Anh Van8 Phan I

- Week: 1
- Period: 2
- Teaching date: - Lesson 1: - Listen & Read
- Language focus 1
* Aim: - Reading the dialogue for details and revision of simple present and
simple past tenses.
* Objective: - By the end of the lesson, students will be able to know more about
Hoa-Lan-Nien and to review simple present and simple past tense.
* Teaching aids: - Text book, cards.
* Procedure:
Content Teacher's activities Sts' activities

* Warm-up: (Pelmanism). - Guide Ss how to - Matching
meet play the game. words.
come
live - Present new words - Listen and
think on the board. repeat.
send - Guide Ss to read - Copy down.
thought new words. - Read new
- Check Ss' memory words in
receive by using technique chorus.
met "Rub out and
lived remember".
received - Give Ss some - Read the
came questions and ask questions and
sent them to answer answer them in
them. pairs.
* Pre-reading: - Give feed
1. Pre-teach vocabulary: back?
- to seem (translation). - Ask Ss to read the - Read the
- a next door neighbor. dialogue. dialogue and
(explanation: a person who lives next to your house). - Give the correct check their pre
- to look like (translation). answers. diction.
- Ask Ss to read the - Read the
2. Pre-questions: dialogue again and dialogue again
a. Is Nien Lan's friend or Hoa's friend? answer the and answer the
b. How old is Nien? questions. question.
c. Where does Nien live? - Call on some - Ask and
d. Is she a beautiful girl? students to ask and answer the
* While-reading: answer the questions.
 Read the dialogue (p.10). questions.
 Check the answers - Correct their
 Read the dialogue again mistakes or
 Answer the questions in exercise 2 on page pronunciation.
11.
* Answers: - Ask Ss to use the - Read the
a. Nien lives in Hue. simple present and paragraph and
b. No, she doesn't. simple past tense to fill in the gaps
c. The sentence is "She wasn't old enough to be in complete paragraph with the
my class". 1a (p.16) suitable words
d. At Christmas. - Provide some
verbs so that Ss can
use them to fill in
the gaps.
* Post-reading:
 Gap-filling: (live-sent-be-come)
"Hoa (1) in Hue last year, but now she (2) in
Hanoi. Yesterday, Hoa's friend Nien (3) Hoa a
letter. Nien (4) Hoa's friend neighbor when Hoa
lived in Hue. She (5) yourger than Hoa. She (6)
to Hanoi in December.
* Homework:
Ask students to do exercise 1(a) ; 1(b) (page 16) on
their notebooks.
- Week: 1
- Period: 3
- Teaching date: - Lesson 2: + Speak (page 11).
+ Listen (page 12, 13).
* Aim: - Listening for details to complete the dialogue and speak to describe
someone.
* Objective: - By the end of the lesson, students will be able to describe someone
and complete the dialogue by listening.
* Teaching aids: - Text book.
* Procedure:

* Warm-up: (Brainstorming). - Ask Ss to think of - Give the
thin curly the adjectives used adjectives to
to describe body describe body
body build hair build and hair. build and hair.
* Presentation: - Show Ss a picture - Describe

 Ex: - She has long blond hair. of Mary and ask Mary.
- She is short and thin. them to describe her
----> Form: hair, her body build.
- Explain the
structure. - Listen and
copy down.
- Supply the word
* Practice: cues and ask Ss to - Complete the
1. Word one drill: complete the sentences based
a. He / tall / thin. sentences. on cues.
b. She / short / shin.
c. He / short / fat.
d. long / black.
e. curly / blond. - Ask Ss to look at
f. straight / brown. six people on page - Look at six
2. Practice speaking: 11-12-Call on a people and
* Example: student to describe describe them
S1: This person is short and thin. She has long blond one person, the
hair. others have to guess
S2: Is this Mary? who he/she is
S1: Yes. - Give Ss some
expressions and - Listen and
* Pre-listening: make sure they read the
 Present the expressions in the box (p.12). know their mean expressions.
 Explain and read the expression mgs.
 Gap fill prediction. - Get Ss to guess
(Dialogues p.12-13) and to complete - Read the open
four dialogues on dialogues
 Give feedback. page 12-13. (p.12-13) and
- Let students (to) fill in the
listen to the tape blanks with the
twice. suitable
* While listening: - Listen and correct expressions.
 Listen to the tape twice. their (prediction) - Listen to the
 Compare with their prediction. pronunciation. tape and then
* Post-listening: check their
 Practise the dialogues. prediction.
- Pratise the
dialogues.
- Week: 2
- Period: 4
- Teaching date: - Lesson 3: - Getting started (p.10).
- Read (p.13 - 14).
* Aim: - Reading for specific information.
* Objective: - By the end of the lesson, students will be able to know more about
Ba's friend.
* Teaching aids: - Text books.
* Procedure:

* Warm-up: (Chatting). - Ask Ss to look at - Look at the
 Look at the pictures (p.10) and answer the four pictures on pictures and
questions. page 10 and talk talk about the
a. What are these students doing? about the activities activities they
b. Do you like soccer / reading books...? they want to do do after school
c. Whom do you like playing with? after school or in or in their free
* Pre-reading: their free time. time.
 Pre-teach vocabulary: - Present and give - Listen and
- character (translation). the meaning of new repeat.
- an orphanage: a place where children without words. - Copy down.
parents live. - Guide Ss to read - Listen and
- reserved (adj) them in chorus. read new words
- sociable translation - Check Ss' memory in chorus.
- (to) tell jokes: tell a story which makes people by using technique - Read and then
laugh. "What and where". write the words
- sense of humor (translation). again in the
correct circles.
- Read the
- Present the statements
 T / F statements prediction: statements on the given and
a. Ba only has three friends - Bao, Song, Khai. board. guess which
b. Ba and his friends have the same characters. - Set the scene: statements are
c. Bao-Song-Khai are quite reserved in public. These statements True, which are
d. They all enjoy school and study hard. are about Ba and his False.
 Give feedback: friends, read them
* While reading: and guess which
 Read the text (p.13). statements are True
 Check their prediction. / False. - Read the text
 Correction: - Ask Ss to open and check their
a. Ba has a lot of friends but he spends most of his their books and read prediction.
time with Bao, Song and Khai. the text on page 13. - Correct false
b. They have different characters. - Correct their statements.
c. Only Song and Khai are quite reserved. mistakes. - Read the text
 Multiple choice: - Guide Ss how to again and
(do exercise 1 on page 14). do exercise 1 (p.14) choose the best
and give the correct answers on
answers. page 14.
- Let Ss read the - Read the text
* Post-reading: text again and and answer the
 Read the text again and answer the questions answer the questions in
(exercise 2 p.14) questions. pairs.
- Write the
- Read the answers answer on the
* Homework: and correct the board.
- Learn vocabulary by heart. mistakes.
- Read the text fluently.
- Week: 2
- Period: 5
- Teaching date: - Lesson 4: - Write (p.15)
- Language focus 3 (p.17)
* Aim: - Writing about oneself and about other people.
* Objective: - By the end of the lesson, students will be able to write a paragraph
about their close friends.
* Teaching aids: - Text books.
* Procedure:

* Warm-up: (Kim's game). - Ask Ss to look at - Look at the
 Look at the pictures and describe the people in the picture (p.17) picture and
the picture (p.17) quickly. Then let Ss answer the
a. How many people are there in the picture? keep their books questions in
b. What is each person weaning? closed. group.
* Pre-writing: - Divide the class in
 Read the information about Fam. to 4 groups. The
 Answer the questions (exercise 2 p.15). group which
* While-writing: answers come city
 Write a paragraph about Tam based on the the fastest wins the
answers. game.
 Sample: - Ask Ss to read the - Read the
His / Her name is.......She is.......years old. He / She information about information
lives at.......in.......with his.......He / She is tall,.......... Tam then answer and then
He / She has short.......hair the questions. answer the
He / She has a lot of friends - Let Ss write a questions.
paragraph about - Write a
Tam, using the paragraph
information they about Tam,
have just got. using the
information
(individually).
 Write some information about one of their - Ask Ss to compare - Compare with
friends, then write a paragraph about him or with the paragraph the paragraph
her. in their books on in their books
page 15. on page 15.
- Let Ss write a - Write a
paragraph about one paragraph
of their friends. about one of
- Get Ss to share their friends.
with their partners - Correct the
and correct if mistakes if
possible. possible.
* Post-writing:
 Speak in front of the class about himself /
herself.
* Homework:
- Ask students to write another paragraph about one
of their family members.
- Week: 2
- Period: 6
- Teaching date: - Lesson 5: Language 2 - 4 (p.16 - 17)
* Aim: - Farther practice in simple present tense and the structure (not) +
adjectives enough + to-infinitive.
* Objective: - By the end of the lesson, students will be able to use simple present
tense to talk about general truths and write some sentences using the structure
(not) + adjective enough + to-infinitive.
* Teaching aids: - Text book - cards - pictures.
* Procedure:

* Warm-up: (Categories). - Divide the class in - Find out the
 Find but the adjectives beginning with the to two groups. adjectives
letters given. - Ask Ss to find out beginning with
- Example the adjectives the letters given
+ T writes: a b c d beginning with the in groups.
+ S writes: awful big clever disty. letters given.
* Presentation: - Listen and
 Pre – teach vocabulary. - Present and repeat.
- A planet: (ex: the sun, the moon, the earth,…) give the - Coppy down.
What are they? meaming of - Read in
- Mars new words. chorus
Translation - Gwide Ss to read ->individually
- Mercury new words in .
- Silly (adj) translation. chorus. - Listen to
 Revision of simple Present tense. - Review the simple their teacher.
* The sunple present tense is used to express an present tense
action which is always true. - Let Ss do exer cise
1. stes 2. goes 3. moves 2 on page 16.
4. is 5. is 6. is - Listen and correct - do exercise 2.
* Presentation: their pronunciation. - Read the
 Set the scene to introduce the structure. - Set the scene to dialogue loudly.
introduce the
Ex: structure.
- Analyse the - Listen and
structure and guide repeat.
Ss to read.
- Model two cues,
* Practice: (word cue Drill) the whole class
a. Read English books/v good repeats.
b. Drive a car/ x old - Let all students, - Practise the
c. Carry this bag/ v strong work in pairs, one structure in pairs.
d. Solve this problem/ x clever asks, the other
* Further practice: answers. - Give feed back.
 Exercise 4 (page 17). - Ask Ss to do - Practise the
exercise 4 on page dialogue.
* Homework: 17 in pairs.
- Ask students to write 5 sentences about
themselves using the structure: “(not) adjective
enough + to infinitive”.
- Week: 3
- Period: 7
- Teaching date: - Lesson 1: - Getting started (p.18)
- Listen & Read (p.19)
* Aim: - Reading for details about a conversation on the phone
* Objective: - By the end of the lesson, students will be able to use the telephone
to make and confirm arrangements.
* Teaching aids: - Text book.
* Procedure:

* Warm-up: (Matching). - Ask Ss to match - Do exercises
Match each object (pictures on page 18) with its each object with its (p. 18).
name. name.
* Pre-reading: - Show the picture - Look at the
 Set the scene. and ask “What are picture and
 Open prediction. they doing? answer the
a. Who made the call? Introduced: They questions.
b. Who introduced herself? are talking about
c. Who invited the other to the movies? going to see a - Read the
d. Who arranged a meeting places? movie. question and
e. Who arrange the time? - Ask Ss to guess. guess.
f. Who agreed to the time? - Give feetback
* While-reading: - Let Ss to read the - Read the

 Read the conversation. conversation. Give conversation
 Check their prediction. the correct answers. and check their
 Matching the phrases with their meanings. prediction.
a. Hold on. - Let Ss match the -Do exercises.
b. Is six thirty all right? phrases with their
c. Where’s it on? meanings.
d. A bit far from…..
1. Nó được chiếu ở đâu?
2. Khá xa…
3. Sáu giờ 30 được chứ?
4. Chờ nhé.
 Comprehension question: - Ask Ss to read the - Read the
a. What is Hoa’s telephone number? conversation again conversation
b. Which movies are they going to see? Where? and answer the and answer the
c. How is Hoa going to see the movies? questions. questions.
d. Where are they going to meet?
What time?
* Post-reading:
 Practice the conversation, using the frame: - Let Ss practice the - Practice the
S1: … conversation using conversation.
S2: Can I speak ….? This … the frame given.
S1: …
S2: I’m going to see … Would you…?
S1: Of course. But I have to ask…Hold on….OK….
says I can go, Where’s it on?
S2: At… Movie threatre.
S1: Let’s go by… - Move around the
S2: OK. Let’s meet outside the threatre. class and help the
S1: Is … OK? students.
S2: All right. See you at…Bye.
S1: Bye.
- Week: 3
- Period: 8
- Teaching date: - Lesson 2: + Speak .
+ Language focus 1.2.
* Aim: - Practice talking on the phone
* Objective: - By the end of the lesson, students will be able to talk on the phone
about intensions with “going to”.
* Teaching aids: - Text books, cards.
* Procedure:

•0 Warm-up: (Chatting). - Ask Ss some
- Do you have a telephone at home? questions. - Listen and
- How often do you make a phone call? answer the
- What would you say when you pick up the phone to questions.
answer it?
- What would you say if you are the caller? - Ask Ss to do - Put the
exercise 1 on page sentences in the
20. correct order to
make a
complete
* Presentation: conversation.
 Do exercise 1 on page 20. - Ask some question
 Question: to check Ss’
- Are they talking on the phone? understanding and
- What do they intend to do? focus on the - Listen and
- What time are they meeting? Where? structure. answer the
- What form of the verbs do you use to talk about questions.
intent?
 Form: S + be + going to + infinitive.
 Use: Express an intension.
* Practice: - Model two cues - Listen and

 Word cue drill. then ask Ss to repeat repeat chorally
 Model sentences: chorally   individually.
-0 Are you going to see a movie? individually.
-1 Yes, I am / no, I’m not. - Let Ss practice - Practice
a. See a movie. asking and asking and
b. B. Play sport. answering. answering.
c. C. Meet your friends. - Ask the whole - Practice in
d. D. Help your mother. class to work in pairs.
e. E. Do your homeworks. pairs.
f. F. Watch TV.
* Further Practice:
 Do exercise language focus 1 on phage 25. - Give an example
T: Nga has a movie ticket. What is she going to do? first.
S: She going to see a movie. - Let Ss work in - Give
a. They are going fishing. pairs. feetback.
b. She’s going to read a new novel.
c. She’s going to do her homework.
d. He’s going to watch an action movie on TV
tonight.
e. She’s going to give him a birthday present.
* Production: - Ask Ss to work - Give
 Exercise 2 on page 20. with their partners feetback.
 Practice the dialogue. to complete the
dialogue.
- Week: 3 - Period: 9
- Teaching date: Lesson 3: Read. (p. 21 - 22)
 
1Aim: Reading the paragraph for details about Alexander

Graham Bell.
2Objective: By the end of the lesson, Ss will be able to know
more about Alexander Graham Bell.
3Teaching aids: Textbook.
4Procedure:
Content T’s activities Ss’ activities

 Warm – up: (Brainstorming). - Let Ss answer
To chat with friend. To the question by -Answer the
communicate coming to the question
board and write
- Present and - Listen and

 Pre - reading: given the repeat
 Pre – teach vocabulary: meanings of new - copy down
- (to) emigrate : go to another country words - Listen and
to live - Let Ss repeat the repeat. the
- (to) transmit : (translation) truyền đi words in chorus words in chorus
- (to) conduct : điều khiển then rub out word - Rewrite the
- (to) demonstrate : chứng minh by word but leave words in the
- a device : thiết bị the circles. correct circles.
- a deaf – mute . a person who is unable - Get Ss to write Read and predict
to hear and speak the words again in which
-to come up with : tìm thấy the correct circle statements are
 T/F statements prediction -Present T/F true and which
a. Alexander G. Bell was born in the statements on the are false
U.S.A board and ask Ss
b. He worked with deaf- mute guess which
patients in a hospital in Boston statements are
c. Thomas Watson was Bell’s true and which are
assistant false.
d. Bell and Watson introduced the
telephone in 1877
e. Bell experimented with way of
transmitting speech between deaf-
mute over a long distance.
f. Bell demonstrated his invention at - Give feedback.
a lot of exhibition - Listen to their
 While – reading: - Read the text. teacher.
- Read the text
 Read the text on page 21-22
- Have Ss correct again and check
 Check their prediction. false statements. their prediction.
 Correct the false Statements.
 Put the events in the correct order
(p.22. Exercise 2) - Ask Ss to look at
 Alexander Graham Bell: the book page 22 - Read and put
1. Was born in Scotland - Get Ss to read the sentences in
2. Went to live in Canada. the event of Bell’s the correct order.
3. Went to live in the United States. life and put them - Give feedback.
4. Worked with people who could in the correct
neither speak nor hear. order.
5. Worked with Thomas Watson. - correct the
6. Success fully demonstrated his invent. mistakes - write a
7. Invented the telephone. paragraph about
 Post- reading: (write- it- up) Bell’s life
 Write a paragraph about Bell’s life,
using the information in the text
- Teaching date: Lesson 4: Write. (p. 23 - 24)
 
5Aim: Writing a message

6Objective: By the end of the lesson, Ss will be able to write a
telephone message
8Procedure:

 Warm- up: (Jumbled words) - write the words - Go to the board
1. mcuestor = customer whose letters are and write the
2. ayddmi = midday in a random order correct words
3. essgmea = message on the board - The team
4. nifuretu = furniture - Divide the class which writes
5. rvseice = service into 2 teams more correct
 Pre- writing: words first wins
 Chatting: - Talk to Ss about the game
Have you ever taken a telephone a telephone
message? When you take a message, message - Listen and
what should be mentioned in the - Ask some answer the
message? (Date, time, who sent, to question question
whom, content)
 Pre-teach vocabulary:
- a customer: a person who comes to - Present and give - Listen and
buy sth at a shop the meaning of repeat
- a delivery: sự giao hàng new words - Copy down
- stationery (n): papers, pens, rulers, - Guide Ss to read - Listen and
envelopes new words in repeat in chorus
- to pick so up: đón ai chorus
 While- writing: - check memory
by technique
 Reading and gap filling
“Rub out and
(1) phoned (2) May 12
remember” - Read and fill in
(3) speak (4) took
- Ask Ss to read the gaps in the
(5) name (6) delivery
the message and passage(p.23)
(7) Mr. Ha (8) at
fill in the gaps in
 Answers the passage on - Read the
Thanh Cong Delivery Service page 23 passage to get
Date: June 16 - Ask Ss to read information and
Time: After midday passage 2 on page write the
For: Mr. Van 23 to get message
Message: Mr. Nam called about his information and
stationery order. He wanted you call write the message
him at 8634082. - give feedback
Taken by: Mr. Toan - Correct their
 Post- writing: mistakes
 Set the scene: “Tom phoned Nancy,
but she was out Lisa, Nancy’s sister - write a
took a message for Nancy. Help Lisa - Guide Ss how to message for
to write the message ” do exercise 3 on Nancy, using the
 Answer: page 24 information
Date: from the
Time: dialogue
For: Nancy - Correct their
Message: Tom called about playing mistakes - Give feedback
tennis this afternoon. He will come  Homework:
over to pick you up at 1.30 Write the
Taken by: Lisa message on their
notebooks
- Teaching date: Lesson 5: Listen.
Language focus.
 
9Aim: Listening for details and further practice in adverbs of

place
10Objective: By the end of the lesson, Ss will be able to
complete telephone message by listening and further practice in
adverbs of place
12Procedure:

 Pre- listening: - Ask Ss to look at
 Set the scene the form of the
 Guess the message telephone
KINGSTON JUNIOR HIGH message on page
SCHOOL 21 and set the - guess the
Date: Time: scene “a woman message
For : The Principal phoned the
Message : principal of - give feedback
Kingston junior
high school but
Telephone number: hoe was out ” - listen to the
 While- listening: - Get Ss listen to tape and
 Listen to the tape the tape twice and compare with
 Compare with their guess fill in the message their guess
- Give the correct
answers
 Presentation: (Jumbled words ) - Present the
1. tdeousi 4. erhe words with this - Go to the board
2. siiden 5. stupairs ordered letters on and write the
3. hetre 6.wonstairds the board and tell meaningful
 Answer: Ss that they are words
1. outside 4. here adverbs of place
2. inside 5. upstairs - Let them work
3. there 6. downstairs individually, one
student one word
 Practice:
- Make sure Ss - Complete the
 Do exercise 3 on page 26 know the meaning speech bubbles,
 Set the scene: “Ba is playing hide of these adverbs using each
and seek with his cousin, Mr. Tuan. - Let Ss do adverbs in the
Use the adverbs of place to complete exercises box once
the speech bubbles” - Give the correct - Give feedback
 Answer: answer
a. Where is Tuan? I think he is
b. No, he isn’t here
upstairs
c. He isn’t downstairs and he isn’t
upstairs
d. Perhaps he’s outside
e. No, he isn’t there
f. I’m not outside. I’m inside, Ba.
 Homework:
 Write 6 sentences about your house,
using adverbs of place.
Eg: My room is upstairs
Unit 3: At home
- Teaching date: Lesson 1: Listen and read. (p. 27-28)
Language focus 1. (p.34)
 
13Aim: Helping Ss to read the dialogue for details and practise

the modal verbs: must have to, ought to .
14Objective: By the end of the lesson, Ss will be able to
understand the dialogue and use modal verbs to talk about the
housework
16Procedure:

 Warm- up: (Kim’s game) - Ask Ss to look at - Skim the
 Look at the pictures on page 27 and the pictures and pictures and
write the chores she often does at write the chores write the verbs
home she does at home
a. washes dishes b. Make the - listen and correct - give feedback
bed their mistakes.
c. cook d. sweep the
floor - Present new - Listen and
e. tidy up f. feed the words on the repeat
chicken board - copy down
 Pre- teach vocabulary: - Guide Ss to read - Listen and read
- a steamer (n): nồi hấp new words in chorus
- a cupboard (n): tủ ly - Check their - Fill in the
- a sauce pan (n): cái chảo memory by using circles with the
- chore (n): việc vặt technique “what correct words
- a sink (n): bồn rửa chén and where”
- Set the scene to
introduce the - Look at their
 Presentation: dialogue books and listen
 Set the scene at the dialogue - Get Ss to listen to the dialogue
the dialogue - Complete the
 Student listen to the dialoguewhile
- Let Ss do list of the things
looking at their books
exercises Nam has to do
 Complete the list of the thing Nam - Read sentence - Give feedback
has to do by sentence and
Nam has to - cook dinner give the correct - Listen and
- go to the market to buy
fish and answers copy down
vegetables - Elicit to show
the form of the
structure
- Model the
exchange
 Exchange: what do you have to - Practice the

do? structure
- I must wash dishes - Let Ss practice
 Practice: (Use the picture cues the structure,
drill ) using the picture
a. Make the bed cues drill
b. Sweep the floor
c. Cook dinner
d. Tidy my room
e. Feed the chicken
 Further practice:
Do exercise language focus 1 on page
34
 Homework:
Write things you have to do on Sundays
Ex: On Sunday, I have tidy my room…
I have to help my parents….
- Teaching date: Lesson 2: Speak (p. 28- 29)
 
17Aim: Practising speaking

18Objective: By the end of the lesson, Ss will be able to use the
prepositions of place to talk about the positions of furniture in the
house
19Teaching aids: picture on page 28- 29
20Procedure:

 Warm- up: (Kim’s game) - Show the picture - Skim the picture
- Look at the picture (p. 28) and write the of the kitchen to Ss and write down as
position of each item - Take away the many things as
picture and ask Ss they can
to write the things remember
 Presentation: - Ask Ss the - Answer the
- Where is the clock? It’s above the fridge positions of the questions
- The fruit? in the bowl items in the pictures
- The flowers? on the table
 Practice: - Give instruction - Practise talking
Talk about the position of each item about the position
 Further- Practice: of each item
 Set the scene: - Ask Ss to look at Talk about the
Mrs. Vui bought new furniture for her the picture and talk position of the
living room, but she can not decide where about their ideas. furniture.
to put it. You should help her to arrange
the furniture
Ex: - Let’s put the clock on the wall, - Listen and correct - Give feedback.
between the shelf and the picture their mistakes.
- OK I think we ought to put the TV
and the stereo on the shelf
- I think the coffee table should be
between the couch and the arm chair
- Let’s put the telephone next to the - Move around the - Practise talking
couch class and help the about the position
- I think we should put the magazines Students of each item in
above the books on the shelves pairs
 Homework: (write it up)
Describe your living room / bedroom
- Teaching date: Lesson 3: Read.
Language focus 4.
 
21Aim: Reading for details safety precautions in the house and

further practice in why – questions and answers - Because
22Objective: By the end of the lesson, students will be able to
understand the safety precautions in the house and use why -
because
23Teaching aids: Text book - picture

 Warm up: (Brain storming).
Drug electricity - Eliciting. - Answering.
Boiling
water
k
nife
five gas - Presents new - Copy down on

words on the their notebooks.
 Pre – reading: board
 Dre – teach vocabulary: - Listen and
- Precaution (n) : (translation) - Guides Ss to repeat in chorus.
- A socket : ổ cắm điện read new words.
- A match : que diêm - Two students
- An object : - Check Ss’ run forward and
- Safety (a) memory by using slap the word on
- (to) destroy technique “Slap the blackboard.
- (to) injure the board”. The one who
 T / F statements prediction: first slaps the
a. It is safe to leave medicine correct words is
around the house the winner.
b. Drugs can look like candy - Present the
c. A kitchen is a suitable place to statements on the - Read the
play board statement given
d. Playing with one match can not and guess which
start a fire - Ask Ss to read is true, which is
e. Putting a knife into an electrical the statements and false
socket is dangerous guess which in - Give feedback
f. Young children do not true, which is
understand that many household false
objects are dangerous - Listen to their
 While – reading: teacher
 Read the text and check their - Read the text
prediction loudly - Read the text
 Correct the false statements in silent and
- Give instruction check their
 Answer the question
prediction
a. Why must we put all chemicals
and drugs in locked cupboard
- give feedback
b. Why mustn’t we let children play
- Listen and
in the kitchen?
guides Ss how to
c. Why mustn’t children play with
correct the false - Correct the
matches?
statements false statements
d. Why must we cover electrical
sockets? - Practise asking
e. Why do we have to put all and answering
dangerous objects out of children’s the questions in
reach? - Move around the pairs
 Post – reading: class and help Ssl
Practice in why question with because
answer by doing the exercise language
focus 4.
- Teaching date: Language focus 3. (p. 36)
 
24Aim: Further practice in reflexive pronouns
use the reflexive pronouns
26Teaching aids: Text book
27Procedure:

 Warm-up: (Brains storming)
tidy up do our
homework
- Eliciting - Write thing do
cook they at home
clean the floor
repair the machine
fix the TV
set
- Set the scene to - Listen and

 Presentation: introduce the copy down
 Set the scene: “you do your home structure
work and no one help you what do
you say? ”
- Explain the
 Form: we use I with reflexive
myself pronouns
You yourself
He himself
She herself
We ourselves - run through the
They vocabulary - Listen and
themselves - Model and then repeat chorally
It itself ask Ss to repeat in individually
 Practice: chorus - Practise the
individuals question and
 Word cue drill:
- give instruction then the answers
a. You / do / homework
Did you do your homework?
Yes. I did it myself
b. He / fix / washing machine - read the open
c. Mary / cook / dinner dialogue and fill
d. These student / paint / the picture - Guide Ss how to in the blank with
e. You / do / your chores do exercise suitable
 Further practice: reflexive
Complete the dialogues, using the pronouns
reflexive pronouns:
a. Miss Lien: Did S.O help Ba draw
that picture? - Listen and give - give feedback
Bao: No, he did it himself the correct answer
b. Nga the repairman can’t fix the
washing machine until tomorrow - Practice
Mrs Linh: Come on. We’ll have to speaking in pairs
try and do it (1)
c. Aunt Thanh: What’s the matter?
Hoa: I cut (2) …..
d. e. page 36
 Homework:
Write 3 sentences with reflexive
pronouns and 3 sentences with
emphasis pronouns
Language focus 2.
 
28Aim: Listening and further practice in modal verb: ought to

identify the right item by listening further practice in modal verb:
ought to
31Procedure:

 Warm-up: (Bingo) - Call out it word - Write down on
 Suggested list of food: chicken, beef, in a loud voice their notebook 5
cake, candy, garlic, noodles, bread, things they eat
rice, ham, peas, …… - Listen to the
teacher
 Prelistening: carefully. The
 Prediction: - Get Ss to look at first person
Look at page 30 things they use to cook page 30 and guess crossing out on
the ” Special Chinese Fried Kice” 4 things they use find things
to cook shouts ”Bingo”
- give instruction and urns the
 While- listening: - Correct their game
 Listen to tape and check their mistakes - Prediction
prediction - give feedback
- Listen to the
 Presentation: - Set the scene to tape and check
Set the scene :”Hoa is very sad because introduce the their prediction
she failed her English test . What do structure - give feedback
you say to advise her?”
You should study harder - Explain the
- use: “should” is used to give advice to structure and its - Listen to their
some one usage teacher and copy
- Meaning: nên down
 Practice:
 Give advice to people in the picture - Ask Ss to do
(p. 35) exercise (p. 35)
a. I failed my English test . - Look at the
you should study harder pictures. Use
b. I’m late. “should “to give
You should get up early advice to the
c. I’m fat people
You should eat more fruit and… Move around the
d. My tooth aches class and help
You should see a dentist students
 Production:
Noughts and crosses:
His tooth / ache
Hoa / late - Guide Ss how to
My room / untidy play game
Play game
The floor / dirty ”Noughts and
Bao / overweight crooes”
She / thin
My English / bad
Her grades / bad
The washing machine not work
 Homework:
Write some advice when your friends
feels sick
- Teaching date: Lesson 6: Write.
 
32Aim: Writing a description of a room

write a description of a room in their house
34Teaching aids:
35Procedure:

 Warm-up: (chatting)
Ask something about the room on page - Ask the - Listen and
32 questions answer the
- Which room is this? questions
- What’s this? Where is it? - Copy down
 Pre- writing: - Present new listen and
 Pre- teach vocab: words and guide reading chorus
- folder Ss to read them
- beneath - Check Ss’
- towel rack memory by
- dish rack technique ”Rub - Read the
- lighting fixture out and description of
 Reading: remember” Hoa’s room
1. What is there on left of the room? - Let Ss read the - Listen and
2. Where is the bookshelf? passage on page answer the
3. What is there on the right of the 32 questions
room? - Ask some
4. Where is the wardrobe? questions
 While- writing:
- Describe Hoa’s
 Describe Ha’s kitchen, using the
kitchen, using
give cues.(p. 33)
the give cues
 Answer:
- This is Hoa’s kitchen
- There is a refrigerator in the right
corner of the room
- Next to the refrigerator are the stove
and the oven
- On the order side of the oven, there is
a sink and next to the sink is a towel
rack
- The dish rack stands on the counter on
the right of the window and beneath the
selve
- On the selve and on the
counterbeneath the window, there are
jars in sugar, flour and tea - write their
- In the middle if the kitchen, there are a sentence on the
table and floor chairs board
 Post writing: - Correct Ss’s
- Correction mistakes
- Talk to their partners about their room
 Homework:
Write a description of their bedroom /
living room
Unit 4: Our past
- Teaching date: Lesson 1: Listen and read.
 
36Aim: Reading the dialogue about the life of many year ago
tell the activities people use to do in the past

 Warm-up: (getting started) - Look at the
Look at the picture on page 38 and - give instruction picture and write
write the names of the things that do not the names of the
belong to the past things
 Pre- reading: - Present new - give feedback
 Pre – teach vocab: words and guide - Listen and
- (to) look after Ss to read them repeat
- Equipment - Check Ss’ - Copy down
- folk tale memory by - write the words
- Traditional technique “what in the correct
- great grandma and where” circles
 Checking: what and where
 True / false statement prediction
a. Nga is used to live on a farm - Present the - read the
b. Nga’s grandma didn’t go to school sentences on the sentences given
c. She has an easy and happy life board and predict
when she was young - Ask Ss to do which is true
d. There wasn’t any modern exercises and which is
equipment at her time false
e. “The lost shoe” is a short story - give feedback
- Read the story - listen to the
 While- reading:
loudly story
 Read the story - Read the story
 Check their prediction - Ask Ss to correct again and check
 Correct the false statement the false their prediction
 Answer the question statements - give feedback
a. Where did Nga’s grandmother use
to live? - Practise asking
b. Why didn’t she go to school? and answering
c. What did Nga great grandma? - Ask Ss to answer the questions
d. What did Nga’s great; do? the questions
Grandmother and great
grandfather do after dinner?
e. What did Nga’s ask her grandma
to do at the end of the
conversation?
 Post- reading: - Help Ss - Listen to
 Fact or opinion distinguish fact teacher’s
a. I used to live on a farm and opinion explanation
b. There wasn’t any electricity
c. Mom have to do every thing
without the help of modern - Ask Ss to do - Choose fact
equipment exercise and opinion
d. My father used to tell stories
e. The best one was The Lost Shoe
f. Traditional stories are great
 Homework:
- Learning vocabulary
- Read the dialogue again
- Teaching date: Lesson 2: Speak.
Language focus 4.
 
39Aim: Speaking about the way things used to be and the way
they are now
use “used to” to talk about the things they used to do

 Warm-up: (Jumbled words) - Present the - Rewrite the
- Electricity - rieletcicty words whose words in the
- Entertainment - menttaenterin letters are on correct forms
- Market - rkmaret disorder
- Supermarket - permasuekt
 Presentation: - Recall the - Answer the
 Structure: conversation, the questions
She used to live in a farm ask: “Where did
 Form: Nga’s grandma
use to live? “ - copy down
And show the
Structure”
 Use: used to express a past habit, or
an action usually happened in the
past
 Meaning: đã thường hay làm gì
 Practice: (word cue drill) - Practise asking
a. Live / Hue / Hanoi - Correct Ss’ and answering
- Did you use to live in hue? pronunciation the questions,
- No, I used to live in Hanoi using the given
b. Have / long hairs / short hairs cues
c. Get up / late / early
d. Walk to school / bicycle
e. Study / evening / early morning
 Production:
a. Where did they live in the past? And - Guides Ss - Compare 2
now? practice speaking picture on page
b. How / they / travel? 40, using “used
c. What’s about the electricity? to” to talk about
d. What’s about their life / work? - Elicit some ideas the actions in the
e. Did children use to go to school? so that student can past
f. What’s about their entertainment? talk about them
 Answer:
a. People used to live in small houses.
Now they live in big houses and
buidings
b. People used to walk. Now they can
go by cars or motorbikes
 Homework:
Write about the things you used to do last
year.
“Last year, I used to get up late. Now, I get
up early”
- Teaching date: Lesson 3: Read. (p. 41- 42)
 
42Aim: Reading the story “the lost shoe for details”
understand and retell the story “the lost shoe”
44Teaching aids: Text book , word cards for drilling
45Procedure:

 Warm-up: (Brains storming)
Name some folk tales that you have - Tell the names
read - listen and repeat of the folk tales
One hundred- section on the board that they have
bamboo read
seven- mile shoes

 Pre- reading: - Present new - Listen and
 Pre- teach vocabulary words and guide repeat
- cruel (a) (translation) Ss to read them in - copy down
- upset (a) (synonym) chorus - listen and
- fairy (n) (translation) repeat in chorus
- magical (a) individually
- rag - Present the - Read the
- (to) fall in love with statements on the statements gives
- immediately (adv) board and guess they
 T / F statements prediction are true or false
a. Little Pea’s father is a poor farmer
b. Her father got married again after - let Ss guess
his wife died
c. Her new mother was beautiful and
nice to her
d. She worked hard all day
e. She didn’t have new clothes to tale
part in the festival - Read the story - listen and read
 While - reading: loudly the dialogue
again and check
 Read the story “The lost shoe” on
their prediction
page 41 and check their prediction –
correct the false statements
- Ask Ss to answer - Answer the
 Answer the questions the questions questions and
a. Who was Little Pea? practice them on
b. What did Stout Nut’s mother make pairs
Little Pea get her new clothes?
c. Whom did the Prince decide to
marry?
d. Is it a true story? - Ask Ss to - Fill in the
How do you know? complete the blanks with
 Post - reading: sentences suitable words
 Gap – filling: from the story
Complete the sentences with words - Correct mistakes - give feedback
from the story ( p. 42)
 Homework: rewrite the story
- Teaching date: Lesson 3: - Listen.
- Language focus 1-2.
 
46Aim: Listening and further practice in past simple tense

understand the main idea of a story by listening and further
practice in past simple tense.
48Teaching aids: Text books.
49Procedures:

 Warm-up: ( Pelmanism ). - give instructions - play game
Run ran fly flew ride came rode eat ate
sit sat come.
 Pre- teach vocabulary: - Present new - Listen and
- Foolish words on the repeat
- Greedy board - copy down
- Gold - read new
- (to) lay – laid – laid - Guide Ss to read words in chorus
- Amazement. them in chorus
 Pre - listening:
 Prediction:
Predict the moral lesson of the story - Guess the main
a. Don’t kill chickens - Let Ss predict ideas of the
b. Don’t be foolish and greedy the moral lesson story
c. Be happy with what you have of the story
d. It is difficult to find gold
 While - listening:
Listen to the tape and check the
prediction - Ask Ss to listen - listen to the
to the tape and tape and check
 Post - listening
check their their prediction
 Answer the question prediction - give feedback
a. How did the farmer live?
b. What did he discover? - Listen and
c. What did he decide to do? - Ask some answer the
questions questions
 Language focus 2:
 Complete the dialogues below. Use
the past simple - Review the - Complete the
a. Lan:……………………… ? simple past tense dialogues and
Nga: No, I ate noodles - Ask Ss to do then practice in
b. S1: How did you get to school? exercise 2 (p. 44) pairs
S2:……………..
c. S1: I was at home
d. S1: Which subject did you have
yesterday?
S2:………………
 Practise the dialogues in pairs
 Homework:
- Write twenty irregular verbs on the
notebooks
- Retell the story based in the answers
- Teaching date: Lesson 5: Write 1-2.
 
50Aim: writing a short story

use simple past tense to write a folk tale
53Procedure:

 Ask some questions about imaginary
stories: - Ask some - Listen and
- Do you want to read imaginary questions answer the
stories? questions
- Name some of them
- Which story do you like best?
- Do you read the story “how the tigers
got his stripes ”? - Present new - listen and
 Pre- Writing: words and give repeat
 Pre – teach vocabulary: their meaning - Copy down
- wisdom (n) translation - Guide Ss to read - Read new
- a stripe new words in words in chorus
- a straw chorus - Match the
- a servant - Check Ss’ words with the
- (to) escape memory by using suitable meaning
- (to) graze technique - Read and
- (to) light – lit – lighted “matching” complete the
 Read and complete the story. (p. 43) - give instruction story
 Answer:
- give feedback
1. appear 2. as 3. said
4. left 5. went 6. tied
- Ask Ss to work
7. lit 8. burned 9. escaped
in group of 4 – - Discuss and
 Answer the questions: answer the answer the
a. Where was the man questions questions
b. What did they buffalo do when the
tiger appeared? - listen and give - give feedback
c. What did they tiger want to know? the correct
d. What did he do before going home answers
why?
e. What did he do when he returned? - Imagine to be a
 While - writing: - Get Ss to do man to write the
Write the story exercise 2 story
- Get Ss to change
“the man I
His My ”
 Post - writing:
- sharing and correcting - Get Ss to share
- Take some writing to correct in front with their partners
of the class and correct
 Homework: mistakes
Write the story again, imagine you are:
- the tiger
- the buffalo
- Teaching date: Lesson 6: Language focus 3-4.
 
54Aim: Further practice in prepositions of time and “used to”

use prepositions of time and “used to” (to talk about the action
which always happens in the past)
57Procedure:

 Revision: (Matching)
In January
On 3 p.m
At Wednesday
Between November
1997
After / before 6 Am July 2nd
7 a.m and 9 - Do exercise on
a.m - give instruction page 44
 Practice: individually then
 Do exercise 3 on page 44 compare with
 Answer their partners
a. on b. in c. between - give feedback
d. at e. before - look at the
 Do exercise 4 on page 45 pictures and then
1. used to have complete the
2. used to be dialogue
3. used to live
Unit 5: Study habits
- Teaching date: Lesson 1: Getting.
Listen and read.
 
58Aim: Reading the dialogue for details

understand dialogue between Tim and his mom about his study
61Procedure:

 Warm-up: (Network) - Ask students to - Write the
Chemistry Math write as many subjects they
subjects as they have studied at
can on the school
blackboard
Geography History
 Pre- reading: (chatting)
- What subject are you good at? - Ask questions - Listen and
bad at? answer the
 Pre – teach vocabulary: questions
- a report card - Present new - Listen and
- pronunciation words on the repeat
- (to) improve board - Copy down
- (to) be proud of - Listen and
- (to) try one’s best - Guide Ss to read repeat in chorus
 T / F statements prediction: new words in
a. Tim was out when his mother chorus - Call out the
called him - Checking: Rub English words
b. Tim’ mother meet his teacher at out and remember
school
c. Tim’s report is poor - Read the
d. Tim needs to improve his Spanish - Present the sentences given
grammar sentences on the and predict
e. Tim promised to try his best in board which is true
learning Spanish and which is
 While - reading: - give feedback false
 Read the dialogue
 Check their prediction and correct - Give feedback
the false statements - Ask Ss to read - read the
 Answer the questions: the dialogue and dialogue and
a. Who is Miss Jackson? check their check their
b. What did Miss Jackson give Tim’s prediction prediction –
mother? correct the false
c. How did Tim study this semester? statements
d. What did Miss Jackson say Tim
should do? - Practise asking
e. What did Tim’s mother give him at - Ask Ss to answer and answering
the end of the conversation? the questions the questions
 Post - reading:
 Survey:
Name - Interview their
What subject - go around the friends
class and help
Mai weak students
literature
Ex: What subject do you need to

improve?
Listen.
 
62Aim: Practising speaking and listening

talk about their study habits and to listen for specific information
to fill in a report card
64Teaching aids: Text book , poster
65Procedure:

 Warm-up: (Brainstorming) - Elicit ideas - write their
How to improve your English? from students ideas on the
- Read English story blackboard
- Do grammar exercises
- Speak English to friends in class
 Pre - listening: - Present new
 Pre – teach vocabulary: words on the - listen and
- behavior (n) board repeat
- a participant - Guide Ss to read - copy down
- satisfactory new words in - listen and
- cooperation chorus repeat in chorus
- attendance individuals
- (to) appreciate
 Prediction:
Look at Nga’s report and predict the - give instruction - look at Nga’s
missing information report and guess
 While - listening: the missing
- Ask Ss to listen information
 Listen to tape and check their
to the dialogue - Listen to the
prediction
tape and check
1. 87 days present
their prediction
2. 5 days absent
- Correct their
3. participation: Spanish pronunciation
mistakes - give feedback
4. listening: comprehension
5. Speaking: A.
6. Reading: A.
7. Writing B.
 Answer the questions:
1. Who are Nga’s parents? - Ask Ss to
2. What’s Nga’s teacher’s name? answer some - Answer the
3. What subject was reported? questions about question
4. What are the comments? Nga’s report card - give feedback
 Post - listening: - give the correct
 Practise asking and answering the answer
questions
1. When do you do your homework?
2. Who helps you with your - go around the
homework? class and help - Work in pairs,
3. How much time do you spend on? weak students asking their
Math? partners
English? questions and
History? talking notes of
Literature? the answers
4. Which subject do you need to
improve?
5. What do you do to improve your
English?
 Homework:
Write something about your partners
study habits
 
66Aim: Helping students to read the text for details

understand the text and get specific information
69Procedure:

- Do you like learning English?
- How many new words do you try to - Ask some - Answer the
learn a day? question questions
- What do you do when you read a new
words?
- How do you learn new words?
 Pre - reading: - Present new - Listen and
 Pre – teach vocabulary words on the repeat
- mother tongue board - copy down
- (to) underline - Guide Ss to read - read new
- (to) highlight them in chorus words in chorus
- (to) come across - Use the
- (to) stick technique “Slap
 While - reading: the board to
check” - Read the
 True / false statements statements and
a. All language learners write the predict which is
meaning of new words in their true and which
mother tongue - give instruction is false
b. Some learners write examples of
words they want to learn
c. Every learners tries to learn all - Read the text
new words they come across and check their
d. Many learners only learn new - give feedback prediction
words that are important
 Answer the questions
 Post - reading:
a. Do learners learn words in the
same way?
b. Why do some learners write - Answer the
example sentences with new questions
words? - Ask Ss to answer - give feedback
c. What do some learners learn all the questions - Practise asking
the new words they come across? - give the correct and answering
d. What is necessary in learning answers the questions
words?
e. How should you learn words?
 Homework:
Write the ways of learning words that
you think are the best for you
- Teaching date: Lesson 3: Write 1 - 2
 
70Aim: Writing letters to friends.

know the format of a letter and practice writing a letter to a friend
72Teaching aids: Text book – poster.
73Procedures:

 Warm-up: - Set the scene to - Listen and
 Brainstorming. introduce the answer the
- What do you often write in a letter? lesson questions
- address - Ask some - Tell what they
- date questions dealing often write in a
with writing letter
 Prewriting: letters
 Read the parts of the letter on page - Read the parts
50 and compare with their prediction in the box (page
 Open prediction: Predict the order of - give instructions 50)compare with
the parts of the letter prediction
- Ask Ss to guess
 Read the letter ( page 51) and check
the order of the - Read the letter
their prediction
parts of the letter on page 51 and
 Pre – teach vocabulary: - give instruction check their
- Mid- Autumn Festival (n) - Listen and give prediction
- enjoyable(a) the correct - give feedback
- (to) celebrate answers - listen and
- result(n) - Present new repeat
 Read the letter and answer the words and guide
questions: Ss to read - Copy down
1. Who wrote the letter? To whom? - Check Ss’
2. What are there in the heading? memory by
3. What is the main part of the letter? technique “rub out - Read the letter
4. What did Hoa receive a few days and remember” and answer the
ago? - give instruction questions
5. Is Hoa good at Math? - give feedback
6. What subjects is Hoa good at? - Correct their
7. Where is she going to celebrate the mistakes
festival with her grandmother?
 While - writing:
Do exercise on page 51. Help Lan write - write a letter,
a letter to her pen pal Donna in given using the given
information - guide Ss to do information
 Post - writing: exercise
- sharing and comparing

- Feedback - correction
 Homework:
Write a letter to your friend to tell him
or her about your second semester
report and about your summer holiday
 
74Aim: Further practice adverb of manner and the modal

should.
use adverbs of manner and modal should as an advice
76Teaching aids: Text book.
77Procedures:

 Warm – up: (pelmanism)
Good warm bad fast badly
rode eat ate sit sat
 Presentation 1: Set the scene “use any - Set the scene to - listen to their
word from the game pelmanism to introduce the teacher
complete the dialogues” structure
Ex: Lan has a (1) voice and she usually - Help Ss - look at the
speak (2) distinguish the use example
1. soft (adj) 2. softly (adv) of adjectives and
 Practice: adverbs
a. Does Mrs. Nga speak English? - Do the exercise
Oh, yes. She speaks English well - give instruction on page 52,
b. Ba always gets excellent grades using the
That’s because he studies hard adverbs in the
c. ……………. Run fast box to fill in the
d. ……………..behaved badly dialogue
e. ……………..speaking softly - correction
 Presentation 2: - give feedback
 Set the scene: ? - Ask some
a. Is Mr. Hao’s house new? questions - look at Mr.
b. Is the wall discolored? Hao’s house and
c. How is the door? answer some
d. Is there grass in his garden? questions
e. Should Mr. Hao repair the roof?
 From: S+ Should + Infinitive - give explanation
of the modal
“should”
 Practice:
Mend? Paint?
- use the verbs to
- guide Ss to do advise Mr. Hao
exercise what to do
Replant? Repair?
Cut?
a. Mr. Hao should repair the roof
b. Mr. Hao should paint the house - write sentences
c. Mr. Hao should cut the grass using the given
d. Mr. Hao should replant the tree cues
e. Mr. Hao should mend the door
 Homework:
Write 5 sentences using “should +
infinitive” and the following cues
a. Do morning exercise / regularity
b. Study hard
c. Get up early
d. Ride bike / carefully
e. Keep room tidy
 
78Aim: Practising commands, requests and advice in reported

speech
use reported speech with commands requests and advice
81Procedures:

 Presentation: - Set the scene to
- Example: introduce the
Miss Jackson said: structure
“Can you give Tim this dictionary? ”
Or “Please give Tim this dictionary” - Explain how to - Listen to their
Tim’s mother reported it to Tim change into teacher
“Miss Jackson asked me to give you reported speech
this dictionary.”
“Miss Jackson told me to give you this
dictionary”
 Practice:
1. Drill 1: - Explain the - Work in pairs

a. Miss Jackson asked me to wait for situation clearly to do exercise on
her outside her office page 53
b. Miss Jackson told me to give you
your report card for this semester
c. Miss Jackson asked me to help
d. Miss Jackson told me to meet her - Ask students to - Work with
next week report Miss their partners to
2. Drill 2: Jackson’s advice do exercise 4 on
a. Miss Jackson said you should to Tim’s mother in page 53
spend more time on Spanish their conversation
pronunciation
b. Miss Jackson said you should
practice speaking Spanish
everyday - Correct their - Practice in
c. Miss Jackson said you should pronunciation pairs
listen to Spanish conversation on
TV
d. Miss Jackson said you should
practice reading aloud passage in
Spanish
e. Miss Jackson said you should use
this dictionary to find out how to
pronounce Spanish words
 Homework:
Review commands, requests, and
advice in reported speech
Unit 6: The young Pioneers club
- Teaching date: Lesson 1: Listen and read.
Language focus 2.
 
82Aim: Reading for details and practice in gerunds.

understand the dialogue and practice in gerunds used after some
verbs: love, live, hate, enjoy.
85Procedures:

 Warm – up: - Ask some - Listen and
- What do you usually do on your questions about answer the
summer holiday? their activities and questions
their summer
- Are there any activity programs for the holidays
summer? - Listen and
- Do you take part in them? - Present new words repeat
 Presentation: - Copy down
 Pre- teach vocabulary: - Guide Ss to read - Listen and
- (to) enroll them in chorus repeat
- answer application form
- Out door activities
 Listen and read the dialogue - Listen and read
 Complete Nga’s details - Set the scene to the dialogue at
- Name: Pham Mai Nga introduce the the some time
- Home address: 5 Tran Phu Street dialogue - Complete
- Phone number: not available - get them to work Nga’s particulars
in pairs
- listen and
• What’s her name?
- Ask some answer the
• Where does she live? questions to check questions
• When was she born? their understanding
• What are her hobbies?
 Concept checking: - Listen and
- What is after “likes”? (drawing) - Ask some answer the
- What is after “enjoys”? (acting) questions to explain questions
- What do you call “drawing and the structure
acting” (gerund)
- What is the form of “gerunds”
(v_ing)
- When do we use “gerund”? (after - Repeat in
some verbs: like, love, enjoy, late, - Model the first choral twice and
mind) two cues then individually
 Practice: (word cue drill)
a. Play soccer / volleyball
b. Watch TV / listen to music
c. Read books / do homework - Work in groups
d. Chat with friends / do the of there to ask
housework their friends and
e. Cook meal / decorate the house tick on the chart
 Production: - listen and correct - give feedback
Do exercise 2 on page 61. Talk about the mistakes
our friends hobbies
 Homework:
Write about their friends’ hobbies
- Teaching date: Lesson 5: Speak a
Language focus 3a.
 
86Aim: Practising asking for favors.

ask for favors and respond to favors
89Procedures:

 Presentation: - Ask Ss the - Answer the
- What do you say to ask for a favor? meaning of the questions
Can / could you help me? word favor
- When do you ask for favor? - Present the - Copy down

Need some help phrases used to - Read the
- How do you say to respond to favor? ask and respond phrases in
Certainly / of course / sure / no for favor on page chorus
problem 55
 Practice: - Guide Ss how to - Use the
Do exercise 3a on page 61-62 inpairs do exercise expressions in
 Further practice: the box to fill in
Practise the dialogue between Mrs. - Correct their blanks the
Ngoc and Hoa (Page 55-56) pronunciation dialogues
- Practice
speaking in pairs
- Teaching date: Lesson 5: Listen – Speak a
Language focus 3b.
 
90Aim: Listening for details and practicing speaking when

offering assistance.
complete a song and offer and respond to assistance
93Procedures:

 Pre - listening: - Present new - Listen and
 Pre – teach vocabulary: words and guide repeat
- (to) write Ss to read in - copy down
- peace (n) chorus - Predict the
 Guess the missing words - let Ss guess the words to fill in
missing words the grass in the
song (p. 56)
- give instruction
 While - listening: - Share with
Listening to the song and check their - Ask Ss to listen their partner and
prediction to the song and give feedback
 Presentation: check their
Present the dialogue between a prediction - Listen to the
receptionist and a tourist (p. 56) (2h) dialogue
- Read the - Listen and
 Questions:
dialogue p. 56 answer the
- What does the receptionist say?
- Ask some questions
“May I help you?”
questions to check
- What’s for?
students’ - Copy down
(for offering assistance)
understanding and read in
- Another way to offer assistance?
- Present the chorus and then
(Do you need any help?
phrases to offer or individually all
Let me help you)
respond assistance the phrases in
- How do you say to respond to
the chart
assistance? (Yes, No, Thank you)
- Complete the
 Practice: dialogues in
Do exercise on page 62 use useful - Ask Ss to do exercise 3b
expressions in the boxes on page 55 to exercise 3b on (p.62)
complete the dialogues. Then practice page 62
the dialogues with a partner - Practise the
 Homework: - Move around the dialogues in
- Learn the expressions class and help pairs
- Practise the dialogue fluently students
- Teaching date: Lesson 5: read 1-2.
 
94Aim: Reading comprehension the passage about the Boy Scout

of America.
know more about youth organization – The Boy Scouts of
America (BSA)
96Teaching aids: Text book, poster
97Procedures:

 Warm – up: (Jumbled words) - Write the - Rewrite the
1. Racchtaer 4. Pexailn wordswhose words in the
2. Iojn 5. letters are in correct forms
Nessmsibuan discover
3. Mai 6. Thauolgh - Listen and
 Pre- reading: - Present new repeat
 Pre – teach vocabulary: words on the - Copy down
- (to) encourage board - Read the words
- citizenship (n) - Guide Ss to read in chorus
- coeducational (a) in chorus
- voluntary(a) individually - Slap the words
- (to) lead – led – led on the board
- (to) establish - Check
 T / F statements prediction vocabulary by - Predict which
1. The Boy Scout of America is a “slap the board” statement is true,
youth organization and which is
2. Scouting began in America - Ask Ss read the false
3. William Boyce is a businessman in statements given
London and guess they are
4. Boys and girls can join BSA true or false - give feedback
5. The Scouting Association is the
biggest voluntary youth
organization in the world
 While – reading: - Read the
passage on page
 Read the passage on page 57 and
- Give instruction 57 and check
check if their prediction is correct or
their prediction
not
- Give feedback
 Fill in the missing dates - Listen and - Read the
f. 1907 correct false passage again
g. 1909 statements and fill in the
h. 1910 - Ask Ss to read missing dates
i. 1994 the passage again - Give feedback
 Post - reading: and fill in the
 Do exercise 1 (p. 57) missing dates - Answer the
j. Scouting began in England in 1907 - Correct mistakes questions
k. The meeting between a boy Scout
and Mr Milliam Boyce let to the - Ask Ss to work
Scouts Association crossing the in pairs to do - Ask and
Atlantic in 1910 exercise 1 (p. 57) answer in front
l. Girls can join in the Girls Guides of the class
Association and Camp Fire Boys - Correct the
and Girls pronunciation
m. They are building characters, good
citizenship and personal fitness
- Teaching date: Lesson 5: Write 1-2.
 
98Aim: Writing a letter.

write a letter about a future plan using “be going to”
101Procedures:

 Warm – up: (Revision) - Ask Ss the usage - Answer
Review the structure “be going to” of “be going to”
 Pre - Writing: - Present new - Listen and
 Pre – teach vocabulary words and guide repeat
- (to) raise fund Ss to read them in - Copy down
- a bank chorus - read new
- natural resources words in chorus
 Read the notice: (p. 58) - Ask Ss to read - read the notice
a. What do members of the Y and Y the notice (p. 58)
have to do in the recycling - Ask some - Listen and
program? questions to check answer the
b. What is the purpose of the Ss’ understanding questions
recycling program?
c. What other programs can members
of the Y and Y participate in? - Ask some - Answer the
 Complete the letter: questions to set questions
a. Who writes the letter? the scene
b. To whom does Nga write? - Get Ss to work - Fill in the gaps
c. Is Nga a member of Y and Y? in pairs to in the letter
 Answer: complete the letter - Give feedback
1. community 2. recycling
3. collect 4. send
5. recycling 6. save
7. earn 8.
participating - Ask Ss to read - Read the
9. planning 10. helping the dialogue dialogue
 Read the dialogue (p. 59)
 Answer the questions: - Ask some - Listen and
- Why does Hoa look happy? questions to check answer the
- What is she going to do in the Ss’ understanding questions
environment month?
- What are they doing to earn money
for their school Y & Y? - Ask Ss to write a - Write a letter
 While - writing: letter
Write a letter
 Post - Writing:
- sharing – comparing
- Correction
- Teaching date: Lesson 6: - Getting Started.
- Language focus 1.
* Aim: - Introducing some activies of the Y & Y

Organizatio and practise present tense writh future meaning.
* Objective: - By the end of the lesson, students wrill be able to use Simple
Present Tense to talk about future activities.
* Teaching aids: - Textbook.
* Procedure:
Content T's activties Ss' activities

* Warm-up: (Brainstorming) - Say the activities
of the Y&Y.
- Listen and repeat
- Present new words - Copy down.
* Presentation: and guide Ss to read - Read new words
□ Pre-teach vocab: them in chorus. in chorus.
- a rest home
- an orphanage
-A stachum - Set the scene to
introduce the
□ Set the scene
dialogue.
- Introduce the dialogue: Lan and Mai are
- Ask Ss to - Complete the
members of the Y & Y organization. They
complete the dialogue.
are talking about the summer activity
dialogue.
program.
Lan: Where do we collect and empty
garbage?
Mai: At Dong Xuan Market.
Lan: When do we collect and empty - Ask Ss to practise
- Practise the
garbage? the dialogue.
dialogue.
Mai: On Jannuary 9.
Lan: What time do we start and finish? Some questions
- Answer some
Mai: We start at 8am and finish at 5pm. - Ask Ss to check questions.
their understanding.
□ Concopt checking:
 When do we use "where"?
(to ask for the place).
 When do we use "when".
(to ask for the date).
 When do we use "What time"?
 What tense do we use in the dialogue?
* Practice: - Ask Ss to practise - Practise asking
□ Do exercise 1 on page 60. asking anol and answering
answering about the about the Y&Y
Y&Y activity activity program by
program. using the given
cues.
* Homework:
Ask students to write on their notebook
the report on the Y & Y organization
Spring Activity Program.
- Teaching date: One Period Test
----oOo----
I. Read the story and answer the questions:
One day, as a farmer was in his field and his buffalo was graring nearby, a
tiger appeared. The tiger wanted to know why the strong buffalo was the servant
and the small man was the master. The farmer said he had sth called wisdom, but
he left it at home that day. He went to get the wisdom, but before that he tied the
tiger to a tree with a rope because he didn't want it to eat the buffalo. When he
returned, the farmer brought some straw with him. He said it was his wisdom. He
lit the straw and the fire burned the tiger. The tiger escaped, but it still has black
stripes from the burns today.
* Questions:
1. Where was the man?
2. What did the buffalo do when the tiger appeared?
3. What did the tiger wnat to know?
II. Choose the best answer to complete the sentences given:
1. I'll see you ....... wednesday.
a. in b. on c. at d. after.
2. Little pea ........ to do the housework all day after her father got married
again.
a. has b. had c. have d. was
3. Last year, I ...... to get up late.
a. use b. usesc. used d. using
4. Lan ...... you eat rice for lunch?
Nga: No. I ate noodles.
a. Did b. do c. Does d. Are
5. Lan ......... were you yesterday evening?
Nga: I was at home.
a. what b. How c. Where d. Who
6. Which subject did you have yesterday? - I ...... Math.
a. had b. have c. has d. have to.
III. Tell about the things you used to do last year.
IV. Write a description of the Kitchen.
a. This/ Hoa's Kitchen.
b. There/ refrigerator/ right corner/ room.
V. Listen - write the sentences you hear.
The end
- Teaching date:
Lesson 1: - Getting Started.

- Listen and Read.
* Aim: - Helping students to know about the places in their neighborhood.

* Objective: - By the end of the lesson, Ss will be able to know more about
Na's new neighbor.
* Procedure:

* Warm-up: (Getting started) - Ask Ss to match - Match the names
a. grocery store b. stadium the names of places of places found in a
c. wet market d. drug store with the switable neighborhood.
pictures.
e. hairdresser's f. swimming pool
- Present new words
* Pre-reading:
and guide ss to read - listen and repeat-
□ Pre-teach vocab: them in chorus.
- close by (adv) copy down.
- Check Ss' memory
- (to) serve.
by technique "What
- a pancake. - Read in chorus.
and where".
- tasty (adj)
□ Pre- questions: - Writ the words in
a. How long has Nam lived in that the correct circles.
neighborhood? - Give two
questions and ask
b. Where does Na want to go?
students to work in
pairs to guess the - listen and predict
answers. the answers.
* While-reading: - Ask Ss to read the - Read the dialogue
□ Do exercise 2 on page 64. dialogue. and check their
a. New. prediction.
b. last week. - Read the dialogue
again and complete
c. tired.
the sentences on
d. restaurant. - Listen and correct
page 64.
e. Hue Ss' mistakes.
f. pancakes. - Give feedback.
* Post-reading:
□ Answers the questions:
a. How long has Nam lived here? - Listen and give
b. Is Na's mother tired? the correct answers.
c. What Kind of food does the restaurant
serve?
* Homework: - Let Ss ask and - Practise asking
Write a passage about their neighborhood answer the and answering the
by answering the following questions: questions. questions in pairs.
a. How long have you lived in your
neighborhood?
b. Do you like it? Why? - Guide Ss to write
c. Is there a restaurant/ post office/ a passage.
market/..... in your neighborhood?
d. How do you do to keep your
neighborhood clean.
* Aim: - Speaking about how to send a parcel or a letter.

* Objective: - By the end of the letter, students will be able to talk about to
send parcels or letters.
Procedure T's activties Ss' activities

* Warm-up: (chatting) - Ask some - Listen and answer
 What's this? questions. the questions.
 Where can I post it to my freind?
 How can I post it?
 How much.
- Present new words - Listen and repeat
* Presentation:
on the board - guide - Copy down.
□ Pre-teach vocab: Ss to read new - Read in chorus.
- air-mail: (explanation: letter or parcel words in chorus.
sent by air)
- surface-mail: letter or parcel sent by bus,
trai or ship.
- Charge. - Check vocab: Rub - Read the dialogue
□ Reading comprehension: out & remember. and find out the
a. Does Mrs. Kim send the parcel airmail - Set the scene to answers.
or surface mail? Why? introduce the
b. What's the weight of her parcel? dialogue and give
Ss some questions. - Give feedback.
c. How much does she pay?
* Practice: - Correct Ss' - Practice the
□ Dractise the dialogue. pronunciation. dialogue.
* Further practice:
* Expected dialogue:
Clerk: Can I help you? - Elicit and - Make the
Mrs. Lan: I wnat to send a letter to encourage Ss to dialogues
Kontum. make the dialogues themselves.
themsehes.
Clerk: Do you wnat to send it airmail or
surface mail?
Mrs. Lan: I send it airmail. How much is
it?
Clerk: Let me see, Mmm, 15 grams, it's
only 1,200 dougs.
Mrs. Lan: Here you are.
Clerk: Thank you.
- Make similar
dialogues.
2. Postcard/ HCM City/ airmail/ 15g. - Give other (The box on page
3. parcel/ Buon Me Thuot/ surface 2 kgs. sitwations and ask 65 will help them
4. parcel/ Ca Mau/ airmail/ 5 kgs. students to make know the price.
similar dialogues.
* Homework:
Students write a dialogue on their
notebooks.
* Aim: - Listening for specific information.

* Objective: - By the end of the lesson, Ss will be able to know what Na is
going to do on weekend by listening.
* Teaching aids: - Textbook, cassettes.
* Procedures:

* Pre-listening: - Look at the
□ Brainstorning and gisessing: - Ask Ss to predict. advertisements and
- Look at 4 advertisements of "What's on guess what is in the
this week?" and get Ss to guess what is in blanks.
the blanks 2-3-4.
* While-listening:
Task 1: - Ask Ss to listen to
□ Listen to the tape and fill in the blanks. the tape and fill in - Listen and fill in
* Answers: the blanks in each the blanks.
a. The new comer. advertisement.
b. Town Ground. - Give feedback.
c. English speaking contest.
d. Culture House. - Correct the
Task 2: mistakes.
□ Read the statements in the exercises 2
page 66. - Get Ss to read the - Read the
statements and statements and
guess. predict which is
true, which is True
and which has no
* Answers: informat".
a. Na doesn't know the neighborhood very - give feedback.
well. - Correct the
mistakes.
b. Na doesn't like movies.
c. Na will go to the photo exhibition.
d. Na won't go to the English Speaking
Contest.
e. Na will go to the soccer match with
Nam.
f. Nam is a soccer fan.
* Post-listening: - Listen and
□ Answers the questions: answers the
a. Does Na like movies? questions.
b. Why won't she go to see the film "The - Ask Ss some
new comer?" questions to check
c. Why won't Na go to the photo their understanding
exhibition? of the conversation.
d. Who will Na go to the soccer match
with?
e. What time does the match start?
* Homework:
Ask students to write a short passage
about what Na is going to do.
* Aim: - Reading for details about Tran Phu Shopping Mal.

* Objective: - By the end of the lesson, Ss will be able to understand the
passage about a new shopping Mall..
* Procedures:

* Warm-up: (Revision)
1. A place where you can buy everything
(Super market)
2. A place where you can buy vegetables - Give the - listen and find out
and fruits (Grocery stora) definitions and get the words..
3. A place where you can buy books ss to find out the
(Bookstore). words.
4. A place where you can come to eat
(restaurant).
5. A person who comes to the store and
buys sth (customer).
* Pre-reading: - Present new words - Listen and repeat.
□ Pre-teach vocab: on the board.
- a roof - Copy down.
- Guide Ss to read
- convement - Read new words
them in chorus.
- a selection in chorus.
- Available - Write the words in
- A mail - Check vocab: the correct circles
- A resident What and where. - Read and predict
□ True/ False prediction: - Ask Ss bead the which statements
Look at the statements in the exercise 1 statements (p.68) are True, which are
page 68 and guess which statements are and predict. false.
true, which are False.
* While-reading:
□ Read the passages and advertisement - Get Ss to read the - Read the text and
(p.67). text and check their correct false
□ Check their prediction. prediction. statements
□ Correct false statements. - Give feedback.
* Post-reading:
□ Answers the questions: (p.68) - Answers the
Exercise 2. questions.
- Teaching date: Lesson 5: Write.
* Aim: - Helping Ss to write a notice.

* Objective: - By the end of the lesson, Ss will be able to write a notice.
* Procedures:

* Pre-writing:
□ Set the scene: The residents and store - Set the scene to - listen to their
owners on Tran Phu street are going to introduce the teacher.
hold a meeting to discuss the effects of the notice.
new mall.
□ Questions: - Get students to
a. Why are the residents and store owners read the notice and - Read the notice
on Tran Phu Street going to hold a answers some and answers the
meeting? questions to check questions.
b. When will they hold a meeting what their understanding
- Give feedback
time?
c. Where will they hold the meeting? - Correct the
□ Read passage 2 on page 68. mistakes.
* While-writing: - Let students know - Listen to their

□ Write the notice. the way to write a teacher's
□ Answers the questions: notice, not write full explanation.
sentences.
a. What is the English Speaking Club
going to hold? - Let Ss to read - Read the passage
passage 2 on page 2 (p.68).
b. Where and when will it be help?
68.
c. What time?
- Ask some - Answers some
d. Who is the person to contact? questions to check questions.
Ss' understanding.
- Monitor and help - Write the notice.
them write.
* Post-writing: - Share with their
□ Check some notices and correct them. parthers.
* Answers:
The school English Speaking club - Write the model - Present the model
Holding A Speaking Contest to Celebrate notice on the board notice on the board.
teacher's Day. (Elicit student to
Date: November 15. write).
Time: 7.30p.m. to 10.00p.m.
Place: Hall 204, Building 6. Please
contact Mr. Tran Thi Thu Hang of Class
8H at the above address for more
information.
* Homework:
Do exercise 3 on page 68.
- Teaching date: Lesson 6: Language focus.
* Aim: - Practice in Present Perfect Tense.

* Objective: - By the end of the lesson, students will be able to use Present
Perfect tense.
* Teaching aids: - Textbook, posters, cards.
* Procedures:

* Warm-up: (Matching) - Stick a poster of - Go to the board
Be see colleted go worked infinitives and Past and write each pair
Lived do seen eat attended Participles on the of infinitives past
board. participles.
Write been writen eaten work
Attend done live collect gone
- Set the scene to - Complete the
* Presentation:
introducce the open dialogue.
□ Set the scene: Na is new in Nam's present perfect.
neighborhood. They are talking to each
other.
Na: How long (1) you (2) in this
neighborhood?
Nam: I (3) (4) herve (5) 10 years.
Na: Really. It's a long time.
- Give the form and
 Form: have/ hast p.p.
use of the present - Listen to their
 use: to talk about something which
perfect tense. teacher and copy
started in the past and continues up to the
present. down.
 We often use "For" and "Since" with the
Present Perfect tense".
* Practice:
1. Drill 1: - Read a phrase. - Add since or For.
Do exercise 2 (p. 69)
Ex: T: five minutes
Ss: for five minutes.
2. Drill 2:
□ Make full sentences.
a. I/ live/ here/ last week. - Give the cues - Look at the cues
b. We/ not eat/ in that restaurant for 2 written on cards and written on cards
years. ask Ss to make full and make full
c. I/ not see/ her/ yesterday. sentences. sentences.
d. They/ attend/ Quang Trung school/ - Correct Ss'
since last year, prounuciation.
e. My Dad/ work/ for his company 20
years.
f. Ba/ collect/ stamp/ 1995. - Do exercise 4.
- Correction.
* Production: - Give feedback.
□ Do exercise 4 (p. 70)
* Homework:
Do exercise 3 (p.69) on their notebooks.
- Teaching date:

- Listen and Read.
* Aim: - Reading for details about the differences between city life and
country life.
* Objective: - By the end of the lesson, Ss will be able to talk about the city
life and the country life.
* Procedures:

* Warm-up: (Chatting) - Talk to Ss about - Listen and
a. Where do you live? life the city and life answers the
b. Do you want to live in the city why? in the country by questions.
asking some
c. Do you want to live in the country?
questions.
Why?
- Present new words - Listen and repeat
* Pre-reading:
on the board. copy down.
□ Pre-teach vocab:
- Guide Ss to read
- a relatire (undes, aunts, cousins)
the words in chorus.
- peaceful = quet. - Read the words in
- Accessible. chorus.
- Medical facilities. - Get Ss to talk
* Checking vocab: Rub out and about city life and
remember. country life.
- Talk about city
□ Brainstouning** (getting started) life anf country life.
* While-reading: - Ask Ss to read the - Read the dialogue

□ Read the dialogue. dialogue and and compare their
□ Compare their ideas. compare their ideas. ideas.
□ Answers the questions (p.73) - Get more - Give feedback.
information. - Answers the
a. Where has Na been? questions on page
b. How long was she there? 73.
c. What is her opinion of the countryside? - Correct their - Give feedback.
d. Na says "there is nothing to do". What mistakes.
does she mean by this?
e. What are some of the changes that hoa
mentions?
* Post-reading: - Move around and - Practise the
□ Practive the dialogue. correct Ss' dialogue.
□ Discuss in groups pronunciation. - Discuss in groups.
- Do you prefer the city or the country
life? Why?
* Homework:
- Ask Ss to write a shout passage about
why they prefer the city life or the country
life.
- Teaching date: Lesson 2: - Speak.
- Language focus 3
* Aim: - Practice in Present Progressive tense to descivibe changes with get

and becom.
* Objective: - By the end of the lesson, Ss will be able to practice Speaking
about the changes of a place.
* Teaching aids: - Textbook, pictures.
* Procedures:

* Presentation:
□ Set the scene: - Set the scence to
 Model sentence: introduce the model - Listen and copy
sentence. down.
- Explain the
 Form: am/ is/ are + V-ing
structure.
 Use: used to deseribe changes with "get"
and "become".
- Model first two
* Practice: (Word cues Drill) cues, the whole - Complete the
a. The boys/ get/ tall. class reperat sentences, using the
b. The old men/ becom/ weak chorally, then some cues given.
c. It/ become/ dark students read out
d. The weather/ get/ cold individually.
e. The students/ get/ better.
f. The school/ yard/ become/ cleaner.
* Production: - Ask Ss to look at
1. Speaking 1: the pictures (p.73)
- Speak the changes
Look at the two pictures and talk about and talk about the
of the town.
the changes of the town (p.73) changes of the
 The traffic is getting busier. town.
 The house are getting more modern. - Write the word
prompts on the
board and help Ss
speak.
- Talk about
2. Speaking 2: changes in their
Talk about changes in their hometown. hometown.
* Homework:
□ Write sentences, using Present
Progressive Tense to describe changes in
their school.
- Language focus 1 - 2
* Aim: - Listening for details to complete the dialogue and Further Dractice
in Present Progressive tense.
* Objective: - By the end of the lesson, students will be able to complete
the dialogue by listening and Further Practice in Present continuous to talk about
the future.
* Teaching aids: - Textbook, cards.
* Procedures:

* Warm-up: (Matching) - Prepare 8 cards
with phrases on
Play the house them. Write 8 verbs
Do my aunt, Mrs Hang on the board - Stick the cards
Watch a meeting. - Divide the class with phrases
Go to man into 2 teams and besides the suitable
hand out each team verbs.
Clean to violin lesson
8 cards.
Have table tennis
Phone my homework
Speak a programe
- Guide Ss how to - Complete the
* Prelistening: do exercise. dialogue, using the
- Complete the dialogue use the verbs in suitable verbs in the
the present progressive tense (page 78) Present Progressive
- Correct the tense.
- Read the
- Review the form of the present mistakes.
Progressive tense. - Set the scence to dialogue.
□ Set the scence. introduce the
□ Guess the missing words. dialogue - letSs - Predict the
predict. missing words.
- Ask Ss to listen to
* While-listening: the tape. - Listen to the tape
□ Listen to the tape and check their and check their
predition (p.74) - Listen and correct prediction
the mistakes. - Give feedback.
* Post-listening:
Do exercise 1 on page 77. - Help Ss practise. - Practise speaking.
* Homework:
- Ask Ss to write a shout passage about
why they prefer the city life or the country
life.
* Aim: - Reading comprehension about the problem of people from the

countryside moving to the city.
* Objective: - By the end of the lesson, Ss will be able to understand the
text about one of the social problems.
* Procedures:

* Warm-up: (Jumbled words) - Present the - Rewrite the words
Plentiful, nature, flood, destroy, Jumbled words on in the ordered
population, provide, result, facilities. the board. letters.
* Pre-reading:
□ Pre-teach vocab:
- rural (adj) thuoäc mieàn queâ. - Present new words - Listen and repeat
- urban (a) thuoäc veà thaønh phoá and guide Ss to read - copy down.
- Stain (n): traïng thaùi caêng thaúng them in chorus.
- typhoon: baõo - Guide Ss to read
Drought: hôïp taùc and dry weather for a words in chorus. - Read in chorus.
long time.  insividually.
- strouggle (n): söï ñaáu tranh
- Check vocab by - Rewrite the words
- migrant (n) a person who moves from
technique what and in the correct circle.
one place to another especially in cerder
where.
to find work
□ Checking vocab: what and where.
□ Brain storming:
- Ask Ss to think of - Tell about the
the difficulties of difficulties of
farmers' life. farmers' life.
* While-reading: - Ask Ss to do - Read the text and

□ Read the text silently and find the word exercise 2 on page find the word in the
in the passage that means: 75. passage that means.
a. of the countryside
b. as many as needed - Give feedback.
c. become greater or larger. - Listen and give
d. a great pressure the correctanswers.
e. a terrible event. - Complete the
f. of the city or city life. summary 1 on page
- Ask Ss to do 75, using the
* Post-reading:
exercise 1 on page information from
□ Gap - filling: the passage.
75.
(Exercise 1 page 75).
- Teaching date: Lesson 5: Write
* Aim: - Writing letters to friends about the neighborhood.

* Objective: - By the end of the lesson, Ss will be able to write letters to
their friends about their neighborhood.
* Teaching aids: - Textbook, cards.
* Procedures:

* Warm-up: (Revision)
Review the form of a letter.
1. Heading: - Review the form - Listen and
 Write's address of the letter. answers the
questions.
 Date
 Dear ......, - Ask Ss to do (Put the outline for
exercise 1 (p.76) an informal letter in
2. Opening the correct order).
3. Body of letter
4. Closing.
* Pre-writing:
- Ask Ss to work in - Discuss in groups
□ Discuss and answers the questions groups to answers and answers the
a. Where do you lire? the questions in questions.
b. What does your house look like? exercise 2 on page
c. What can you see from your bedroom 76.
window?
d. How far is it from your home to
school?
e. What kind of facilities are there in your
neighborhood?
f. What things in your neighborhood do
you like best? Why?
* While-reading: - Write the letter,
□ Write a letter to a friend about your - Let Ss write the using the answers.
neighborhood, using the answers. letter.
* Post-writing:
- Sharing and comparing Correction.
- Teaching date: Lesson 6: - Language focus.
* Aim: - Further Practice in comparative and superlative adjectives.

* Objective: - By the end of the lesson, Ss will be able to use comparative
and superlative adjectives..
* Procedures:

* Warm-up: (Brainstorming) - Ask ss to find out - Go to the board
□ Find out short adjectives and long the adjectives and write the
adjectives they have learnt. adjectives.
* Presentation:
 Comparative: - Remind Ss of the - Listen and copy
Short adjective-er + than + Object forms of down.
More long adjective + than + object comparative and
superlative
 Superlative: adjectives.
The + short adj - est
The most + long adjective.
 Irregular adjectives:
Good/ well better the best
Bad worse the worst
Mary more the most
Little less the least
* Dractice: - Ask Ss to do - Make comparions

Do exercise 4 on page 79. exercice 4 (p.79) between the
Ex: - The air in the country is fresher then give some country.
in the city. examples. - Each student
- The medical faccilities in the city - Move around the reads aloand one of
are more accessible than in the country. class and help Ss the sentences they
write comparison have made.
sentences.
* Production: - Ask Ss read the - Read the
Do exercise 5 on page 79. advertisement then adiertisement and
 What are advertised? ask them some answers the
questions to check questions.
 How old are they? their understanding.
 How much do we pay per month? - Guide Ss to play a - Play a game
game. Noughts and
Grosses.
* Homework:
□ Write 5 sentences comparing their
house with their neighbors.
- Teaching date:

- Listen and Read 1, 2.
* Aim: - Reading for details about the situations which require first - aid.
* Objective: - By the end of the lesson, Ss can know what they would do in
the situations which require first-aid.

* Discussion:
Look at the pictures and discurs what they - Give instructions Look at the pictures
would do in these situation which require - Call on some and discuss in
first aid. groups to give their groups.
* Pre-reading: answers and
□ Pre-teach vocab: correct.
- ambulance: xe cöùu thöông - Present new words - Listen and repeat
- emergency: söï caáp cöùu on the board - guide - Copy down.
- unconcious ≠ concious Ss to read them in
- (to) bleed chorus 
- wound (n): veát thöông individuals.
- pressure: söùc eùp - Check Ss' memory
- tight ≠ loose by technique "slap
the board".
- Read the passage
- Present the open.
□ gap-fill predition Passage on the in fill in the blanks
There was an emergency at lan's school. A board. with suitable
student ..... 1 .... off her bike and hieän words.
- Ask Ss predict the
töôïng her head on the road. She was ...
words in the gaps.
2... but she cut her head and the. ... 3...
was ... 4... badly. Lan telephoned Bach - Listen and write- Give feedback.
Mai Hospital and asked the nurse to send on the board.
an ... 5... to Quang Trung school. Lan was
asked to keep the student ... 6... while
waiting for the ambulance".
* While-reading: - Give the correct - Read the dialogue
Read the dialogue and check Ss' answers. and check their
prediction predictions.
* Post-reading:
Read the dialogue again and select the
topics covered in the dialogue. (page 81).
* Homework:
- Write a story using the information from
the dialogue begin their story with:
Yesterday there was an emerger of at....
- Language focus 2 - 3 - 4.
* Aim: - Practive in making and responding to offers, promises and

requests.
* Objective: - By the end of the lesson, Ss can make and respond requests,
offers and promises.
* Teaching aids: - Pictures on page 82, 87, 88.
* Procedures:

* Presentation: - Ask Ss questions - Answers the
□ Set the scene. to elicit the models. questions.
□ Model sentence: - Presents the - Listen and repeat.
Will you (please) get me a bandage? models.
□ Concept checking:
1. To make a request:
Will
Would + you (please) + bare infini:...? - Get Ss to work out
the rules for - Copy down.
Could
themsehes by
Can asking questions.
Responses: - Sure/ ok/ Taát caû right.
- I'm sorry I can't/ I'm...
2. To make an offer:
Will/ won't you
Shall I bare infinitive...?
Can I
Would you like + to infinitive.
(on page 81). - Look at the

* Practice: (Matching). (p.82). - Hang the chart pictures on page 82
1. The girl has a burn on her hand. with the statements and match the
2. The girl has a bad fever on the board. situations with the
3. The boy has just broken the vase. statements.
4. The boy has a headache.
5. The boy has a snake bite. - Identify the
□ Picture Drill situations in the
Picture a: request d. offer pictures.
b. offer/ request e. promise.
- Repeat the model
c. offer/ request.
- Model picture a. sentence in chorus
 individual.
a. Could you give me a bandage, please?
- Sure. Here you are. - Practise all the
b. Shall I get you some medicine? - Monitor and exchanges in turns.
- Yes, please. correct, encourage
Ss to make
sentences for
themsehes.
* Production: - Collect the Ss'
1. (LF2: Repettion Drill). ideas and write
2. LF3: Role play them on the board.
3. Do Language Focus 4 then practise
speaking with a partner
* Homework: Rewrit exercises 2, 3, 4
(p.86, 87). 88).
* Aim: - Listening to a paragraph for details about the activities taking

place in an emergency room.
* Objective: - Help Ss known how to listen for details.
* Teaching aids: - Textbook, pictures on page 82.
* Procedures:

* Warm-up: - Look at the
Guess from context: What actions? - Give instruction. pictures and write
Look at the pictures on page 82 and write - Tell Ss the group the verbs desoubing
out all the verbs describing the actions of having the most the people in it.
the people in it. right vebs is the
* Pre-listening: winner.
□ Pre-teach vocab: - Present new words - Listen and repeat
- eye chart (picture) on the board.
- a parademic - Have Ss repeat in - Copy down.
- Wheelchair (picture) chorus and copy
- Stretcher down.
- Look at the
- Crutches - Ask Ss to do picture in their
□ Checking technique: What and where. exercise. books again and
□ Matching: match the letter A,
A  ambulance. D  eye chart B, C,... to the corret
words in the box.
B  wheelchair E  scale
C  crutches F  stretcher.
* While-listening:
□ Order Prediction. - Have Ss copy and - Copy and guess
guess the order of the order of the
the words. words.
- Play the tape and - Listen and give
ask Ss to listen. the answers.
- Listen and correct.
* Post-listening:
- Present the
True False Statements:
statements on the - Read the
1. A doctor is wheeling a patient into the board. statements given
emergency room.
- Ask Ss to read the carefully and work
2. The patient's head is banadged statements carefully in pairs to decide
3. A nurse is pushing a wheelchair with a and check if they which of the
patient sitting on it. understand the statements is true
4. The eye chart consists of 28 letters meaning of the and which is false.
ranging (from) in the different sire*. 5. statements.
The baby's mother is trying to stop the
nure from weighing her baby.
* Correction: - Play the tape and - Listen the tage
1. False (a parademic) have Ss to listen (2 again and give the
2. True or 3 times) answers.
3. False (empty wheelchair).
4. True
5. False (stop herbaby fromcrying)
- Teaching date: Lesson 4: - Read.
- Language focus 1.
* Aim: - Reading for the instructions about some more situations requiring
first-aid.
* Objective: - At the end of the lesson, Ss can use "in order to and so as to"
to indicate purposes.
* Procedures:

* Warm-up: - Ask Ss to give - Give nouns and
Siggested words: nouns for emergen write them on the
Burn, cut, bee sting, smake bite, fainting, cies which require board.
shock, nose bleed. first-aid.
* Pre-reading:
□ Pre-teach vocabulary: - Present new words - Listen and repeat.
- (to) lie flat. on the board. - Copy down.
- (to) elevate ≠ (to) lower - Guide Ss to read - Read new words
- a victim (person who needs first-aid) them in chorus. in chorus.
- (to) over heat
- tissue damage - Check ss' memory
- (to) ease = (to) stop by technique "Rub
□ Checking technique: Rub out and out and remember".
- Think of what to
remember. - Collect and write
do in these
□ Network: the Ss' ideas on the
emergency cases.
board.
cool the burn with ice
* While-reading:
□ Read the instructions on page 83 and - Have Ss read the
add the missing information instructions on page - Read the
□ Matching: 83 and add the onstructions and
 Read the statements on page 84 and missing the statemnets -
match three leading A, B, C to them. information. match three leading
□ Model sentence: A, B, C to them.
- Why should we cool the burn - Listen and
inmediately? - Ask the questions answers the
 we should do it in order to minimize to elicit the questions.
the tissue damage. answers.
□ Concept checking: - practise asking
Form: in order to + bare infinitive. and answering the
Meaning: ñeå questions with
"Why".
Use: to indicate purposes. - Monitor and
* Post reading: correct.
Do exercise 1 on page 86.
- Teaching date: Lesson 5: - Write.
* Aim: - Writing a thank-you note.

* Objective: - By the end of the lesson, Ss know how to write a thank-you
note.
* Procedures:

* Pre-writing:
□ Pre-teach vocab: - Present new words - Listen and repeat.
- (to) thank SO for sth. and guide Ss to read - Copy down.
- (to) cheer SO up = to make SO feel them.
happier.
- (to) come over. - Set the scene to
□ Set the scene. introduce the
situation.
"Nga was sick and she had to go to
hospital. After she left the hospital, she
wrote a thank-you note to Hoa. Why and
what did she write?
- Read the
□ True-false prediction:
statements and
1. Nga write to thank Hoa for some candy. predict
2. Hoa's gift cheered Nga up. - Give instructions. - Give their
3. Nga'd lke Hoa to see her at the hospital. predictions and
4. Nga is very bored now. write on the board.
5. Nga write the letter at the hospital.
□ Complete the thank-you note Nga sent
to Hoa after she left the hospital. Use the - Look at the letter
correct tense forms of the verbs in - Ask Ss to do on page 84 and
brackets. exercise (page 84) complete it with the
1. was 2. were 3. helped - Monitor and help right verb forms.
4. come 5. am 6. I'm phone ss with the tense - Give their
firms. answers.
* While - writing: - Correct the - Answers the
□ Answers the questions on (page 85) mistakes. questions.
□ Write a thank-you note to a friend. - Guide Ss to - Give feedback.
Invite your friend to go on a picnic with answers the
you. Use the questions. questions.
- Corret the
mistakes.
* Post-writing: - Write a thank-you
- Comparing - sharing note.
- Correction
- Teaching date:

* Aim: - To give information about the environment problems.

* Objective: Ss will be able to do something to protect the environment and
save natural resources.
* Teaching aids: - Textbook, posters.
* Procedures:

* Warm - up: (Brainstorm) - Think of ways to
Reuse plastic bags. - Collect the ideas reduce the amount
from the students: of garbage.
- Give feedback.
* Pre-reading: - Present new words - Listen and repeat.

□ Pre-teach vocabulary: on the board. - Copy down.
- representative: ngöôøi ñaïi dieän - Have ss copy
- (to) protect: to keep so/ sth safe from - Guide ss to read - Read the words in
danger. them in chorus. chrus.
- natural resources (coal, mines, oil,
gold,...)
- (to) contact: (to) communicate with.
- Present the - Rewrite the words
□ Checking techniques:
Jumbled words on in the right order.
Jumbled words.
the board. - Listen to the
□ True/ False predictions:
1. Freinds of the Earth is an organiration - Ask ss to listen the situation.
to help peope make friends with each situation.
other.
2. Miss Blake asks the students to - Work in pairs to
remember 3 things: reduce, reuse, recycle. decide if the
3. Reduce means buying the products - Write the Ss' statements are true
which are overpacked. guesses on the or false.
4. We cannot reuse things like envelopes board.
glass, plastic bottles, old plastic bags.
5. Miss Blake says that we should use
cloth bags and shouldn't use plastic bags
at all.
6. recycling means not just throwing
things away but trying and finding another
use for them.
* While-reading: - Read the dialogue
□ Read the dialogue and check their - Monitor and check their
prediction. predictions correct
□ Correct the false statements. the false
statements.
* Post-reading:
- Practise the
□ Answers the questions on page 90.
dialogue.
□ Prectise the dialogue.
- Teaching date: Lesson 2: - Speak - Listen.
* Aim: To help ss practice in giving and responding to instructions and

listening for specifi information about making compost.
* Objective: - Ss can give and respond to instructions.
* Teaching aids: - Pictures, a mapped dialogue chart.
* Procedures:

* Warm-up: (Kim's game) - Look at the
□ Write the words showing things in the - Give instruction picture and write
picture, the words showing
Possible answers: used paper, books, things in it.
bottles, glasses, jars,...
* Pre-speaking:
□ Pre-teach vocabulary: - Listen and repeat.
- Show the
- fertilizer (farmers ofter use this thing to meaming og some - Copy down.
make their plants or trees grow well) new words. - Read new words
(what's it?) - Guide Ss to read in chorus.
- compost (what do you call the fertilizer them in chorus.
made from spoiled food, leaves, vegetable
matter,...)
- Check ss' memory
- fabric by technique
- leather: (our shves, sandals are often "Bingo"
made of...?)
□ Dictation - list: - Read the words - Listen to the

and guide Ss to do words for items and
exercise. put them into the
right groups.
* While-speaking: - Elicit the - Practise the

□ Mapped Dialogue: exchanges from exchanges in pairs,
students. replacing the
- Model the information (in
exchanges. brackets) with the
- Monitor and words in the
correct. dictation list.
* Post-listening: - Read the multiple

- Have ss read the
□ Hear four questions during the multiple choice choice questions on
recording. Check the correct answers. questions on page pae 91.
□ answers Key: 91 and check if Ss - Give their
a. A b. B c. A d. B understand the answers.
questions.
Correct.
- Week: 20 - Period: 60-61
- Teaching date: Lesson 3: - Read 1, 2
- Language focus 1 - 2
* Aim: - Reading for details about how things are recycled

* Objective: - By the end of the lesson, Ss will be able to form the Passive
in the Present Simple.
* Procedures:

* Warm-up: (Bingo) - Give instruction - Write any 5 words
Environment, garbage, pure, used paper, - Call out the words and listen to their
protect, envelope, dust, green tree, can, until someone teacher.
plastic,... shouts "Bingo".
* Pre-reading:
□ Pre-teach vocabulary: - Elicit words from - Copy the new
- tire: voû 9xe) students. words.
- pipe: oáng nöôùc - Guide Ss to read - Read new words.
- deposit: tieàn ñaët coïc new words.
- (to) refill: laøm ñaày - Check Ss' memory
- (to) melt ≠ (to) freeze by technique "Rub
□ Open - prediction: out and
Remember".
? What do people do with used things? - Guess what they
- Write the
are going to read.
questions the board
? What can they make from them?
- Ask Ss to guess.
- Car tires 
- milk bottle  - Write the Ss'
guesses on the
- Glass  board.
* While-reading:
□ Read the text. - Ask Ss to open - Read the text and
□ Make a list of recycled things (Ex.2 their books and read make a list of
p.93). the text. recycling facts
□ Check their prediction. mentioned in the
* Post reading: - Ask Ss do exercise text.
□ Answers the questions on page 93 1 and 2 on page 93. - Answers the
- Correcttion. questions.
(Ex1).
- Give feedback.
Model sentence: Passive voice

- Elicit the model
sentences from
students.
- Copy down
□ Concept checking: - Explain and show

how to change an
+ Form: Passive Form in the
active sentence to a
Present Simple passive one.
Subject + is/ am/ are + p.p
+ Use: it is used when the subject is
affected by the action of the verb. - do exercise 1 & 2
+ How to change an active sentence to a (p.95, 96)
passive one - Write on the
Active: S O board.
- Give instruction
Passive: S be + p.p by O
- Correction
□ Language focus (p.95, 96)
- Teaching date: Lesson 4: - Write 1-2.
* Aim: - To help Ss to write a set of instruction on how to recycle used

things.
* Objective: - Students will be able to write a set of instructions, using the
sequencing.
* Teaching aids:
* Procedures:

* Warm-up: (Lucky numbers). - Write 9 numbers - Ss choose a lucky
Say these sentences in the passive: on the board. number, they do not
1. People speak English everywhere. have to answers
2. Most children like cartoons. - Tell Ss each any questions but
3. We donot use things carefuly. number is for a they get 1 point and
questions but 4 of they can choose
4. Children like candies.
them are lucky another number.
5. Mr. Han teaches Maths. numbers.
* Pre-writing:
□ Pre-teach vocab: - Elicit words from - Read new words.
- (to) soak: laøm öôùt students.
- (to) mash: nghieàn - Guide Ss to read - Copy down.
- bucket: thuøng, soâ words.
- wire mesh: löôùi saét - Check ss' memory - Do exercise 1 p.
□ Complete the recycling instructions "Slap the board". 93.
(Exercise 1 page: 93) - Correct the
* While - writing: exercise in the text - Order the
book. pictures.
□ Ordering picturess.
- Correct the - Write the
□ Make the instructions on how to prepare
mistakes. instructions.
the leaves.
* Post-writing: correction.
- Teaching date: Lesson 5: Language focus 3 - 4.
* Aim: - To get Ss to further practice in expressing their feelings using

Adjectives.
* Objective: - Students will be able to form the structures with adjectives.
* Teaching aids: - Textbook, handouts.
* Procedures:

* Warm-up: (Junbled words) - Present the - Rewrite the
- difficult - important Jumpled words on Jumbled words in
- easy - understand - hard the board. the correct ones.
- believe, dangerous - wait.
* Presentation: (Language focus 3)
□ Pre-teach structures:
□ Set the scene: - Set the scene to
introduce the
Ba gives Nam a lot of directions at a time
structure.
so Nam finds it difficult to follow Ba's
directions what does he say to Nam?
Model sentences:
- Explain the - Listen to their
structure. teacher.
Concept checking:
Form: It + be + adj + to infinitive - Copy down.
- Have Ss copy . - Complete the
- Give instruction dialogue on page
96.
* Practice: - Call on some pairs
□ Gap fill to demonstrate the
(Exercise 3 on page 96) dialogue and
correct.
Language focus 4
* Presentation:
□ Pre-teach structure:
- Set the scene to
+ Set the scene:
elicit the model.
Nam passed the English exam and his
grandparents are delighted at it. What did
they write to him?
- Explain the
structure of the - Listen and copy
Model sentence: model sentence. down.
Concept checking:
Form: S + be + adj + that/ noun clause - Ask Ss to do
* Practice: exercise. - Read the letter on
□ Matching: - Call on some Ss to page 97 and match
go do the board to the words.
draw the lines.
* Production:
□ gap - fill - Get some Ss to - Read and
(Exercise 4 on page 97) give their answers. complete the letter.
* Homework: - Give feedback.
Rewrite the letter beginning write: "Nam's - Correct.
grandparents are delighted that he..."
- Teaching date:

* Aim: - Reading for details about how to express interest.

* Objective: By the end of the lesson, ss will be able to use some
expressions to express their interest.
* Teaching aids:
* Procedures:

* Warm - up: (Matching) - Give instruction. - Match the places
Match the places of interest in Viet Nam - Call on some Ss to of interest with
with their names. give their answers. their names.
* Pre-reading: - Elicit the words
□ Pre-teach vocabulary: from Ss. - Copy down.
- crop - Guide Ss to read - Read the words.
- sugar can. words.
- water buffalo.
- (to) take a photo. - Check if Ss
* Pre-questions: understand the
1. Where does Hoa meet the Jones? questions and have
2. Is it the first time the Jones have visited them a feu minutes
VietNam? to think about the - Work in pairs to
3. How do they travel to HaNoi? questions. answers the
4. What do they see along the read to questions.
HaNoi?
* While-reading: - Read the dialogue
□ Read the dialogue and check the and check the
answers. - Ask ss to do answers.
□ True/ False statements. exercise. - Read the dialogue
a. This is the first time Hoa has met Tim's again and answers
family. which statements
are true, which are
b. Hoa helps Mrs. Jones with her luggage.
false.
c. The Jones family is trweling from the
airport in a bus. - Give feedback.
d. Shannon has never seen rice paddies - Monitor and
before. correct.
e. The car is traveling past farmland.
f. Only rice and crn are grown around
HaNoi.
* Post-reading:
□ Correct the false statements.
□ Prectise the dialogue.
- Language focus 3 - 4.
* Aim: - To help Ss practise in making suggestions and using "mind" to

make requests.
* Objective: - By the end of the lesson, Ss will be able to make and respond
to formal requests using "mind" and make suggestions.
* Teaching aids:
* Procedures:

* Warm-up: (Game: what does it say?) - Give instructions. - Guess the
* Presentation: information on the
□ Pre-teach structures: board.
+ Set the scene: - Set the scene to
Remind Ss of the exchanges between Hoa elicit the model - Give the answers.
and Mr. Jones and between Hoa and Jim sentences.
in the last dialogue (and)
- Listen and copy

- Explain the down.
structures.
- Some Ss repeat
□ Form: on page 100 - Prepare 4 the sentence and
□ Use: to make and respond to formal cardboards with correct.
cues including
requests. checks and crosses.
□ Meaning: Xin ban cam phien...
* Practice: - Model the first cue - Listen.

□ Cardboard Drill (LF 3) p.109) 2 or 3 times.
a. - Would you mind moving your car? - Correct their - Practise Ex. 3 on
 No, of course not. mistakes. page 109.
b. Do you mind putting out your
cigarette? - No, I don't mind.
* Production: - Demonstrate how - Practise all the
T: Would you mind moving your car? to put the exchange exchange.
 S: No, of course not. to gether
□ Mapped Dialogue:
- Put the dialogue

chart on the board.
- Elicit the - Repeat.

exchanges from
- Use the
students.
information on
page 101 to practise
- Monitor and other dialogues.
correct.
- Teaching date: Lesson 3: - Listen - Read 1
* Aim: - Listening and reading for details about the place directions and
information about some places of interest in VietNam.
* Objective: - Ss will be able to get information from simple tourist
achertisements.
* Teaching aids:
* Procedures:
* Warm-up: (What's this place?) - Say information - Guess what this
* Dalat: place is.
- It is called the city of Eternal Spring.
- It has a lot of waterfalls and lakes
- You can find the most Kinds of flowers
here.
* Nha Trang:
- It's a seaside resort.
- It has a very big monument of Buddha.
- It has an Oceanic Institude. - Play the tape - Listen and match
* Listen: - Ask Ss to isentify the places to the
□ Set the scene the places. correct positions on
the map.
□ Listen and match the places in the box - Correct.
to their correct positions on the map. - Give feedback.
□ Correction:
* Pre-reading: - Copy down.
- Elicit words from
- Accominodation. students.
- Giant.
- Tribe. - Guide Ss to read - Listen and repeat.
- Slope. words.
- Jungle. - Check Ss' memory
- Limestone. by technique
"Bingo".
* While-reading:
□ Grid (on page 104) - Ask Ss to read the - Read and check
 Nha Trang: advertisements the topics
Flights to HN, railway, hotels, local about the resors mentioned in the
tranport, tourist attractions. (p.102, 103) (and) grid (p.104).
* Post - reading: - Correct. - Give feedback.
□ Rewrite the advertisements to make
them into short paragraphs, like this:
"Nha Trang is a wonderful seaside resort
for summer holidays..."
- Teaching date: Lesson 4: - Read 2 - LF 4.
* Aim: - Reading for details about some places of interest in VietNam.
Further practice in making and responding to requests using "mind".
* Objective: - Ss will be able to make some suggestions on some tourist
sites in VietNam to foreign tourists.
* Teaching aids:
* Procedures:

* Warm-up: (Bingo)
- Resort, beach, caves, lake, mountain, - Elicit words from - Give the words
tribe, seaside,... students. - Listen and repeat
* Presentation: - Guide Ss to read - Copy down.
□ Pre-teach structures: words.
- mountain - chinbing
- (to) sunbathe - Check Ss' memory - Write the words in
- a florist by technique "What the correct circles.
and where".
- (to) inport ≠ (to) export
* While - reading:
□ Matching:
- Put the poster on
- Match the words
the board and ask
or phrases in
Ss to match.
column A to
column B.
- Correct. - Give feedback.
- Guide Ss to do - Read the text on

□ grid: (exercise on page 105). exercise. page 105 and check
 answers the questions. - Monitor and (V) the boxes.
* Post-reading: (Role play) correct. - Practise asking
□ Model: - Tell Ss to ask and and answering the
A. Where should (Andrew) answers questions questions.
B. he should go to... using the
informations the
A. Why?
text.
B. Because (he studies tribes and he likes
- Monitor and
mountain-dimbing).
correct.
* Language focus 4: - Use the right
* Presentation: - Put the gap fill words in the box to
□ Revision: (Gap fill) chart on the board fill in the gaps.
ask Ss to do
exercise. - Give feedback.
- Correct.
* Practice: - Give instructions - Write the numbers

□ Ordering pictures. and look at the
- turnoff the stereo. pictures on page
110.
- watch TV while eating.
- Listen to the
- sit down.
situations and order
- postpone the meeting. - Correct. the pictures
- turn on the air-conditioner. - Give their
- smoke. answers.
* Production:
Play the roles to demonstrate the - Monitor. - Play roles.
exchanges based on the models below the
pictures.
- Teaching date:
Lesson 5: - Write 1-2.
* Aim: - To help Ss practice in writing a narrative using a guided

compostion..
* Objective: - Ss will be able to know how to write a narrative.
* Teaching aids:
* Procedures:

* Warm-up: (Lucky numbers).
□ Pre-teach vocab: - Elicit words from - Copy down.
- Canoe students. - Read in chorus
- (to) paddle - Guide Ss to read- - Rewrite in the
- (to) hive check: Jumbled correct forms.
words.
- (to) overturn
- (to) rescue.
- Set the scene to
* While-reading:
introduce the
□ Ordering statements. situation.
- Set the scene: - Read the first part
Last week, while on vacation in DaLat, of the story on page
- Guide Ss to do 105 and rearrange
the Jones family had quite an unforgetable exercise 1 on page
adventure on Xuan huong lake. What did the sentences on
106. page 106 to
they do and what happened to them?
- Correct. complete the story.
c, a, g, d, f, b, e (Ex. P. 106)
- Read the story
* Pre-writing:
- Correct aloud.
□ Pre-teach: (Matching) pronunciation - Look at the
- (to) stumble: vaêng l6n errors. pictures (p. 106-
- (to) go off: nhaän ra - Write the 107)
- (to) redize: tröôït chaân vocabulary on the - Guess the
□ Ordering pictures: board. meaning of new
(pictures on page 106 - 107) - Ask Ss to math words.
d, b, e, h, a, f, c, g. them. - Copy down
* While - writing: - Call on some Ss to - Look at the
give their answers pictures and
Write a story about
and correct. rearrange the
Uyen, using the pictures already
events in the
rearranged and the given words. - Monitor and help correct chronolo
Ss with words or gical order to make
structures while it a story.
they are writing.
* Post-writing:
- Comparing - Correction. - Correct. - Give feedback.
- Teaching date: Lesson 6: - Language focus 1 - 2.
* Aim: - To help Ss practise in using - ed and - ing participles.

* Objective: - Ss will be able to use present and past participles to describe
things and people.
* Teaching aids:
* Procedures:

* Warm-up: (Kim's game)
□ Look at the pictures and write the
names of the things they've just seen in
the pictures.
* Language Focus 1: - Ask questions and - Open their books
 Presentation: call on Ss to and look at the
□ Pre-teach: answers correct. pictures on p. 108
T: What's Ba doing?
Ss: He's reading a book.
Or: He's sitting under the tree? Who is the - Elicit the - Answers the
boy reading a book? target lòch söû questions
 Model setence: by saking the - Repeat the model
questions. sentence.
- Concept check: - Listen and copy

- Explain the form down.
Form: Verb + ing  Present participle
and use of the
Use: A present participle can be used as an present participle.
adj to qualify a noun.
* Practice: (Word - Cue - Drill)
1. Mr. Quang/ walk up the stairs.
2. Miss Lien/ carry a bag.
3. Nam / talk to Miss Lien - Run through the
4. Ba / sit under the tree situation again
5. Lan / Stand by the table
6. Nga and Hoa / play chess
 Language focus 2: (Presentation) - Look at the words
 Pre – teach : Matching - Ask Ss to do in the box and the
1. box a. wrap in exercise picture on page 109
2. truck b. dress in to do the matching
3. lamp c. recycled
from
4. doll d. keep in - Look at the picture
5. flowers e. make in - Ask the questions and answer the
6. toys f. paint questions
Where is the old lamp made in?
- Listen and copy
down
? How much is the old lamp made in - Explain the form
China? and use of past
Model sentence: participle phrase
The old lamp made in China is five
dollars
- Look at their
(p. p. phrase) books, listen to the
 Practice: - Ask the questions questions and
 Question answer drill: answer
How much is the box painted
green?
2. Truck made from recycled cans
3. Doll dressed in red
4. Flowers wrapped in yellow
paper
- Teaching date: One period test.
 
I. Change these sentences into Passive:
1. Ba drew the picture
2. Mr. Nhan repaired the computer
3. Mary wrote a notice on the board
4. Tim’s mother met his teacher at school
II. Fill in the blanks with the correct form of the verbs:
1.The girl……(live) at 50 Tran Hung Dao is my friend
2.The garden……...(water) every morning is full of flowers
3.The cat…….(sit) on the table is hers
4.The vase……..(break) yesterday is my father’s favorite one
5.The woman………(sing) on the stage is my neighbor
6.The book……..(wrap) in blue paper is mine
III. Tell what this place is:
7.It is called the city of Eternal Spring
8.it has tribal villages
9.It is recognized as a world Heritage Site by Unessco
IV. Complete the following sentences:
10.She / realize / her alarm clock / not / go off
11.She / math exam / Friday / and she / get up / late
V. Answer this question:
What do people do with empty milk bottles?

Anh Van8 Phan I

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- Week: 1

Content Teacher's activities Sts' activities

Content Teacher's activities Sts' activities

* Presentation: - Show Ss a picture - Describe

Content Teacher's activities Sts' activities

Content Teacher's activities Sts' activities

Content Teacher's activities Sts' activities

Content Teacher's activities Sts' activities

* While-reading: - Let Ss to read the - Read the

Content Teacher's activities Sts' activities

* Practice: - Model two cues - Listen and

1Aim: Reading the paragraph for details about Alexander

Content T’s activities Ss’ activities

- Present and - Listen and

5Aim: Writing a message

Content T’s activities Ss’ activities

9Aim: Listening for details and further practice in adverbs of

Content T’s activities Ss’ activities

13Aim: Helping Ss to read the dialogue for details and practise

Content T’s activities Ss’ activities

 Exchange: what do you have to - Practice the

17Aim: Practising speaking

Content T’s activities Ss’ activities

21Aim: Reading for details safety precautions in the house and

Content T’s activities Ss’ activities

five gas - Presents new - Copy down on

Content T’s activities Ss’ activities

repair the machine

- Set the scene to - Listen and

28Aim: Listening and further practice in modal verb: ought to

Content T’s activities Ss’ activities

32Aim: Writing a description of a room

Content T’s activities Ss’ activities

Content T’s activities Ss’ activities

Content T’s activities Ss’ activities

Content T’s activities Ss’ activities

seven- mile shoes

46Aim: Listening and further practice in past simple tense

Content T’s activities Ss’ activities

50Aim: writing a short story

Content T’s activities Ss’ activities

54Aim: Further practice in prepositions of time and “used to”

Content T’s activities Ss’ activities

Unit 5: Study habits

58Aim: Reading the dialogue for details

Content T’s activities Ss’ activities

Ex: What subject do you need to

62Aim: Practising speaking and listening

Content T’s activities Ss’ activities

66Aim: Helping students to read the text for details

Content T’s activities Ss’ activities

70Aim: Writing letters to friends.

Content T’s activities Ss’ activities

- sharing and comparing

74Aim: Further practice adverb of manner and the modal

Content T’s activities Ss’ activities

78Aim: Practising commands, requests and advice in reported

Content T’s activities Ss’ activities

1. Drill 1: - Explain the - Work in pairs

82Aim: Reading for details and practice in gerunds.

Content T’s activities Ss’ activities

86Aim: Practising asking for favors.