Lesson Plan 7

Practice * Pupils listen and repeat after the tape (class split in half to play 2 roles) * Pair work (practicing the dialogue in pairs and answering the questions (page 33) * Teaching [r]

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UNIT 1: GREETING PERIOD 1

INTRODUCING SUBJECT AND HOW TO LEARN I Giới thiệu môn học:

- Tầm quan trọng môn học II Giới thiệu chương trình:

- Phân tích theo môn: tiết/ tuần

- Phân tích theo đơn vị bài:  tiết /1 - Giới thiệu kết cấu sách :A, B, C

- Phaàn (+) bỏ qua

III Hướng dẫn cách học Tiếng Anh: - Học từ

- Học ngữ pháp + ngữ âm lồng học - kỹ năng: nghe, nói, đọc, viết

IV Một số qui định học sinh học môn Tiếng Anh: - SGK: (Bài học + Bài tập)

- Vở : (Bài học + Bài tập)

- Hai dùng riêng biệt không viết lẫn lộn học tập - Chuẩn bị sẵn giấy kiểm tra (5’ – 15’) đột xuất không thông báo trước - Kiểm tra tiết theo phân phối chương trình có báo trước tuần

- Khi đến lớp phải học thuộc cũ – chuẩn bị theo yêu cầu giáo viên

- Mang đầy đủ dụng cụ học tập - Tích cực phát biểu xây dựng

- Khi kiểm tra + phát biểu phải nói lớn, rõ mạnh dạng

V Chào hỏi số mệnh lệnh tiếng Anh cần giới thiệu tiết đầu.

* Greetings:

- Goodmorning, Ms/ Mr + Teân - Good afternoon, Mr/ Mr + Teân – How are you?

- Goodbye, Ms/ MR + Teân - Fine, thanks And you?

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SECTION A, B

PERIOD OBJECTIVE LANGUAGE CONTENTS TECHNIQUES

1 (A1, A2)

- Greeting people, introducing oneself - Developing reading skill

* Grammar:

- Structures used in greeting - Comparative; a lot of/ still/ many * Vocabulary:

- Words relating to greeting and introduction

- Role play - Questions and answer

- Silent reading

(A3, A4) - Greeting people ofdifferent ages - Practicing listening and speaking

* Grammar:

- Expression of greetings (formal-informal)

- So am I (review) *Vocabulary:

- Words relating to greetings

- Role play - Listening and completing dialogue

A5, A6 - Developing listening skill - consolidating structures

* Grammar - I’m … - So am I … - She has …

- Many/ a lot of/ lots of - Big-bigger

- Listening and ordering and pictures

4 B1, B2

- Talking and asking about onset and the others

- Developing speaking, listening and writing skills

* Grammar:

- The present simple tense

- WH- questions with WHAT? WHO? WHERE?

- (Review)

- Role play

5 B4, B5,

B6

- Asking and talking about transportation and distances - Developing speaking, listening and writing skill

* Grammar:

- How far is it from … to …? * Vocabulary:

- Words relating transportation and distances

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UNIT 1: BACK TO SCHOOL

SECTION A: FRIENDS PERIOD ( A1, A2 )

I OBJECTIVE:

- Greeting people, introducing one and others (review) - Developing readings

II LANGUAGE CONTENS: * Grammar:

- Structures used in greeting - Comparatives - A lot of - Still/ many (new) * Vocabulary:

- Words relating to greeting and introdution III TECHNIQUES:

- Role play - Questions – answers - Silent reading IV TEACHING AIDS:

Pictures, cassette recorder + tape V PROCEDURES:

1 Greeting and checking attendance 2 The previous lesson

- Give the greetings

- Grammar : to be – to have The new lesson:

Section Steps Techniques and contents Drawing

experience A1 Warm up * Brainstorming

Now tell me what you say to your friends when you first meet after the summer holidays - Hello

- Hi

- Nice to see you again - Nice to meet you Presention * Questions – Answers:

- Asking students to look at pictures and listen to the dialogue between Ba, Nga and Nam, Hoa once or twice

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* Correcting mistakes

* Some pairs perform in front of class

A2

Pre-reading * Eliciting the topic: using pictures to illustrateFrom? Staying with?

Hoa A lot of friends?

Old school, new school? Happy/ unhappy? Why? * Teaching new words: still, many

While-reading * Students read the text (silently)* Asking some students to read the text the text (aloud)

* Students read the text again and answer the questions in pairs

* Students compare their answers in pairs

Post-reading

* Teacher gives correct answers

* Teacher asks students to write the answers in their notebooks

Consolidation Structure * Reviewing how to greet people

* Explaining uses: Her new school is bigger than her old school

*  (be + adj – er + than) Follow –

up activity

* Pair work (making similar conversations in those in A1) Homework:

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SECTION A: FRIENDS PERIOD (A3, A4)

I OBJECTIVE:

- Greeting people different ages - Practicing listening and speaking II LANGUAGE CONTENS: * Grammar:

- Expression for greetings (formal and informal) - So am I (review)

* Vocabulary:

- Words relating to greetings III TECHNIQUES:

* New words:

- Nice to meet you - many -still -a lot of * Grammar:

- Comparative

3 The new lesson:

experience Warm up * Questions - answers

- Asking students some questions about greetings

Presentation * Using the picture to introduce the dialogue * Explaining about greeting in different ages Practice * Students listen to the tape + repeat

* Pair work

* Some pairs perform in font of class A Pre-reading * Question – answers:

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Mr Tan: Not bad, but I’m very busy Miss Lien: Me, too

b

Nam: Good afternoon, Nga How is everything?

Nga: Ok, thanks How are you today, Nam? Nam: Just fine, thanks

Nga: I’m going to the lunch room Nam: Yes, so am I

Post-reading * Teacher asks students to write these dialogues in their notebooks

* Pair work: (making similar some conversations in A4)

Remember * Having some pairs of students ask and answer about greetings

4 Homework:

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SECTION A: FRIENDS PERIOD (A5)

I OBJECTIVE:

- Greeting listening skill - Consolidating structures II LANGUAGE CONTENS: * Grammar:

- Consolidation:

- I’m - So am I - Many/ a lot/ a lots of … -Big – bigger III TECHNIQUES:

- Listening and ordering the pictures IV TEACHING AIDS:

* New words:

- How is very thing - Just fine/ not bad - Me, too; ok * Grammar:

- So am I

3 The new lesson:

experience A Pre-listening * Using four pictures to elicit the situation in

each one

* Giving some questions to help students to the task easily Giving some examples

* Asking students to listen and to find out: Who are they in the picture?

Where are they? What are they doing?

* Telling students how to and letting them listen to the dialogues

While-listening

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Consolidation What you say to your classmate when se he says?

- “I’m in class 7a” - “so am I”

How many friends you have in the class? - I have many friends

- I have a lot of friends - I have lots of friends

Which is bigger, the old school or the new school?

- The new/ old school is bigger Homework:

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SECTION B: NAMES AND ADDRESSES PERIOD (B1, B2)

I OBJECTIVE:

- Asking and talking about one and the others - Developing speaking, listening and writing skills II LANGUAGE CONTENS:

* Grammar:

- The present simple tense

- Wh-questions with WHAT, WHO, WHERE (review) III TECHNIQUES:

* New words:

- Ready, begin, hurry * Grammar:

- Many things are different

- Her new school is bigger than her old school

3 The new lesson:

experience B2 Warm up * Questions – answers about yourself

- What’s your name? - How old are you? - Where you like?

Presentation * Asking students to look at picture and introduces the situation:

- Who are they in the picture? - What is the teacher doing? - What are the students doing? * Explaining, reviewing vocabulary: - Family name, middle name

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What, How

* Students read the dialogue, complete the blanks with Wh-questions

While-writing

* Asking students to read the dialogue * Correcting mistakes

Post-writing * Asking students to complete the dialogue in their notebooks

4 Homework:

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SECTION B: NAMES AND ADDRESSES PERIOD (B4, B5, B6)

I OBJECTIVE:

- Asking and talking about transportations and distances - Developing speaking, listening, and writing skills II LANGUAGE CONTENS:

* Grammar:

- How far is it from … to …? * Vocabulary:

- Words relating to transportation and distance III TECHNIQUES:

- Role play - Questions – answers IV TEACHING AIDS:

Pictures, cassette recorder + tape, worksheets V PROCEDURES:

* New words:

- Middle name, family, name, live, street, aunt … * Grammar:

- What, who, where, how old

3 The new lesson:

experience B4 + B5 Warm up * Questions - answers

- Is there a market near our school?

Presentation * Using the picture to introduce the dialogue * Explaining about greeting in different ages Practice * Students listen to the tape + repeat

* Pair work

* Some pairs perform in font of class Presentation * Drawing a straight line to illustrate the

distance between places

Our school ………market 200m

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 To ask questions about distances Practice * Students listen to the tape + repeat

* Substitution: distance and means (suggested by students)

* Pair work (using pictures in the textbook) B6 Pre-writing * Questions – Answers: Students identify

locations (using the map)

* Reviewing vocabulary: near, in the center of

* Task 1: listen and put the places (school, Lan’s house, post-office, market, theater) in order as you listen to the tape

While-writing * Correcting task after the first listening- School  Lan’s house - Lan’s house  post office

- Movie theater  post office

Post-writing - Task 2: Listen the second and write the distances

- Students fail to take notes – listen the third and match places with the distances given by the teacher (300m, 700m, 3km, 2km)

- Correcting task

Remember Structure * Question – Answers: what information you need to answer questions with WHERE and HOW FAR …?

- Where …….? (location)

- How far …? It’s …… (distance) Follow –up

activity

* Group work of four students: ask your group mates question and fill in the worksheet with the information about WHERE each person’s house to school

Names Districts Distances from school

4 Homework:

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UNIT 2: PERSONAL INFORMATION SECTION A, B

1 (A1, A2,

A3)

- Identify number - Ask for and give numbers and addresses

* Grammar:

-The future simple tense “will” * Vocabulary:

- Words relating numbers (review)

- Role play - Questions and answer

- Four skill - Completing the list

2

(A4, A5) Make arrangements * Grammar:-Review : future *Vocabulary: - Would you like …? - Late

- Role play - Listening - Reading - Questions and answers

3 B1, B2,

B3

Talk about the date * Grammar

- Ordinal numbers * Vocabulary:

- Words relating to dates

- Listening - Speaking - Writing

B4, B5 Ask for and give personal information

* Grammar:

- Review simple future * Vocabulary:

- nervous, worry

- Listening and speaking - Role play - Questions and answers

5 B6, B7

Talk about future plans

* Grammar:

- Review simple future * Vocabulary:

-invite, finish

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SECTION A: TELEPHONE NUMBERS PERIOD A (A1, A2, A3)

I OBJECTIVE: - Identifying numbers

- Asking for and giving telephone numbers and addresses - Developing listening and writing skills

- The simple future tense * Vocabulary:

- Telephone directory, call, soon III TECHNIQUES:

- Role play – Four skills - Questions – answers - Completing the list IV TEACHING AIDS:

Pictures, cassette recorder + tape, worksheets, real objects V PROCEDURES:

* Review numbers (1 10)

3 The new lesson:

experience A1 Warm up

and

presentation

* Questions - answers

T: What’s this? (showing a picture of a telephone)

S: It’s a telephone

T: Do you have a telephone at home? S: Yes

T: I have a telephone at home My telephone number is 7131740  Introducing the reading of telephone numbers

(7020211 = one one/ double one; 8900734 = zero zero

* Teaching vocabulary

- Telephone directory (using real object) Practice * Students look at their books (page 19) and

read page of a telephone directory (silently), then teacher asks students to read aloud * Pair work:

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directory)

* To check the result of the pair work, the teacher can use a page of telephone directory (large size) and ask two pairs to say some people’s names and telephone numbers A2 Pre-reading -Teacher gives the task Play the tape twice

While-reading * Students their task after the second listening

* Teacher asks students to compare their result * Teacher checks student’s task after the 3rd

listening

* Teacher (or a student) gives correct answers

Post-reading *Teacher asks (one or two students)- What’s your telephone number? - 8959551

A3

Pre-listening * Teacher uses the question (in post-listening) to lead in for A3 Introducing the way to ask for someone’s telephone numbers

While-listening * Teacher plays the tape, students listen (booksclosed) * Teacher asks students if they can hear Hoa’s telephone number and the question that Lan asks Hoa

* Teacher plays the tape the second time (books opened)

* Teacher gives the future tense of the verb “call”

Post-listening * Pair work: students practice the dialogue in pair * Role play: (The situation is given by the teacher)

Follow-up activity

* Teacher asks students to give question and answer for someone’s address

- Where you live?

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- Write sentences which tell their friends and relatives’ addresses and telephone numbers

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UNIT 2: PERSONAL INFORMATION

SECTION A: TELEPHONE NUMBERS PERIOD B (A4, A5)

I OBJECTIVE:

- Introducing the way to talk on the phone - Making an appointment on the phone - Developing listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

- The simple future tense * Vocabulary:

- Would you like …? - Late

III TECHNIQUES: - Role play

- Questions – answers IV TEACHING AIDS:

Pictures (enlarge from picture in the text book, page 21), cassette recorder + tape V PROCEDURES:

* New words:

- Telephone directory, call, soon * Grammar:

- Future simple tense

3 The new lesson:

experience A4 Warm up

and

presentation

* T: Points to the picture and asks (Who are talking on the telephone?)

* S: Answer

* T: What they talk about?

* S: Tam invites Phong to see a movie * T: That’s right Now listen to know more * What they say on the telephone (books closed)

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and answering the questions on page 21) * Teacher’s correction and further questions in the dialogue Tam invites Phong to see a movie, what expression does he use? * S: Answer would you like to see a movie? * Some pairs perform in front of class

A5

Pre-listening * T: asks some questions before playing the tape - Do you sometimes go to the movie?

- How you say to invite your friend to go to the movies with you?

- Do you need to know the place to meet? - How you get there?

* S: Answer

* T: Explains how to this exercise

While-listening * T: Plays the tape (twice)* S: Take notes

* T: Asks some students to give the answers on the board

Post-listening

T: corrects

Remember * The future simple tense * Yes/ no question

* Wh-question - Will you be …? - What time will …? - Where will …? Follow-up

activity * T: Tell me the question Tam asks Phong * Students: - Will you be free tomorrow evening? - Would you like to see a movie? - How about Phong?

- What time will it start? - Where will we meet? Homework:

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SECTION B: MY BIRTHDAY PERIOD C (B1, B2, B3)

I OBJECTIVE:

- Talking about the dates

- Developing listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

- Ordinal numbers (review) * Vocabulary:

- Would relate to dates III TECHNIQUES: - Questions – answers IV TEACHING AIDS:

Pictures (calendar), cassette recorder + tape V PROCEDURES:

* New words: - Would you like …? * Grammar:

- Future simple tense

3 The new lesson:

experience B1

B2 Warm up

* Tasks students to write the cardinal numbers on the board

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listening between cardinal number and ordinal numbers

While-listening

* T: Plays the tape and asks students to take notes

* T: Plays the tape and again and asks them to check the numbers

* T asks students to check their result with their nest friends

Post-writing * T has some students write the result on the board some students read the numbers * T corrects

B3 Further * T shows students a calendar and teaches them new words

* T has some students write the months on the board (From January to December), others write in their notebooks

* T corrects

* T has some students repeat Consolidation:

- T gives some dates (calendar)

- S read and writes the dates on the board Homework:

- Do exercise B1 page 10 (workbook) - Answer the questions

* What’s your date of birth?

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SECTION B: MY BIRTHDAY PERIOD (B4)

I OBJECTIVE:

- Asking for and giving personal information - Review how to use future tense

-Simple future tense (review) * Vocabulary:

- Nervous, worry III TECHNIQUES: - Role play

- Questions – answers IV TEACHING AIDS:

* New words: - Ordinal number - 12 months of the year * Grammar:

- Future tense

3 The new lesson:

experience B4 Warm up * T: asks students some questions

- What’s your name? - What’s your date of birth? - What’s your telephone number? - What’s your address?

* T introduces the content of the dialogue * T explain some new words

- Nervous - Worry

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* S answer

* S listen and repeat after the tape (class split in half to play roles)

Post-listening

- Pair work (practicing the dialogue in pairs and answering the questions on page 25) * T corrects

* T asks students some questions about themselves

- How old will you are on your next birthday? - Who you live with?

- What is your address? Consolidation:

- Pair works (making similar conversations to those in B4, using students’ real activities + making suggestions)

5 Homework:

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SECTION B: MY BIRTHDAY PERIOD (B6, B7)

I OBJECTIVE:

- Talking about future plans

- Developing reading and writing skills - Consolidating structure (future tense) II LANGUAGE CONTENS:

* Grammar:

-Simple future tense (review) * Vocabulary:

- Invite, finish III TECHNIQUES: - Questions – answers IV TEACHING AIDS:

* New words: - Nervous, worry * Grammar: - How old …? - Where …? - Why …?

3 The new lesson:

experience B6 Pre-reading * T: You are going to read about Lan Read

and find out the answers to these questions (T gives the questions on the board)

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with their next friends * T: corrects

B7 Further * T: Now, think and write Imagine you will be a guest at Lan’s party

* Students make questions and answers in pairs (page 27) for 5’

Remember * Future simple tense - Won’t = will not - I’ll = I will

* I will be 14 on my next birthday * I won’t be happy

4 Homework:

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UNIT 3: AT HOME SECTION A, B

1 (A1)

- Describe rooms and homes

* Words relating to rooms and homes

* Explanative sentences

- Listening - Questions and answers

- Group work and pair work

2

(A4, A5) Make a complaint Give a

compliment

* Words relating to

complaints and compliments * Structure:

- What (a/an + adj + noun!)

- Writing, reading explanative sentences - Practice with

exclamations - Ask ands answer with

+ Is there a …? + Are there any …? + Where …?

3 B1

Talk about occupations

* Words reading to occupations

* Wh-questions + What …? + Where …?

- Listening, Speaking - Question and answers

- Group work and pair work

- Role plays

B3, B4

Talk about occupations

* Words relating to occupations and places of work

- Reading - Role play - Questions and answers

5 B4

Ask and give personal information

* Words relating to personal information

* Listening and writing

6 B5

Find a suitable apartment Describe apartment

* Words relating to apartments

* The simple Future Tense

- Listening, speaking, reading

- Questions and answers

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SECTION A: WHAT A LOVELY HOME PERIOD (A1)

I OBJECTIVE:

- Describe room’s homes

- Show complaint and complement II LANGUAGE CONTENS: * Grammar:

- Present simple tense to describe habits or daily activities (review) - Explanative sentences “What + (a/an) + adj + N

* Vocabulary:

- Words relating to things in the house III TECHNIQUES:

- Role play – Four skills - Questions – answers - Brainstorming

IV TEACHING AIDS:

Pictures (presentation), cassette recorder + tape (A 1) V PROCEDURES:

3 The new lesson:

experience A1 Warm up * Brainstorming:

Before we learn new lesson, tell me about your house

- How many rooms are there in your house?  Living room, bedroom, bathroom, and kitchen

- What’s in the living room?

 T V set chairs, table, flowers, etc - What color are your house/ room? Presentation * Questions – Answers:

- We will listen to a dialogue between Hoa and Lan

- They are talking about rooms in Hoa’s house

- Now, listen what they say

* Teacher explains some new words before listening

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twice Practice

controlled * Students listen and read after the tape.(Class split in halt to play roles) * Pair work (practicing the dialogue in pairs and answering the questions on page 30) * Teacher’s correction and further question * In the dialogue, what Explanative sentences Lan used?

- What a bright room!

* Some pairs perform before class  Note :

- Am E: color - BE: colour Consolidation:

* Questions – Answer

- Look at the Explanative sentences in the dialogue again After that, making Explanative sentences using the structure above

- Teacher asks pupil

+ Have got a washing machine in your house? + What things are there in your room/kitchen? - Pair works

- Making similar dialogue Homework:

- Teacher asks pupils to read the dialogue a lot of times - Learn new words by heard

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SECTION A: WHAT A LOVELY HOME PERIOD (A2, A3)

I OBJECTIVE:

- Asking and talking about some things in the house

- Making compliments and complaint s by using Exclamative sentences - Developing speaking and writing skills

- Preposition of place

- Exclamative sentences “What + (a/an) + adj + N * Vocabulary:

- Words relating to things in things III TECHNIQUES:

- Role play – Four skills - Questions – answers IV TEACHING AIDS:

Pictures (A3) about prepositions V PROCEDURES:

3 The new lesson:

experience A2 Warm up * Questions – Answers:

- What’s the weather like?  It’s hot/cold

- What does she like? (picture)  She is beautiful

Now, we have another structure to say about compliment or complaint

Eg:

- What a hot day? - What a beautiful girl? - What an interesting movie? Presentation * Teaching vocabulary:

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* Function of “Exclamative sentences”  To make compliments or complains Developing

writing skill

Practice controlled

* Students write exclamations After that making complaints with friends

* Teacher asks students to check and give sentences correctly

* Teacher asks students to write the answers sentences in their notebooks

A3 Developing

speaking skill

* Teacher asks pupils to look at the picture (the room has a lot of things invite)

* Teaching vocabulary - On, in, in front of, behind…

* Teacher asks pupils to tell to tell the name of the things in the picture to realize position of things in the picture

* Teacher reads the list of words (page 31) and pupils repeat before doing exercises Controlled

practice * Pair work (pupils to look at the picture, askanswer about the things in the picture) Eg:

- What is there in the picture? - There is a T.V

* Pair work

- Look at the picture, ask and answer about things and places of them in the picture Consolidation:

1 A1

* Teacher asks pupils to exchange the following sentences into exclamation sentences - It’s a cold day – The living room is lovely – The house is beautiful

 Asks about pupils to go the board and to write their answers A2

* Pair work: Questions – Answers about things (ruler, eraser, book …) relating to prepositions

- Is there an eraser? - Yes, there is - Where is it? - Its on the tables Homework:

- Learn all prepositions by heard

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SECTION B PERIOD (B1)

I OBJECTIVE:

- Asking and talking about someone (what they work, where they do) - Developing reading, speaking and listening skills

- Structure:

+ What + do/does + S + do? + Where + do/does + S + work? * Vocabulary:

- Words relating to work and place III TECHNIQUES:

- Role play

- Questions – answers - Brainstorming

Pictures (presentation), cassette recorder + tape (A 1) V PROCEDURES:

3 The new lesson:

experience B1 Warm up * Brainstorming:

Now, tell me “what is your name? Are you a pupil? How many people are there in your family?  (3, 4, 5)

- What is your father’s job?

- My father/ He is a worker/ farmer - How about your mother?

- My mother/ she is a nurse/ housewife And me, I’m a teacher I’m teaching in Ly Chinh Thang school

Presentation * Questions – Answers:

We will listen to a dialogue between Lan and Hoa Hoa is talking about her parents’ work What they and where they work?

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- Grow, cattle, housework (picture) Controlled

Practice * Pupils listen and repeat after the tape (class split in half to play roles) * Pair work (practicing the dialogue in pairs and answering the questions (page 33) * Teaching correction

* Some pair perform before class ( to checks pronunciation)

* Asks pupils read dialogue silently and answer the questions (page 33, 34)

* Asks pupils to go to the board and to write their answer

4 Consolidation: * Questions – Answers:

- Look at the dialogue (B1) again and find out what structures Lan uses when she asks Hoa’s parents’ work

+ What + do/ does + S + work? + Where + do/does + S + do?

 Asks pupils to make similar dialogue Eg:

+ What does your father do? + Where does he work? Homework:

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SECTION B: HOA’S FAMILY PERIOD (B2, B3)

I OBJECTIVE:

- Talking about occupations and places of work - Developing speaking skills

- The simple present tense to ask and answer occupations and places of work (review) + What + do/ does + S + do?

+ S + be + noun of job

+ Where + do/does + S + work? + S + work(s) + Adv of place * Vocabulary:

- Words relating to occupations and places of work III TECHNIQUES:

- Role plays (practice) - Questions – answers

- Brainstorming (while-relating) IV TEACHING AIDS:

3 The new lesson:

experience B2, B3 Warm up * Questions - Answers

- T asks Ps what their mother/ father does and where he/ she work?

- Ps answer

- T introduces the new lesson Presentation * Questions and Answers:

- Ps listen to the tape/ teacher twice and prepare to answer what about Lan’s family, what her parents

- T explains new words and reviews the structures

Controlled

Practice - Ps listen to the tape / teacher again- Pair work (asking and answering in pairs about Lan’s family

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- He/ she is …

- Where she/ he work? - He/ she work…

- Teacher corrects and gives idea

Further * Ps ask and answer about themselves and their families in pairs

* T corrects and gives idea Follow-up

activity

* T asks Ps to read B3 and prepare to match this half – sentences

* T explains new words and guides how to exercise

* Ps exercise * T corrects Consolidation:

* Questions – Answers:

- T asks a pair of Ps to ask and to answer about occupations and places of work - T corrects and reviews the structure

5 Homework:

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SECTION B: HOA’S FAMILY PERIOD (B4)

I OBJECTIVE:

- Asking for and giving personal information - Developing listening skills

- The simple present tense to ask and give personal information (review) * Vocabulary:

- Words relating to personal information III TECHNIQUES:

- Questions – answers (warm-up, consolidation) - Brainstorming (while and post-listening) IV TEACHING AIDS:

Pictures, cassette recorder + tape

- Charts of the articles of personal information V PROCEDURES:

3 The new lesson:

experience B4 Warm up * Questions - Answers

- T asks some Ps about name, age, job, place of work

- P answers

- T corrects and writes this information on a chart and put it on the board  introduce new lesson

Pre-listening * T hangs charts (like those ones in textbook) on the board * T introduces the content of listening task and asks Ps to prepare to fill in missing personal information of people in the tape

* T explains new words if there are

While-listening

* Brainstorming:

- P listen to the tape twice

- Ps compare information in groups and pairs - Ps listen to the tape again

- Ps last check information in groups and pairs

Post-listening

* T asks Ps to fill in the personal information down in their books and charts

(35)

4 Consolidation:

- T asks pairs of Ps to ask and answer about their names, jobs, age before class The others Ps listen to them and get information

- T checks, corrects and gives idea Homework:

(36)

SECTION B: HOA’S FAMILY PERIOD (B5)

I OBJECTIVE:

- Talking about future plan

- Developing reading and speaking skills II LANGUAGE CONTENS:

* Grammar:

- The simple present tense (review)

- Comparatives (review), super elatives (review) * Vocabulary:

- Words relating to apartment, house … III TECHNIQUES:

- Questions – answers (warm-up, consolidation) - Brainstorming (while and post-listening) IV TEACHING AIDS:

- Pictures (enlarge the picture in textbook) - Cassette recorder + tape

- A chart of questions V PROCEDURES:

3 The new lesson:

experience B5 Warm up * Questions - Answers

- T asks Ps where they live, how their houses/ apartment are

- T introduces new lesson

Pre-listening * T shows the picture and introduces the content of the dialogue * P listen to the tape twice (while reading, Ps prepare to answer the chart of questions on board)

* T explains the new words

While-listening

* role play

- Ps listen and repeat to the tape - Ps play role in groups and pairs

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- T controls and corrects Ps activities

Post-listening

* Brainstorming – Questions and answers: - Ps ask and answer the questions on the chart and in their textbooks

- T corrects and asks Ps to attend how to use the comparatives and superlatives in

sentences Consolidation:

- T review P “wh-question” : “which is + the superlatives” Homework:

- Ps practice reading the dialogue at home, answering the questions of the dialogue - Ps exercise B2/B3 – Exercise book/ page 16, 17

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SECTION A, B

1 (A1, A2)

* Ask and answer about the time and one’s schedule

* Develop speaking and listening skills

* Vocabulary: words relating to schedule (review)

* Grammar: Wh-question (review)

- Role play - Questions and answers

2

(A3, A4) * Talk about timetable and school subjects * Developing listening and speaking skills

* Vocabulary: words relating to school subjects

* Grammar: Review - Wh-question

- Present progressive tense

* Questions and answers

* Guessing games

3 A5, A6

* Asks and answer about one’s schedule

* Developing listening, writing skills and reading comprehension

* Vocabulary: uniform, cafeteria, snack, break * Grammar: Prepositions (in, on, at…)

- Question and answers

- Role play

B1

* Ask for and give the positions of things * Developing listening and reading skills

* Vocabulary: words relating to the library

* Grammar:

- Preposition of position - Demonstrative: this/ that/ these/ those (review)

* Use diagrams to illustrate

5

B2, B3 * Ask and answer about positions of books, newspaper … in the library

* Developing listening, speaking and writing skills

* Vocabulary:

- Exp: you’re welcome * Grammar:

- Review of prepositions of positions

- Role play - Questions and answers

- Use diagrams to illustrate

6

B4, B5 * Have knowledge about one of the world’s large libraries

* Develop reading comprehension

* Vocabulary:

- Congress, receive, contain, employee

* Grammar:

- Wh-questions (How many, how long, why? …)

(39)

UNIT 4: AT SCHOOL

SECTION A PERIOD A (A1, A2)

I OBJECTIVE:

- Asking and answering about the time and one’s schedule - Developing reading and listening skills

II LANGUAGE CONTENS: * Grammar: - Wh- question (review)

* Vocabulary: - Words relating to schedule (review) III TECHNIQUES:

- Role plays – Four skills - Questions - answers IV TEACHING AIDS:

- Pictures - Cassette recorder + tape V PROCEDURES:

3 The new lesson:

experience A1 Warm up T: If someone asks you about the time, how

will you answer?

Presentation * Shows each picture and asks Ps to listen to the tape to know how to say the time

* Turns on the cassette again and asks the Ps to repeat

Practice controlled

* Ps work in pairs A2 by asking and answering about oneself

* Ps change role ( to ask and answer continuously)

Further * Teacher changes the time in the pictures and asks Ps to practice in pairs

* Asks pairs to practice in pairs * Corrects their mistakes

(40)

SECTION A PERIOD B (A3, A4)

I OBJECTIVE:

- Talk about time tables and school subjects - Developing speaking and listening skills II LANGUAGE CONTENS:

* Grammar:

- Wh- question (review)

- Present progressive tense (review) * Vocabulary:

- Words relating to schools subjects III TECHNIQUES:

- Questions - answers IV TEACHING AIDS:

- Pictures

- Cassette recorder + tape V PROCEDURES:

3 The new lesson:

experience A3 Warm up * T: in your daily studying schedule, you

have timetable

Pre-listening *Shows the chart and guides Ps how to complete the schedule: “fill in the blanks the time or the subjects as you listen to the tape”

* Introduces new words - Physics, physical education

While-listening

* Turn on the cassette once

* Turns on the cassette again for Ps to listen and complete the schedule correctly

Post-listening

* Asks each P to fill the subject or the time as teacher turns the cassette and pauses after each blank

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A Practice

consolidation * Asks each P about each picture: the subject one is studying – the time one has his or her classes of the subjects when teacher shows each picture

* Ps work in pairs to ask and answer about their studying schedules

* Asks some pairs of Ps to practice in front of the class

* Corrects Ps mistakes Homework:

- Practice saying the time of your studying schedule

- Teacher gives some examples and cues (for Ps to practice as the consolidation) such as

(42)

SECTION A PERIOD C (A5, A6)

I OBJECTIVE:

- Asking and answering about one’s schedule - Developing writing, reading and listening skills II LANGUAGE CONTENS:

* Grammar:

- Preposition of time/ position * Vocabulary:

- Uniform, cafeteria, snack III TECHNIQUES: - Role play

- Questions - answers IV TEACHING AIDS: - Textbooks

3 The new lesson:

experience A5 Warm up * T: What subjects are you learning today?

* Ps: ………

* T: Your subjects are arranged in a

timetable It helps you prepare your lessons suitably

Presentation * T: Hoa and Thu are talking about their schedules and their subjects they learn * Turns the cassette on (Ps listen to Hoa and Thu’s talk)

* Turns the cassette again and ask the whole class to repeat each sentence

Practice

controlled * Asks Ps to write their schedules in their exercise books  Note the use of prepositions of time * T asks a P about his/ her schedule and his subjects

* Ps work in pair by asking and answering about their schedules

(43)

A Presentation * T: tells Ps the differences about schools in the U.S.A compared with those in VN: The way to dress of Ps, the learning time, break, activities after school

* Introduces new words - Uniform, cafeteria, snack Practice

controlled

- Asks Ps to read the paragraph silently - Asks Ps questions referring to the content of True-False task

- Ps the True-False task on page 45 in their exercise books

- Asks one pupil to the exercise on the board

- T corrects it and Ps correct in their exercise books

4 Homework:

(44)

SECTION B PERIOD D (B1)

I OBJECTIVE:

- Ask for and give the position of things - Developing reading and listening skills II LANGUAGE CONTENS:

* Grammar:

- Prepositions of position * Vocabulary:

- Words relating to kinds of books and library equipment III TECHNIQUES:

- Questions - answers IV TEACHING AIDS: - Pictures

3 The new lesson:

experience B1 Warm up * T: to find the books you want to borrow in a

library, you should know where they are put Presentation * T: In a library, books are put on racks or

shelves

- Point to the pictures to introduce new words + Rack (n)

+ Shelf (n)

* T: Hoa and some friends are entering the library The librarian tells them where kinds of books are put in different sections Let listen to the talk between Hoa and the librarian

* Turns the cassette once, and introduces new words

(45)

+ Novel Practice

controlled * Turn the cassette again and asks Ps to repeat each sentence * Ps read the dialogue silently to remember kinds of books are put

* Asks Ps each question, so each of them can answer

* T gives the notes of the use of prepositions of position and time

* Ps takes notes in their notebooks: + On the left/ right

+ At the back + To open/ close at

Further * T points to things such at books, chairs, or some Ps in class and asks some Ps to say their positions

* Corrects their mistakes Homework:

- Practice saying the positions of things in your classroom or your room with correct prepositions

(46)

SECTION B PERIOD E (B2, B3)

I OBJECTIVE:

- Asking and answering about positions of books, newspaper … in the library - Developing writing, reading and listening skills

- Revision of Prepositions of position * Vocabulary:

- Exp: You are welcome III TECHNIQUES: - Role play

IV TEACHING AIDS: - Pictures

3 The new lesson:

experience B2 Warm up * T asks a pupil: “where is Minh’s seat?”

 He is at the back of the class

* T you can ask the librarian where you can find some books to borrow in a library Presentation * T: Last time, you knew where kinds of

books are put in the library (B1) Now, let listen to the talk between Nga and the Liberian

* Turns the cassette on once Practice

controlled

* Turn the cassette again and asks Ps to repeat each sentence after the tape

* Asks Ps to work in pairs (the dialogue) Further * Asks some pairs of Ps to act out the dialogue

in front of the class

B3

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While-listening * Turns the cassette on and to asks Ps to label the shelves and racks for the first time * Turns it again and pauses the tape after each label so that Ps can the task better

Post-listening * Turns the cassette for the third time to correct the task by pausing the tape after each label and asking each P to give the answer Consolidation:

- Asks Ps some questions about the position of shelves and racks in the library + Where are science books?

 They are on the shaft on the left

+ Where are the magazines and newspaper?

 They are on the rack in the middle of the library * Notes the use of prepositions of position

5 Homework:

- Practice B2 at home

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SECTION A, B

1 (A1)

* Asking and answer about subjects in school * Develop speaking and reading skills

* The present simple tense (review)

* What’s your favorite class (review)

* What you study in …?

- Pair work - Questions and answers

2

(A2) * Asking and answering about the content of subjects in school

* Developing reading and writing skills

* The present simple sentences (review)

* Which subject + do/does + S + likes best?

* Group work

3 A3,4

* Student know the name of other school subject * Developing reading, speaking and listening skills

* S + cost (s) + price

- Question and answers

- Pair work - Brainstorming

A5, A6 * Talking about and describing activities subjects

* Developing reading skill

* Brainstorming

5 B1, B2

* Talking about and describing activities in recess

* Developing reading skill and listening skill

* Present simple tense (review)

* Present progressive tense (review)

* Brainstorming * Questions – Answers

6

B3, B4 * Talking about activitiesin recess at school * Developing reading and comprehension as well as speaking skills

* Present Simple tense

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UNIT 5: WORK AND PLAY

SECTION A: IN CLASS PERIOD (A1, A2)

I OBJECTIVE:

- Asking and answering about subject in school - Developing reading and speaking skills II LANGUAGE CONTENS:

* Grammar:

- The present simple tense (review) - Wh-question

+ What you study in?

+ What’s your favorite class? (review) * Vocabulary:

- Words relating to subjects

(Difficult words: learn how to use, exerperiment, about …) III TECHNIQUES:

- Questions and answer - Group work, pair works - Brainstorming

- Cassette recorder + tape - Flashcards

V PROCEDURES:

3 The new lesson:

experience A1 Warm up * Questions and answers:

- Teacher asks students

+ “How many days a week you go to school?”

(50)

While-reading

* Students listen to the tape and read (books open)

* Students read silently again and task * T asks “Do you learn how to use a computer?” Then uses a picture (in Mai’s computer Science class) and say “Mai learns how to use a computer” to illustrate the new word “learn how to use”

* Other new words suggested by students (ex: Computer Science class; experiment, about …) Task 2: Read the text again and answer the questions in pairs Give questions and answers about Mai

* Asks students to read the questions and the answers about in the text book (page 52) * Students give questions and the answers about Mai (do task 2)

Ex:

a What does Mai study in her Physics?  She does some experiments in physics b Which grade is she in?

 She is in grade

c What does she learn at school?

 She learns about lots of different things (or learn how to use a computer)

d How many days a week does she go to school?

 She goes to school six days a week e What does she study in Geography?

 She students maps and learn about different countries

Post-reading

* T gives correct answers

* T asks students to compare their answer with Mai’s

* (Compare with checklist above in “pre-reading”)

You Mai

- Six days week v

- Classes begin at o’clock v

(51)

- Favorite class: English x - Phan Cong Hon school x

Computer Science v

- Quang Trung school v

Ex:

St1: Which school you go to? - I go to Phan Cong Hon school St2: What is your favorite class?

- My favorite class is English (Literature, …) Consolidation: Group work of students

- Teacher’s explanation of how to do: (explains new words) + Event, poem, stories …

- Students stick the correct names of subjects next to the flashcards on the board Ex:

World event  History

Stories and poems  Literature

Plants and animals  biology

Rivers and mountains range  Geography

How to use a computer  Computer

Science

Speak, listen, read, and write a foreign language  English Homework:

- Write sentences about Mai

(52)

I OBJECTIVE:

- Students know the names of other school subjects - Developing reading, listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

- The present simple tense (review) - The structures:

- Ask about price

+ How much +do/does + S + cost? + How much + to be + S

- Answer:

+ S + cost(s) + price * Vocabulary:

- New words in A3, A4

+ Noun: pleasure, technology, physical, education … + Verb: cost, eraser

III TECHNIQUES: - Questions and answer - Pair works

- Brainstorming

- Teacher: Pictures, Cassette recorder + tape - Students: Textbook, workbook

V PROCEDURES:

* Teacher has students ask and answer (pair work)

a What you study in Geography/ Electronics …? b What are you good at?

c What is your favorite subject? d What you in your free time?

3 The new lesson:

experience A3 Warm up * Questions and answers (by using pictures)

- How much is sandwich? - It’s 1500 dong

(53)

Presentation * Scanning the dialogue and solving a math problem

- Students listen to the tape and read - Students read again (silently)

- T asks “How much three bananas cost? - Student’s answer is “three bananas cost 18000 dong

 New word: cost

* T teaches other new words - Eraser (v) (by using gesture)

- My pleasure (can explain in Vietnamese) * Asks students to remember the old structure about the price “How much + be + S?” and the new structure “How much + do/does + S + cost?”

Practice * Listen to the tape again and read * Play the role (pair works)

* Asks students to say the price of a banana - How much is a banana? Or “How much does a banana cost?”

* Asks some of students to answer the question * T compares the answers

* Correction: 600 dong

A4

Pre-listening

- Asks students to look at the pictures (at page 54 – textbook)

+ What are the pictures about?

+ Can you guess what subjects Ba and Hoa study on Saturday morning?

- T explains the task to students

- Eliciting the names of school subjects illustrated

While-listening - Ask student to listen to the tape (

st time)

- Listening again (2nd time)

(54)

Answer:

- Ba: d, a, c - Hoa: c, b, e

Post-reading * Questions and answers (about Ba and Hoa)* Practice in pairs Ex:

a What classes does Ba study on Saturday morning?

- He studies Technology, Geography and Class activities

b What classes does Hoa study on Saturday morning?

- She studies Computer Science, Physical education, and Class activities

* Practice in pairs (about themselves) Ex:

a What classes you study on Saturday morning?

- I study …

b What classes you study today? - I study …

* Requests the students to write their answers in their notebooks

4 Homework:

(55)

I OBJECTIVE:

- Talking about school subjects - Developing reading skills II LANGUAGE CONTENS: * Grammar:

* Vocabulary:

+ Noun: event, essay, graph, equation, globe, atlas + Verb:

III TECHNIQUES: - Questions and answer - Brainstorming

- Teacher: Pictures, Cassette recorder + tape - Students: Textbook, workbook

V PROCEDURES:

3 The new lesson:

experience A5, A6 Warm up * Brainstorming:

- Now tell me what subjects you study at school?

* T writes student’s suggested subjects on the board

- Ex: Literature, History, Geography, Physics, Language class…

Pre-reading * Eliciting the topic and teaching new words - Event (n): In December this year, there will be Sea Games in Vietnam

(56)

* Check the answer with the whole class Task 2:

* Now read the passage again and find out what students study in these subjects (write on the board) Compare your answers in pairs

* Students write information into columns of Subjects

- Students compare their answers in pair Pre-reading - Teacher gives corrects answers:

Task 3:

* Has students work in pairs, asking and answering questions about the subjects mentioned in the passage and others of possible

- Ex: What you study in Literature class? - What you learn in Geography class? - What’s your favorite subject? (pair work) Discuss

with a partner, odd one out

- Discuss with a partner Odd one out - Help students improve their vocabulary and gives practice in speaking

- Explains the rubric

- Have students sort the odd one for them - Explains any word which students not a familiar are with

- Asks students various questions such as: + “What’s you study in Literature? Do you learn to draw paintings in Literature?” - Lets students work in pairs, asking and answering similar questions

- Students this exercise Odd one out (in each subject)

- Check the answer with the whole class Answer:

a Paintings

b Basketball games c Prepositions d England

* Match each subject to the correct items - Give further practice in using new

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Calculator, globe, atlas (real objects)

- Has students matching exercise on their own

- Asks students questions using the verbs: do, study, learn, and use

+ Ex: What you in Physical education class?

+ What you use in Geography class? + What you learn in Match class? - Has students ask and answer similar questions in pairs

- Students this exercise

- Checks the answer with the whole class Answer:

- Physical education: games, running shoes, ball

- Geography: map, globe, atlas - Music: piano, guitar, songbooks - Art: paint, pencils, paper

- Math: graphs, equations, calculator Consolidation Structures * Has students make up dialogue, using the

leant structures

- Ex: What you study in language class? - What you learn in Geography class? - What’s your favorite subject?

* Eliciting the preposition following - Ex: learn “about”, good “at”

- Then summarize the key structures in the section for revision purpose

* Remember:

- What you study in …?

- What he/ she learn in the Geography class?

- She learns about …

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SECTION B: IT’S TIME FOR RECESS PERIOD (B1, B2)

I OBJECTIVE:

- Talking about and describe recess activities - Developing reading skills

- The present simple tense (review) - Present progressive tense (Review) * Vocabulary:

+ Noun: blind man’s bluff, recess, catch, marbles and skipping rope + Verb: chat

III TECHNIQUES: - Questions and answer - Brainstorming

- Teacher: Pictures, cassette recorder + tape, worksheet - Students: Textbook, workbook

V PROCEDURES:

3 The new lesson:

experience B1 Warm up * Brainstorming:

- Eliciting the topic:

+ After the language class at 8:30 what is time for?

+ It’s time for recess

- Now, tell me what you usually at recess?

- T writes S’s suggested activities on the board

+ Ex: Talking, eating, drinking, and reviewing lessons …

- Introducing recess activities and giving practice in reading

- Teaching new words

(59)

What are they doing? Do you like these games? - Chat (v)

What are they doing? They’re chatting - Blind man’s bluff:

Do you like this game? What is this game? This game is blind man’s bluff

- Catch (n)

And that game? It’s a catch - Marbles (n)

Look at the boys What are they doing? They are playing marbles

- Skipping rope (n)

What about the girls? What are they doing? They are skipping rope

Task 1:

Now skim the passage pick out the activities at recess

While-reading

* Students read the text and task (adding some activities such as: chatting, playing games …)

* Checks the answer with the whole class * Has Ss listen to the cassette while following the reading text

Task 2:

* Now read the passage again and adding more activities mentioned in the passage Compare your answers in pairs

* Ss write more games into columns of games * Ss compare their answers in pairs

Post-reading Work with a partner

* T gives correct answers Task 3:

* Explains the task to Ss (review the present progressive tense)

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- Has Ss look at the questions and prepare the answer to those questions

- Asks one or two Ss the questions to give model

- Has Ss ask and answer in pairs, alternating roles

B2 Listen, match catch name to an activity

- Give practice in listening for specific information

- Explains the task to students

- Reviews the activities in the column to the right to make sure all of the Ss know their meaning

- Has Ss listen to the cassette and the matching on their own

- Has Ss listen to the cassette again to check the answers

- Let Ss cross check their answers with their partners

- Asks questions such as What does Mai do?

- Calls some Ss to give their answers in front of the class

- Give correct answers if necessary Answer:

Mai: playing catch

Hien: playing blind man’s bluff Lan: skipping rope

Ba: playing marbles Homework:

* Guides the Ss to their homework

- Complete the vocabulary list on “work and play” with the words from the box (workbook)

(61)

SECTION B: IT’S TIME FOR RECESS PERIOD (B3, B4, REMEMBER)

I OBJECTIVE:

- Describing recess activities at school in America - Developing reading skills

- The present simple tense (review) * Vocabulary:

+ Noun: Junior high school, swap baseball, pen pal, energetic, CD player + Verb: Take pair in, shooting some hoops

+ Adverb: worldwide III TECHNIQUES:

- Questions and answer - Brainstorming - Pair works - Group work

- Teacher: Pictures, cassette recorder + tape - Students: Textbook, workbook

V PROCEDURES:

3 The new lesson:

experience B3

+ B4

Pre-reading * Questions and answers:

- Today we continue with Unit “what’s unit about?”

 Title: Unit – B3 It’s time for recess - But today we don’t mention recess in Vietnam; we mention recess at school in America

(62)

- Grade

- Grade 7, Junior high school  New word: Junior high school - Hoa is Tom’s pen pal

 Pen pal

* T uses a picture (Tim) and asks Ss - Where is he from?

- He is from America

* He writes to Hoa and tells her about school recess activities in America

* Brainstorming to elicit recess activities in America

- America: + Talk

+ Play basketball volleyball, badminton + Listen to music

+ Play soccer + Eat and drink + Read

While-reading Task 1:- Ss listen to the tape and read (book opened) - Ss read silently again, compare with checklist and find other recess activities (Ex: swap baseball cards)

Task 2: Questions and answers

- “What Ss in America at recess?” - Ss give answers from the checklist

- New words suggested by Ss (energetic, take part in …)

- New words initiated by T (score a goal, shooting some hoops, CD player, common) - Ss read aloud the text

Task 3: Questions

* Ss multiple choice exercises under the text

* T’s explanation of how to the exercise (question a)

* Ss check answers by reading through the text

* Other difficult words (senior, mostly, all over the world)

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* Correction

Post-reading * Ss make their own worksheetRecess activities

In Vietnam In America Yours - Eat and

drink - Skip rope - Talk - …

- Play basketball - Talk with friends - Listen to music - …

- Task - Eat and drink - Read - …

* T asks Ss to the task on the board; other completes their worksheet

* Ss find common activities (eat, drink, talk with friends …)

* T asks “what are the most common ways of relaxing at recess?”

* Take a survey

- Ss stand up, move round and the survey - (Asking of other Ss) by asking questions (Ex: what you usually at recess?) * Ss report

* T’s feedback and comments on Ss’ work - “what are the most common ways of relaxing at recess in your class?”

4 Homework:

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AFTER SCHOOL SECTION A, B

1 (A1, A2)

* Talking about Ss’ common activities after school

* Making suggestion or invitations

* Developing listening and speaking skills

* To make suggestions or invitations (review) - let’s …

- Why don’t you …? * Vocabulary: words relating to after school activities

* Questions – answers * Role play * Brainstorming

2

(A3) * Talking about pastime activities * Developing writing skill and reading skill

* The past progressive tense (review)

* Brainstorming

A4, A5

* Talking about the effect of pastime activities

* Review * Brainstorming * Role play

B1 * Talking about after school activities * Making invitations * Accept or refuse invitations

* Grammar: - Modal verbs

- Would you like to … - I’m sorry I can’t - I’d love to (but)

* Brainstorming * Role play * Questions- answers

5

B2 * Talking about American teenagers’ activities in their free time

* developing reading and speaking skills

* Review * Brainstorming * Questions – Answers * Group work

6

B3 * Making invitations* Polite answering * Developing listening and speaking skills

* Would you like …?

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UNIT 6: AFTER SCHOOL

SECTION A: IN CLASS PERIOD (A1, A2, A3)

I OBJECTIVE:

- Talking about Ss common activities after school - Making suggestions or initiations

- Developing reading skills II LANGUAGE CONTENS: * Grammar:

- The present simple tense: Describe habits or daily activities

- The present progressive: Describe activities in progress at the moment of speaking - Let’s …; why don’t you …? : Make suggestions or invitations

* Vocabulary:

+ Words relating to daily activities III TECHNIQUES:

- Questions and answer - Brainstorming - Role play

- Pictures (enlarged from pictures in the textbook, page 61) - Cassette recorder + tape

V PROCEDURES:

1 Greeting and checking attendance 2 The previous lesson: (Oral test) 3 The new lesson:

experience A1

+ A2

Warm up * Now tell me what you usually when you don’t go to school

- T writes Ss’ suggested activities on the board

(66)

* Ss check the list of activities while listening and reading the dialogue

* T asks Ss if there are difficult or new words, then explain them if there are any + Ex: play the guitar (using picture) Controlled

practice A1 Further A2

* Ss listen and read after the tape

* Pair work (practicing the dialogue in pairs and answer the question, page 61)

* T’s correction and further questions in the dialogue Minh tells Hoa to something, what expression does he use?

+ Let’s …

+ Why don’t you …?

* Some pairs perform in front of the class * T shows pictures (page 61) and asks Ss to label them

* T asks Ss to put the adverbs of frequency on the frequency scale

* T demonstrates the dialogue with one S + What you usually after school? + (Ss choose among activities in the pictures to answer)

+ How often you after school? * Pair work

Consolidation * Look at the dialogue (A1) again and explain why Minh use different verb tense forms:

+ Ba is learning to play the guitar He practices every day after school  The present simple: habits/ daily activities

 The present progressive: activities in progress

* What you say to suggest doing something?

+ Go swimming + Let’s go swimming

+ Why don’t you go swimming?  Let’s/ Why don’t you + bare inf

(67)

+ Ex: What you after school? + I play soccer/ read/ …

+ How often you it? + I usually it

+ Let’s (play soccer) after school Homework:

- Learn vocabulary by heart

(68)

SECTION A: IN CLASS PERIOD (A3)

I OBJECTIVE:

- Talking about pastime activities - Developing writing and reading skills II LANGUAGE CONTENS:

* Grammar:

- The present simple tense: Describe habits or daily activities - Adverbs of frequency and question with “How often …?” * Vocabulary:

- Questions and answer - Brainstorming

V PROCEDURES:

experience A3 Pre-reading * Eliciting the topic and teaching new words

- Showing some pictures of artwork and asking Those to guess the activities pictured

* Questions and answers:

- Asks the Ss what activities they and what activities they like doing after school

- Ex: What you like doing after school? - Do you like collecting stamps?

* Now scan the text, then remark the Ss of class 7A activities like them doing or not

While-reading * Ss read the text and find out activities that the Ss of class 7A * T teaches the new words

+ Rehearse (v)

+ School anniversary celebration + Stamp collector’s club

(69)

+ T uses another picture to teach the word “orchestra”

* Ss read the text again and answer the questions in pairs

* Ss compare their answers in pairs

Post-reading

* Calls on some Ss to give their answers in front of the class

* T gives correct answers

* T checks Ss’ comprehension by asking them some questions

+ What does Nga like doing after school? ( Acting)

+ What Ba and his friends often on Wednesday afternoon?

( They get together and task about their stamps)

+ What does Nam often after school? ( He often reads a library book or comics…) Consolidation:

- Review the present simple tense and the present progressive tense - Question: How often…?

- Write some sentences about activities for the school anniversary, using Ss’ real activities

+ Ex: collect “10 marks” + Sing a song

+ Rehearse a play Homework:

(70)

I OBJECTIVE:

- Talking about the effect of pastime activities - Developing listening skills

- The present simple tense: Describe habits or daily activities

- The present progressive tense: Describe activities in progress at the moment of speaking

- Let’s …: to make suggestions or invitations

- Adverbs of frequency and question with “How often …?” * Vocabulary:

- Role play - Brainstorming

- Flashcards (enlarged from pictures in the textbook, page 61) - Cassette recorder + tape

V PROCEDURES:

experience A4

+ A5

Warm – up * Questions – Answers:

- What you often at weekends? * T writes Ss’ answers on the board - Go to the cinema

- Watch TV - Play games - Do housework

Presentation * T: You are going to hear some Ss describing their school activities

* Ss check the list of activities while listening to them

* T asks Ss of there are difficult or new words, and explains them if there are any

(71)

Practice

controlled * Ss listen and read after the tape * T asks them to read the Ss’ name in column A, and their activities in column B

* Play cassette again and ask Ss to match each name to an activity

* Call on some Ss to give result

* T asks them to compare the dialogue that he/ she gives on the board

+ Nga: Mai, should we go to … + Mai: ok, that’s a good idea + Nga: What about you, Nam?

+ Nam: Sorry, I have to …… with the drama group

+ Nga: Ba, I am going to …… Sorry + Nga: …… Keen?

+ Kieân: I would love to, but I am going to … for Mrs Lien this evening

+ Lan: Sorry I’m going to … Have a good time, bye

4 Consolidation:

- Review the present simple tense

- To make suggestions: Let’s + bare infinitive

- To asks Ss to find out the words of sports and fun (Look at the picture on page 63) Homework:

(72)

SECTION B: LET’S GO PERIOD (B1)

I OBJECTIVE:

- Talking about the after school activities - Make invitations

- Accept or refuse invitations - Developing speaking skills II LANGUAGE CONTENS: * Grammar:

- Modal * Vocabulary:

+ Words relating to relaxing activities III TECHNIQUES:

- Role play

- Questions - answers - Brainstorming

V PROCEDURES:

experience B1 Warm – up * Now tell me “what you usually after

school?”

* By using the picture introduce the situation of the dialogue

Presentation * We will listen to a dialogue (Hoa, Ba, Lan, Nam) They are talking about their activities after school

* Now listen and guess the activities in the dialogue by answering some questions - What does Nam suggest?

- How does Lan answer? - Does Hoa accept Lan’s offer?

* T explains the structure for making, acceping and refusing invitations

(73)

Practice

controlled * Ss listen and read after the tape* Practicing the dialogue in groups of and answering the questions on page 64

* T’s correction and further questions

* In the dialogue, Nam suggests everyone to go to the movies What expression does he use?

- What about + V-ing …?

* Hoa refuses Lan’s invitation How does she say?

- I’m sorry I can’t … Consolidation:

* Look at the dialogue again and draw the forms from Nam’s suggestion What about + V-ing

Let’s + bare – inf

* Follow-up: Groups of Ss make similar dialogue, using Ss’ real activities Ex:

- A: What should we this weekend? - B: What about going fishing?

- C: Great! How about you D?

- D: I’m sorry I can’t go I have to look after my sick sister Homework:

(74)

I OBJECTIVE:

- Talking about American teenager’s activities in their free time - Make invitations

- Accept or refuse invitations

- Developing speaking and reading skills II LANGUAGE CONTENS:

* Grammar:

- Present simple tense (review) * Vocabulary:

+ Words relating to activities in the free time III TECHNIQUES:

- Role play

- Pictures enlarge from pictures in the textbook, page 65 - Cassette recorder + tape

V PROCEDURES:

experience B2 Pre-reading * Can you name some activities and

organizations for teenagers that you know? - Scouts

- Guides - Go shopping - Watch TV - Listen to music - Go camping - Play sports

* In America, Ss aged between 13 and 19 are called “teenager”

* Now guess the activities that American teenagers like to in their free time

While-reading

(75)

* T explains new words:

- “guide” means member of organization for boys which aims to develop character and promotes outdoor activities

- “musical instrument” (using example)

* Read the text again and answer the questions relating to Vietnamese environment

- Are there many kinds of entertainment for teenagers in Vietnamese?

- What are they?

- Which of activities in the list for American teenagers you think are also popular among Vietnamese teenagers?

(Watch TV, listen to music, go to movies, help old people)

- What organizations are there for teenagers in Vietnam?

(There are organizations such as Young Pioneers or different kinds of clubs for children)

Post-reading - Give practice in talking about leisure activities - Let Ss work in groups of

- Make a list of top ten/ top five most favorite leisure activities

Ex:

+ Play soccer + Play table tennis

+ Collect stamps or coins + Go shopping

+ Learn to play a musical instrument * One or two representatives of the groups report their list to the class

4 Consolidation: * Review:

* Follow-up:

(76)

I OBJECTIVE:

- Talking about after school activities - Make invitations

- Polite answering

- Developing speaking and reading skills II LANGUAGE CONTENS:

* Grammar:

- Present simple tense (review) - Modals

* Would you like to …? * Vocabulary:

- New expression: I’d love to, but … Sorry, I can’t III TECHNIQUES:

- Role play

- Pictures of Nga, Lan and Hoa - Cassette recorder + tape V PROCEDURES:

experience Warm – up * Eliciting the topic and teaching new words

- Now tell me what you usually on your birthday

- T writes Ss’ answers on the board Ex: - Have a party

- Go out for dinner - Go to the cinema

Presentation * We will listen to a dialogue between Nga, Lan, and Hoa Nga invites Lan and Hoa to come to her house for lunch How does she say? Do them the tape once

* Play the tape once

(77)

new words, and explains them is there are any Ex:

- Wedding (using picture)

- You’re welcome (using gesture) Practice

controlied

* Ss listen and read after the tape

* Pair work (practicing the dialogue in pairs, alternating roles)

* T’s correction and further questions - In the dialogue Nga invites Lan, Hoa to come to her; house for lunch What expression does she use?

+ Would you like to …?

- Lan accepts, what expression does she use? + Yes, I love to

- Hoa refuses, what expression does she use? + I’d love to But ……

+ Sorry, I can’t

- Some pairs perform in front of the class Further * Pair work (making similar dialogue)

* T demonstrates the dialogue with the one student

+ Would you like to go to the zoo with me at this weekend?

+ Students accept/ refuse Consolidation:

* Structure:

- What you say to invite someone to something (e.g go to the party?) + Would you like to go to the party with me? - Students accept/ refuse + Would you like to + base inf … - I’d love to

+ I’d love to, but … - I’m sorry, I can’t * Follow – up:

- Pair works (making similar conversation, using students’ read invitations) Ex:

+ Would you like to come to my grandmother’s house? + Yes, I’d love to How we go there?

+ What about going by bus? + Good idea!

(78)

THE WORLD OF WORK SECTION A, B

1 (A1)

* Asking and talking about daily work of students and their vacation

* Developing reading and reading skills

* Grammar: Future tense, simple present (review) * Vocabulary: Works relating to the work and vacations

* Questions – answers * Role play

2 (A2, A3)

* Talking about vacations in America * Developing reading, speaking and listening skills

* Grammar: superlatives and comparatives (review) * Vocabulary: Words relating to the work and vacations

* Silent reading * Listening and writing the names of vacations

(A4) * Talking about the students work at home * Developing reading skills

* Grammar: simple present * Vocabulary: words relating to the student’s work

* Questions – answers

* Silent reading

B1 * Talking about the workof Mr and Mrs Jones * Developing reading, listening skills

* Grammar: simple present tense (review)

* Vocabulary: Words relating to the work

* Questions - answers

* Silent reading * Listening

B2, B3 * Taking about the activities of a farmer * Helping the students compare the worker’s activities with the farmer’s activities * Developing reading, writing skills

* Grammar: comparison (review), less + N

* Vocabulary: shed, coop, more … than

* Questions - answers * Filling the worksheet

B

B4, B5 * Developing listening and talking notes skills * Pronunciation* New words: duty, be on duty, annual

(79)

UNIT 7: THE WORLD OF WORK

SECTION A: A STUDENT’S WORK PERIOD (A1)

I OBJECTIVE:

- Asking and talking about daily work of students and their vacation - Developing speaking and reading skills

- Future simple tense (review) * Vocabulary:

- Words relating to the work and vacations III TECHNIQUES:

- Questions – answers - Role play

experience A1 Warm – up *Now tell me what time you start your classes

and finish classed

*T writes Ss’ suggested time on the board

Start Finish

6:30 6:45 7:00

11:00 11:15 11:30 Presentation * Questions – answers:

- We will listen to a dialogue between Hoa and her uncle

They are talking about the time to start and finish classes

(80)

* T’s correction

Further * T shows the read objects with small size and large size, and then asks Ss to compare them + Big  bigger

+ Small  smaller

* T gives some adj, adv, in comparatives + Late  later

+ Early  earlier + Few  fewer + Many  More Ex:

Do your classes start earlier or later than mine Consolidation:

* Structure:

- Questions and answers: Future simple tense

- Look at the dialogue A1 again and explain why her uncle uses future tense - What will you during the vacation?

- I’ll go and see Mom and Dad on their farm  Future activities

* Question: Question word + will + S + bare inf…? * Answer: S + will + bare inf …?

5 Homework:

(81)

SECTION A: A STUDENT’S WORK PERIOD (A2, A3)

I OBJECTIVE:

- Talking about vacations in America

- Developing reading, speaking and reading skills II LANGUAGE CONTENS:

* Grammar:

- Superlatives (review) * Vocabulary:

- Words relating to the work and vacations III TECHNIQUES:

- Questions – answers - Silent reading

- Listening and writing the names of vacations IV TEACHING AIDS:

- Pictures

experience A2 Pre-reading * Questions – answers:

- Ss are asked to talk about the vacations and holidays (in Vietnam) and what they during the holidays

Task 1:

While-reading * Read the letter silently and take notes of vacations in America, the activities of American students

Post –

reading * Pair work* Ss ask and answer questions about vacations and holidays

(82)

Task 1:

- Listen and take notes the holiday in order you listen to the tape

While-listening

* Pair work:

- Ss ask and answer questions about the holidays in pictures

4 Homework:

T helps Ss write sentences about vacations and activities on the vacations Ex:

(83)

SECTION A: A STUDENT’S WORK PERIOD (A4)

I OBJECTIVE:

- Talking about the Ss’ work at school and at home - Developing reading skills

- Simple present (review) * Vocabulary:

- Words relating to the Ss’ work III TECHNIQUES:

- Questions – answers - Silent reading

V PROCEDURES:

experience A4 Pre-reading * Questions - Answers

- T asks Ss to talk about the work Ex:

+ When you your homework?

+ How many hours you your homework?

While-reading *Read the text the first time* Show some new words in the reading * T gives meanings of words in context * Read the text silently and find the information to answer the questions in textbook

Post-reading

* Pair work:

- Ss ask and answer questions about the Ss’ work

(84)

Lan Do math exercise hours

- Collect the information to the teacher - T corrects

5 Homework:

- Write your timetable at school

(85)

SECTION A: THE WORKER PERIOD (B1)

I OBJECTIVE:

- Talking about the work of Mr and Mrs Jones - Developing listening and reading skills II LANGUAGE CONTENS:

* Grammar:

- Simple tense (review) * Vocabulary:

- Words relating to the work III TECHNIQUES:

- Questions – answers - Silent reading - Listening

IV TEACHING AIDS: - Pictures, colored chalks V PROCEDURES:

experience B1 Pre-reading * Ss are asked to review the form of a letter

* Ss listen to the cassette two times and take notes some details about the jobs of Mr and Mrs Jones

While-reading

* Read the letters the first time * Collect some new words

* T explains and gives meaning of words in the context

* Read the text silently and find the

information to answers questions in text book

Post-reading

* Pair work

(86)

* True or false Multiple Choice

* Read these statements to choose T or F a Tim’s father works at home

b Tim’s mother takes care of the family c Mom has fewer days off than Dad

d Dad had about seven public holidays each year e She works part – time at a local factory

* T corrects the answers Homework:

(87)

SECTION B: THE WORKER PERIOD (B2, B3)

I OBJECTIVE:

- Talking about the activities of a farmer

- Helping the Ss compare the worker’s activities with the farmer’s activities (hours per week, days off, vacation, time)

- Developing reading and writing skills II LANGUAGE CONTENS:

* Grammar:

- The comparison: fewer… than; more … than * Vocabulary:

- Shed, coop III TECHNIQUES: - Questions – answers - Filling worksheet IV TEACHING AIDS: - Pictures, colored chalks V PROCEDURES:

experience B2 Pre-reading * Eliciting the topic and teaching new words

* Using picture to introduce the situation of the text

* Questions –Answers: + What is Mr Tuan?

+ Where does he every day?

While-reading

* Read the text silently after listening to recorder Give the details to answer the questions

1 What does Mr Tuan? Where does he work?

(88)

reading - Asks the groups to read Tim’s letter (B1) and the text about Mr Tuan

- Make notes about them to fill the worksheet Names Hours

per week

Days off Vacation time Mr

Jones Mr Tuan Homework:

- Learn new words at home

(89)

SECTION B: THE WORKER PERIOD (B4, B5)

I OBJECTIVE:

- Developing listening and talking notes skills II LANGUAGE CONTENS:

* Grammar: * Vocabulary:

- Words relating to the job, vacations - Pronunciation

III TECHNIQUES:

- Listening and writing (filling the worksheet) - Filling worksheet

- Repetition

- Pictures (enlarged from pictures in the textbook) - Cassette recorder + tape

V PROCEDURES:

experience B4

Pre-listening * Asks Ss characters in the worksheet* Look at the worksheet and answer + Who are they?

+ They are Peter, Susan, Jane and Phong * What will we listen?

We’ll listen about jobs, hours per week, and vacations

* Teaching vocabulary: + Duty  to be on duty + Annual

While-listening

* Listen the text the first time

* Listen the second time and take notes to fill the worksheet

(90)

listening * Correction

B5 Warm-up * Look at the pictures and answer - What are they?

- They are machines - What can they do?

- They can they grow and crop … Presentation * Pronunciation

- Listen the poem the first time

- Listen and read after the tape (chorally) two times

Practice * Questions – answers: * Pair work

- What will the reboots do? - How can they do?

- What you think about robots in the future? - Correction

4 Homework:

* Guide Ss to write sentences about - Their job in the future

(91)

UNIT 8: PLACES SECTION A, B

1 (A1,A2)

* Asking the ways to somewhere

* Developing speaking skill

- Grammar: Polite request with: “Could you …?” - Vocabulary: souvenir shop, railway station… Expression for asking for and giving directions Giving the corrects names of some places

- Name some places

- Role play

2

(A3) * Asking for and giving directions to some places

* Grammar: Prepositions of positions and directions: on, opposite, between … and, … from … to …

* Vocabulary: shoes store, drugstore

- Questions and answers

- pair work - Game : “I get lost”

3 (A4, A5)

* Talking about distances * Developing listening skill

* Grammar: Questions with “How far …?”

It takes + time + to-infinitive

- Vocabulary: coach, have a guess, take …

* Role play * Questions – Answers

4 B1

- Enquiring about prices - Developing listening and reading skills

* Grammar: Asking and answering about prices: “How much is/ are…?” * Vocabulary: envelope, altogether, cost, change…

- Pair work - Questions - Answers

B2, B3

- Services at the post office

- Developing listening, speaking and reading skills

- Grammar: Asking for information about services at the post office

- Need to something/ Need sth

- Vocabulary: local stamps, for overseas, mail, phone card, regularly …

(92)

SECTION A: ASKING THE WAY PERIOD (A1, A2)

I OBJECTIVE:

- Asking the way to somewhere - Developing speaking skills II LANGUAGE CONTENS: * Grammar:

- Polite request with: “Could you …?”

* Vocabulary: souvenir shop, railway station … Expressition for asking for and giving directions - Giving the correct names of some places III TECHNIQUES:

- Name some plaices - Role play

experience A1 Warm – up

Practice

Review names of service places

T has Ss look at the picture of buildings and name those buildings

T corrects mistakes if necessary

Ss identify the places and give names of the places

a National Bank of Vietnam (In Hanoi) (picture)

b Saint Paul Hospital (picture) c Hotel (review)

d The Central Post Office (picture) e Hanoi Railway Station (picture)

Railway: Track or set of tracks of steel rails upon which trains run

f Dong Xuan Market (picture) T give Ss listen to the dialogue

(93)

T has Ss look at the picture and guess + Who are they?

+ What does the tourist want?

T introduces the situation: A tourist asks the way

T gives Ss to listen to the dialogue

Ask Ss: “Where does the tourist want to go?” Gives Ss listen again and repeat

Introduces expressions for asking for and giving directions:

Is there …… near here?

Could you tell me how to get there? Ss practice in pairs the dialogue and change the role

T has Ss listen to the dialogue b

Precede the above steps with dialogue b Ss substitute the words of places for practice Consolidation:

- Reminds the Ss of prepositions of position and expression for asking for and giving directions

5 Homework:

(94)

SECTION A: ASKING THE WAY PERIOD (A3)

I OBJECTIVE:

- Asking for and giving directions to some places - Developing listening and speaking skills

- Polite request with: “Could you …?”

* Vocabulary: souvenir shop, railway station … - Expressition for asking for and giving directions - Giving the correct names of some places

III TECHNIQUES: - Questions – Answers - Pair works

- Game: “I get lost” IV TEACHING AIDS: - A street map

Practice

Giving practice in listening for specific information

- Review A2

- T has Ss look at the street map - Ss identify different places

- T has Ss listen careful and repeat chorally - T demonstrates the dialogue with two Ss - Ss practice with given cues in the box ( alternating roles)

- T guides Ss practice in pairs

- T calls on pairs to perform their task - Ss give comments on their friends’ performance

- T gives corrections of help

- T asks Ss to look at the map above - T has Ss listen twice

- Ss try to remember the places in the map (giving directions)

(95)

Ss listen, give names, check

a Go straight ahead to the second street Turn left What is on the right?

b Go Straight ahead Turn right into the first street What is on the left next to the

restaurant?

c What is on your left?

d Go the second street Turn right What is opposite the hotel?

e What is on your right?

( The street map, page 81) Consolidation:

- Using the game: “I get lost” Homework:

(96)

SECTION A: ASKING THE WAY PERIOD (A4, A5)

I OBJECTIVE:

- Talking about distances

- Developing listening, listening and speaking skills II LANGUAGE CONTENS:

* Grammar:

- Question with: “Could you …?” - It takes + time + to-infinitive

* Vocabulary: coach, have a guess, take … III TECHNIQUES:

- Questions – Answers - Role play

IV TEACHING AIDS: - A street map

1 The previous lesson:

Using the picture to ask Ss about the vocabulary A3 and the positions of the blank, the hospital

2 The new lesson:

Listen to the tape

Practice

T review the structure, asking about distances How far is it from …… to ……?

T has Ss listen once or twice, then pick up the new words

T explains the new words T asks Ss to practice in pair

T asks Ss to guess the distance between Hue and Ho Chi Minh City whether it is true or fasle

T asks Ss to read the questions asking about the distances

Ss look at the map and the table of distances T gives more practce in asking for and giving distances gives model

(97)

Hs chuẩn bị từ sổ tay lịch nhỏ

T makes any necessary corrections

T asks ss to tell the meaning ofprepositions : on, opposite, between … and … , from … to … Emphasizes the usage of the structures Ss apply in real situation

The table of distancens in km (page 82)

4 Consolidation:

- Review structure: Asking about distances: How far is it from … to …? It’s (about) … km

- Some Ss practice

5 Homework:

(98)

SECTION B: AT THE POST OFFICE PERIOD (B1)

I OBJECTIVE:

- Enquiring about prices

- Developing listening and reading skills II LANGUAGE CONTENS:

* Grammar:

- Asking and answering about prices: “How much is/ are …?” * Vocabulary: envelope, altogether, cost, change…

III TECHNIQUES: - Questions – Answers - Pair works

- Cassette + tape V PROCEDURES:

Using a chart or a map to help Ss review. - Where is the blank?

- How far is it from … to …? 2 The new lesson:

experience B1 Warm – up

Practice

Elicits: There are Liz and Clerk - Where are they? (At the post office) - What can you at the post office? (I can send letters, post cards, send and receive parcels, money, make long/short distance telephone calls, buy envelopes, stamps)

T explains new structures and vocabulary T has Ss listen  repeat after the tape (optional)

T guides Ss practice in pairs to perform in front is the class

T has them read in silence to answer the questions  check  give out

(99)

Consolidation: Review structures:

- Would like (’d like), want/ wants, need/needs + N/to-infinitive - How much is/are + S?

- How much do/does + S + cost? Homework:

(100)

SECTION B: AT THE POST OFFICE PERIOD (B2, B3)

I OBJECTIVE:

- Services at the post office

- Developing listening, speaking and reading skills II LANGUAGE CONTENS:

* Grammar:

- Asking for information about services at the post office - Need to some thing/ Need sth

* Vocabulary: local stamps, stamps for overseas, mail, phone card, regularly … III TECHNIQUES:

- Cassette + tape V PROCEDURES:

1 The previous lesson: 2 The new lesson:

experience B2

Pre-listening While-listening

Has Ss look at the picture and introduces the situation “Nga and Hoa are going to the post office after school”

Let’s listen and write the items of the dialogue

Has Ss listen three times (books closed) Lets them listen once more (books opened) Lets them pick out the new words in the dialogue:

- Local stamps (in Vietnamese) - Stamps for oversea mail (picture) - Phone card (read object)/ (Vietnamese) - Regularly (adv) (in Vietnamese)

What does Hoa want from the post office? She’d like some local stamps and some stamps for oversea mail

She has a pen pal in America His name is Tim

(101)

Post-listening Questions:1 What does Hoa need from the post office? Why does she need stamps for oversea mail?

3 Why does she need a phone card?

Have Ss read and complete the dialogue to them

- Asks some pairs to read aloud their dialogue in front of the class

- Offers help as necessary

- Asking Ss to make similar dialogue in pairs, alternating roles

- Ss fill in the blanks

- Ss compare the answers with a partner - Role plays the dialogue (page 84) Consolidation:

- Has some Ss read again the dialogue B3 Homework:

- Learn by heart all the vocabulary of B2, B3 - Do the exercise B2, B3

(102)

SECTION B: AT THE POST OFFICE PERIOD (B4, B5)

I OBJECTIVE: - Making purchases

- Developing listening, speaking and writing skills II LANGUAGE CONTENS:

* Grammar:

- Writing the prices

* Vocabulary: total, a part from … III TECHNIQUES:

IV TEACHING AIDS: - Cassette + tape

V PROCEDURES:

- Sticks a big card of an open dialogue (page 84) - Questions and answers:

1 What would you like? 2 How much does it cost? 3 Would you like any stamps? 4 How much is that altogether? 2 The new lesson:

experience B4

Pre-listening

While-listening

Has Ss look at the picture and introduces the situation:

“Mrs Robinson buys some things”

Let’s listen and write the prices of each item (With take notes)

- Has Ss listen three time (books closed) - Has Ss listen once more (books opened) - Let them answer the questions

Gives corrections:

- What is the total cost? – It’s 59,000 dong altogether

How much change will Mrs Robinson have from 60,000 dong? – She will have 1,000 dong in change

(103)

A writing pad: 3,000 dong

Five stamps: x 500 = 2,500 dong A phone card: 50,000 dong Questions:

1 What does Mrs Robinson want? How much is a packet of envelopes? How much is a pen?

How much is a writing pad? How much is a phone card?

- Gives practice in asking and answering questions

- Has Ss ask and answer the questions in pairs - Calls some Ss to perform their task

- Makes any necessary corrections - Ss give out the answers

- Ss write the answers in full sentences in their exercise books

a It is 800 dong to mail a local letter in Vietnam

b A letter to America cost’s …… dong c A part from stamps, the post office also sells…

d Yes, I No, I don’t I write to

They come from Vietnam, Thailand, China, and Japan

3 Consolidation:

- Read – Write  Learn by heart “Remember” Homework: