materials:

Time Teacher’s Student’s The content of the

lesson

5ms

I. LEAD-IN:

- Asks the Ss some
questions:

+ Did you travel anywhere
in the summer?

+ Did you telephone your
parents when you were
away from home?

- Answer the questions:
+ Yes, I did.

UNIT: 8

COUNTRY LIFE 
AND CITY LIFE.

</div>
(8)<div class='page_container' data-page=8>

- Now, whole class work

in groups and put the
words in the right order.
a. speaking/ is/ who?
b. are/ where/ from/
phoning/ you?

c. we/ to/ next/ coming/
visit/ are/ you/ weekend.
d. I/ talk/ to/ your/ want/
to/ mom.

- You can have only three
minutes to do this.

- Introduces the new
lesson: “ Listen about a
telephone call”.

- Work in groups.

a. Who is speaking?

b. Where are you phoning
from?

c. We are coming to visit
you next weekend.

d. I want to talk your
mom.

- Groupwork.
- Listen.

7 ms II. PRE - LISTENING:

- Hangs the conversation
on the board and

introduces the situation: “
Aunt Hang is talking to
Lan on the phone. She is
coming to visit Lan in
HaNoi”.

- Asks the Ss to listen and
repeat the open dialogue.
- Has the Ss look at the
open-dialogue and guess
the words in the blanks.

- Look at the open

dialogue and listen to her
carefully.

- Repeat after the
open-dialogue.

- Look at the open

dialogue and guess the
words in the blanks.
Ex: 1. that 2. this.
13ms

III. 
WHILE-LISTENING:

- Plays the tape 2 times.
- Asks the Ss to give
feedback after writing on
the board.

- Plays the tape third time.
- Checks again the

feedback and corrects
mistakes if necessary.
- Has the Ss practice in
pairs the dialogue.

- Listen to the tape.
- Answer the feedback.

- Listen to the tape.

- Checks again and correct
the mistakes.

- Practice in pairs.

* Key of the exercise:

</div>
(9)<div class='page_container' data-page=9>

Time Teacher’s Student’s The content of the
lesson

- Calls on some pairs to
practice before the class
- Calls on some pairs to
practice the class without
looking at the book.
- Gives remarks and
marks.

- Practice before the class.
- Practice without looking
at the book.

- Listen and take notes.
5ms IV. POST-LISTENING:

- Asks the Ss some
questions:

1. Who is phoning to Lan?
2. Where is Aunt Hang
phoning from?

3. Where is Aunt hang
going to come next week?

4. When is Aunt Hang
arriving to visit Lan?
5. Does Aunt Hang want
to speak to Lan mom?
- Asks the Ss to work in
pairs after calling on some
pairs to practice.

- Answer the questions:
1. Aunt Hang is phoning
to Lan.

2. She is phoning from
Hue.

3. She is going to visit lan
next week.

4. On Thursday
5. Yes, she does.

- Work in pairs.

4 ms

V. CONSOLIDATION

- Asks the Ss some
questions:

1. Is Aunt Hang away
from home?

2. Does Aunt Hang
telephone to Lan?

3. Is Aunt Hang going to
visit Lan’s family on
Saturday?

4. Why does Aunt Hang
telephone to Lan?

5. Do you telephone your
family when you are away
from home?

- Yes, you should be
interested in your parents
when you are away from

- Answer the questions:
1. Yes, she is

2. Yes, she does.

3. No, she isn’t . She is
going to visit Lan’s family
on Thursday.

4. Because she misses
Lan’s family.

</div>
(10)<div class='page_container' data-page=10>

home for a long time.

4. Homework: (1m)

- Asks the Ss to write 5 sentences about the changes of the country / city. You are
living.

5. Preparation for the next lesson: (2ms)

- Asks the Ss to Prepare “Read”

6. Self – evaluation:

...
...
...
...

</div>
(11)<div class='page_container' data-page=11>

Date of preparation: December24th, 2006.
Date of teaching: December 25th, 2006

I. Aims and ojectives:

* Language content: To introduce some new words of problems of cities
To help the sts’ to express their ideas of true life.

* Language function: To enable the students to read and fill missing information.

* Educational aim: By the end of the lesson, students have a sense of effect of
cities.

1. Language:

a. Vocabulary: will paying / rural fur ban / plentiful / typhoon / flood / drought /
strain

b. Structures: The present progressive tenses talk about future plan.

Governments all over world are trying to provide facilities.

2. Skills: reading (filling missing words and finding synonym)

3. Education factor: knowing to express their ideas of cities’ problems.

II. Teacher and Students’preparation:

1. Method: Communicative approach:

2. Techniques: explanation, brainstorm, game

3. Materials needed: Text book, tape, cassette - player.

4. Students’ preparation: prepare new words

5. Previous exercises: write 5 sentences of changes of city

III. Procedure in class:

1. Stabilization: (3ms) a. Warm – up : Greeting

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5ms)

* Questions: write 5 sentences of changes of city
* Keys to questions: According to each Ss’ideas.
3. Presentation of the new materials:

Time Teacher’s Student’s The content of the

lesson

5 ms

I. LEAD-IN:

- Organizes the game ”Lucky
Numbers”:

+ “Do you live in the city or
country?

+ What do you like about the

city? The country?...

- Play the game with
the teacher’s guiding.

- Listen to her.

UNIT: 8

</div>
(12)<div class='page_container' data-page=12>

- Today you will know about the
effects of city, about migrants to
cities?”

10ms

II. PRE - READING:

- Organizes “brainstorming” of
the effect of cities.

CITIES => noisy, crowded,

many houses, pollution, …

-Asks sts: What is the most

urgent problem?

-Introduces the purpose of the

lesson: one of the most pressing
issues in the city is the

overcrowding.

-Plays the tape one time.

-Supplies some new words:

+ Rural area ≠ urban area
+ Well-paying job (n)
+ Plentiful (a)(explanation)
+ Typhoon (n)= synonym(storm)
+ Flood (n)

+ Drought (n)(explanation)
+ Strain (n)(translation)
+ struggle(v)(translation)
+ migrant (n)(explanation)
- Asks the Ss to read the new
words.

- Checks understading of the
new words, using “Slap the
board”

- Brainstorm

- Answer
- Listen

- Listen to the tape.
- Focus on the

teacher’s explanation
and write down.

Read the new words.
- Play the game with
the teacher’s helping.

I. NEW WORDS:

Rural area ≠ urban

area

Well-paying job (n)

Plentiful (a)

Typhoon (n)

Flood (n)

Drought (n)

Strain (n)

+ migrant (n)
II. READ

1/ Complete the 
summary, use the 
information from the 
passage:
1. leaving
2. home
3. city
4. rural
5. city
6. problems
7. schools
8. hospitals
9. problem
10.world

2/ Fill the word in
the passage that 
means: 
a. rural
b. plentiful
c. inscrease
d. strain
e. tragedy
f. urban

12ms

III. WHILE – READING:

- Plays the tape again.

- Asks the Ss to read the passage
and complete the summary by
filling the missing information
- Explains more if necessary

- Listen to the tape.
- Read

-Complete the

</div>
(13)<div class='page_container' data-page=13>

Time Teacher’s Student’s The content of the
lesson

- Asks the Ss to compare with
their partner

- Calls on some Ss to read aloud
- Gives keys.

- Continues asking them to read
and answer.

- Explains: pressure event
- Calls sts to read aloud
- Asks them to point out

- Gives keys

- Listen

- Compare with their
partner.

- Read aloud
- Look at

- Read again to
answer

- Listen to her.
- Read aloud
- Show “Why?”
- Look at.

4 ms IV. POST – READING:

- Plays “Rub out and remember”
- Well paying / plentiful /

unpleasant / typhoon / drought /
destroy/…

- Play game

3 ms V. CONSOLIDATION

- Asks the Ss some questions:
1. Do the farmers leave from the
countryside moving to the city?
why?

2. Do they always truggle with
nature at home on the farm?
3. Does the population increase
in the city?

- Yes, the government should be
interested in the country life.

- Answer the
questions:

1. Yes, they do.
Because they believe
that well-paying jobs
are plentiful in the
city.

2. Yes, they do
3. yes, it does.

4. Homework: (1m)

- Asks the Ss to learn the new words and write the problems of migrant to cities (4-5
sentences)

5. Preparation for the next lesson: (2ms)

- Asks the Ss to prepare for the next period: “ Write”
6. Self – evaluation:

...
...
...
...

</div>
(14)<div class='page_container' data-page=14>

Date of teaching: December 27th, 2006.
I. Aims and ojectives:

* Language content: To introduce a structure of informal letter

To help the students express their ideas of country & city life

* Language function: To train the students to use words with the topic: country &
city life

* Educational aim: By the end of the lesson, students are able to write a letter
telling about their family or city or country life.

1. Language:

a. Vocabulary: (Words relaxing to country life, city life)
b. Structures: A structure of informal letter.

Heading / Opening / Body of the letter / Closing

2. Skills: Integrated skills: writing informal letter

3. Education factor:

The students learn to think and observe the life around them.

II. Teacher and Students’preparation:

1. Method: Communicative approach:

2. Techniques: Explanation, finding, error

3. Materials needed: Text books, letter cut into pieces

4. Students’ preparation: Write a letter of their city, country at home

5. Previous exercises: Writeproblems of migrants to cities.

III. Procedure in class:

1. Stabilization: (3 ms) a. Warm – up: Greeting

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5 ms)

* Questions: Asks the Ss to read the text, answer the questions and write some new
words.

1. Do the farmers leave from the countryside moving to the city? Why?

* Keys to questions: According to each Ss’ideas.

3. Presentation of the new materials:

Time Teacher’s Student’s The content of the

lesson

5ms

I. LEAD - IN

- Organizes a game arrange a
letter cut into many pieces.
-Asks students to words in
pairs , arrange a letter.

- Play game with the
teacher’s guiding.

- Working pairs arrange
a letter

UNIT: 8

COUNTRY LIFE 
AND CITY LIFE.
Lesson: 5 WRITE.

</div>
(15)<div class='page_container' data-page=15>

Time Teacher’s Student’s The content of the

lesson

-Gives keys

-Says “We have just revised
the structure of an informal
letter .

- Today we will learn more
about their formal letter by
writing the letter to a friend
telling him or her about your
country or city life.

- Listen and observe
- Listen carefully

informal letter.

1) Heading _ writer’s
address

2) Opening
3) Body of letter
4) Closing

7ms

II. PRE – WRITING

- Introduces the students to
write by using the given
questions and the letter’s
structure

- Reads all the questions
- Explains difficult questions
- Reminds structures What …
look like?

kind (n)
facilities (n)

- Asks them to follow a
structure of letter.

- Listen carefully to
write a letter telling
his/her friend about the
country or city life
- Listen to her.
- Listen to her.
- Remember some
structure to write.

- Follow the structure of
the letter.

II. Write to friend 
about your

neighborhood.
140 Truong Chinh
street, Hanoi
July 9, 2004
Dear long ,

I live in a house in
Hanoi. It is not a big
house with 4 rooms :
living room, kitchen,
my parents’ room and
my room. Outside the
window of my room is a
park. The park has a lot
of tree and flowers. My
house is about 2 km in
Is

15ms III. WHILE – WRITING
- Asks the students to write
individually

- Circles to choose good
writers or bad ones

- Asks students to exchange
their papers and correct
mistakes

- Calls on some students to
read aloud their letters
- Gives suggestion

-Write individually

- Exchange correct
mistakes

- Read aloud the letter
- See and make a
reference

from school so I go to
school by bicycle. In my
neighborhood, there is a
swimming pool and a
stadium. In the summer,
we always play football
the stadium and then
swim in the pool
because the swimming
pool is near the stadium.
But the things I like
best in my

</div>
(16)<div class='page_container' data-page=16>

only read books and
study there but also
watch videos and use
computers to access to

Internet

5 ms

IV. POST _ WRITING:

- Organizes game “Error

Hunter “

- Gives a letter with no
mistakes, students will have
to find out and correct in
minutes, who finds fastest and
correctly will be the winner

- Play game

- Listen to the rule of
game

there a library in your
neighborhood, long?
What things in your
neighborhood do you
like best? Write to me.
I have to stay goodbye
now. I’m looking

forward to hearing best

regards

Yours truly,
2ms V.CONSOLIDATION :

-Revises the structure of letter
+ Heading:

- writer’s address
- date

+ Opening : Dear……,
+ Body of letter :
+ Closing :

Listen and remember

4. Homework: (1m)

- Asks the Ss write a letter to tell about your family or your city, country.

5. Preparation for the next lesson: (2 ms)

- Asks the Ss to prepare for the next period: “ language focus”.
6. Self – evaluation:

</div>
(17)<div class='page_container' data-page=17>

UNIT: 8

COUNTRY LIFE AND CITY LIFE

Period: 51 LESSON: 6 LANGUAGE FOCUS
Date of preparation: December 25th, 2006.

Date of teaching: December 27th, 2006.

I. Aims and ojectives:

* Language content: To review some grammatical points.

To help the students understand more the present progressive
tense and comparison in use.

* Language function: To teach the students to speak English correctly in grammar.

* Educational aim: By the end of the lesson, students are aware of usage in
grammar points and they express their ideas exactly in English.

1. Language:

a. Vocabulary: ship name / destination / departure / arrival / status / delayed / revised
time / origin

b. Structures: Present progressive tense

- Shows changes with get / become.
+ The boys are getting taller

- Talks about the future

+ Is the boat to Quy Nhon leaving at 11:30 ?

2. Skills: Integrated skills: writing, speaking

3. Education factor: The students know to use English correctly, grammatically.

They can master the comparison.

II. Teacher and Students’preparation:

1. Method: Communicative approach:

2. Techniques: Explanation, substitution, creation

3. Materials needed: Text books, workbook

4. Students’ preparation: Do exercises before hand.

5. Previous exercises: Write a letter to tell about your family or country or city

you’re living.

III. Procedure in class:

1. Stabilization: (3 ms) a. Warm – up: Greeting

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: ( 5 ms)

* Questions: Read the letter they wrote at home
* Keys to questions: Student’s reading letter.
 3. Presentation of the new materials:

Time Teacher’s Student’s The content of the lesson

I. LEAD - IN

</div>
(18)<div class='page_container' data-page=18>

3 ms grammar point: present
progressive tense shows
changes with get and
become, talks about future
and revise comparison
(comparative and
superlative)

CITY LIFE.

Lesson: 6

LANGUAGE FOCUS.

12ms II. ATIVITY 1:

- Asks students to look at
shipping information.
- Explains:

+ ship name
+ Destination

+ Time of departure
+ Status

+ Delayed
+ Revised time
+ Origin

+ Time of arrival
- Asks the students to
practise the dialogue with a
partner

- Calls on some pairs to
present

-Asks them to do the same
with similar dialogues
- Calls on some pairs to
present

- Gives suggesting
-Asks the Ss to do

exercise (2+3) by use pres.
prog to express an

arranged action that will
happen in the future .
- Calls on some Ss to read
aloud

- Gives keys

- Look at shipping
information

- Write down

- Practice the dialogue
with a partner

- Present

- Make up similar
dialogues

- Present
- Listen

- Do exercise 2,3

- Read aloud

- Listen and copy down

1. Read the dialogues:

a. Read

b. New words:
- Ship name
- destination

- Time of departure
- Status (n)

- Delayed (adj)
- Revised time (n)
- Time arrival
- Origin

c. Make similar dialogues
use the shipping in

formation

2. Complete the dialogues.
Use the verbs in the present
progressive tense.

(1) Are doing .
(2) Am watching.
(3) Am going (to).
(4) Are cleaning .
(5) Am having .

3. Complete the sentences:

Use the verbs and adj in the
boxes

Get better

Become cleaner/colder
darker/taller
weaker

a) The boys are getting
taller.

b) The old man is getting
weak.

12ms III. ACTIVITY 2:
-Guides them to do
exercise 4,(5)

-Do exercise 4

c) We should go home. It is
getting dark.

</div>
(19)<div class='page_container' data-page=19>

Time Teacher’s Student’s The content of the lesson

-Reminds formation of
comparative & superlative
S be adj + er (than S’).
S be the most adj.

. good  the best

. bad  worst

-Asks them to work in
pairs.

-Calls sts to read aloud.
-Gives keys

-Explains the exercise 5
-Asks some Ss to
demonstrate

-Asks the Ss to do similar
-Gives keys

-Remember
- Write down

- Read aloud the letter
- Work in pairs

- Read aloud

- Listen and copy down
- Listen to her.

-Demonstrate
- Do similar.
- Listen

cold.

e) The students are getting
better.

f) The school yard is
becoming cleaner.

4) Make comparisons 
between

The city and the country
about the things.

Food in the city is more
expressive than in the
country.

Food in the city is better
than in the country.

5) Look at the

advertisements, compare

5ms

IV. POST-PRACTICE:

- Gives a game “ Noughts
and crosses”

Old Expensive big

Small Expensive hot

Big Beautiful old

- Play the game with
the teacher’s guiding.

the house, apartment and 
the villa.

Expensive / old / small /
big / beautiful / hot .
The villa is the most
expensive

The apartment is the
cheapest.

2ms V. CONSOLIDATION:
- Summaries and asks the
Ss what they have just
learnt in the lesson.

- listen and remember.

4. Homework: (1 m)

- Asks the Ss to learn the grammar notes and review from unit 1 8 for coming first

semester test

5. Preparation for the next lesson: (2ms)

- Asks the Ss to prepare for “ Revision”.
6. Self – evaluation:

</div>
(20)<div class='page_container' data-page=20>

Period: 52

REVISION

(Unit 1  4)

Date of preparation: January10th, 2007
Date of teaching:January11th, 2007

I. Aims and ojectives:

* Language content: To review all from unit 1  4.

* Language function: To enable students to remember from unit 1  4

* Educational aim: By the end of the period, students have a common sense of
what they have learnt.

1. Language: a. Vocabulary: (from unit 1  4)

b.Structures: (from unit 1  4)

Enough

Preposition of place/ time

Tenses (simple) present + past
Be going to

Why – Because
Reflexive pronouns
2. Skills: Integrated skills:

3. Education factor: The students master the key points from unit 1  4

II.Teacher and Students’preparation:

1.Method: Communicative approach:
2.Techniques: Explanation, brain storming
3.Materials needed: Text book, work book.

4.Students’ preparation: Do exercises from unit 1  4

5.Previous exercises: Review key points from unit 1  4

III.Procedure in class:

1.Stabilization: a.Warm – up: Greetings

b.Checking absence: Who’s absent today?

2.Cshecking up previous knowledges: Time needed:

* Questions:

* Keys to questions:

3.Presentation of the new materials:

Time Teacher’s Student’s The content of the lesson

3 ms

I. LEAD – IN:

- Says: “Today, you’ll
review all important things

from unit 1  4. You’ll

have to master them

- Listen

UNIT: REVISION

(From unit 1  4)

</div>
(21)<div class='page_container' data-page=21>

Time Teacher’s Student’s The content of the lesson

12ms

14ms

because it will help you
speak English fluently,
correctly.

II. ACTIVITY 1:

- Divides class into 8
groups. Two groups will
list important things in unit
1, two groups for unit 2,
two groups for unit 3, and
the last for unit 4.

- Asks students to stick
their charts on board.
- With students, checks the
out line of 8 groups.

- Asks students to give
comments and give
correction or suggestion.
- Asks students to give
examples on their charts,
too.

III. ACTIVITY 2 :

- Asks students to have any
questions.

- Replies.

- Gives examples and asks
them to do more exercises.
- Asks them to work
individually.

- Circles.

- Asks them to exchange
and compare.

- Gives keys.

- Asks them to write about
themselves about 5

sentences.

- Circles to choose good or
bad writing.

- Calls on students to read
aloud.

- Gives suggestion.

IV.COSOLIDATION :

- Reminds the content of

the lesson.

- Work in groups
discuss what are
important points in
each unit.

- Stick their answer on
board.

- Give comment.
- Copy down
- Give examples.

- Raise questions or
doubts.

- Listen

- Do exercises.
- Work individually
- look at

- Exchange compare
- Copy down

- Write about
themselves
- Listen
- Read aloud

- Look at and write
down.

- Listen to her.

1. Competencies:

- Introduce people (p.12)
- Respond to introduction
(p.12)

- Describe people (p.11)
- Write about oneself and
other people (p.15) +
exercises. 7/p.11 (SBT)
2. Language focus:( p.16)
a. Simple tenses:

b. Present simple to talk
about general truths. (The
earth circles the sun once
365 days)

- The sun rises in the east
and sets in the west.

c. (not) adj + enough + to –
inf

exercise book:5,6/ (9+10)

II/ Unit 2:

- Be going to ( ex: 1,2,3 –

WB)  talk about

intentions

- Use the telephone to make
and confirm arrangements
(ex 4 – WB)

- Adverbs of place (ex 6 –
WB)

III/ Unit 3:

- Describe places (p.28)
- Ask for and give reasons
(why – Because) (Ex 5,6 –
WB)

- Reflexive pronoun (p.35)
(ex 3,4 – WB)

- Modals: have to / must/
ought to

- Write a descript of room.
(p.32)

IV/ Unit 4:

</div>
(22)<div class='page_container' data-page=22>

5ms - Asks students to
remember and try their
best to do exercises.

- Remember Did … use to ?) (4,5,6 WB)

- Write an imaginary story
(p.42)

4.Homework(1m)

- Asks the Ss to: Learn key points.
Practice writing.

Do exercises for more training.
5.Preparation for the next lesson(2ms)

- Asks the Ss to prepare the outline from unit 5 8

6.Self – evaluation:

</div>
(23)<div class='page_container' data-page=23>

Period: 53

UNIT:

REVISION

(Unit 5 8).

Date of preparation: January10th, 2007.
Date of teaching: January11th, 2007.

I. Aims and ojectives:

* Language content: To review all from unit 5 8

* Language function: To enable students to remember from unit 5 8

* Educational aim: By the end of the period, students have a common sense of
what they have learnt.

1. Language:

a. Vocabulary: From unit 5 8

b. Structures:

 Should

 Adverbs of manner

 Reported speech

 Gerund

- Present tense ( simple)

- Present tense ( progressive)

- Present perfect ( since/ for/ How long)

- Comparison (comparative superlative)

2. Skills: Integrated skills:

3. Education factor: The students master the key points from unit 5 to unit 8

II.Teacher and Students’preparation:

1.Method: Communicative approach:
2.Techniques: Explanation, brain storming
3.Materials needed: Text book, work book

4.Students’ preparation: Do exercises from unit 5 8

5.Previous exercises: Review key points from unit 5 8

III. Procedure in class:

1.Stabilization: (3ms) a. Warm – up: Greetings

b. Checking absence: Who’s absent today?

2. Checking up previous knowledges: Time needed: (5ms)

* Questions:

* Keys to questions:

3.Presentation of the new materials:

Time Teacher’s Student’s The content of the lesson

I. LEAD – IN:

</div>
(24)<div class='page_container' data-page=24>

3 ms

12ms

13ms

5ms

from unit 5 8. You’ll

have to master them
because it will help you
much in daily speaking.”

II. ACTIVITY: 1

- Divides class into 8
groups: two groups will
list important points in unit
5, two for unit 6, two for
unit 7, and two for unit 8
- Circles

- Asks students to stick
their charts of listing key
points in each unit on

board.

- Asks the class to observe
and compare with each
other, give comments.
- Asks representatives of
each group to present and
give examples, others can
ask her, him. Other

members in each group
can help his/ her

representatives.
- Gives final keys.

III. ACTIVITY: 2

- Gives some more
exercises or do exercises
left in the work book.
- Asks students to do
individually.

- Asks students to compare
with their partner.

- Calls on some students to
read aloud their answer,
asks others if it is right or

wrong.

- Gives keys.

V. POST-PRACTICE:

- Directs the Ss to practice
some exercises relating to
these topic.

- Work in groups

- Look at

- Stick charts on board
- Observe, compare
and give comments
- Present and ask

- Listen to her.
- Do exercises
- Do

individually
- Compare with
their partner
- Answer

- Copy down
- Do exercises.

V/ Unit 5: (p.46)

- Should (advice) (ex 6 –
WB)

- Adverbs of manner (ex 5 –
WB)

oReported speech (ex7 – 
WB; ex 3,4 – Text book)

VI/ Unit 6 (p.54)

Love + gerund
(5.6.7-WB)

Hate (v –ing)
- Present tense (future
meaning)

- Write a letter telling about
a future plan. (p.58)

VII/ Unit 7 (p.63):

- Present perfect with ( for –
since – How long)

- Write a notice (p.68) (all
exercises in WB).

VIII/ Unit 8:

- Present progressive (future
+ change with get/ become)
- Superlative + comparative
the + adj _ est adj _er
than

the most + adj more
adj than

Good  better  the best

Bad  worse  the worst

All exercises in WB.

</div>
(25)<div class='page_container' data-page=25>

Time Teacher’s Student’s The content of the lesson

4ms

IV. CONSOLIDATION:

- Reminds the key points. - Listen and remember.

4.Homework(1m)

- Asks the Ss to review all lessons from unit 1  8

5.Preparation for the next lesson:(2ms)

- Asks the Ss to prepare for the first semester test
6.Self – evaluation:

</div>
(26)<div class='page_container' data-page=26>

I. AIMS AND OBJECTIVES:
* Language content:

To revise what they have learnt.

To focus on what are important points.

* Language function:

To enable them to pay more attention and correct themselves.

* Educational aim:

1. Language:

a. Vocabulary: From unit 1  8

b. Structure: Enough/ ask S.O to do sth/ comparative comparison/ ask for favors/
respond/ tenses/ reported speech.

2. Skill: Integrated skills: Writing, reading

3. Education factor:

Knowing to study carefully

II. TEACHER AND STUDENTS’ PREPARATION:

1. Method: Communicative approach:
2. Techniques: Explanation, reminding.
3. Materials needed: Photocopies of test
4. Students’ preparation:

5. Previous exercises:
III. PROCEDURE IN CLASS:

1. Stabilization:

a. Warm – up: Greetings

b. Checking absence: Who’s absent today?

2. Checking up previous knowledge:
Time needed:

Questions:

Keys to questions:

3. Presentation of the new material:

Time Teacher’s Student’s The content of the lesson

5 ms I. LEAD – IN:

Says, “You have just taken
the first semester test. You
have studied hard and tried
your best to do it. But
some grammatical points

Listen REVISION

I. Grammatical points:

1/ Adj + enough (multiple
choice)

old enough

</div>
(27)<div class='page_container' data-page=27>

Time Teacher’s Student’s The content of the lesson

you didn’t understand
inside out. So, today we’ll
review them together”

II. ACTIVITY 1:

- Asks students to look at
the photocopies.

- Calls students to correct

the test.

- Asks them to compare.
- Gives keys.

- Draws out some
important points of
grammar.

III. ACTIVITY 2:

- Lists some important
grammatical points.
1.Key points:
+ Old enough (U.1)
+ Ask SO to do sth (U.5)
+ More + adj + than (U.8)
+ S. adj_er + than

- A: Could you help me?
A: Can you … ?

 Ask for favors

- B: Reply to favors
- Certainly

- What can I do for you?
(U.6/ p. 55)

2. Revises tenses:
+ Present perfect with
since/ for/ How long
+ Simple past (yesterday,
last week)

+ Present simple
(everyday/ always)
+ Future simple
(tomorrow)

3. Reported speech:

She said to her son: “Go to
bed early”.

 She told …

4. Another way of
comparison

- Not as … as.

Look at photocopy
Do the test

Compare
Copy down

Listen and take notes

List or copy down
Answer

Answer

Give example
Copy down
Give example

Go to black board
to write it

Write on black board

The doctor asks the patients
to go to bed on time.

3/ Comparative comparison:

- S1 + be + adjer than + S2

- S1 + be + more (long) adj

+ than + S2

4/ U.6/ 55 (filling)
a) Ask for favors
Can you …?
Could you …?
Respond to favors:

Certainly/ of course/ sure/
no problem/ what can I do
for you? How can I help
you?

I’m sorry. I’m really busy.
b) Offer assistance:

- May I help you?
Yes, thank you.
No, thank you.

- Do you need any help?
- Let me help you?

 Yes. That’s very kind of

you.

IV. Tenses: (affirmative)

1/ Present perfect:

S + have/has + p.p (since/
for)

2/ Past simple:

S + Ved / V2 (did)

( yesterday, last…)
3/ Present simple:
(everyday, always)
S + V/ Vs, es (do/ does)
4/ Future simple:

(tomorrow)

S + will + Vo

V. Writing:

1. Reported Speech:
(command)

said to = told

S said to O: “V…,
please”

</div>
(28)<div class='page_container' data-page=28>

- Different from
- Like

IV.ACTIVITY 3:

- Asks them to have a look
at schedule of the second
semester.

U.9: In order to/ so as to
U.10:

 Passive (Present

simple + Future simple)

 It’s adj + to _inf

U.11: Do you mind (if)
Would

Have a look 2. S1 + be + not as adj S2

S1 be different from S2

S1 be the same as S2

S1 be like S2

4. Homework:

Asks them to do exercises (hand out) on Reported Speech.
(This will be related to Unit 13) statement in past.

5. Preparation for the next lesson:

Prepare for getting started, listen and read, U.9
6. Self – evaluation:

</div>
(29)<div class='page_container' data-page=29>

Date of preparation: Jan 10th, 05 Unit:

Date of teaching: Period: 55 Lesson: REVISION (1  8)

VI. AIMS AND OBJECTIVES:
* Language content:

-To help the sts review knowlegde from unit 1 to 5

* Language function:

_ to help the sts do some kinds of further exercises

* Educational aim:

- To make the sts aware of the imfortant of that they learn .
1. Language:

c. Vocabulary:

d. Structure: Tag-question and Gerunds after some verbs
2. Skill: Integrated skills

3. Education factor:

- To encourage sts try their best to master their English so that they can pass their firt
exam .

VII. TEACHER AND STUDENTS’ PREPARATION:

1. Method: Communicative approach:

2. .chniques: Question and answer , Repetition pairwork and groupwork
3. Materials needed: sub-board ,books ,pictures

VIII. PROCEDURE IN CLASS:

1. tabilization:

a. Warm – up: Greets the students

</div>
(30)<div class='page_container' data-page=30>

Time Teacher’s Student’s The content of
the lesson

10
ms

15ms

I. Pre-practice :

1. Reviews the simple past with Wish 
- Ask the sts to remind the structure and 
then give the examples :

+ Wish is used when we want really to be 
different and exactly opposite of the truth 
expresse wishes in the present

+Form : I WISH+ S + PAST SIMPLE

(Especially Were used fpr all persons )
II. Revision of present ferfect tences :
+ Form

+ Note :

FOR+ a period of time
SINCE + a point of time

III. The Passive 
+ Form

+ Note :

Prepositions of time :

IN/ON/AT/FROM...TO/FOR/BETWEE
N...AND

V Adverd clauses of result with ‘so’
-Gives example

Everyone felt tired , so they sad down under
the tree and had a snack

Use:to express the result of the statement
before

Meaning do đó

CONTROLLED-PRACTICE :

-Cals some pairs to practice in the front

Play game

I’m short . I
wish I were
taller .

-Listen to
the teacher

-Work in
pairs ---some

Unit5: 
MEDIA
Lesson:

LANGUAGE
FOCUS

I. Revision of tag
–question :

1. Possibble
statement
+ Negative tag:

eg:It is very
cold , isn’t it ?

They go to school
by bus ,don’t
they?

2/Negative
statement +
possible tag :

Eg: I shouldn’t
do this , should I?

They don’t like
it , do they ?

Notes : ta dùng

aren’t I chứ
khơng dùng
am not I
S + HAVE /HAS + PP

BE + PAST PARTICIPLE
MODAL VERBS + BE +PP

</div>
(31)<div class='page_container' data-page=31>

Time Teacher’s Student’s The content of
the lesson

stens to them and correct if have

-Explains the exercise 2 on page 45 and ask
them to practice in pairs and then calls on
some pairs to practice out.

-Give a sample :

a. Tuan like news , doesn’t he?
Yes , he does

I. Hanh and Tuan don’t like music ,do
they?

N \o,they don’t.
-FREE-PRACTICE

-Calls some good pairs to the front and
practice speaking

*Gerunds after some verds:
I-PRE –PRACTICE :

-Sets the scence : “Hoa and Lan are talking
about their favorite activities in their free
time .

-Shows the opened dialogueand asks them to
build a complete dialogue :

Lan: (1)...you(2)...(3)...soccer ?
Hoa: No,I...it .

Lan : (5)...(6)...enjoy(7)...TV?
Hoa : Yes, I (8) ...it .

Lan: (9) ...you (10) ...fíhing ?
Hoa: I don’t know . I’ve (11) tried (12) ...
-Corrects and givens answers:

-Revises the gerund after some verbs:

Finish enjoy practice mind imagine appreciate
fancy dislike like love hate a void consider
delay postpone deny miss quit suggest risk
keep on (continue) can’t help can’t stand(bear)
III CONTROLLED – PRACTICE :

- Gets the sts to do exercise 3 on page 46 in
pairs

-Calls on some pairs to practice a loud .
-Listen and corrects their maistakes:

Example:

Soccer :

A: Do you enjoy fishing ?
B:Yes ,I do

Fishing :

pairs

practice out.
-Do exercise
2

-Practice out
-Pay

attention
-Complete
the dialogue.
1. do

2.like
3.playing
4. hate
5. do
6.you
7. watching
8. love
9.do
10.enjoy

11.never
12.it