Giao an hoc ki 2

Date of plan:
Period: 76
Date of teaching:
Student: Nguyễn Thị Liên
Unit 12 : Let’s eat
Lesson4: b1
I. Objectives:
- By the end of the lesson. Some students will be able to listen for specific
information about health problems
II Languge content:
- Past simple tense
- Modal verbs
III. Prerarations
Text book, posters......
Pairwork, groupwork, individualwork.
Ss ‘pronunciation.
IV. Procedure
Time
5’

10’

Teacher's activities
Warm up
 Mime
- Some students work in whole
class
- Some students in turn, select a
piece of paper with a feeling
written on it. Suggested feeling:
cold, hot, angry, head ache,

stomact ache
- Some students mime the
feeling in front of the class and
ask: What’s matter with me?
1.Pre listening
 Pre teach vocabulary:
- Dirt (n)( realia): vết bẩn
- Dirty (adj) bẩn
 T/F statement prediction
- Give some statements and ask
Ss to copy the number and
guess

Some student's activities

- Whole class
S1: Mime: What’s the matter with
me?
S2: Are you hot?
S1: no, I am not
S3: Are you cold?
S1: yes, I am
- Choral repetition
- Individual repetition

- Prediction


10’

1. Ba had a head ache
2. He was at he doctor’s
3. He ate spinach, but his parents
didn’t
4. His Mom washed the spinach.
5. Vegetables often have dirt on
them.
6. That dirt can’t make him sick
2.While listening
- Have Some student listen to the
tape and check their prediction

 Comprehension
questions
- Asks some student to work in
groups answer the questions
1. What did Ba eat last
night?
2. Who wasghed the
spinach?
3. Why did Ba go to the
doctor?
4. What made him sick?
10’

2.?

3.?

4.?

5.?

6.?

- Whole class listen to the tape
and check
 Answer key:
1.F
2,T
3.T
4.F
5.T
6.F

- Work in groups

1. Fish, rice, soup, and spinach
2. Ba did.
3. Because he had a stomach
ache.
4. The dirt on vegetables

- Get feedback and correction
3.Post listening
 Answer key:
- have Some student complete the (1)doctor
2)sick
3) asked
4) had

story B1 P.119
5) spinach
6) wash
- Have Ss retell the story
7) more carefully 8) vegetables
9) make
10) she 11) medicine

9’
1’

1.?

4.Consolidation:
-Retell the story in some students own
words
5.Homework
- Do exercise B1 in the workbook


Comment:
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Date of plan:
Period: 77
Date of teaching:
Student: Nguyễn Thị Liên

Unit12: let’s eat Lesson: b 2 –
B3
I. Objectives:
- By the end of the lesson. Ss will be able to get details about a balanced diet , listen
for details and food vocabulary.
II. Languge content:
- Past simple tense
III. Preparations
-Text book, tape,posters.(Sgk,bang phu,cat set)
-Some student pronunciation
- pairwork, individual work,group work
IV. Procedure
Tim
Teacher’s activities
Some student's activities
e
5’

6’

Warm up:
Chatting:
What is your favourite
food/Calling pictures.
1. Pre reading

Work in individually

T/F statement Predictions

7’

- Teacher gives some statements
and asks some student to guess
which sentence are true or false
What does “a balanced diet
mean?
1. Eat a lot of meat.
2. Eat a little fruit, vegetables
3. Eat a moderate amount of
sugar
4. Eat a little fatty food
5. Eat plenty of the food you
like
2. While reading
- Asks some student read the text
and check their prediction
- Gives feedback and correction
Comprehesion questions (a-c
P.120)
- Have some student work in
pairs to ask and answer the
questions
- Calls some pairs to ask and

- Some student work in pairs to predict
1.? 2.?
3.?
4.?
5.?

- Work individually to read and check
their prediction
 Answer key:
1.F
2. F
3.T
4. T
5.F

- Work in pairs
 Answer key:
a)Sugar adds taste to food and it gives you
energy
b)A balanced diet alone in not enough, All
people need exercise to keep a healthy life
- Work individually
* Example: To have a balanced diet, we


answer before the class
5’

3. Post reading
 Matching *
- Have some student do the
matching with the table
- Then ask Ss to talk about a
balanced diet
Should
A lot of sugar

eat
Alittle fatty food
A lot of meat
Shouldn’t A lot of fruit
eat
Plenty of cereal
Too much deep
fried food or beef
Plenty of
vegetables
A lot of eggs

5’

7’

8’

* Listen
1. Pre listening
 Open prediction
- Ss predict what Lan, Ba, Nga,
Hoa, had for their lunch
- Give feedback
2. While listening
- Have some student listen to the
tape twice and check their
prediction
- Gets feedback
*Tape script

For her lunch,Lan had beef with
noodles and vegetables .She had
juice too.Ba choose fish and rice
and some fruit.He drank some
water.Nga ate rice and vegetables
and drank juice.Hoa had noodles
and some fruit.She had Juice too.
3. Post listening *
Lucky numbers
- Have Some student work in
groups to answer the questions
1. Did Hoa have fish?

should eat a lot of fruit, little fatty food

- Work individually
1, Lan.
2, Ba
3, Nga
4, Hoa
Looks at the pictures and gives names of
food in the picture.
Asks some student to give word or phrase
about them.

- Work in pairs
 Answer key:
Lan: b,d,f,g
Ba: c,a,e,h
Nga: a,d,g

Hoa: b,e,g

- Work in 2 groups
 Answer key:


1’
1’

2. LN
3. Who drank Juice?
4.Who had vegetables?
5.Did ba have some fruit?
6.LN
7.What did Lan have for
lunch?
8.LN
9.LN
10What did Nga eat?
4/Consolidation:
Round up the main point of the
lesson
5.Homework
- Do exercise B2,3 in the
workbook

1. No,She didn’t
2. LN
3. Lan,Nga and Hoa.
4. Lan and Nga

5. Yes,he did
6. LN
7.She had beef,noodles andvegetables
and juice.
7. LN
8. LN.
9. She ate rice and vegetables.

Comment;
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Date of plan:
Period: 78
Date of teaching:
Student: Nguyễn Thị Liên
Languague focus 4


I. Objectives:
- By the end of the lesson. Ss will be able to have futher practice in past simple tense,
Indefinite quantifiers, too and either, so and neither, Imperatives.
II .Languge content:
- past simple tense
- too, either, so, neither
- Imperatives.
III. Preparations:
- Textbook, posters

- pairwork, groupwork, individual work.
IV. Procedure:
Time
10’

Teacher's activities
1. Simple past tense
 Maped dialogue
- Use the picture P.123 in the mapped
dialogue
You
Do homework?

Your friend
No, (…) watch TV

Dinner at home?

No,(…) restaurant

School
yesterday?

No (…) movie
theater

watch
video/weekend?
Baseball
yesterday?

11’

No, (…) read
books
No, (…) soccer.

2. Indefinete quantifiers
 Language focus 2 (P.124 - 125)
- Matching: some student match the
correct expression to the pictures Part a

Sutdents' activities
Repeat
Asks some student to go to
the board and write.
Structureband give example

Work in pairs
S1: Did you do your
homework yesterday?
S2: No. I watched TV
S + V2/ed + O
Example: I went to scholl last
week.

- Work in pairs
 Answer key:
a) a little coffee
b)a lot of tea

c) a little sugar
d) lots of salt
e) too much water


- Complete the dialogues: Haves some
student work in pairs to complete the
dialogue
- Gives feedback

- Work inpairs
 Answer key:
A: a lot of /little/ a little
B: a lot of
C: too much
D: a little

3. Too, either/ so, neither
12’
Launguage focus 3. 126 – 127
- haves some student work in 2 teams to
play game

 Noughts and crosses
- T uses the 8 pictures P.126
10’

1’

4. Imperatives

 Language focus 5 P.127 - 128
 Gap - fill
- Some student look at the pictures and
complete the instructions

5.Homework
- Prepare for the test 45 minutes.

- Work in 2 teams
Example exchange
S1: I like mangoes.
S2:I like mangoes, too/I do ,
too

-Work individually
Answer key:
a.peel
b.wash
c.slice
d.mix
e.add
f.stir
g.wait

Comment:
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Date of plan:
Period: 79

5’ DateChatting
of teaching:
Sports
-Can
you play
soccer?
Student: Nguyễn
Thị Liên
-How can you do it?
-can you swim?
-How can you do it?

I. Objectives:

- Choral repetition
- Individual repetition
Unit13: Activities
Lesson1: A1(129-130)


5’

5’

1/Presentation:
 pre teach vocab:
good – well
skillful – skillfully
slow – slowly
bad – badly

interesting – interestingly
sudden – suddenly
quick – quickly
safe – safely
careful – carefully
careless – carelessly
strict – strictly
clear – clearly
Checking: rub out and remember
presentation text
- Have some student listen to the text
twice
- Asks some student to read the text
aloud
- Elicit and give model sentences
 Model sentences
He is a skillful player
He plays skillfully
2/Practice:
 Word cue drill (A3)
- prepare s5 word cue card and ask 2
some student practice as a model
- Have some student work in pairs

Good/well
Soccer player

Quick/ quickly
runner

-Guide some student to chance
( adj + ly  adv )
Note: “special”
Adj gives example
Hard  hard
- Whole class
- Individually

Repeat and read

- Work in pairs
 Example exchange:
S1: He’s a good soccer player
S2: Yes, he plays well

Slow/ slowly
swimmer
Safe/ safely
cyclist

Bad/badly
Tennis player
3’

3/Further practice
 Write (A5)
- Haves Ss work in pairs to change

Work in pairs
 Answer key:

Clear – clearly


adjs in blankets to adverbs
- Gives feedback
- Asks some students to work
individually to write the whole passage
in the notebook
1’

4/Consolidation:
-remind the using of Adj and Adv
5/Homework
- Do exercise A4,5 in the workbook

careful – carefully
Safe – safely
careless – carelessly
Strict – strictly

- Work individually

1’
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