GIAO AN TIENG ANH 8 KY 1

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(1)Making date:25/08/2008. Period1:. REVISION A:Aims: By the end of the lesson, ss will be able to remind of some main knowledge from E8 and pactice with it. Teaching aids: Antipated problems B: Content I, Grammar points (Eliciting form ss) Tenses 1, The simple future : Will + V(bare) The simple post: V_ed (regular) In collum II( irregular) 2, Modal: Must,shuold,ought to,… + V(bare) 3, Comperative: - short adj/adv _ er - more +long adj/adv 4, Superlative:- the + Short adj/adv _ est - the + most + long adj/adv 5, Exclamations: - How + adj/adv + S + V? - What + a/an + adj + N? 6, Responses with_ “too”/ “so”. “either” / “neither” 7, Inderfinite qualifier: - many( # few) + N(pl) - much( # little) + u.N. - a lots of/ lots of + N. 8, Questions: - How,How for, How often,… - What,When ,Why,… 9, Adj: Adv of manner: Adj + _ly = adv. 10, Ordinal numbers. II, Practice - Production: Lucky number game 1, Make a sentence with “will’ (the simple future). 2, LN! 3, Make a sentence with the simple past. 4, Make a sentence with the compratice form of :beautiful”. 5, LN! 6, Make a sentence with be superlative form of “flood”. 7, Read out the following ordinal numbers :1,2,3,4,5,12,15,50 8, Give response to: ‘ I don’t drink beer’ 11, LN! 12, Read out the month of the year. 13, Read out 10 irregular verbs in the past form. 14, LN! 15, Answer the question ‘What’s your date of brith?”’ 16, ‘ What’s your adrress?’ 17, ‘ When’s your brithday?’ 18, Translate info E. ‘ Nam cÈn thËn. CËu Êy viÕt cÈn thËn’ 19, Translate info E. ‘ Tiếng ồn thờng làm tôi thức giấc vào ban đêm’ 20, Ask the way to the post office. 21, Give a suggestion of doing sth..

(2) 22, Express the idea with 2 way : ‘ Cô ấy thật đẹp!’’ III: Homework.. 1, Read ‘ Getting start’ + ‘ listen and read’ ( Unit 1) and find out new vocab. 2, Think about the question to answer : ‘She is pretty’ C: Remarks. If is useful to have this lesson.. Making date: 26/08/2008. Unit 1: MY FRIEND Perriod2: Getting started + listen and read A: Aims: By the end of the lesson ,ss will be able know the content of the dialogue, and how to use the folling form: A: What + do/does + S + look + like? B: S + be + (not) + adj + enough + to_V. - Teaching aids: Pictures - Anticipated problem: B: Content I: Warmer L: 1, Brainstom.

(3) Favorite Activites. 2, Describle the pictures on pages 10. ( Getting stared) Eg; A, they are playing soccer . B, They are reading book C, They are playing chess. D, They are playing vollayball, II: Vocab. - Smile (n/v) : Nô cêi / mØm cêi (mine) - Receive (v) : NhËn (th) (sit) - seem (v) : dêng nh (trans) - enough (adj/adv) : đủ (exp) - next door (adj) : s¸t nhµ (exam) * Checking ROR III: Listening and reading 1, Modelling (Tape or Teacher) (3 times) 2, Practice reading: - some pairs of good students - some other pair (ant level) 3, Comprehension question: LN! 1 - a 3 - LN! 5-c 8- How old is Nam? 2 - b 4 – LN! 6-d 9- Does Hoa like to meet Lien? * Key: 1, Nien(she) lives in Hue 2, Yes, she does 5, She wasn’t old enough to be in my class 6, At christmas 8, She is 12 9, Yes, she does IV: Target languge (Eliting form the dialoge) Form : 1, -What + do/does + S + look + like? - S + be + adj. 2, - S + be + (not) + adj + enough + to_V. * note: enough + N. V: Practice with the forms (optional) Eg: cues ; 1, Lan/beautiful. 2, Nam/tall. 3, Mai and Hoa/short. 4, Your sister/nice (etc) VI:Homework. 1, Learn vacab by heart. 2, Reread the dialoge and answer the question about it(a-d). 10 – LN!.

(4) 3, Do exersive + 5(P.9) + 6(P.10) (workbook) 4, Read ‘speak’ (P.11) and find out nw vocab. C, Selfecaluation and remarks Not enough time to practice with the two forms above. Making date:28/08/2008. Unit1: MY FRIENDS Period3: SPEAKING + LISTENING A, Aims: By the end of the lesson, ss will be able to describle one’s appearance, using folling structures. 1, S + be + adj. 2, S + have/has + adj + hair/eyes/… -Teaching aids; Pictures - Anticipated problems B, Content I, Warmer: - Guessing game (guessing a picture) : ‘It is a…’ Eg; S1: Is it a picture of a boy? T: No. S1: Is it a picture of a man? T: No. S1: Is it a picture of a girl? T: Yes. - Introducing the new lesson ; Talking about one’s apearance . II, Vocab. - curly (adj) : Xo¨n (tãc) (realia/visual) - straight (adj): Th¼ng # curly (ant) - bald (adj): Hái (picture) - black = dark(adj); §en (tãc) (realia) - Blone = fair (adj): Vµng hoe (visual) - fair(adj): Vµng nh¹t( tãc ) (trans/exp) Tr¾ng (da) - slim(adj): M¶nh mai (exp/exam).

(5) * Checking: Slap the board. III, Set the sence – Pedicting dialogue (Dialogue prediction) Nam; This friend is (tall) and (big). She has (long) (curly)hair. Hoa; Is this Mai? Nam : No Hoa : Is this Nga ? Nam : Yes. IV. 1,Forms: S + be +adj S+ have/has +hair/eyes/… 2, Uses : Descring noe’s appeerrance. 3, Notes: Positins of adj . a, buil : tall/ short + slim / then … b, hair : long/ short +curly/straight/ +bald+black/ fair/ prown/+…. V. Speaking: ( While – speaking) 1, Picture cues (P11+ P12) (Pair work) (Make similar dialogue) 2, Freely speaking _ guessing: (whole class) (one student describle, any person in class, and other guess who she/he is) VI, Listening 1, Pre- listening: - Reading the expression in the box. - Reading the dialogue and guessing the answers. 2, While - Listening: - listening and completing (Twice) - Listening and comparing with the correct answers. * Key; 1, I’d like youm to meet 5, Come and meet 2, Nice to meet you 6, How do you do? 3, I’d like youm to meet 4, It’s pleasure to meet you. 3, Post - Listening : (Pair work) SS practice talking, based on the completed dialogues VII, Homework. 1, Learn the vocab by heart 2, Describle 3 person (In your class or in my family) 3, Do exercise 3 (P..6.7) (work book) 4, Read text (P.13,14) and find out new vocab. ‘fat’ - is wrong collum C, C, Selfecaluation and remarks : There are some mistake in speak 2 ‘told’ bald. .

(6) Making date:01/09/2008. Unit1 MY FRIENDS Period 4: READING A, Amis: By the end of the lesson, ss will be able to read and understand the content of the text, and get more practice in talking about one’s character. B, Content I, Pre- reading 1, Warmer: Shar attack ( C1 H A3 R4 A5 C6 T E R9 (9 letter) (A1 P2 P3 E4 A5 R6 A7 N8 C9 E10 (10 letter) 2, Vocab: - Character (n) : TÝnh c¸ch (exam) - Generous (adj): Réng lîng (exp) - Sociable (adj): Hoà đồng, chan hoà, dễ gần gũi (exp) - Out going (adj) = sociable: Dễ hoà đồng, cởi mở. Thân thiện (esyn) - Reserved (adj) # outgoing: kín đáo, dè dặt (Ant) - Volunteer (n): T×nh nguyÒn (exam/exp) - Orphanage (n): Tr¹i må c«i (exam) - Sence of humor(n.ph): ãc kh«i hµi ( sit) * Checking: What and Where 3, Open – Prediction: (Predicting Ba’s, Khai’s and Song’s characters) Eg: Bao is (kind,…) Ba is (good,…) Khai is (reserved,..) Song is (sociable …) II, While – Reading. 1, Checking ss prediction * Key: - Bao is sociable, kind, generous and hard working - Ba is humorous (and quite outgoing) - Khai and song are quite reserved in plublic. 2, Matching EngLish Viet Nam 1, annoy (v) a, Lời nói đùa 2, extremely(adv) b, G©y bùc tøc 3, peace (n) c, §Þa ph¬ng 4, Joke (n) d, Cùc kú 5, local (adj) e, Sù yªn b×nh 3, Multiple – choice (P.14) * key: a, - A c, - B b, - C d, - D 4, Comprehesion questions * Key : A, He fells lucky. B, Bao is (the most sociable) C, Khai likes reading / khai does D, A bad thing about Ba’s joke is (that) sometimes his friends jokes annoy his friend.

(7) E, Bao spends his free tiime in a local orphanage. F, We have diffirent characters. III, Post- reading: 1, (Speaking): Talking about Ba, Bao,Khai and Song. 2, Talking about any person they like (Fist, writing and the speaking) IV, Homework 1, learn the vacab by heart. 2, Reread the text and translate it into VN. 3, Do exercise 4 (P.8 – work book) 4, read ‘ write ‘ part and find out new vocab. C, Selfecaluation and remarks The text is OK. Making date: 04/09/2008. Unit1 MY FRIENDS Period5: WRITING A, Aims: By the end of the lesson, ss will be able to know how to write about personal information and practice talking about this. B, Content I, Pre –writing 1,Warmer: Brainstom helful Apearance and character adj. tall. tall.

(8) 2, Vocab. (Revision as in warmer) 3, Reading: A, Reading the information about Tam(P.15) B, Reading the paragraph about Tam(P.15) C, Comprehesion questions * Key: 1, What is his name? 1, His name is Le Van Tam 2, How old is he ? 2, He is 14 3, Where does he live? 3, he is tall and thin and has short black hair 4, What is he like? 4, He is sociable, humorous and helpful 5, Who does he live with? 5, He lives with hus parent and elder brother 6, Who are his friend? 6, They are Ba and Bao II, While – Writing 1, Fill in similar form your patner. Use the questions given as prompts (P.15) * Key: A, His/Her name is… B, He/She is…. C, He/She is….and has… D, He/She is…. E, He/She lives… F, He/She live with… G, his/Her friend are(is)… 2, Write a paragraph about your parner III, Past – writing 1, Ss read out their writing (turn by turn) 2, Ss tell about the patners they have written about. 3, Ss talk about any other person they know. (at least 5 sentence) IV, Homework 1, Write personal information about one person you like 2, Resive:- Simple tenses(form and uses) - Structure with ‘enough’ - Vocabulary about(person information) one’s appearance and character) 3, Study the exercise given(P.16,17 – Text book) 4, Do exercise 7 (P.11 – work book) 5, Remarks - I don’t think the lesson was successful. - when I teach this lesson again . I will try to get more time for ss to write the paragraph. - Before letting ss write about their own friend, I will help them write out the skelloton asfollows. Personal information 1, Name 3,Adress 5, Appearance 7,Hobby 2, Age 4, Family 6, Characters 8,Friend(s). .

(9) Making date:08/09/2008. Unit 1: My friends Period 6 : Language focus. A. Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and practice in structure: “(not) + adjectives enough + to - infinitive”.  Teaching aids: - pictures, posters.  Anticipated problems: B. Content: I. Warmer:- Greetings II. Vocabulary: - Mar (n) : sao ho¶ (picture) - Mercury (n) : sao thuû (picture) - Silly (adj ) : ngí ngÈn (example) Checking vocabulary : Rub out and Remember. III. Presentation: - T gives out examples: a/ The Sun rises in the East. b/ He often watches TV in his free time. c/ He is strong enough to carry the box. - Let sts look at sentences a, b then answer questions 1, Which tense is it? - simple present tense 2,Form? S + V(s, es) + O 3,How to use it? - to talk about general truths - Ask sts look at sentence (c) to the form and use. * Form: (not) adjective + enough + to- infinitive. IV. Practice: * Activity one: Ex.1- p16 - Have sts look at their books. - Run through - Let sts give correct form of the verbs in brackets.

(10) - Call sts to answer and correct mistake. * Activity two: Ex.2- p16 - Run through dialogue and verbs in the box. ? What are you going to do? - Complete dialogue using correct form of verbs in the box. - Get sts to work in pairs. - Ask three pairs to read out and correct. * Activity three: Ex.4- p17 - Run through dialogue and adjectives in brackets. - Have sts use structure: “(not) adj enough + to- infinitive” to complete the dialogue. - Pair work - Call three pairs to read out and correct. V. Homework: - Prepare for Unit 2: Getting started and listen and read. VI. Remarks: * Answer key: 1/Activity one:(a). 1. lives 2. sent 3. was 4. is (b). 1. are 2. came 3. showed 4. introduced 2/ Activity two:1. sets 2. goes 3. moves 4, 5, 6. is 3/Activity three: b. not old enough. c. strong enough d. good enough. Making date: 09/09/2008.

(11) Unit 2:. Making arrangements Period7: Getting started - Listen and read. A. Aim: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements.  Teaching aids: - pictures, posters, tape.  Anticipated problems: B. Content: I. Warmer:- Greetings * Matching: (use pictures and a poster) - Ask sts to match each object (pictures on page 18) with its name. - Ask sts match and correct. II. Presentation: - T uses picture on p.19 to set the scene: Hoa and Nga are talking on the phone. - Let sts look at picture then guess: - Who made the call ? - Who introduced yourself ? - Who invited the other to the movies ? - Who arranged a meeting place ? - Who arranged the time ? - Who agreed to the time ? III. Practice: -Ask sts to read the conversation between Nga and Hoa. - Pair work. - Call three pairs to read out. * Comprehension questions: - What is Hoa telephone number? - Which movie are they going to see? Where? - How is Hoa going to see the movies? - Where are they going to meet? What time? - Have sts read the dialogue again to answer questions above. - Work individually. - Call sts to answer and correct * Model sentences : I’m going to see the movie Dream city. - Form : “ Tobe going to – infinitive” - Use : We use to be going to when we have already decided to do, what we intend to do in the future . IV. Production: *Yes/ No questions: -T asks some questions -Sts listen and answer: Yes/No. * Questions: Did Nga made the call? Is Hoa going to see a movie? Is Hoa using her bike? Will they meet at six-thirty? V. Homework: - Do Ex.1 in workbook. - Prepare for Speak. V. Remarks: * Answer key:.

(12) 1/ Matching: a/ an answering machine b/ a mobile phone c/ a telephone directory e/ a public telephone f/ an address book 2/ Comprehension questions: a/ Her telephone number is 3847329 b/ They are going to see the movies “Dream City” at Sao Mai c/ Hoa is going by bike. d/ They are going to meet outside the theater at 6.30.. . Making date: 15/09/2008. Unit 2:. Making arrangements Period8 :Speak + listening. A. Aim: By the end of the lesson, students will be able to talk on the telephone about inventions with “going to”.  Teaching aids: - a picture, posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings - Ask sts questions: Do you have a telephone at home? How often do you make a phone call? What would you say when you pick up the telephone to answer? What would you say if you are the caller? - Sts listen and answer. II. Presentation: - Ask sts look at Ex.1-p.20 - Run through - Ask sts put the sentences in correct order to make a complete conversation..

(13) - Work in pair - Call sts to answer and correct mistakes. - T writes the sentence on board: Adam is going to talking on the phone. - Let sts look at the sentence then give the form. * Form: S + to be + going to + infinitive. * Use: Express an intention. III. Practice: * Word cue drill: 1. see a movie  4. do your homework x 2. play sports x 5. help your mother  3. meet your friends  6. watch TV x - Run through. - Note: YES:  NO: x - Ask sts use the form above to make questions and answers. - Model : S1 : Are you going to see a movie? S2 : Yes, I am. - Pair work. * Complete the dialogue: Ex.2-p.20 - Ba and Bao are making arrangement to play chess. - Ask sts to work with their partners to complete the dialogue. - Give feedback. - Call sts to answer - Correct mistakes V. Homework: - Do Ex.2 in workbook. - Prepare for Listen. V. Remarks: * Answer key: 1/ Ordering:b - f -j - a - i - c - e - k - g 2/ Word cue drill:- Are you going to play sports ? No, I’m not - Are you going to meet friends ? Yes, I am - Are you going to do your homework ? No, I’m not - Are you going to watch TV ? No, I’m not - Are you going to help your mother ? Yes, I am. .

(14) Making date:16/09/2008. Unit 2:. Making arrangements Period9: Read. A. Aim: By the end of the lesson, students will be able to develop reading skill, know more about Alexander Graham Bell.  Teaching aids:- a picture, posters, tape.  Anticipated problems: B. Content: have a message I. Warmer:- Greetings * Brainstorm: - T asks a question: What’s the telephone ? What’s the telephone used for? used for? - Sts answer to communicate call some one II. Pre-reading: 1. Vocabulary: - emigrate (v) : di c (example) - demonstrate (v) : biÓu diÔn (translation) - transmit (v) : truyÒn, ph¸t (tÝn hiÖu) (translation) - conduct (v) : thùc hiÖn (synonym) - deaf-mute (n) : tËt c©m ®iÕc (explanation) - device (n) : thiÕt bÞ, dông cô (example) - Checking vocabulary: What and where. 2. T/ F statements prediction: Number Statements Guess 1 Alexander G. Bell was born in the USA. 2 He worked with deaf-mute patients in a hospital in Boston. 3 Thomas Watston was Bell’s assistant 4 Bell and Waston introduced the telephone in 1877. 5 Bell experimented with ways of transmitting speech between deaf-mutes over a long distance. 6 Bell demonstrated his invention at a lot of exhibition. - Hang on the poster of T/ F statements on board. - Ask sts read and discuss to guess which statements are T or F. III. While-reading:. Correct.

(15) 1. Checking sts’guess: - Have sts read the text on p.21, 22 to check. - Ask sts correct false statements. 2. Ordering: - Hang on poster about sentences on p.22 on board. - Run through. Are they in the correct order? - No, they aren’t - Let sts read the text again then put the sentences in the correct order. - Ask sts to compare with their partner. - Call sts to answer - correct mistakes. IV. Post-reading: * Roleplay:. Alexander Graham Bell’biography Date of birth March 3 Place of birth Endinburgh Emigrating Canada Working with Deaf-mute Place of work Boston University Introducing telephone 1876 Demonstrating 1877 - Ask sts make up dialogue using Alexander Graham Bell’biography. - Run through. - Model: S1: When was you born? S2: I was born on March 3. S1: .... etc.... - Work in pair. - Ask 3 pairs to read out - correct mistakes. V. Homework: - Learn new words + Do exercises 3 in workbook. VI. Remarks: * Answer key: 1. T/ F: 1, 2, 3, 4, 5: F 6: T 2. Odering: 1. was born in Scotland 2. went to live in Canada 3. went to live in the United States 4. worked with people who could neither speak nor hear. 5. worked with Thomas Watson. 6. successfully demonstreted his invention. 7. invented the telephone 3. Roleplay: ?Which country did you emigrate? - Canada ?Who you worked with? - Deaf-mute ?Where did you work? - Boston University ?When did you introduce telephone? - 1876 ? When did you demonstrate telephone? - 1877. .

(16) Making date: 17/09/2008. Unit 2:. Making arrangements Period10: Write. A. Aim: By the end of the lesson, students will be able to write a telephone message.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings *Jumbled words: 1. mcuestor -> -----------4. nifurretu -> ------------2. rvseice -> ------------5. anyddmi -> ------------3. essgmea -> ------------- Write the letters on the board - Ask sts rearrange the letters become meaningful words.

(17) - Call sts to go to the board to write - Correct and read. II. Pre-writng: 1.Vocabulary: - delivery (n): sù chuyÓn giao hµng. (translation) - stationery (n) : đồ dùng văn phòng. (example) - (to) reach : liªn l¹c. (mime) - Checking vocaulary: What and where - Ask sts some questions about taking a telephone message ? Have you ever taken a telephone message? ? When you take a message, what should be mentioned in the message? - Date, time, who sent, to whom , content. III. While-writing: - Have sts to read the message on p.23 and fill in the passage (Ex.1) - Let sts work in pairs. - Ask sts to write the answer on board. - T’s correct. * Hang on the poster about telephone message on board. - Explain sts how to do this exercise. - Ask sts read the passage 2 on p.23 to get information and fill in the form (Ex.2) - Sts work alone. - Ask sts to compare your partner. - Call sts to go the board and write down. - Correct mistakes Thanh Cong Delivery Service Date: ---------Time: --------For: ---------Message: ----------------------------------------Taken by: -------------IV. Post-writing: - T uses a picture about Lisa, Nancy and Tom. - Tom phoned Nancy, but she was out – Nancy’sister took a message for Nancy. - Have sts read the dialogue betwwen them then write a message for Lisa (Ex.3) - Sts work individually then share with their friends - Ask sts to write on board and correct. V. Homework: - Learn new words + Do exercises 4 in workbook. VI. Remarks: * Answer key: a/ Jumbled words : 1. customer 2. service 3. message 4. furniture 5. midday b/ Ex.1: 1. telephoned 4. took 5. name 7. Mr. Ha 2. May 12 3. speak 6. delivery 8. at c/ Ex.2: 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 him at 8 634 082 Taken by: Mr. Toan.

(18) c/ Ex.3: For: Nancy Message: Tom called about playing tennis this afternoo. He will come over to pick you up at 1.30 Taken by: Lisa.  Making date:22/09/2008. Unit 2:. Making arrangements Period11: Language focus. A. Aim: By the end of the lesson, students will be able to use “be going to” to talk about intention; know more and practice in adverbs of place.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings - Ask sts some questions: ? What are you doing now? ? what are you going to do tomorrow? ? Are you going to do homework? - Let sts look at underlined part and answer question ? Which tense is it? - near future ? How do we use this tense? - to talk about intention. II. Practice: * Exercise1: p.25 - Ask sts to look at their book. - Explain sts how to do this exercise. ? What are you going to do? - Read the situation then write what the poeple are going to do. - Model: Quang and Nam bought a new fishing rods yesterday. -> They are going ( to go) fishing - Sts work alone. - Ask sts to read out - Correct mistakes. * Ex.2: p.25 Survey:. Are you going to ...... What are you going to do on the weekend? YOU YOUR PARTNER. ..

(19) Do your homework? See a movie? Watch TV? Play soccer? Listen to music? - Hang on the poster on board. - Ask sts copy down. - Let sts to ask your partner then check () if you or your partner do; and (x) if you or your partner don’t do. - Work in pairs. * Ex.3: p.26 - Hang on the pictures and the speech bubbles on board. - Run through. - Let sts to look at the picture and fill in the missing gaps using averbs of place. - Work alone. - Ask sts to compare their friends - Call sts to answer – correct mistakes. III. Homework: - Prepare for Unit 3: Getting started + Listen and read IV. Remarks: * Answer key: Ex.1: b/ She’s going to read the new novel c/ She’s going to do her homework in Math. d/ He’s going to watch an action movie on TV tonight. e/ She’s going to give him a birthday present Ex.3: a/ upstairs b/ here c/ downstairs d/ outside e/ there f/ inside. Test 15’ A. Aim: - check sts’ knowledge. B. Topic: I. Give correct form of verbs in the brackets: 1. They -------- (play) soccer tomorrow. 2. He usually --------- (do) his homework in the evening. 3. Last year Lan’s family ----------- (visit) Tri Nguyen aquarium. 4. Ba --------- (buy) a Vietnamese dictionary yesterday. 5. We ----------- (be) students. II. Write sentences about what people are going to do. Use the following situation. 1. Mai is very hungry. -> -----------------------------------------------------------------------------------------2. Hoa is thirsty -> -----------------------------------------------------------------------------------------3. Nam’ mother gives him a novel..

(20) -> -----------------------------------------------------------------------------------------Answer keys I/ (5,5 points). 1. are going to play 2. does 3. visited 4. bought 5. are II/ (4,5 points). 1. She is going to eat. 2. She is going to drink/ have a cold drink. 3. He is going to read (the novel). Making date: 24/09/2008. Unit 3:. AT HOME. Period12: Getting started - Listen and read. A. Aim: By the end of the lesson, students will be able to understand the dialogue and use modal veds to talk about the housework.  Teaching aids: - a picture, posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings *Kim’s game: - T uses 6 pictures on p.27.

(21) - Have sts to look at 6 pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible. - Which team remembering more verbs is winner. II. Vocabulary: - steamer (n): nåi hÊp, nåi ®un h¬i. (situation) - cupboard (n): tñ ch¹n, tñ ly. (visuals) - chore (n): c«ng viÖc trong nhµ. (examples) - saucepan (n): c¸i ch¶o. (visuals) - Checking vocabulary: Rub out and Remember III. Presentation: - Hang on the picture about Nam and Mrs.Vui are talking. - Let sts to look at this and guess what are they talking about. - Ask sts to open their book read and check. - Open tape (twice) - Sts listen and repeat chorally. - Get sts read the dialogue again then write the list of the things Nam has to do. - Work alone. - Ask sts to answer and correct - T write sentence on board: Nam has to cook dinner. - Let sts to look at the sentence then give the form. - Form: Have/ has to + infinitive = Must + infinitive. - Use: Have to do something IV. Practice: - Get sts to look at 6 picture again then using the form above to make sentence. - Example exchange: S1 : What do you have to do? S2 : I must do the washing up. - Work in pairs - Ask 5 pairs to read out and correct. V. Production: * Find someone Who......? Find someone Who......? Name. -. Activities Wash the dishes Make the bed Sweep the floor Cook the meals Feed the chickens Tidy room. Hang on the table on board. Ask sts to copy down. Have sts to ask their friends then fill in the name who have to do ...... When you find someone who say ‘YES’ you will fill in the name, you can’t fill in someone’s name more then one. The first sts have all the name in the winner. - Work in groups of 6 poeple. - Call sts to retell. VI. Homework: - Prepare for Speak + Do Ex. 1 in workbook.

(22) - Learn new words VII. Remarks: * Answer key: Nam has to: - cook dinner - go to the market and buy fish and vegetables - call his Aunt Chi and ask her to meet his mother at Grandma’s house.. . Making date:25/09/2008. Unit 3: A. Aim:. AT HOME Period13: Speak+ listen. By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings - Ask sts question: ? What chores do you have to do at home? chat about their answer (review from last lesson) II. Pre-speaking: - Brainstorm the prepositions. prepositions near - Hang on the picture on p.29 on board. on - Ask sts the positions of the items in the pictures ? Where is the clock? - It’s above the fridge. ? Where is the fruit? - It’s in the bowl ? Where ar the flowers? - It’s on the table ? Where is rice cooker? - It’s next to the bowl of fruit ? Where is cupboard? - It’s onthe wall, above the counter ? Where is knives? - They’re on the wall, under the cupboard ? Where is dish rack? - It’s on the counter, next to the bowl of fruit - Sts look at the pictre and answer. - Give model sentence: Where is/ are the X? The X is/ are + prepositional phrase. III. While-speaking: - Get sts to work in pairs, ask and answer about where things are in the picture..

(23) * Example exchange:. S1 : Where are the knives? S2 : They are on the wall, under the cupboard.. - Work in pairs - Ask 5 pairs to read out and correct.. IV. Post-speaking: - Hang on the picture on p.29 - Run through the picture: Mrs.Vui bought new furniture for her living room, but she can’t decide where to put it. ? What are you going to do now? - Help her to arrange the furniture. - Work in group of six poeple then draw on the poster. - Ask sts to stick the poster on board. - Correct. V. Homework: - Prepare for Listen + Do Ex. 2 in workbook VI. Remarks: * Answer key: Arrange Mrs.Vui’s furniture - I think the coffee should be between the couch and the armchair. - Let’s put the magazines on the shelf above the books - I think the shelf ought to be at one of the corners, opposite the couch.. .

(24) Making date:01/10/2008. Unit 3: AT HOME Period14: Read A. Aim: By the end of the lesson, students will be able to understand the safety precautions in the house.  Teaching aids: - tape, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstorming: ? Tell me danger in the house for children? gas fire. electricity. danger in the house for children. knife. II. Pre-listening: 1. Vocabulary: - precausion (n) : sự đề phòng (traslation) - socket (n) : æ c¾m ®iÖn (realia) - match (n) : que diªm (realia) - (to) destroy : ph¸ huû (traslation) - (to) injure : lµm bÞ th¬ng, chÊn th¬ng (picture) - Checking vocabulary: Slap the board. 2. T/ F statements prediction: No 1 2 3 4 5 6. Statements It’s safe to leave medicine around the house Drug can look like candy A kitchen is a suitable place to play Playing with one match cannot start a fire Putting a knife into an electrical socket is dangerous. Young children do not understand that many household objects are dangerous. Guess T/ F. Correct. - Hang on the poster on board. - Run through all the sentences. - Ask sts to read the statements then guess which is true, which is false III. While-reading: 1. Checking sts’prediction: - Let sts to read the text on p.31 and check their prediction. ? Number 1, T or F? ? Who can correct it? (do the same for others) - Ask sts to correct if the statement is false. 2. Comprehension questions: - Get sts read the text again then answer the questions on p. 32.

(25) - Ask sts to work in pairs. - Call some sts to ask and answer. - Correct mistakes. * Question: 1. Why mustn’t we let children play in the kichen? 2. Why mustn’t children play with matches? 3. Why must we cover electrical sockets? 4. why do we have to put all dangerous objects out of children’s reach? IV. Post-reading: * Discussion: - Ask sts to work in groups, discussing about the topic: 1. Safe precautions in the street. 2. Safe precautions at school. - Call sts to answer. V. Homework: - Prepare for Write + Do Ex. 4 in workbook. VI. Remarks: * Answer key: a. T/ F: 2, 5, 6: T 1.F: It’s safe to keep medicine in locked cupboard. 3.F: A kitchen is dangerous place to play. 4.F: Playing with one matchcan cause a fire. b. Answer question: 1. Because the kitchen is a dangerous place. 2.Because playing with one match can cause the fire. 3.Because children mustn’t put anything into electrical sockets. 4.Because the dangerous objects can injure or kill children..  Making date:02/10/2008. Unit 3: AT HOME. Period15: Write A. Aim: By the end of the lesson, students will be able to write a description of a room in their house.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Sentence scramble: “There is a frog in the bag” - Write one word per card and hand the cards out to sts. - Some sts come to the front of the room and arrange themselves in the correct order to make the sentence. - Show sts you really do have a stuffed frog in a bag. II. Pre-writing: 1. Vocabulary: - folder (n): ng¨n (visuals).

(26) - towel rack (n) : gi¸ treo kh¨n (picture) - dish rack (n) : giá đựng bát đĩa (visuals) - lighting fixture (n) : đèn chùm (picture) - counter (n) : c¸i tñ (visuals) - Checking vocabulary: What and where. 2. Presentation text: - Ask sts to look at the picture on p. 32. - Run through the picture. ? What is there on the left of the room? ? Where is the bookshelf? ? What is there on the right side of the room? ? Where is the wardrobe? - Sts look at the picture and answer - Let sts to read the description of Hoa’s room then check. - Call some sts to read the text. III. While-writing: - Hang on the picture about Hoa’s kitchen on board. - Get sts to know the things in Hoa’s kitchen by answer questions ? What’s on the table? ? What’s is between sugar and floor? ? What’s is above the kitchen? ....., etc. - Let sts to look at the picture and describe Hoa’s kitchen using the given cues on p. 33 - Work individually. - Ask sts to compare their friends. - Call sts to write on board (one student, one sentence) - T correct mistakes. IV. Post-writing: -Ask sts to talk their partners about their room: + living room + Bedroom + Kitchen - Let sts to write a description of their room - do the same Hoa’s room. - Call sts to read out and correct. V. Homework: - Prepare for Language focus + Do Ex. 5 in workbook. VI. Remarks: * Answer key: This is Hoa’s kitchen. There is a refrigerator in the right corner of the room. Next to the refrigerator are the stove and the oven. On the other side of the oven, there is a sink and next to the sink is a towel rack. The dish rack stands on the counter, on the right of the widow and beneath the shelf. On the selves and on the counter beneath the window, there are jars of sugar, floor and tea. In the middle of the kitchen, there are a table and four chairs. The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers..

(27) Making date:04/10/2008. Unit 3: AT HOME Period16: Language focus A. Aim: By the end of the lesson, students will be able to use reflexive pronouns, further practice in model verb and Wh-questions and answers-Because.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings clean the floor *Brainstorming: things you can do fix TV set. Things you can’t do. paint the house ? Tell me things you can do and things you can’t do? II. Presentation: *Activity 1: Write sentence on board: I do my homework myself - Explain the reflexive pronouns - Form: We use I with myself You yourself/ yourselves He himself She herself We ourseleves They themselves It itself - Emphasis pronouns: use to emphasize a person or a thing Ex: Lan saw herself in the mirror. * Activity 2: - Give sts a situation: Lan is thirsty. What do you say to advise her? She should drink an orrange juice. - Ask sts give another word for “should”? - ought to + Form: ought to + infinitive + Use: give advice to someone. cook.

(28) III. Practice: * Ex.1: p.34 - Hang on the pictures on p.34 on board. - Have sts to look at this and complete the dialoguage use the words in the box with “must, have to”. - Work in pairs - Ask 3 pairs to read out the dialoguage- correct * Ex.2: p.35 -Ask sts to look at the pictures on p.35 to give advice to people. Use “ought to” - Model: You ought to study harder. - Get sts to practice 4 exchanges in pairs. - Ask sts to answer – correct. * Ex.3: p.36 - Ask sts to complete the dialoguages on p.36 using reflexive pronouns - Work in pairs - Call 3 pairs to answer – correct. * Ex.4: p.36, 37. - Run through all the pictures . - Let sts to look at them and make sentence with each picture using: Why – Because. - Model: S1 : Why did Nam have to cook dinner? S2 : Because his mother was home late. - Pairwork. - Ask some sts to ask and answer. IV. Homework: - Prepare for Test. V. Remarks: * Answer key: Ex. 4: c. Why was Mrs.Vui home late? Because she had to come to see grandmother. d. Why did Ha fail her English exam? Because she didn’t learn for her exam. She played the computer games e. Why didn’t Nga go to the movie? Because had todo her chores. Making date:07/10/2008. Period 17: Test 45’ A. Aim: - Check student’s knowledge. B. Topic: I. Choose the best option: 1. Ha never -------- (goes/ to go/ is going/ go) to class late.. §Ò sè: 01.

(29) 2. John likes ------- (plays/ playing/ played/ play) soccer. 3. We have English ------ (at/ in/ on/ between) Tuesday and Saturday. 4. Nam ------ (buy/ bought/ buys/ is buying) a new computer yesterday. 5. They ----- (see/ saw/ sees/ seeing) a movie 2 months ago. II. Read the passage. Answer the questions: On March 3, 1847, Allexander G. Bell was born in Endinburgh. He was a Scotsman although he late emigrated, first to Canada and then to the USA in the 1870s. In America, he worked with deaf-mutes at Boston University. Thomas Watson was a his assistant who helped G.Bell invented the telephone. Traveling all over America, Bell demonstreted his invention to the public at countless exhibitions, and by 1877 the first telephone was in commercial use. * Questions: 1. How old is G.Bell now? -> ----------------------------------------------------------------------------------------2. Where was he born? -> ----------------------------------------------------------------------------------------3. When did he emigrate to the USA? -> ----------------------------------------------------------------------------------------4. Who did he work at Boston University? -> ----------------------------------------------------------------------------------------5. Where did he demostrate his invention? -> ----------------------------------------------------------------------------------------III. Give correct form of verbs in the brackets: 1. Last week, I ------------------------------------------------------- swimming (go). 2. My mother ------------------------------------------------- at the moment (cook). 3. He often --------------------------------------- to music in his free time (listen). IV. Write the sentences with “ (not) adj + enough + to- infinitive” 1. He is strong. He can carry the heavy box. -> ------------------------------------------------------------------------------------------2. The tea isn’t strong. It won’t keep us awake. -> -------------------------------------------------------------------------------------------3. She is too small. She can’t drive. -> ----------------------------------------------------------------------------------------. Answer key I. (2,5 points) 1. goes 2. playing 3. on 4. bought 5. saw II. (2,5 points) 1. He is 159 years old. 2. He was born in Endinburgh. 3. He emigrated to the USA in 1870s. 4. He worked with deaf-mutes. 5. He demostrated his invention to the public at countless exhibitions. III. (3 points) 1. went.

(30) 2. is coooking 3. listens IV. (2 points) 1. He is strong enough to cary the heavy box. 2. The tea isn’t strong enough to keep us awake. 3. She isn’t big enough to drive.. Period 17: Test 45’ §Ò sè: 02 A. Aim: - Check student’s knowledge. B. Topic: I. Choose the best option: 1. I often play soccer ------------ (at/ in/ on/ after) Sunday afternoon. 2. Hung is -------------- (better/ the best/ best/ more best) student in my class. 3. Kate -------- (stayed/ stays/ is staying/ stay) up late lastnight. 4. Ba often ------------ (go/ went/ goes/ going) out in the evening. 5. We -------- (visit/ visited/ visits/ is visiting)Hue 2 years ago. II. Read the passage. Answer the questions: “….. In the first year of lower secondary school I had some difficulties in learning English. My pronunciation of English words was really bad and my English grammar was worse. I did not know how to improve them. One afternoon after the lesson, my teacher of English told me to wait for her outside the classroom. She took me to the school library and showed me cassettes of Pronunciation drills kept in a glass bookcase. She also told me how to use an English-English dictionary to improve my English grammar. ‘Now I think you know what you should do’, said she. I made much progress and only one year later I won the first prize in the English Speaking Contest held for secondary school students in my hometown.” * Questions: 1. What difficulties did Nam have in learning English in the first year? -> ----------------------------------------------------------------------------------------2. Who wanted to meet him one afternoon after the lesson? -> ----------------------------------------------------------------------------------------3. What did the teacher show him then? -> ----------------------------------------------------------------------------------------4. What did she tell him to improve his English grammar? -> ----------------------------------------------------------------------------------------5. Where did they go after that? -> ----------------------------------------------------------------------------------------III. Give correct form of verbs in the brackets: 1. Last Monday, she ---------------------- an English –Vietnamese dictionary (buy). 2. She always ------------------------------------------- to improve her English (want). 3. My father------------------------------------------------------------------ a doctor (be). IV. Write the sentences with “ (not) adj + enough + to- infinitive” 2. He isn’t strong. He can’t carry the heavy box. -> ------------------------------------------------------------------------------------------2. The tea isn’t strong. It won’t keep us awake.. Answer key I. (2,5 points) 1. on.

(31) 2. the best 3. stayed 4. goes 5. visited II. (2,5 points) 1. His pronunciation of English words was really bad and his English grammar was worse 2.His teacher of English. 3. The teacher showed him cassettes of Pronunciation drills kept in a glass bookcase. 4. She told him how to use an English-English dictionary to improve his English grammar 5. They went to the school library III. (3 points) 4. bought 5. wants 6. is IV. (2 points) 4. He isn’t strong enough to cary the heavy box. 5. The tea isn’t strong enough to keep us awake. 6. She isn’t big enough to drive/ She isn’t old enough to drive.

(32) Making date:15/10/2008 Unit 4: Period20: A. Aim:. our past Getting started - Listen and read+language focus4. By the end of the lesson, students will be able to tell the activities people used to do in the past.  Teaching aids: - a picture, posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings - Ask sts to look at the picture on p. 38 and write the names of the things that do not belong to the past. - Let sts discuss their friends and write. - Call sts to answer- correct mistakes. II. Presentation: 1. Vocabulary: - equipment (n) : thiÕt bÞ (example) - traditional (adj) : truyÒn thèng (translation) - (to) look after : tr«ng nom, ch¨m sãc (synonym) - folk tale (n) : truyÖn d©n gian (example) - Checking vocabulary: Rub out and Remember. 2. T/ F statement prediction: No Statements Guess Correct 1 Nga is used to live on a farm. 2 Nga’s Grandma didn’t go to school. 3 She has an easy and happy life when she was young. 4 There wasn’t any modern equipment at her time. 5 “The lost shoe” is a short story. 6 “The lost shoe” is an old folk tale. - Hang on the poster on board. - Ask sts to read then predict which one is true or false. II. Practice: 1. Checking sts’predictions - Ask sts to read the dialogue between Nga and Grandma then check prediction - Work in pairs then correct the false statements. 2. Comprehension questions: - Let sts to read the dialogue again then answer the questions on p.39. - Pairwork. - Call sts to answer the questions and correct mistakes. * Questions: a. Where did nga’s grandmother use to live? b. Why didn’t she go to school? c. What did Nga’s great-grandmother use to do? d. What did Nga’s great-grandmother and great-farther use to do? e. What did Nga ask her grandmoher to do at the end of the coversation?.

(33) 3. Fact or opinion: -Have sts to look at the statements part 3 on p. 39 , read then decide which is a fact and which is an opinion. - Give feedback. IV. Production: Did you use to .... Name * Survey: Get up late. - Ask sts some questions to check. - Ride bicycle too fast ? Who used to get up late/ ride - Eat too much candy bicycle too fast.....? - Have sts to ask their friends and - Forget to do your homework. write it down the result of their survey. IV. Homework: - Prepare for Speak. V. Remarks: * Answer key: a. T/ F: 2, 4, 6: T 1, 3, 5: F b. Answer the questions: a/ She used to live on a farm. b/ Because she had to stay at home and help her Mom to look after her younger brothers and sisters. c/ She used to cook the meals, clean the house and wash the clothes. d/ Her great grandma used to lit the lamp and her great grand father used to tell stories. e/ She asked her grandma to tell her the tale “The Lost Shoe”. c. Fact or opinion: Fact: a, b, c , d Opinion: e, f. . Making date: 17/10/2008 Unit 4: Period 2/21: A. Aim:. our past Speak. By the end of the lesson, students will be able to use USE TO to talk about the things they used to do.  Teaching aids: - a picture, posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Jumbled words: - rieletcicty -> ----------------------- menttaenterin -> -----------------------.

(34) - rkmaet -> ----------------------- permasuekt -> ----------------------I. Pre-speaking: - Ask sts question: ? Why didn’t Nga’s grandma go to school? - Because she used to look after her younger brothers and sisters. - Let sts look at the sentence then give the form. Form: (+) S + used to + infinitive (-) S + didn’t use to + infinitive (?) Did + S + use to + infinitive? Use: to express a habit, or an action usually happened in the past. Meaning: §· thêng hay lµm g×. II. While-speaking: * Word cue drill: 1. Live/ Hue / Hanoi 3. Get up/ late/ early 2. Have/ long hairs/ short hairs 4. walk to school/ bicycle - Ask sts make questions with word cue, using the form above. - Model with (1): ? Did you use to live in Hue? No, I used to live in Hanoi. - Work in pairs. - Call 3 pairs to ask and answer. IV. Post-speaking: - Hang on the pictures on p.40 on board. - Let sts to look at them then compare two pictures, using “used to” to talk about actions in the past. - Run through activities in two pictures. ? Where did they live in the past? And now? ? How did they travel? ? What’s about the electricity? ? What’s about their life/ work? ? Did children use to go to school? ? What‘s about their entertainment? - Work in groups of six people. - Ask sts to read out. - Correct mistakes. IV. Homework: - Prepare for Listen. V. Remarks: * Answer key: a/ Jumbled words: - electricity - market - entertainment - supermarket b/ Word cue drill: 2. Did you use to have long hairs? - No, I used to have short hairs 3. Did you use to get up late? - No, I used to get up early 4. Did you use to ride a bicycle to school? - No, I use to walk to school c/ Compare two pictures: In the past: - People used to live in small houses. - People used to walk - People used to work hard all the time. - Most of children used to stay at honme..

(35) Now: -. Children used to play traditional games such as hide and seek, skip rope,..... - They live in big houses and buildings They can go by cars or motorbikes They have a lot of time for entertainment. They all go to school. They have a lot of modern games: video games,. . Making date: 20/10/2008 Unit 4:. Period22: A. Aim:. our past Listen +language focus 1,2. By the end of the lesson, students will be able to understand the main idea of a story by listening.  Teaching aids: - a picture, posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Gradual picture: - Devide class into two teams. - Draw pictures step by step. At the end of each step, ask one team to guess what the picture is. - If you don’t guess correctly, cotinue drawing the next step and let the other team guess. A point goes to the team that guess first. Draw: eggs, gold, farmer. II. Pre-listening: * Vocabulary: - foolish (adj) : ngu ngèc (situation) - greedy (adj) : tham lam (axample) - gold (n) : vµng (visuals) - (to) lay : đẻ (trứng) (situation) - Checking vocabulary: What and where. - Tell st they are going to hear a story about a farmer, a kitchen, an egg and some gold. - Ask sts guess this story in Vietnamese first (if they know). - Have sts to look at four titles and guess which is most suitable to the story. III. While-listening: - Open tape (twice) - Sts listen and choose the best moral for the story. - Ask sts to copare their friends.

(36) - Ask sts to answer. - Let sts listen to tape again then check. Titles You guess You listen a. Don’t kill chickens. b. Don’t be foolish and greedy c. Be happy with what you have. d. It’s difficult to find gold. IV.Post-listening: *Fill in: 1. A farmer -------- happily with his family. 2. He had many -----------. 3. The chicken laid a --------- egg. 4. The farmer ---------- it and yelled “We were rich” 5. There were no more eggs of any kind for the -------- farmer. - Write the sentences on a poster. - Ask sts to look at them and find the words to fill in the missing gaps. - Open tape. - Sts listen and fill in. - Get sts to compare with their friends. - Open tape again to correct. - Give out correct answer. IV. Homework: - Prepare for Read. V. Remarks:* Answer key: a/ Moral for the story: Don’t be foolish and greedy. b/ Fill in: 1. lived 2. chickens 3.gold 4. saw 5. foolish.

(37) Making date: 22/10/2008 Unit 4: Period 23:. our past Read. A. Aim:. By the end of the lesson, students will be able to understand and retell the story “The Lost Shoe”  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstorming: Tam Cam The frog Prince -Ask sts question: ? Name some folk ale that you have read? The folk tale ? Do you know the story of Tam Cam? One hundred-section bamboo ? Can you tell me the story in Vietnamese? - Ask sts to tell a little bit of the Tam Cam Snow White and 7 dwarfs story in Vietnamese. II. Pre-reading: 1. Vocabulary: - cruel (adj): độc ác, ác nghiệt (situation) - upset (adj): buån phiÒn, thÊt väng (synonym) - magically (adv): k× diÖu (traslation) - immediately (adv): ngay lËp tøc (traslation) - rag (n): quÇn ¸n r¸ch, v¶i vôn (visuals) - prince (n): hoµng tö (axample) - Checking vocabulary: Slap the board. 2. Chat: Person in story Cruel Greedy Hardworking Generous Little Pea Stout Nut’s mother Fairy Stout Nut - Hang on a chat on board. - Ask sts look at the chat and ask question: ? Is Little Pea cruel? - No - Sts use their knowledge of the story and answer “No” – put an N in the box. - Ask sts to copy the chat – discuss with their friends to complete the box. III. While-reading: 1. Checking sts’guessing: - Let sts to read the story on p. 41 to check. 2. Comprehension questions: - Ask sts to read the story again then answer the questions on p. 42. - Work in pairs. - Call 6 pairs to ask and answer.- correct mistakes. * Questions: 1. Who was Little Pea?.

(38) 2. What did Stout Nut’s mother make Little Pea do all day? 3. How did Little Pea get her new clothes? 4. who did the prince decide to marry? 5. Is this a true story? How do you know? IV. Post-reading: * Finger feedback-T/F: - Sts listen to the statements and decide if they are true or false. If true, all sts hold up two fingers. If false, they hold up fist. - Sts answer silently, only with thier finguers. - T repeats the statements many times so sts practice listening. 1. Little Pea had to do a lot of housework. 2. Little Pea’s father died of a broken heart. 3. Stout Nut’smother made new clothes for Little Pea. 4. A fairy appeared and changed Little Pea’s rags into beatiful clothes. 5. Little Pea lost her hat. 6. The fairy found Little Pea’s shoe. V. Homework: - Prepare for Write. - Do exercise 3 in workbook. VI. Remarks: * Answer key: a/ Comprehension questions: 1. She was a poor farmer’s daughter. 2. She made her do the chores all day. 3. Before the festival atarted, a fairy appeared and magically changed her rags into beautiful clothes. 4. He decided to marry Little Pea because the shoe fitted her b/ Finger feedback-T/F: 1, 2, 4: T 3, 5, 6: F. making date:27/10/2008 Unit 4: Period24: A. Aim:. our past Write. By the end of the lesson, students will be able to use simple past tense to write a story.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Drawing: - Draw a picture of a farmer on the board. - Get sts to guess what it is. Either continue drawing or get a sts to draw a buffalo and then a tiger.Ask sts question: ? Have you ever read the story “How the tiger got his stripes”?.

(39) II. Pre-writing: 1. Vocabulary: - wisdom (n): trÝ kh«n, trÝ tuÖ (situation) - stripe (n): kÎ säc. (realia) - straw (n): r¬m r¹ (realia) - escape (v): trèn tho¸t (traslation) - graze (v) g gÆm cá (visuals) - tie (v): trãi buéc (mime) - Checking vocabulary: What and where. - Get sts to look at the verbs in the box. - Check that they uderstanding the meaning of them - Give sts 5 minutes to put as many verbs in the blank as they can. (Ex.1-p.43) - Call sts to answer- correct mistakes. III. While-writing: - Tell sts to imagine they are the farmer to write the story. - Ask them take a dictation from the word prompts. Dictate the first 2 sentences. 1. One day, I was in my field. 2. My buffalo was grazing when a tiger came. - Tell sts to continue writing their story and elicit how to change the pronouns: He -> I; His -> my; him -> me. - Give sts 10 minutes to write individually then share with their partners and correct mistakes. - Tell them to underline all the verbs in their partner’s paper. - Ask them how many they found. Tell them to check if the verbs are in simple past. - Call sts to the board to write one sentence of the story up. (each student wite one sentence). - Call others to underline the verbs. - Check the verbs first and then clap for the story when all the verbs are correct. - Sts control correction. IV. Homework: - Prepare for Language focus. - Do exercise 4 in workbook. V. Remarks: * Answer key: One day, as I was in the field and my buffalo grazed nearby, a tiger came. It asked why the strong buffalo was my servant and I was its master. I told the tiger that i had something called wisdom. The tiger wanted to see it but I said that I left the wisdom at home that day. Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo. I went to get some straw and I burned the tiger. The tiger escaped, but today it still has black stripes from the burn.. .

(40) Making date:28/10/2008 Unit 4: Period 6/25: A. Aim:. our past Language focus and correction Test. By the end of the lesson, students will be able to use prepositions of time and “used to”; further practice in past simple.  Teaching aids: - posters, picture.  Anticipated problems: B. Content: I. Warmer: - Greetings * Matching: - Write some prepositions in a list on the left-hand side of a poster, write the time/ date/ month .... on the right of a poster. - Ask sts to look at this to match. 7 a.m and 9 a.m In January On November 1999 At July 26th Between 6 a.m After Wednesday Before - Correct mistakes - Ask sts to read aloud each phrase. II. Practice: * Activity 1: Ex. 3 – p. 44 - Have sts to do exercise 3 individually then compare with their partners using suitable prepositions. - Call sts to answer- correct. * Activity 2: Ex. 2 – p. 44 - Let sts to look at exercise 2 then complete the dialogue using past simple. - work in pairs. - Ask 3 pairs to read out and correct. * Activity 3: Ex. 4 – p. 45. - Hang on the pictures on p.45 on board. - Let sts to look at the picture and dialogue between Nga and Hoa. - Complete the dialogue using: “used to” - Work in pairs. - Ask 3 pairs to read out.

(41) - Corect mistakes. III. Correction Test: Answer key I. (2,5 points) 1. goes 3. on 5. saw 2. playing 4. bought II. (2,5 points) 1. He is 159 years old. 2. He was born in Endinburgh. 3. He emigrated to the USA in 1870s. 4. He worked with deaf-mutes. 5. He demostrated his invention to the public at countless exhibitions. III. (3 points) 1. went 2. is cooking 3. listens IV. (2 points) 7. He is strong enough to cary the heavy box. 8. The tea isn’t strong enough to keep us awake. 9. She isn’t big enough to drive. IV. Homework: - Prepare for Unit 5: Getting started + Listen and read. V. Remarks: * Answer key: 1/ Exercise 2: Lan: Did you eat rice for lunch? Nga: No, I ate noodles Lan: How did you get to school? Nga: I rode a bicycle to school. Lan: Which subject did you have yesterday? Nga: I had a math. Lan: Where were you yesterday evening? 2/ Exercise 3: a. on b. between c. in d. at – after befor 3/ Exercise 4: 1. used to have 2. used to be 3. used to live. Making date: 29/10/2008 Unit 5: Period 26:. Study habit Getting started + Listen and read. e..

(42) A. Aim:. By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study.  Teaching aids: - posters, picture, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Network: physics math ? Tell me subjects you study at school? geography. Subject at school. history II. Presentation: 1. Vocabulary: - pronunciation (n): c¸ch ph¸t ©m (mime) - report card (n): häc b¹ (realia) - improve (n): c¶i thiÖn (situation) - (to) be proud of : tù hµo (example) - (to) try: cè g¾ng (translation) - Checking vocabulary: Slap the board. - Ask sts some questions: ? What subject are you good at/ bad at? ? What subject do you like best? Why? ? How often do you have Math/ Literrature/ English,....? - Sts listen and answer 2. T/ F statements prediction: No Statements Guess Correct 1 Tim was out when his mother called him 2 Tim’s mother met his teacher at school 3 Tim’s report is poor 4 Tim’s mother wants him to improve one thing 5 Tim needs to improve his Spanish 6 Tim promiseed to try his best in learning Spanish - Ask sts to read the statements (on poster) and predict which one is true or which one is false. - Write sts’guess on poster. III. Practice: 1. Checking sts’prediction: - Get sts to read the dialogue and check their prediction. -pair work - Ask sts correct false statements. ? No. 1 true or false? Who can correct it? ,.... 2. Comprehension question: * Question: a. Who is Miss Jackson? b. What did Miss Jacksongive Tim’s mother? c. What did miss Jackson say Tim should do? e. What did Tim’s mother give him at the end of the coversation? - Ask sts to read the dialogue again then answer questions on p.47..

(43) - Work in pairs. - Call sts to ask and answer- correct mistakes. IV. Production: * Survey: Name What subject Lan Literature. How to improve. - Hang on the table on board. - Have sts to look at this and work in groups to ask and answer to fill in the table. - Model: S1 : What subject do you need to improve? S2 : Literature S1 : How do you improve it? V. Homework: - Prepare for Speak + Do Exercise 1 in workbook. VI. Remarks: * Answer key: a. T/F: 2, 4, 6: T 1. F: Tim was in the living-room 3.F: well 5.F: Spanish pronunciation b. Answer question: 1. Miss Jackson is Tim’s teacher. 2. Miss Jackson gave Tim’s mother his report. 3. Tim studied very well this sem 4. Miss Jackson said Tim should work harder on his Spanish pronunciation. 5. She gave him a dictionary. Making date: 01/11/2008 Unit 5: Period27 A. Aim:. Study habit Speak+listening. By the end of the lesson, students will be able to talk about their study habits.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Recognizing question words: - Sts brainstorm the question words they know on the board. - Read a question out aloud. In chorus, the sts should chant back the questionword itself (not the answer). - Ex: T: “Where do you live?” - Sts: “Where!” - T: How old are you? - Sts: “How!”, .... etc. II. Pre-speaking: - Put a poster on the board with the 5 questions on p.48 (mix them up!) - Read through the questions with sts but don’t translate!.

(44) - Stick cards with answer on the board out of order. Give sts 2 minutes silent time to think about how they can match the answers to the questions. Question: 1. When do you do your homework? 2. Which subject do you need to improve? 3. Who helps you with your homework? 4. What do you do to improve your English? 5. How much time do you spend on subject English? Aswer: after dinner, my mother, about an hour, Chemistry, sing English song. - Call a few sts to the board. They move the answer card next to the right question to match. III. While-speaking: -Work in pairs. - Use the questions above then ask their partner. - Model: S1 : Which subject do you need to improve? S2 : English S1 : How do you improve it? S2 : ........., etc - Call 6 pairs to ask and answer. - Correct mistakes. IV. Post-speaking: - Ask sts question: ? What should Lan do to improve her English pronunciation? - She should listen to English song. - Review form, meaning and use from sts. * Language focus: exercise 2 on p.52 - Ask sts: ? What is it? ? Is it beautiful? ? What things do you see in the picture? - Write answers to the last question on the board. Ex: roof, door, window, wall, tree, plants,.... etc. - Go over the meaning of the verbs in the box and elicit one example about what Mr.Hao should do to improve his house. - Model: He should repair the door. - Work individually to say what he should do. - Ask sts to read out - correct mistakes. V. Homework: - Prepare for Listen + Do Exercise 2 in workbook. VI. Remarks: * Answer key: a. Matching: 1. When do you do your homework? - after dinner 2. Which subject do you need to improve? - Chemistry 3. Who helps you with your homework? - my mother 4. What do you do to improve your English? - sing English song 5. How much time do you spend on subject English? - about an hour b. Language focus: - Mr.Hao should paint the house. - Mr.Hao should cut the grass..

(45) - Mr.Hao should replant the trees. - Mr.Hao should mend the door.. Making date: 03/11/2008 Unit 5: Period28:. Study habit Listen. A. Aim:. By the end of the lesson, students will be able to listen for specific information to fill a report card.  Teaching aids: - posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstorming: - Ask sts to write their ideas on blackboard. listen to tape ? How to improve your English? do grammar exercises How to improve your English watch News II. Pre-listening: 1. Vocabulary: - behaviour (n): hµnh vi, cö chØ (example) - participation (n) sù tham gia (realia) - satisfactory (¹d): tho¶ m·n (situation) - co-operation (n): sù hîp t¸c (example) - comment (n): lêi phª b×nh, lêi nhËn xÐt (situation) - Checking vocabulary: What and where. - Ask sts to look at Nga’s report on p.48 then predict the missing information. - Compare your partner. - Write sts’guess on board. III. While-listening: - Get sts to listen to the tape then check their prediction. - Open tape (twice). - Ask sts to share with their friends. - Ask sts to write the answers on board. - Let them to listen to the tape again then correct. - Give out correct answer (if sts have mistakes).

(46) IV. Post-listening: - Ask sts look at Nga’s report again -read and answer questions. * Question: 1. Who are Sarah Chen’s parents? 2. What ‘s Sarah Chen’s teacher’s name? 3. What are the comments? 4. What does S stand for? 5. What about F, U, A, B, C, D? 6. Which class is Sarah Chen in? - Pair work. - Call 5 pairs to ask and answer. - Correct mistakes. V. Homework: - Prepare for Read + Do Exercise 3 in workbook. VI. Remarks: * Answer key: a. Fill in the missing gaps: 1. 87 days present 5. Speaking: A 2. 5 days absent 6. Reading: A 3. Participation: S 7. Writing: B 4. Listening: C b. Answer question: 1. They are Mrs. Chen. 2. She is Miss Blake. 3. Speaks English quite well. However, she does need to improve her listening skill. 4. S stands for satisfactory 5. F for fail, U for unsatisfactory, A for Exellent, B for good, C for fair, D for poor. 6. She is in class 8C. Making date:06/11/2008 Unit 5: Study habit Period29: Read A. Aim: By the end of the lesson, students will be able to understand the text and get specific information.  Teaching aids: - posters  Anticipated problems: B. Content:.

(47) I. Warmer: - Greetings * Chatting: - Ask sts some questions about their English learning. ? Do you like learning English? ? How many new words do you try to learn a day? ? What do you do when you read a word? ? How do you learn new words? II. Pre-reading: 1. Vocabulary: - mother tongue (n): tiếng mẹ đẻ (example) - (to) underline: g¹ch ch©n (dßng ch÷) (realia) - (to) highlight: lµm næi bËt (example) - (to) stick: d¸n (mime) - Checking vocabulary: What and where. 2. T/ F statement prediction: No Statements Guess 1 All language learners write the meaning of new T/ F words in their mother tongue 2 Some learners write examples of words they want to learn 3 Every learner tries to learn all new word they come across 4 Many learners only learn new words that are important 5 Learners don’t only learn the meaning but also the spelling and pronunciation of new words - Hang on the poster on board. - Ask sts to read the statements then guess which one is true or false. - Write sts’guess on board. III. While-reading: 1. Checking sts’guess: - Have sts to read the text on page 49 to correct. - No 1 true or false? - F ? Who can correct it? (do the same for others) 2. Comprehension questions: - Ask sts to read the text again then answer the questions on p.49 - Work in pairs - Ask 6 pairs to ask answer - correct mistakes * Question: a/ Do learners learn words in the same way? b/ Why do some learners write example sentences with new words? c/ What do some learners do in order to remember words better? d/ Why don’t some learners learn all the new words they come across? e/ What is necessary in learning word? f/ How should you learn words? IV. Post-reading: * Survey: - Hang on the poster on board and ask sts to look at the table.. Correct.

(48) - Run through - Let sts to work in group of 6 to interview one another and tick the ways they have used to learn new words. Name No Ways of learning English Lan 1 Make a list of words, their meanings and learn them by heart v 2 Write sample sentences with new words 3 Stick new words somewhere in the house. 4 Underline or highlight the words 5 Read stories in English 6 Learn new words through songs V. Homework: - Prepare for Write + Do Exercise 4 in workbook. VI. Remarks: * Answer key: +) T/ F: 1, 3, 5, 6: F; 2, 4: T +) Question: a/ No, They learn words in different ways. b/ Because they help tho rememberthe use of new words c/ They write example, put the words and their meaning on stickers, underline or highlight them d/ They may they can’t do so. Instead, they learn only important words e/ Revision is necessary in learing words Making date: 07/11/2008 Unit 5: Study habit Period 30: Write A. Aim: By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend.  Teaching aids: - posters  Anticipated problems: B. Content: I. Warmer: - Greetings * Chatting: - Ask sts some questions dealing with writing letter. ? Have you ever written to someone? ? To whom do you usually write? ? What do you often write about? II. Pre-writing: 1. Activity 1: - Have sts to look at Ex.1-p.50 - Ask sts to put the parts of the letter in the correct order. - Give feedback. 2. Activity 2: - Let sts to look at the letter on p.51 - Ask sts to label each section with the correct letter - T corrects..

(49) - Ask sts some questions to help them uderstand the content of the letter ? Who wrote the letter? To whom? - Hoa wrote a letter to Tim, her penpal ? What are there in the heading? - There are the writer’s name and the date ? What is the main part of the letter? - The body of the letter is main part ? What did Hoa receive a few days ago? - She received her first semester report ? Is Hoa good at math? - No, she isn’t ? What subject is Hoa good at? - Science, English and History ? Where is she going to celebrate the Lunar New Year Festival? - She is going to celebrate the festival with her grandmother III. While-writing: - Ask sts to do Ex.2 on p.51, sts have to imagine that they are Lan and write a leeter to her penpal, Donna in Sans Francisco, using the given information. - Help sts to understand a word: Mid-Autumn festival: lÔ héi trung thu - Work individually. - Ask sts to share with their friends. - Call sts write on board, one sts write one sentence. IV. Post-writing: * Correction: - Ask some sts to read aloud. - Ask sts look at the sentences on board then find out the mistakes. - Let sts to correct mistakes first. - T corrects mistakes. V. Homework: - Prepare for Language focus + Do Exercise 5 in workbook. VI. Remarks: * Answer key: 16 Le Loi St. Hanoi, June 18th , 2006 Dear Donna, Thanks for your letter. I’m glad to hear you had an interesting Mother’s Day. We received our second semester report last month. I got good grades for Geography, Physics and Math but my English and History results were poor. My teacher advises me to study harder next school year. In a few weeks, we are going to celebrate the Mid-Autumn Festival. That is an Autumn moon festival in Vietnam. This afternoon, I am going to Ha Long Bay with my aunt and uncle by bus and I am going to stay there with them until the festival comes. I will send you a postcard from there. Write soon and tell me all your news. Best, Lan.

(50) Making date: 10/11/2008 Unit 5: Study habit Period 31 : Language focus A. Aim: By the end of the lesson, students will be able to use adverbs of manner and modal Should as an advice; use reported speech with commands, requests and advice.  Teaching aids: - posters  Anticipated problems: B. Content: I. Warmer: - Greetings II. Presentation: *Activity one: well ? Tell me some adverbs of manner? - Sts tell well - Write on board. adverbs of manner ? How to use them? carefully *Activity two: beautifully - Ask sts some question about Tim’s mother and Miss Jackson ? What did Miss Jackson say to Tim’s mother? “Can you give him this dictionary?” ? What did Tim’s mother report it to Tim? - “Miss Jackson asked me to give you this dictionary” - Write sentences on board. - Let sts to look at the sentences to give the form Form: To tell/ ask + someone + to do something ? How to use this form? - to report speech’s someone. III. Practice: * Drill 1: Ex.1-p.52 - Ask sts to look at Ex.1 - Explain the situation clearly - Let sts to comple the dialogue using the suitable adverbs of manner in the box - work in pairs - Call two pairs read out and correct mistakes. * Drill 2: Ex.2-p.53 - Have sts to look at the Ex.2 on p.52 to report Miss Jackson’s command and request in her conversation with Tim’mother. - Work individually. - Ask sts to compare with their friends. - Ask sts to write on board.

(51) - Correct mistakes * Drill 3: Ex.3-p.53 - Have sts to look at Ex.3 on p.52 - Run through. - Let sts to report Miss Jackson’s advice to Tim’s mother in their coversation using the form above. - Work individually. - Ask sts to answer and correct. IV. Homework: - Prepare for Unit 6: Getting started + Listen and read V. Remarks: * Answer key: a/ Ex.1: 1. hard 2. fast 3. badly 4. softly b/ Ex.2: a. Miss Jackson asked me to wait outside her office b. Miss Jackson told me to give you your report card for this semester. c. Miss Jackson told me to help you with your Spanish pronunciation d. Miss Jackson asked me to meet her next week. c/ Ex.3: a. “Miss Jackson said you should spend more time on Spanish pronunciation” b. “Miss Jackson said you should pratice speaking Spanish every day” c. “Miss Jackson said you should listen to Spanish conversations on TV” d. “Miss Jackson said you should practice reading aloud passages in Spanish” e. “Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words”. Test 15’ A. Aim: - Check sts’ knowledge B. Topic: I. Complete the sentences. Use the suitable adverbs of manner in the box. 1. My brother is a good soccer player. He -------------------------------------------well quickly badly 2. Lan is a bad slowly carefully swimmer. She -----------------------------------------------------------3. Ba is a skillful tennis player. He -----------------------------------------------------4. Hoa’s father is a safe driver. He drive ----------------------------------------------5. Mr. Nam is a slow runner. He run ---------------------------------------------------.

(52) II. Change sentences into reported speech. 1.Nam said to Ba “You should study harder” - > -------------------------------------------------------------------------------------------2. The teacher said me “Please open the widow” -> --------------------------------------------------------------------------------------------. Making date:11/11/2008 Unit 6: The young pioneers club Period 32: Getting started + Listen and read A. Aim: By the end of the lesson, students will be able to use understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy.  Teaching aids: - posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstorming: collect waste paper help elderly people The Y & Y ? Tell me some activities program that the Y & Y participate? care for animals II. Presentation: * Vocabulary:.

(53) - application (n): việc nộp đơn (example) - (to) enroll: ®¨ng ký vµo häc (situation) - drawing (n): tranh vÏ, sù vÏ (realia) - handicapped (adj): khuyÕt tËt (example) - Checking vocabulary: What and where. - Hang on the picture about Nga and Secretary on board - Let sts to look at this then guess what are they talking about III. Practice: * Activity 1: - Ask sts to look at book on p. 54 read to check. - Work in pairs. - Call 3 pairs read out. * Activity 2: - Hang the Nga’s particular on board. - Let sts to read the dialogue again to fill in Nga’s particular. - Ask sts to fill in - correct mistakes  Name:----------------------------------- Home address:------------ Phone number:--------------------------------.  Date of birth:  Sex: ----------------------- Interest:. - Ask sts question: ? what are Nga hobbies? - She likes drawing and outdoor activities and she also enjoy acting. - Have sts to look at underline parts and ask. ? What do we call “drawing” and “acting”? - gerund. Form: like, hate, enjoy, love + gerund (V-ing) ? When do we use gerund? - after some feeling verbs. - Ask sts give some examples IV. Production: * Survey: Do you like....? Name like/ enjoy dislike/ hate - play soccer Lan - washing up - watch TV - doing homework - cooking meals Lan - Hang on the table on board and ask sts to copy down - Let sts work in group of six to ask their friend to fill in the table. - Call some groups to stick the table on board. - Ask each group to tell the things their partner like or dislike * Example: Lan likes playing soccer. She dislikes cooking meals.... V. Homework: - Prepare for Speak - Do exercise 2 in workbook.

(54) VI. Remarks: * Answer key:  Name: Nga.  Date of birth: April 22, 1989.  Home address:5 Tran Phu Street.  Sex: Female.  Phone number: Not available.  Interest: drawing, outdoor, activities, acting. Making date:13/11/2008 Unit 6: The young pioneers club Period 34: Speak A. Aim: By the end of the lesson, students will be able to ask for favors offer assistance and respond to favors  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Jumbled words: - roell ->------------- papcalitoni ->------------- idrawng ->------------- tirenste ->------------II. Pre-speaking: * Vocabulary: - favor (n): sự giúp đỡ (example) - (to) offer: đề nghị (mime) - certainly (adv): chắc chắn, nhất định (translation) - assistance (n): sự giúp đỡ (synonym) - Checking vocabulary: Rub out and remember. - Have sts to look at book on p.55 - Help sts to understand these tructures on p.55 ? What do you say when you ask for favors? ? What do you say if you respond to favors? ? What do you say when you offer assistance? ? What do you say if you respond to assistance? Asking for favors Can/ Could you help me, please? Could you do me favors?. Responding to favors Certainly/ Of course/ Sure. No problem.

(55) I need a favors. What can I do for you? Can/ Could you....? I’m sorry. I’m really busy. Offering assistance Responding to assistance May I help you? Yes/ No. Thank you Do you need any help? Yes. That’s very kind of you. Let me help you. No. Thank you. I’m fine * Dialogue: (R- O - R) Lan: Could you do me a favor, please? Nam: Sure. What can I do for you? Lan: Could you help me carry my box? I’m very tired Nam: No problem. I’ll help you Lan: May I borrow your bike? Nam: Of course Lan: Yes. That’s very kind of you - T read model. - Open pairs -> closed pairs III. While-speaking: - Ask sts to look at the box on p.56. - Help sts to understand the phrases on the box. - Let them to work in pairs to make similar dialogue, using the structure above. - Ask 3 pairs to read out. - Correct mistakes. IV. Post-speaking: - Give a situation to sts: “Your friend needs help tidying his yard because she had broken her leg” - Let sts to think then make up dialogue with situation. - Work in pairs - Ask sts to read out. V. Homework: - Prepare for Listen - Do exercise 3 in workbook VI. Remarks: * Answer key: Your friend: Could you help me, please? You: Of course. How can I help you? Your friend: Can you help me to tidy the yard? You: Certainly. I’ll help you Your friend: Thank you very much. That’s very kind of you..

(56) Planning date: Teaching date: Unit 6: The young pioneers club Period 32: Listen A. Aim: By the end of the lesson, students will be able to listen for details to comple a song  Teaching aids: - poster, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Play a game: Shark attack :”Song” - Help sts to know how to play this game. - I’m thinking about 4 words. ? Do you know about this game? S O N G II. Pre-listening: * Vocabulary: - peace (n): hoµ b×nh (example) - (to) unite: ®oµn kÕt (translation) - (to) hold : gi÷, cÇm (translation) - (to) shout : la, hÐt (situation) - Checking vocabulary: Rub out and remember. - Hang on the song on board. - Run the through. ? How many gaps are there? ? What are you going to do? - Have sts to look at the song then guess the words to fill in. - Write sts’ guess on board. III. While-listening: *Activity 1: Listen and check. - Open the tape (twice) - Let sts to listen and check. - Ask sts to compare their partner. - Call sts to write on board. - Open tape again to check sts’answer. *Activity 1: Listen and sing the song. - Open tape again. - Sts listen then practice singing the song. - Ask sts to sing out. IV. Post-listening: - Give sts 2 minutes to read the song and find the main ideas for part 1 and 2. - Work individually. - Ask to answer. - Correct mistakes. V. Homework: - Prepare for Read - Do exercise 4 in workbook + Learn new words VI. Remarks: * Answer key:.

(57) a/ Fill in the missing gaps: 1. unite 7. of 13. world 2. peace 8. world 3. right 9. show 4. love 10. place 5. North 11. out 6. South 12. stand b/ Main ideas: Part 1: Children of our land Part 2: Children or the world hold hands. Planning date: Teaching date: Unit 6: The young pioneers club Period33: Read A. Aim: By the end of the lesson, students will be able to listen know more about a young organization - the Boy Scouts of America (BSA)  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Number dictation: - Read some years. - Ask sts to listen and write on their paper. - Call sts to write down on board and correct. II. Pre-reading: 1. Vocabulary: - citizenship (n): quyÒn c«ng d©n (example) - coeducational (adj): thuéc gi¸o dôc chung cho c¶ nam vµ n÷. (translation) - scout (n) : hớng đạo sinh (translation).

(58) - (to) encourage: khuyÕn khÝch (explanation) - Checking vocabulary: What and where. 2. T/ F statements prediction: No Statements Guess Correct 1 The Boy Scout of America is a youth organization 2 Scouting began in America 3 William Boyce is a bussinessman in London 4 Boys and girls ca joy BSA Scouting Association is the biggest voluntary 5 The youth organization in the world - Stick the poster with the statements on the board. - Let sts to look at the poster, read then guess which one is true (T) or false (F) III. While-reading: 1. Checking sts’guess: - Ask sts to read the passage on p.57 then check T/ F - Give feedback. ? Nunber 2 is T or F. Who can correct it? - Ask them to correct false statements. 2. Fill in the missing date: - Have sts to read the text again then do exercise 1 on p.57 - Work individually. - Ask sts to compare with their partner. - Call sts to answer and correct. 3. Comprehension question: - Get sts to read the text once more to answer the questions on p. 57. - Pairwork. - Ask 4 pairs to ask and answer - Correct mistakes. * Questions: a/ When did scouting begin in England? b/ What led to the Scouts Association crossing the Atlantic in 1910? c/ What are the scouting groups that girls can join? d/ What are the three of the scouting program? IV. Post-reading: * Gap fill: - Get sts to close their books. - Give them 2 minutes of silent time to fill in the blanks. The boy scouts of America in ---(1)--- in ----(2)---. The scouts association crossed the Atlantic in ----(3)----. ---------(4)--------- can join the girl guides association and the co-educational camp fire bouys and girls. There are -----(5)--- aims of the ------(6)----program. - Ask sts to answer and correct. V. Homework: - Prepare for Write - Do exercise 5 in workbook + Learn new words VI. Remarks: * Answer key: a/ T/ F: 1, 5: T.

(59) 2. F: Scout began in England 3. F: William Boyce is an American businessman. 4. F: BSA is mainly for boy b/ Fill in the missing date: a. 1907 b. 1909 c. 1910 d. 1994 c/ Answer: a. Scouting began in England in 1907 b. The meeting between a boy scout and Mr. William Boyce led to the Scout Association crossing the Atlantic in 1910. c. Girls can join in The Girl Guides Association and Camp Fire Boys and Girls. d. The three aims are building character, good citizenship and personal fitnees. d/ Gap fill: 1. England 2. 1907 3. 1910 4. Girls 5. 3 6. scouting Planning date: Teaching date: / Unit 6: The young pioneers club Period34: Write A. Aim: By the end of the lesson, students will be able to write a letter about a future plan using “be going to”  Teaching aids: - poster.  Anticipated problems: B. Content: I. Warmer: - Greetings * Revision of the stucture: “be going to” - Ask sts the usage of “be going to” (to express a future plan). - Get sts to make the sentence: I’m going to + Verb. - Ex: I’m going to clean the house. II. Pre-writing: 1. Vocabulary: - fund (n): quü, tiÒn quü (example) - resource (n): c¸c nguån tµi nguyªn (translation) - (to) register: ®¨ng ký (situation) - (to) recycle: t¸i chÕ (explanation) - Checking vocabulary: Slap the board. 2. Reading note: - Ask sts to read the notice on p.58 - Ask sts some questions to check their understanding. ? What do members of the Y and Y have to do in the recycling program? ? What is the purpose of the recycling program? ? What other programs can members of the Y and Y parcitipate in? ? Who write the letter? - Nga ? To whom does Nga write? - Linh ? Is Nga a member of Y &Y? - Yes ? What does Nga write to Linh about? - Get sts to work in pairs to fill in the gaps in the letter. - Give feedback. III. While-writing: - Ask sts to read the dialogue on p.59. - Ask them questions ? Why does Hoa Look happy?.

(60) - Because she is able to join in the Y & Y Green Group. ? What is she going to do in the environment months? - She is going to clean the lakes, banks, plant trees and flowers in the park and water them. ? What are they doing to earn money for their school Y & Y? - They are going to plant young trees to sell to some school - Let sts to read the dialogue then help Hoa to write a letter to her parents. - Get sts to work in group of 6 to write a letter on a poster. VI. Post-writing: - Move around the class to help sts to write. - Ask sts to stick their letter on the board. - Get the whole class to read the 4 letters and correct them. V. Homework: - Prepare for Language focus - Learn new words VI. Remarks: * Answer key: Suggested letter: Dear Mom and Dad, I’m very happy to tell you that I’m ableto join tn the Y &Y Green Group of my school. The Green Group is holding an environment month plan. We are going to clean the lakes, banks on weekends. We are also going to plant trees and flowers in the park and water them every afternoon after class. We are planting young trees and plants to sell to other schools. I hope that we can bring more green to the city and earn some money for the school Y &Y. The program is very interesting and useful, isn’t it? I’m still in very good health. I will tell you more about the group activities later. With love, Hoa,. Planning date Teaching date: Unit 6: The young pioneers club Period 35 Language focus A. Aim: By the end of the lesson, students will be able to use simple tense to talk about future activities and practice in gerunds.  Teaching aids: - poster..

(61)  Anticipated problems: B. Content: I. Warmer: - Greetings * Chatting: - Ask sts some questions about their activities and their summer holidays. ? What do you usually do on your summer holidays? ? Are you members of the Young Pioneers and Youth Organization? ? Are there any activity programs for the summer? ? Do you take part in them? ? What activities do you like most? II. Practice: 1.Activity 1: Simple Present tense: - Ask sts to look at the dialogue on p.60 and read. - Ask sts questions: ? What tense do we use in the dialogue? - Simple present tense. ? How to use this tense? - to express an action that happens in the future. * Drill: - Ask sts to practice asking and answering about the Y&Y activity program by using the following cues: a/ collect and empty garbage/ Dong Xuan Market. b/ Plant and water trees/ parks. c/ Help elderly people/ March 26. d/ Clean up the trees/ June 2. e/ Water trees and flowers/ 6 am - 7am f/ collect and empty garbage/ 8am - 5pm. - Pairwork. - Ask sts to answer. 2. Activity 2: Gerunds: - Give an example: - Hoa likes drawing, out door activities and she also enjoys acting. ? What is gerunds? - as noun and as verb. ? What is its form? - V-ing ? When do we use gerunds? - After some verbs: like, love, hate, enjoy, ..... - Have sts to look at Ex.2 on p. 61 then talk about our friends’ hobbies. Ex: Ba loves camping, but he hates cooking meal. - Work individually. - Ask sts to write on board and correct mistakes. 3.Activity 3: Modals verb - Let sts to look at Ex.3b on p.62. - Run through. - Ask sts use the phrase words on the box then fill in the dialogue. - work in pair. - Call sts to answer and correct. III. Homework: - Prepare for Test IV. Remarks: * Answer key: Drill: a/ where do they collect and empty garbage?.

(62) - At Dong Xuan Market b/ Where plant and water trees? - In the park. c/ When do they help the elderly people/ - On March 26. d/ When do they clean up the trees? - On June 2. e/ What time do they water trees and flowers? - They start at 6am and finish at 7am. f/ What time do they collect and empty garbage? - They start at 8am and finish at 5am.. Planning date Teaching date: §Ò sè: 01. Period37: Test 45’ A. Aim: - Check student’s knowledge. B. Topic: I. Complete the sentences. Using the suitable prepositions of time in the box: on before in at between 1. Nam goes to school --------- 6.45. 2. We saw Lan in Hue ---------- September. 3. They wil come back ------------ 8.30 and 8.45. 4. He is leaving for Vinh ---------- Monday. 5. The English class begins at 9.00 so I have to come ------------ 9.00 II. Read the letter. Tick true (T) for right sentences, false (F) for wrong sentences. December 15th Dear Lan, I’m witing to tell you something about my family. There are four people in my family: my grandmother, my parents and I. My grandmother will be 80 next month but she is still fine and can look after himself. My father is a doctor, he works in the hospital all day. Sometimes he has to stay there overnight. My mother is a teacher. She teaches in a primary school near our house. To me mother is the most beautiful woman in the world and she is the best cook, too. We are a happy family. I love my family very much. Well, I think that’s enough about us. Please write to me soon and tell about yours. With love, Hoa * T/ F: 1. ................. Lan is writing to Hoa to tell about her family..

(63) 2. ................. Hoa’s grandmother is bad. 3. ................. Hoa’s father works hard. 4. ................. Lan writes to Hoa on April 15th. 5. ................. To Lan her mother is the most beautiful woman in the world. III. Change into reported speech: 1. I said my son “Go to bed” -> -------------------------------------------------------------------------------------------------2. The teacher said to students “Can you open the widow?” -> -------------------------------------------------------------------------------------------------IV. Give correct form of verbs in the brackets: 1. Ba likes ------------------------ soccer (play). 2. She------------------------------ fish (eat). 3. Mai enjoys------------------ to music (listen). 4. They want ------------------- to Hoan Kiem Lake this Sun day (go) Planning date: Teaching date: Period 39: Test 45’ §Ò sè: 02 A. Aim: - Check student’s knowledge. B. Topic: I. Write the past form of the verbs: 1. arrive ->--------------------6. get ->--------------------2. look ->--------------------7. think ->--------------------3. stop ->--------------------8. see ->--------------------4. study ->--------------------9. eat ->--------------------5. receive ->--------------------10. buy ->--------------------II. Read the letter. Tick true (T) for right sentences, false (F) for wrong sentences. My name is Huy and fishing is my favorite sport. I often fish for two hours without catching anything. But this does worry me. Some fishermen are unlucly. Instead of catching fish, they catch old boots and rubbish. I am even less lucky, I never catch anything, not even old boots. After spending the whole morning on the river, I always go home with an empty bag. “You should give up fishing”, my friends say,.“It’s a waste time”.But they don’t know that I’m not really interested in fishing. I’m only interested in sitting in a boat and doing nothing at all. * T/ F: 1. ---------- Huy’s favorite sport is fishing. 2. ---------- Huy usually goes fishing at noon. 3. ---------- He often spends for 2 hours to fish. 4. ---------- He often fishes on a lake. 5. ----------- Huy never catch any fish. III. Give correct form of words in the brackets: 1. My brother hates ---------------------------------- news on TV. (watch). 2. She likes ------------------------------------------- in the library (study). 3. Hoa’sister often cycles ------------------------------------------. (slow). 4. Mai enjoys -------------------------------------------- to music. (listen). III. Change into reported speech: 1.I said to him “Stay at home” -> -----------------------------------------------------------------------------------------------2.My mother said to me “Can you clean the living-room?” -> -----------------------------------------------------------------------------------------------3.The teacher said to student “You should study harder”.

(64) -> ------------------------------------------------------------------------------------------------. Unit 7: My neighborhood Period39: Getting started + Listen and read+language focus 3 A. Aim: By the end of the lesson, students will be able to know more about Na’s new neighbor.  Teaching aids: - poster, pictures, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings * Matching: - Hang on the pictures and phrase words on board. - Run through all the picture and ask for their meanings to make sure sts know exactly what they mean. - Let sts to match the names of place with the suitable pictures. - Ask sts to answer and correct. II. Presentation: 1. Vocabulary: - tasty (n): ngon, hîp khÈu vÞ (example) - wet market (n): chî c¸ t¬i sèng (visuals) - (to) serve: phôc vô (situation) - pancake (n): b¸nh bét m×. (realia) - Checking vocabulary: Slap the board. 2. Pre-question: - Give two questions and ask sts to work in pairs to guess the answers. ? How long has Nam lived in that neighborhood? ? Where does Na want to go? III. Practice: - Ask sts to listen and read silently the dialogue between Nam and Na then ask them if their answers are correct or not. 1. Comple the sentence: - Let sts to read the dialogue again then comple the sentence on p.64. - Work individually. - Ask sts to compare with their friends. - Call sts to aswer and correct mistakes. 2. Answer given: a/ Nam has lived here for 10 years. b/ Yes. My mother is too tired to cook. c/ The restaurant serves Hue food. d/ Hue food is very good. - Let sts to look at the sentences above then make questions. - Model with (a): How long has Nam lived here? - Work in pair. - Ask 3 pair to ask and answer. IV. Production: * Write it up:.

(65) - Ask sts to write a paragraph about their neighborhood by answering the following questions. a/ How long have you lived in your neighborhood? b/ Do you loke it? Why? (people are friendly/ the environment is good/ safe). c/ Is there a restaurant/ post office/ market/ bank/ shop is your neighborhood? d/ How do you do to keep your neighborhood clean? - Sts write invidually and teacher moves around the class to help sts. - Call sts to read out and correct mistakes. V. Homework: - Prepare for Speak VI. Remarks: * Answer key: . Comple the sentence: a/ Na is new to the neighborhood. b/ She and her family arrived last week. c/ Na’s mother is very tired. d/ There is a restaurant in the area. e/ The restaurant serves food from Hue. f/ Nam thinks the pancakes are tasty. . Answer given: a/ How long has Nam lived here? b/ Is Na’s mother tired? c/ What kind of food does the restaurant serve? d/ What is the food like?. Unit 7: My neighborhood Period 40 Speak+language focus 5 A. Aim: By the end of the lesson, students will be able to talk about how to send parcels or letters.  Teaching aids: - posters, a picture, a map.  Anticipated problems: B. Content: I. Warmer: - Greetings - Put a map of Vietnam on the board. - Ask sts to look at then label some places (Hanoi, Ho Chi Minh city, Ca Mau,...). - Ask them a question: ? Do you have any friends or relatives that live in another part of Vietnam?.

(66) - Ask them to the board to write the name of their relatives next to the place that person lives. II. Pre-speaking: 1. Vocabulary: - surface mail (n): th gửi bằng đờng bộ, th thờng (example) - air mail (n): th gửi bằng đờng hàng không (explanation) - (to) weigh : c©n (situation) - parcel (n): bu kiÖn (realia) - Checking vocabulary: What and where. 2. Set the scene: - Mr. Kim wants to send a parcel to Qui Nhon, so she has to gi to the post office . - Give sts some questions: ? Does Mrs. Kim send the parcel surface air mail or surface mail? why? ? What’s the weight of her parcel? ? How much does she pay? - Let sts to read the dialogue on p. 64, 65 to answer. - Pair work. III. While-speaking: 1. Mapped dialogue: - T elicits and write on board. A: Can I ----? B: I want to ---- this ---- to ----? A: Do you want to ---- it ---- or ----? B: I want to ---- it ---- How ----? A: I’ll have to ---- it first. It weighs ---- kilos. That’ll be ---B: All right. - Run through the dialogue and let sts fill in the gaps quickly. - Practice reading the dialogue a few times and erase some gaps each time so sts have to remember what goes in them. 2. Word cue drill: - Hang on the poster on board. - Sts speak in pairs using the following information (Ex.2 on p.65). - Show sts how to check in the chart to get the price. IV. Post-speaking: Freer practice - Sts think of a relative or friend that they want to send a parcel to. - Tell them to write down a present they want to send that friend (eg: a CD, a book). - Praise interesting ideas, remind sts of the price: 19,200 for every 5 kg surface; 13,000 for every 2 kg air mail. Ex: Clerk: Can I help you? Sender: I want to send this elephant to my sister in Hue? Clerk: Do you want it to go air mail or surface mail? Sender: I want it to go air mail. How much does it weigh? Clerk: I’ll have to weigh it first. It weighs 400 kgs! That’ll be two million 600 thousand dong please. V. Homework: - Prepare for Listen VI. Remarks:.

(67) Unit 7: My neighborhood Period41 : Listen A. Aim: By the end of the lesson, students will be able to know what Na is going to do on the weekend by listening.  Teaching aids: - posters, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings II. Pre-listening: * Brainstorming and guessing: - Ask sts to look at 4 advertisements of “What’s on this week?” and get sts to guess what is in the blanks 2-3-4. 1. Movies 2. Place 2. Place 3. Activity. 4. Place. The new comer (has been done) Stadium School ground City/ Town Ground Drama/ play English Speak Club/ Contest Dancing Picture Exhibition Music Gallery Culture house School City Hall. III. While-listening: 1. Listening task 1: - Let sts to listen to the tap then check. - Open tape (twice).

(68) - Ask them to compare with their friends. - Open tape again. - Call sts to answer. 2. Listening task 2: - Let sts to look at the statements on p. 66 then predict which one is true or false and which one has no information. - Ask them to share their ideas with their friends. - Give feedback. - Open tape. - Sts listen the conversation again and tick in the correct boxes: True/ false or no information. - Ask sts to answer. - Give out correct answer. IV. Post-listening: - Ask sts to work in groups to talk their friends about what Na is going to do this weekend. Ex: She looks at the advertisements to decide what to do and where to go this weekend. She likes movies but she won’t see the film at Millennium Cinema because she has seen it before.... V. Homework: - Prepare for Read VI. Remarks: * Answer key: 1. Listening task 1: 1/ The new comer 2/ Town Ground 3/ English Speaking Contest 4/ Culture House. 2. Listening task 2: a/ T b/ F c/ F d/ T e/ T f/ No information. Unit 7: Period42:. My neighborhood Read.

(69) A. Aim:. By the end of the lesson, students will be able to understand the passage about a new shopping mall.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Guessing game: - Give definitions and get sts to find out the words as quickly as possible. 1. A place where you can buy everything. (supermarket) 2. A place where you can buyvegetables and fruit. (grocery store) 3. A place where you can buy books. (bookstore) 4. A place where you can come to eat. (restaurant) 5. A place where you can come to see the movies. (movie theater) - Give sts good marks if they have correct answers. II. Pre-reading: 1. Vocabulary: - selection (n): sù lùa chän (explanation) - convenient (n): thuËn tiÖn (situation) - mall (n): khu th¬ng m¹i (example) - discout (n): sù gi¶m gi¸ (situation) - (to) concern : quan t©m (situation) - resident (n): d©n c (synonym) - Checking vocabulary: Slap the board. 2. T/ F statement prediction: No Statement TF 1 The mall is open six days a week 2 There are more than 50 stores in the mall 3 Everyone in the neighborhood is pleased about the new mall be more comfortable to shop in the mall than in the 4 It’ll present shpping area 5 Some of the stores on Tran Phu Street may have to close - Hang on the poster and a picture about the mall on board. - Ask them a question: ? Do you know anything about the mall? - Let sts to read the statements then predict which one is true or false. III. While-reading: 1. Checking sts’prediction: - Have sts to read the text on p.67 to check. - Ask sts to correct false statements. 2. Comprehension question: - Let sts to read the text again then answer questions on p.68. - Work in pairs. - Ask 4 pairs to answer and correct mistakes. ? What’s special about the new shopping mall? ? What facilities are available in the shopping mall? ? What do the small store owners think about the new shopping mall? ? What kinds of goods will the stores in the mall offer? IV. Post-reading: * Discussion:.

(70) ? Do you like going shopping? ? Where do you often go shopping? ? Is there a mall in your village? ? Who do you usually go with? ? How do you often go there? ? What do you often buy? - Let sts work in pairs then answer the questions. - Call sts to answer. V. Homework: - Prepare for Write VI. Remarks: * Answer key: a/ T/ F statement prediction: 1. F: The mall is open daily. 2. F: There are 50 stores in the mall. 3. F: Not everyone is pleased. The owners of the small stores on Tran Phu Street are not happy. 4. T 5. T b/ Comprehension question: 1. It is different from the present shopping area. All the shops are under one roof..... 2. There are 50 air conditioned specially stores, 4 movie theater an 10 restaurants. There is also a children’s play area. 3. They think the mall will take their business. 4. The stores in the mall will offer a wider selection of products, some goods are lower prices.. Unit 7: My neighborhood Period 43 Write+language focus 4 A. Aim: By the end of the lesson, students will be able to write a notice.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Play a game: Shark attack :”Notice” - Help sts to know how to play this game. - I’m thinking about 6 words. ? Do you know about this game? N O T I C E II. Pre-writing: - Hang on a community notice on board. - Ask sts to look at and read. - Ask them questions: ? What’s this? – It’s acommunity notice ? What’s the notice write about? ? Why are the residents and store owners on Tran Phu Street going to hold a meeting? ? When will they hold a meeting? What time?.

(71) ? Where will they hold a meeting? - Sts answer: + To discuss the effects of the new mall. + They will hold the meeting on May 20 at 8 p.m. + They’ll hold the meeting at 12 Tran Hung Dao Street, Binh’s hardware store. - Help sts to know the way to write a notice. ? What do you write first in a note? - to people ? What do you write second in a note? - body of the notice ? What do you write third in a note? - date - time, place, contact,.... - Let sts to read passage 2 on p.68 then write a notice. - Help sts to understand the text. III. While-writing: - Get sts to write the notice individualy - Ask sts to share with their friends. IV. Post-writing: - Ask 3 sts to write on board. - Call sts to read out the notice. - Ask them to find mistakes and correct. - Correct mistakes. V. Homework: - Prepare for Language focus + Correction Test. VI. Remarks: * Answer key:. The School English Speaking Club Date: November 15 Time: 7.30pm. to 10.00pm. Place: Hall 204, Building G Please contact Miss.Tran Thi Thu Hang of class 8H at the above address for more information. Holding a speaking contest to celebrate teacher’s day.

(72) Unit 7: My neighborhood Period: 44 Language focus + Correction Test A. Aim: By the end of the lesson, students will be able to use present perfect tense with “since”, “for” and adjecttives with: (not) as .... as, (not) the same as, different from.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Matching: - Stick a poster of infinitives and Past Participles on board - Devide class into two teams. Get sts fro two teams to go to the board and write each pair of infinitive-past participle. Ex: be – been. - The team which writes more pairs wins the game. be lived write attend. see collected do seen been written done live. go worked eat attended eaten work collect gone. II. Presentation: - Give sts an open dialogue between Nam and Na then ask them to comple it. Na: How long --(1)-- you --(2)-- in this neighborhood? Nam: I --(4)-- --(5)-- here --(6)-- 10 years. Na: Really. It’s a long time. - Ask sts to repeat the dialogue and ask some sts to practice in pairs. - I have lived here for 10 years. - Let sts to look at the sentence above to give the form. - Help sts how to use this tense.  Form: Have/ has + past participle.  Use: to talk about something which started in the past and continues up to the present.  We often use “since”, “for” with the present perfect tense. for: length of time (a period of time) sice: starting point (a point of time) III. Practice:.

(73) 1. Drill 1: - Ask sts to look at ex.2 on p. 69 and decide which is the length of time and which is starting point. Call sts to answer. 2. Drill 2: - Let sts to look at ex.3 on p. 69 - Ask them to complete the sentences using the present perfert form of the verbs in brackets. - Work individually. - Ask sts to asnswer and correct. 3. Drill 3: - show sts books, a red book and a yellow one which have the same size and a bigger brown dictionary then ask sts to make comparisions. - The red book is the same as the yellow one. - The red book is as big as the yellow book. - The yellow book is different from the brown ditionary. - Write the form on board: the same as. (not) as .... as different from - Ask sts to do ex.5 on p. 70, 71 using form above. - Ask sts to answer. IV. Correction Test: I. 2,5 points 1. at 2. in 3. between 4. on 5. before II. 2,5 points 1. F 2. F 3. T 4. F 5. T III. 3 points 1. I told my son to go to bed. 2.The teacher asked students to open the widow. IV. 2 points 1. playing 2. eats 3. listening 4. to go V. Homework: - Prepare for Unit 8: Getting started + Listen and read. VI. Remarks: * Answer key: Ex. 5: a/ not as big as h/ not as modern as b/ diferent from g/ as long as c/ diferent from i/ not as cheap as d/ the same as e/ not as big as f/ the same as Unit 8: Country life and city life Period 45: Getting started + Listen and read A. Aim: By the end of the lesson, students will be able to talk about city life and the country life.  Teaching aids: - posters, tape, a picture.  Anticipated problems: B. Content:.

(74) I. Warmer: - Greetings * Chatting: - Talk to sts about life in the city and life in the country by asking some questions: ? Where do you live? ? Do you like living in the city or in the country? why? ? What are diferences between the countryside and the city? - Ask them to work with their partner then make a list. City Country - quiet - noisy II. Presentation: 1. Vocabulary: - relative (adj): hä hµng. (example) - peaceful (adj): thanh b×nh. (situation) - permanently (adv): vÜnh viÔn, m·i m·i. (explanation) - facility(n): c¬ së vËt chÊt. (example) - accessible (adj): có thể sử dụng đợc. (translation) - Checking vocabulary: What and where. 2. Brainstorming: - Get sts to talk about city life and country life. - Hang on the picture about Na and Hoa on board and ask sts to guess what are they talking about. - Work in pairs. III. Practice: 1. Checking sts’ guess: - Let sts read the dialogue between Na and Hoa to check. - Give feedback and get more information. 2. Lucky number: - Ask them read the dialogue again to 1 2 3 4 5 answer questions. 6 7 8 9 10 * Question: a/ Where has Na been? b/ Lucky number. c/ How long was she there? d/ Lucky number. e/ What her opinion of the countryside? f/ Na says, “There is nothing to do.” What does she mean by this? g/ Lucky number. h/ What are some of the changes that Hoa mentions? i/ Do you prefer the city? why or why not? k/ Do you like living in the country? why or why not? - Help sts how to play this game. IV. Production: * Dicussion: Living in the country Living in the city Bad points Good points Bad points Good points - no movies - quiet - noisy - convenient.

(75) - Ask sts to discuss with their friends to fill in the table. - Work in group of six people. - Ask sts to write on board. - Correct mistakes. V. Homework: - Prepare for Unit 8: Speak. VI. Remarks: * Answer key: a/ Na has been to Kim Lien village. c/ She was there for the weekend. e/ To her, the country side is peaceful and quiet and there is nothing to do. f/ There is no libraries, no movies, no supermarkets, no zoos. h/ Country life is becoming better. Many remote area are getting electricity,..... Unit 8: Country life and city life Period 46: Speak A. Aim: By the end of the lesson, students will be able to practice speaking about the differences in town now and in the past.  Teaching aids: - posters, a picture.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstorm:  Tell me adjectives you’ve learned? strong long tall Adjectives beautiful II. Pre- speaking: fat - Present the dialogue between Hoa and Na: Hoa: Have you ------ (1) ------- away? Na: I went to ----- (2) ------ for the ------- (3) -----Hoa: How ------- (4) ------- it now? Na: It is getting more ------ (5) ------- T reads the dialogue out loud. - Ask them to write down the missing words in their notebooks. - Ask sts to go to the board and fill in. - Underline sentence: It is getting more beautiful. - Pronunciation practice: Jazz Chant using the short adjectives sts generated..

(76) - Model: The strong are getting stronger. The rich are getting ------. - Sts use the adjectives above to chant. - Ask sts to read out. - Hang on the pictures on board. - Let sts to look at them to talk about the things that are changing in town using the words in the box. - Run through the words in the box. III. While-speaking: - Get sts to work in pairs. - Ask sts to write on board. - Check as a whole class. Ask sts if the changes are a good thing or a bad thing and then label them with faces. Ex: + The streets are getting dirtier.  + The building are getting more beautiful.  IV. Post-speaking: - Ask sts to work in groups and talk about changes in their hometown/ neighborhood. - Call on volunteer from each group to show their ideas before the class. Other groups can add in their ideas. - T corrects mistakes. V. Homework: - Prepare for Unit 8: Listen. VI. Remarks: * Answer key: (1). been (2). Kim Lien (3). weekend (4). is (5). beautiful - The traffic is getting busier. - There are more tall buildings and houses. - The houses are getting more modern. - The town is becoming more beautiful. - There are more green trees. - The streets are more becoming cleaner/ larger/ noiser. - Goods are getting more expensive..

(77) Unit 8: Country life and city life Period47: Listen A. Aim: By the end of the lesson, students will be able to complete the dialogue by listening.  Teaching aids: - posters, a picture, tape.  Anticipated problems: B. Content: I. Warmer: - Greetings - Good morning class.  How are you?  What’s the date? II. Pre-listening: - Hang on the picture about Lan and aunt Hang on board. - Let sts to look at the picture then guess what are they talking about on the phone. - Run through.  What are they talking about?  What are you going to do? - Have sts to look at the dialogue between them on p. 74 - read and find the words to fill in the dialogue. - Ask sts to guess. - Write sts’ guess on board. III. While-listening: - Get sts to listen to the tape then check. - Open the tape (twice) - Ask sts to share with their friends. - Ask sts to go to board and fill in. - Open tape one more time. - Sts listen again to check. V. Homework: - Prepare for Unit 8: Listen. - Do exercise 3 in workbook VI. Remarks: * Answer key: 1/ that 6/ coming 11/ afternoon 2/ this 7/ next week 12/ speak 3/ It’s 8/ arriving 13/ my 4/ Where 9/ Thursday 14/ get 5/ from 10/ late Unit 8: Period 48:. Country life and city life Read.

(78) A. Aim:. By the end of the lesson, students will be able to understand the text about one of the social problems.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Jumbledwords: - Write the words with disordered letters on the poster. - Devide class into 2 teams and ask sts each team to go to board and write correct words. - The team which is faster with more correct words wins the game. + fulentipl -> --------+ laputipoon -> --------+ taneru -> --------+ viroped -> --------+ loofd -> --------+ suertl -> --------+ roestdy -> --------+ ciliestiaf -> --------II. Pre-reading: 1. Vocabulary: - rural (adj): thuéc n«ng th«n (example) - urban (adj): thuộc đô thị, thành phố (antonym) - typhoon (n): trËn b·o lín (situation) - drought (n): n¹n h¹n h¸n (explanation) - strain (n): sù qu¸ t¶i (d©n sè) (translation) - (to) struggle: đấu tranh (translation) - Checking vocabulary: What and where. 2. Brainstorming: - Ask sts to think of the dificulties of farmers’life. typhoon floods difficulties of farmers’life. get little money - Ask sts to guess how farmers deal with difficulties. - Get sts to work in groups to guess. III. While-reading: 1. Checking sts’guess: - Let sts look at the text on p.75 read silently and check. - Ask them a question:  What do many farmers do to solve their problem? - They move to the city so that they can get well-paid jobs. 2. Gap fill: - Ask sts to read the text again to complete summary 1 on p.75, using the information from the passage. - Work individually. - Ask them to compare with their friends. - Call sts to write the answer on board. - Let sts look at the answer to correct. 3. Finding the words: - Hang on the poster about the phrase words on p. 75 on board. - Let sts to look at them and run through. - Ask sts to read the text again to find the word in the passage that means. - Have sts to share with their friends..

(79) - Call sts to go to board and write. - T correct. IV. Post-reading: * Discussion: - Give sts a situation: If you were a Minister, what would you do for farmers? - Work in group of six people. - Ask sts to write on board. V. Homework: - Prepare for Unit 8: Write - Learn new words + Do ex. 4, 5 in workbook. VI. Remarks: * Answer key: 1/ Jumbledwords: - plentiful - population - nature - provide - flood - result - destroy -facilities 2/ Gap fill: (1) leaving (4) rural (7) schools (10) world (2) home (5) city (8) hospitals (3) city (6) problems (9) problem 3/ Find the words: a/ rural d/ strain b/ plentiful e/ tragedy c/ increase f/ urban. Unit 8: Country life and city life Period 49: Write A. Aim: By the end of the lesson, students will be able to write letters to their friends about their neighborhood.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Revision: - Ask sts to put the outline for an informal letter in the correct order. - Prepare 6 cards with 6 outline on them. - Call 6 sts to hold them and stand in a random order. - Ask some other sts to rearrange them in the correct order. - Write the answer on the board so that sts can remember the outline of a leeter. 1. Heading - Writer’s address. - Date - Dear...., 2. Opening 3. Body of the letter 4. Clothing II. Pre-writing:.

(80) - Ask sts to work in pairs to answer the questions in ex.2 on p.76. - Give feedback.  Where do you live? - I live in a small town/ big city/ village.  What does your house look like? - My room look very nice/ small with 5/ 6 rooms and a nice/ big garden.  What can you see from your bedroom window? - From my bedroom window, I can see a small park with many green trees and colorful flowers.  How far is it from your house to school? - It is very near so I can walk.  What kinds of facilities are there in your neighborhood? - There is a park/ a swimming pool/ some restaurants, a post office, a library.  What things in your neighborhood do you like best? why? - I like the park best beacause I can walk with my sister after dinner. III. While-writing: - Ask sts to write letter to friends about their neighborhood. - Sts using the questions to help them write a letter. - Let them write individually. - Ask them to share with their friends and correct if they can. - Call sts to read out the letter. IV. Post-writing: - Ask 3 sts to write the letters on board. - Let sts to look at them then find the mistakes and correct them. - Help sts to correct mistakes. V. Homework: - Prepare for Unit 8: Language focus - Do ex. 6 in workbook. VI. Remarks: * Answer key: Suggested letter: (Write address) (date) Dear ....., I live in (....), a small town. My family has a large house with six rooms and a big garden. froom my bedroom window I can see a beautiful park with green trees, flowers and a lake. We can don’t live far from my school so I usually walk there. In my neighborhood, there is a swimming pool and a beautiful park. On the weekend, I often go swimming withmy friends. Early in the morning, I always jog around the park. But the thing I like best in my neighborhood is the public library near my school. There I not only can study and read books but also watch video and learn how to use the computer. Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me. I would like to say good buye now. I am lookingforwards to hearing from you soon. Love, (Signature).

(81) Unit 8: Country life and city life Period50: Language focus A. Aim: By the end of the lesson, students will be able to use comparative and superlative adjectives and further practice in present progressive tense to talk about the future.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings * Brainstormming: - Ask sts to find out short adjectives and long adjectives they have learned? - Get sts to go to the board and write the adjectives. beautiful tall long adjectives. short adjectives. II. Revision: - Remind sts of the forms of comparative and superlative adjectives. * Activity one: comparative adjectives +) form: short adjective-er + than + objective more long adjective + than + objective ? Ex: - Lan is taller than Mai. - Hanoi is more beautiful than Vinh. * Activity two: superlative adjectives +) form: the short adjective – EST the most + long adjective ? Ex: - Ba is the biggest in our class. - Ho Chi Minh is the most expensive city in Vietnam. Note: Irregular adjectives: - good/ well -> better -> the best - bad -> worse -> the worst - many -> more -> the most - little -> less -> the least III. Practice: 1. Exercise 4: p.79 - Hang on the words on a poster. - Run through the words - Have sts to look at the words to make comparision between the city and the country..

(82) - Give a model: - The air in the country is fresher than in the city. - Work in pairs - Let each student read aloud one of the sentence they have made. 2. Exercise5: p.79 - Have sts to look at advertisements then compare the house, villa and the apartment. - Run through advertisements and adjectives. ? What are advertised? – an apartment, a villa and a house. ? How old are they? – The apartment is 2 years old, the villa is 5 years old and the house is new - Devide class in two teams and ask them to play Noughts and Crosses. One team is Noughts (O) and the other is Crooses (X). - Two teams choose the words in the boxes in turn then use the coparative or superlative. If the sentence is correct, they will get one mark. The team which has three (O) or (X) on a line will win the game old (1) expensive (2) big (3) expensive (4 small (5) hot (6 big (7) beautiful (8 old (9) - Modal: - The villa is bigger than the house. - Work in pairs. - Ask sts to read out and correct mistakes. 3. Exercise 2: p.78 - Run through the dialogue. - Let sts to complete the dialogue using the verbs in the present progressive tense. - Pairwork - Ask 6 pairs to read out and correct mistakes. IV. Homework: - Prepare for Revision V. Remarks: * Answer key: (+) Exercise 4: 1/ The food in the city is more expensive than in the country. 2/ The school in the city is better than in the country. 3/ The traffic in the city is busier than in the country. 4/ The entertainment in the country is poorer than in the city. 5/ The transport in the country is worse than in the city. (+) Exercise 5: 1/ The villa is older than the apartment 2/ The house is more expensive the the apartment. 3/ The villa is bigger than the apartment. / Period51: Revision (1) A. Aim: By the end of the lesson, students will be able to use reported speech and present perfect tense with since and for.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings II. Revision:.

(83) * Activity one: Reported speech. - Give some examples: a/ “Sit down, please” the teacher said. b/ “Can you open the door for me” My mother said. c/ “ You should study harder” my friend said.  What kind of sentence? - command, request and advice.  Who can change them using reported speech? (a) -> The teacher told me to sit down. (b) -> My mother asked me to open the door for her. (c) -> My friend said I should study harder. - Ask sts give the form Form: (a) S + tell somebody to do something. (command in reported speech) (b) S + ask somebody to do something. (request in reported speech) (c) S1 + said + S2 + should + V(infinitive) + .... (advice in reported speech) * Activity two: present perfect tense. - Write examples on board: - She has lived in Hanoi for 10 years. - They have seen Ha Long Bay since 2002. - Let sts to look at these sentence then ask them a question.  Which tense is it? - present perfect tense  Who can give the form? Form: S + has/ have + P.P  How to use this tense? - to express an action began in the past and continue in the present. for: a period of time. since: a poit of time III. Pratice: * Exercise 1: Complete the sentences. Put “since”, “for” into each gap. 1. He has been in London ---------- February. 2. She has lived in Vinh city -------- 1989. 3. They haven’t seen each other ----------- a long time. 4. I have read this novel ------------- two hours. 5. We haven’t phoned each other --------- last week. * Exercise 2: Complete the sentences with correct form of the verbs in the brackets. 1. He ------------ (learn) English since 1996. 2. My brother ------- (not/ work) in that factory for 15 years. 3. We ----------- (visit) Hue citadel for 9 years. 4. Mr.Ba ---------- (buy) souvenirs for friends. * Exercise 3: Change these sentences into reported speech. 1. “Please listen to me” Lan said. -> --------------------------------------------------------------------------------------2. “Can you turn on the radio for me” My mother said. -> --------------------------------------------------------------------------------------3. “You should practice English everyday” My friend said. -> --------------------------------------------------------------------------------------4. “Nam should work harder on his math” The teacher said. -> --------------------------------------------------------------------------------------- Write the exercises on the poster. - Ask sts to look at the exercises then do exercise..

(84) - Work individually. - Ask sts to answer and correct mistakes. IV. Homework: - Prepare for Revision V. Remarks: * Answer key: * Exercise 1: 1, 2, 5: since 2, 4: for * Exercise 2: 1/ has learned 2/ hasn’t worked 3/ have visited 4/ have bought * Exercise 3: 1/ Lan told me to listen to her. 2/ My mother asked me to turn on the radio for her. 3/ My friend said I should practice English everyday. 4/ The teacher said Nam should work harder on his math. Period52: Revision (2) A. Aim: By the end of the lesson, students will be able to use comparatives and superlatives of adjective.  Teaching aids: - posters.  Anticipated problems: B. Content: I. Warmer: - Greetings II. Revision: - Remind sts of the forms of comparative and superlative adjectives. * Activity one: comparative adjectives +) form: short adjective-er + than + objective more long adjective + than + objective ? Ex: - Lan is taller than Mai. - Hanoi is more beautiful than Vinh. * Activity two: superlative adjectives +) form: the short adjective – EST the most + long adjective ? Ex: - Ba is the biggest in our class. - Ho Chi Minh is the most expensive city in Vietnam. Note: Irregular adjectives: - good/ well -> better -> the best - bad -> worse -> the worst - many -> more -> the most - little -> less -> the least III. Pratice:.

(85) * Exercise 1: Complete the sentence using the words in the bracket with suitable comparasion form. 1. My sister is --------- (thin) than me. 2. Which one is ---------- (difficult) this exercise or that one? 3. There are ---------- (many) boys than girls in my class. 4. Nam is ---------- (good) student in our school 5. Ho Chi Minh city is ----------- (big) than Hanoi. * Exercise 2: Rewrite the following sentences, biginningas shown, so that the meaning stays the same. 1. Anna is taler than Hoa. -> Hoa isn’t ---------------------------------------------------------------------------------------2. My sister cooks better than my brother. -> My brother doesn’t ---------------------------------------------------------------------------3. This shirt is not so expensive as that one. -> That shirt is ------------------------------------------------------------------------------------4. Hai is the most intelligent in this class. -> No students ------------------------------------------------------------------------------------5. Nam doesn’t speak English as well as Mai. -> Mai ---------------------------------------------------------------------------------------------Lan’ brother is a more careful driver than I am. -> Lan’ brother ------------------------------------------------------------------------------------ Write the exercises on the poster. - Ask sts to look at the exercises then do exercise. - Work individually. - Ask them to compare their friends. - Ask sts to answer and correct mistakes. IV. Homework: V. Remarks:. - Prepare for The first semester test..

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