Giao an TA 8 tron bo

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Date: 23/8/2008

Period 1: Revision
A. Aims:

- T helps ss review some tenses which they have learnt and practice doing
exercises

B. Objectives:

- By the end of the lesson ss will be able to do exercices fluently.
C. Material:

- some cards, extra board.
D. Proceduces:

stages activities arrangementWork

Warm up

Presentation

- Chatting:

a/ Do you like your last summer?
b/ Where do you go?

c/ What did you do?

d/ What do you think about new school year?
I/ Tenses

1/ The present simple tense:

a/ Use: express a truth, a habit, a rule
b/ Form: + S – verb( s,es).

- S – don’t/ doesn’t – verb.
? Do / Does – S – verb.?
c/ Adverbs of time:

- always, usually, often...
- everyday, in the morning,
- after school

2/ The present progressive tense:

a/ Use: express an action which is happening
now.

b/ Form: + S – am/ is/ are – verb-ing

- S – am/ is/ are – not – verb-ing
? Am/ Is/ Are – S – verb-ing.?
c/ Adverbs of time: now, at the moment, at
present.

3/ Near futue:

a/ Use : express a plan, an object.

b/ Form: + S – am/ is/ are – going to – verb
- S – am/ is/ are – not – going to
– V

? Am/ Is/ Are – S – going to –
verb?

c/ Adverbs of time: tomorrow, next year/ week/
Sunday…

4/ The future simple tense:

a/ Use:express an action which will happen in
the future.

b/ Form: + S – will – verb

- S – will not ( won’t) – verb
? Will – S – verb?

c/ Adverbs of time: tomorrow, next month,.
5/ The past simple tense:

Group work

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Practice

Production

Homework

a/ Use: express an action which happened and
finished in the past.

b/ Form: + S – verb-ed

- S – didn’t – verb
? Did – S – verb?

c/ Adverbs of time: yesterday, last night/
Sunday...

II/ Practice:

1/ Exercise1: Put the correct verbs in the
sentences.

a/ The children often ( go ) to school by bike.
b/ What you (do ) now? I ( play) soccer.
c/ They ( not do ) their homework last night.
d/ you ( visit) Lan tomorrow?

e/ Mr Minh ( not take) a bus to work everyday.
f/ Listen! The boys ( sing).

h/ What your plan ( be) in this summer?
We ( spent) our vacation in NhaTrang.
2/ Noughts and crosses: Make sentences with
these words:

Last

week usually Tomorrow

At the

moment Next year Now

On Sunday Everymorning Yesterday

- Review all tenses which have learnt
- Do exercise again

- Prepare Unit 1: Listen and read.

Individual

Team work

Date: 23/8/2008

Period 2: unit1: my friends
Lesson 1: listen and read- focus 1

A/ Aims:

- T helps ss to read for details and review simple present, past tenses.
B/ Objectives:

- By the end of the lesson ss will be able to know more about Hoa- Lan-
Nien, and to review simple present,past tenses.

C/ Material: 
- cassette player.
D / Proceduces:

stages activities arrangementWork

Warm up - Pemanism:

Be Have Go Buy Come

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Pre- reading

While 
-reading

Post-reading

Homework

Was/were Had Went Bought Came
1/ Pre – teach:

- (to) seem: dờng nh ( sit)
- (to) look like: trông ( sym)
- ( a) smile: nụ cời ( realia)
- enough: đủ ( trans)

* Rub out and remember
2/ Pre- questions:

a/ Is Nien Lan’s friend or Hoa friend?
b/ How old is Nien?

c/ Where does she live?
d/ Is she a beautiful girl?

1/ Asks them to read and check their prediction
a/ She is Hoa’s friend.

b/ She is twelve years old.
c/ She lives in Hue.

d/ Yes, she is.

2/ Asks them to read again and answer the
questions:

a/ Nien lives in Hue.
b/ No, she isn’t.

c/ “ She wasn’t old enough to be in my class.”
d/ At Christmast.

3/ Model sentences:

- Which sentence tells you Hoa is older than
Nien? -> “She wasn’t old enough to be in my

class”

- Asks them to give use and the form of
“enough”:

S – be-(not) – adjective – enough – to
verb.

- Example: + My sister isn’t tall enough to be a
basketball player.

+ They are rich enough to buy a new house.
- Languague focus 1: ( Noughts and crosses)

1a 2b 3a

4b 2a 1b

3b 4a 0b

KEY: 1a: lives, 2a: sent, 3a: was, 4a: is
0b: is, 1b: are, 2b: came, 3b: showed,
4b: introduced.

- New words.

- Do exercise 1 ( Page: 5) in workbook.

T-Whole class

Individual

Pair work

T-whole class

Team work

Date: 23/8/2008

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Lesson 2: speak listen–
A/ Aims:

- T helps ss listen for details to complete the dialogue.
- Speak to describe someone

B/ Objectives:

- By the end of the lesson ss will be able to describe someone.
And complete the dialogue by listening.

C/ Material:
- cassette player.
D / Proceduces:

stages Activities Work

arrangement
Warm up

Pre 
-speaking

While - 
speaking

Pre 
-listening
While 
-listening

- Brainstorming:

+ fat, thin, tall , short.

+ long, short, black, yellow,...
* Model sentense:

- Now look at me. I’m thin and tall. I have long
black hair.

- Asks them to give the form:
-> a/ S – be – adjective.

-> b/ S – have / has – adjective – hair.
* Word cue drill:

a/ He/ tall / thin.
b/ She / short / slim.
c/ Lan/ long/ black/ hair.

d/ I/ straight/ brown/ hair.
e/ She/ curly/ blond.

- Asks them to look at the pictures and describe
them.

- Call on a student to describe one person, the
others have to guess who he/ she is.

S1: This person is short and thin. She has bond
hair.

S2: Is this Mary?
S1: Yes.

- Asks them to describe a classmate then the other
guess who this is .

S1: This person is tall, and thin. He has short hair.
S2: Is this ...?

S1: ...

- Asks them to read some expressions and guess
to complete four dilogues.

Team work

T - whole class

Whole class

Individual 
Whole class
body

build

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Post 
-listening
Homework

- 1st listening time: Asks them to listen and check
the prediction.

-2nd listening time: Asks them to give the keys: 
a/ I’d like you to meet

Nice to meet you.
b/ I’d like you to meet

It’s a pleasure to meet you.
c/ Come and meet.

d/ How do you do?

- Asks them to practice reading the dilogues in
pair.

- Correct their pronunciation.
- Reading.

- Do 3,4 ( P 7,8 )

Pair work

Date: 23/8/2008

Period 4: unit 1: my friends

Lesson 3: getting started - reading

A/ Aims:

- T helps ss read for specific information.
B/ Objectives:

- By the end of the lesson ss will be able to know more about Ba’s friends.
C/ Material:

- cassette player.
- extra board

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre –
reading

- Chatting: Getting started

- Asks them to look at the pictures and answer
the questions.

a/ What are these ss doing?

b/ What time of the day do you think it is?
c/ Do you like soccer/ reading books?
d/ Who do you like playing with?
1/ Pre- teach:

- a character: tính cách ( sit)
- an orphanage: trại trẻ mồ côi ( sit)
- sence of humor: tính hài hớc ( tran)
- sociable: chan hoà ( example)
- reserved: dè dặt ( ant)
- generous: rộng lợng ( explain)
- ( to) tell jokes: nói đùa ( mime)
- (to) do volunteer: làm từ thiện ( example)
* Slap the board

2/ T/F statements:

a/ Ba has only three friends: Bao, Khai, Song.
b/ Ba and his friends have same characters.

c/ Bao- Song- Khai are quite reserved in public.

Whole class

T – whole class

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While- 
reading

Post- 
reading

Homework

d/ They all enjoy school and study hard.
- Asks them to read the text and check the
prediction: ( 1- F, 2- F, 3- F, 4- T )

- Asks them to read the text again and choose the
best answer.( a- B, b- C, c- B, d- D ).

- Guide them to answer the questions.
a/ He feels lucky.

b/ Bao is the most sociable.
c/ Khai likes reading.

d/ His jokes somestime annoy his friends.

e/ Bao spends his time doing volunteer work at a

local orphanage.

f/ We have different characters.
Write it up:

- Asks them to write a paragragh about their
close friend basing on the text. ( name, age,
address, body build, characters)

- New words.
- Do 5 ( P9).

Whole class

Pair work

Individual

Date: 30/8/2008

Period 5: unit 1:my friends

Lesson 4: write languague focus 3 –
A/ Aims:

- T helps ss write about oneself and about other people.

B/ Objectives:

- By the end of the lesson ss will be able to write a paragragh about their
close friends.

C/ Material:
- extra board

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre .writing

+ Kim’s game:

- Asks them to look at the pictures in P 17, then
let them to keep the books closed.

- Asks them to answer the questions about the
pictures.

a/ How many people are there in the picture?
b/ What is each person wearing?

* Reading:

- Asks them to read the information about Tam

Group work

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While-writing

Post- 
writing
Homework

then answer the questions:
a/ What’s his name? ( Tam )
b/ How old is he? (14)

c/ What’s does he look like? ( tall and thin)
d/ What’s he like? ( sociable, humorous, helfull)
e/ Where does he live? ( 26 TranPhu street)
f/ Who does he live with? ( parents, brother)
g/ Who is his friend? ( Bao, Ba)

- Asks them to read the passage about Tam in the
book.

- Asks them to write a paragragh about one their
friend, basing on the questions.

Example exchange:

His name is ... He is ...ten years old. He
lives in... , with his ...

He is ... He has ...hair. He is ... he has a
lot of friends but his closed friends are...and ...
- Asks them to share with their partners and
correc it if possible.

- Asks them to talk about their friend before the
class.( about 6-9 sentenses)

- Complete the passage.
- Do 5,7 (P 9- 11)

Pair work

Individual

Pair work

Date: 03/8/2008

Period 6: unit 1: my friend
Lesson 5: languague focus 2- 4

A/ Aims:

- T helps ss further practice in simple present tense and the structure with
“ enough”.

B/ Objectives:

- By the end of the lesson ss will be able to use the present simple to talk
about general truth and write some sentenses using the structure.

C/ Material:
- extra board

D / Proceduces:

stages Activities Work

arrangement
Warm up - Brainstorming:

+ Asks them to list the adjectives which they
have learned.

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Presentation

Practice

Production

Homework

Short
1/ Pre – teach:

- a planet: hµnh tinh (example)
- Mars: sao ho¶ (sit)

- silly: ngí ngÈn ( ant)
- ( to) rise: mäc, lên (sit)
- ( to) set: lặn, xuống ( ant)
* Slap the board.

2/ The simple present:

- Asks them to give the form and the usage of the
simple present.

1/ Languague focus 2:

- Ask them to use the verbs in the box then
complete the dialogue.

( rises, sets, goes, moves, is , is)

- Ask them to read the dialogue in pair .
2/ Languague 4:

- Set the sence:

My sister is five years old. She is not old enough
to go to school.

- Ask them to give form and meaning of the
sentense.

S – be( not) – adjective – enough – to –
verb

- Word cue drill:

a/ he / old / drive a car.

b/ I / not strong / carry this bag.

c/ they / good / read this English book.
- Ask them to do exercise 4 P17 in pair.
a/ not big enough.

b/ not old enough
c/ not strong enough
d/ not good enough

- Ask them to write five sentenses about
themselves using the model sentense.

Ex: I am not rich enough to buy a new bicycle.

T – whole class

Pair work

T – whole class

Whole class

Individual 
adjec

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- New words.
- Do 2, 6 ( 5, 10 )

Date: 03/8/2008

Period 7: unit 2: making arrangements
Lesson 1: getting started listen and read –
A/ Aims:

- T helps ss read for detail about a conversation on the phone.
B/ Objectives:

- By the end of the lesson ss will be able to use the telephone to make and
confirm arrangements.

C/ Material:
- cassette player
- extra board.

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre –

reading

* Matching: Getting started:

- Ask them to match each object ( pictures on the
page 15 ) with its names.

a/ an answering machine.
b/ amobile phone.

c/ a fax machine.
d/ a telephone.

e/ a public telephone.
f/ an address book.

- Give the definitions of these objects and then
ask them to match with their names.

1/ to send fax.

2/ to find someone’s telephone numbers.

3/ to make a phone call in a street telephone box.
4/ to leave and take message.

5/ to write address and telephone numbers.
6/ to make phone call anywhere you like.
- Key: ( a- 5, b- 6, c-1, d- 2, e- 4, f- 3 )
1/ Pre- teach:

Group work

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While- 
reading

Post- 
reading

Homework

- (to ) arrange: s¾p xÕp ( sit)
- (to ) hold on: cầm, giữ (mime)
- a bit: mét chót ( sym)
- downstair: ë tÇng díi ( vis)
+ Rub out and remember.

2/ Open prediction:

- Ask them to guess to answer the questions in
page 19.

1/ Answering the questions “ Who”

- Ask them to read the conversation in pair then
check their prediction.

a/ Nga make the call.
b/ Nga introduced herself.

c/ Nga invited Hoa to the movies.
d/ Nga arranged a meeting place.
e/ Hoa arranged the time.

f/ Nga agreed to the time.
2/ Comprehension questions:

- Give them some questions and ask them to
answer in pair:

a/ What’s Hoa’s telephone number?
b/ Which movie are they going to see?
c/ How is Hoa going to see the movies?

d/ Where are they going to meet? What time?
- Mapped dilogue:

Hung Dung

...3 682141
Hello, ...

Yes, I’d...
Where...?

OK, Dung. Let’s ....
outside the movie
theater.

That’s fine. See you

at 7.00. Bye

Can I...?
This ...

There is a movie
tonight.

Would ...?
At August...
We can walk.

Is 7.00 all right?
Bye, Hung.
- New words.

- Do 1( Page 13)

Pair work

Whole class
Pair

Date: 04/8/2008

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A/ Aims:

- T helps ss practise talking on the telephone.
B/ Objectives:

- By the end of the lesson ss will be able to talk on the telephone about
intentions with “ going to”.

C/ Material:
- cards

- extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up

Presentation

Practice

Production

- Chatting:

a/ Do you have a telephone at home?
b/ How often do you make a phone call?
c/ What would you say when you pick up the
phone to answer it?

d/ What would you say if you are the caller?
1/ Ordering:

- Ask them to read the sentenses and put them in
the correct order to make a complete dilogue.
- Key: 1- b, 2- f, 3- j, 4- a, 5- I, 6- c, 7- e, 8- k,
9- g, 10- h, 11- d )

2/ Model sentenses:

- Ask them to give the use and the form of “ be
going to”

a/ Use: express an intention.

b/ Form: S – be – going to – verb.
-> S1: Are you going to see a movie?
S2: Yes, I am/ No, I am not.

1/ Word cue drill: ( Languague focus 2 )
a/ play soccer.

b/ meet your friends.
c/ held your mother.
d/ do your homework.

2/ Languague focus 1 (P25).
a/They are going to go fishing.
b/ She is going to read this novel.
c/ Van is going to do Math homework.

d/ Mr Hoang is going to see an action movie on
TV tonight.

e/ Hien is going to buy a present for her friend.
* Role play:

- Set the scene: Ba and Bao are making
arrangements to play chess.

- Ask them to complete the dialogue.

Bao: - Can I speak to Ba please. This is Bao.
- I’m fine, thank. And you?

- Can you play chess tonight?
- What about tomorrow afternoon?

- I’ll meet you at the Central Chess Club.

Pair work

Group work

T - whole class

Pair work

Individual

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Homework - Is 2 oclock OK?

- Ask them to practise in pair.

- Write five things that they intend to do next
week

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Date: 04/8/2008

Period 10: unit 2: making arrangements
Lesson 4: read

A/ Aims:

- T helps ss read the text for details about Alexander Graham Bell.
B/ Objectives:

- By the end of the lesson ss will be able to know more about Alexander.
C/ Material:

- extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up

Pre –
reading

While- 
reading

Post- 
reading

- Brainstorming:

+ Ask them to answer the question:

To communicate. To call someone
1/ Pre – teach:

- a device: dơng cơ, m¸y mãc ( tran)

- a deaf mute: tật câm điếc ( example)
- (to) emigrate: di c ( sit)

- (to) transmit: trun ph¸t tÝn hiÖu ( tran)
- (to) conduct: thùc hiÖn ( sit )
- (to) demonstrate:biĨu diƠn ( tran)
* Slap the board.

2/ T/F statements:

- Ask them to read the T/F statements in P 22,
then guess which is true, false.

1/ T/F statements:

- Ask them to read the text, check their
prediction and correct false sentenses:
a/ F ( He was born in Scotland)

b/ F ( He worked with deaf- mute patients at
Boston University.

c/ T

d/ F ( He introduced telephon in 1876.
e/ F ( He experimented with ways of ...)
f/ T

2/ Ordering:

- Ask them to read again and order the sentenses.
( d, e, a, g, c, b, f )

Team work

T – whole class

Team work
Individual 
Whole class

Group work

Individual
What is

the
telephone

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Homework

* Write it up:

- Ask them to write about Alexander using the
sentenses in ordering part.

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Date: 04/8/2008

Period 9: unit 2: making arrangements
Lesson 3 : listen- languague focus 3

A/ Aims:

- T helps ss listen for details further practice in adverbs of place.
B/ Objectives:

- By the end of the lesson ss will be able to complete telephone message by
listening .

C/ Material:

- cassette player.
D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- 
listening

While –
listening

* Whispering:

- Ask two six- student- groups go to the board.
- Give the first student a telephone number then
he whispers it to the next person, and the last
student write down that telephone number.
a/ 3682141

b/ 3672708
1/ Pre – teach:

- (to) leave a message: ( sit)
- (to) make an arranement: ( syn)
- (to) make an appointment: ( sit)
* R and R

2/ T/F predictions:

a/ The woman wanted to talk to the principle.

b/ The principle is out at the moment.

c/ She wanted to make an appointment on Friday
morning.

d/ They will meet at 10.30.
1/ Checking the predictions.

- 1st time: - Ask them to listen and check the 
prediction.

- 2nd time: Listen and give T/F statements.
( a – T, b – T, c – F, d – F)

2/ Gap fill:

- Ask them to read the message and then to
guess the information in it.

- 3rd time: Listen and fill in the message.
+ Date: ...

+ Time: ...
+ For: Principle

+ Message: Mrs Mary Nguyen wanted to see you
at 9.45 in the morning.

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Post- 
listening

Homework

1/ Languague focus 3:

- Set the scene: Ba is playing hide and seek with
his cousin, Tuan. Use the adverbs of place to
complete the speech bubbles.

- Guide them to work in pair.

a/ Where is Tuan? I think he is upstairs.
b/ No, he isn’t here.

c/ He isn’t downstairs and he isn’t upstairs.
d/ Perhaps he is outside.

e/ No, he isn’t there.

f/ I’m not outside. I’m inside, Ba.
- Ask them to read the speech aloud.
- New words.

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Date: 10/8/2008

Period 11: unit 2: making arrangements
Lesson 5 : write

A/ Aims:

- T helps ss write a message.
B/ Objectives:

- By the end of the lesson ss will be able to write a telephone message .
C/ Material:

- extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- writing

While –
writing

- Chatting:

a/ Have you ever taken a telephone message?
b/ When you take a message , what should be
mentioned in the message?

( date, time, who sent, to whom, content)
1/ Pre- teach:

- a customer: khách hàng ( explanation)

- a delivery: sù ph©n phèi ( tran)

- stationery: đồ dụng văn phòng ( realia)
- (to) pick someone up: đón ai ( tran)
* What and where.

2/ Read and gap fill:
a/ Pre- questions:

- When did the customer phone?
- What time did she call?

- Who did she wanted to talk to?
- What did she talk about?

- What’s her telephone number?

b/ Ask them to read the message and then
complete the passage:

(1- phoned, 2- May 12, 3- speak, 4- took,
5- name, 6- delivery, 7- Mrs Ha, 8- at)

1/ Read the passge to get the information and
then write a telephone message.

Thanh Cong Delivery Service
Date: June 16

Time: after midday

For: Mrs Van

Message: Mr Nam called about his stationery 
order. He wanted you to call him at 8634082
Taken by: Toan

2/ Read the dilogue and then write a message for
Nancy.

Whole class

T – whole class

Pair work

Individual

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Post- 
writing
Homework

- Date: ...
- Time: ...
- For: ...

- Message: ...
- Taken by: ...
- Correct their message in pair
- Ask some ss to read aloud.
- New words.

- Complete the messages

- Do 5-7 in workbook ( P 17 – 18)

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Date: 10/8/2008

Period 12: unit 3: at home

Lesson 1 : getting started, listen and read,
 languague focus 1

A/ Aims:

- T helps ss read the dilogue for details and practice the modal verbs.
B/ Objectives:

- By the end of the lesson ss will be able to understand the dilogue and use
modal verbs to talk about the housework.

C/ Material:

- cassette player.
- cards

D / Proceduces:

stages Activities arrangementWork

Warm up

Presentation

Practice

* Kim’s game: Getting started.

- Ask them to look at the pictures for 30 seconds
then call out the verbs in the pictures as many as
possible.

a/ wash dishes
b/ make the bed
c/ sweep the floor
d/ cook

e/ tidy up

f/ feed the chicken
1/ Pre- teach:

- a chore: công việc vặt ( syn – housework)
- a sink: c¸i chËu (visual)

- a steammer: nåi hÊp (vis)
- a cup board: tñ ly ( sit)
- a sauce pan: ch¶o (vis)
* R & R

2/ Listen and read:

a/ Set the scene: Mrs Vui is going to be home
late tonight so she phoned to Nam- her son to
remind him what he has to do.

b/ Prediction:

- Ask them to predict what Nam has to do.
c/ Reading :

- Ask them to read the dilogue and then check
the prediction.

(Nam has to cook dinner, go to the market to buy
fish and vegetables, call his Aunt...)

3/ Model sentenses:

- Ask them to give the form of the modal verbs:
-> S – have to/ must/ ought to – verb

- Ask them to give the use of each modal verb.
- Pictures drill: (use pictures in Getting started)

Team work

T – whole class

Individual 
Whole class

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Production

Homework

Example exchange:
a/ do washing up

S1: What do you have to do?
S2: I have to do the washing up.
b/ make the bed

c/ sweep the floor
d/ ...
e/

- Languague focus 1:

- Ask them to look at the pictures and complete
the dilogue between Nga and Lan, using modal
verbs and verbs in the box.

1/ must tidy
2/ have to dust
3/ sweep

4/ have to clean
5/ must empty

6/ must feed

- Ask them to read dilogue in pair.
- New words

- Write things that you have to do on Sunday.
- Do 1 ( P 20 )

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Date: 18/8/2008

Period 13: unit 3: at home
Lesson 2 : speak

A/ Aims:

- T helps ss talk about aranging the furniture in the room.
B/ Objectives:

- By the end of the lesson ss will be able to use the prepositions of the place
to talk about the preposition of furniture in the room.

C/ Material:
- extra board

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- 
speaking

While- 
speaking

- Kim’s game:

+ Ask them to look at the pictures at page28 in
30 seconds then call out the things in the
pictures.

+ Which team have more things wins the game.
1/ Pre- teach:

- a dish rack: giá đựng đĩa ( vis)
- a counter: tủ quầy ( vis)
- a couch: ghế dài ( syn)
- a rug: thảm ( vis)
- cushions: gối ( vis)
* What and Where.

2/ Brainstorming:

- Ask them to give prepositions of the place as
much as possible.

In between

1/ Look at the pictures and talk about the

position of each items:

a/ S1:Where is the rice cooker?
S2: It’s next to the bowl of fruit.
b/ S1: Where is the clock?

S2: It’s above the fridge.
c/ S1: Where are the knives?

S2: They are on the wall, under the cupboard.
d/ S1: Where are the flowers?

S2: They are on the table.

Team work

T – whole class

Team work

Pair work
preposi

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Post- 
speaking

Homework

e/ S1: Where is the cupboard?

S2: It’s on the wall, above the counter.
...
2/ Arranging the furniture:

- Set the scene: Mrs Vui bought new furniture
for her living room. But she can’t decide where
to put it.

- Ask them to look at the pictures and talk
about their ideas.

Example exchange:

S1: Let’s put the clock on the wall, between the
shelf and the picture.

S2:OK, I think we ought to put the Tvand the
stereo on the shelf.

S3: I think the coffe table should be between
the couch and the armchair.

S4: We should put the magazines above the
book on the shelf.

( If they agree, they may use: OK, You are
right, A good idea.../ If they don’t agree, they
may use: No, I think we’d better/ I think it
should be ...)

* Write it up:

- Ask them to write about the positions of the
furniture in the living- room at their house.
Ex: My living-room is small. There is a shelf at
the corner. We put the TV, the stereo and some
books on the shelf. ...
- New words.

- Do 7 (26)

T – whole class
Group work

Individual

Date: 18/8/2008

Period 14: unit 3: at home

Lesson 3 : listen language focus 2 –
A/ Aims:

- T helps ss listen for detail about the food and further practise in model
verb “ ought to”.

B/ Objectives:

- By the end of the lesson ss will be able to identify the right item by
listening and further practise in modal verb “ought to”.

C/ Material:
- cassette player

D / Proceduces:

stages Activities arrangementWork

Warm up * Bingo:

- Ask them to write five things that we can eat.
- Ask them to listen to the teacher then cross out

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Pre- 
listening

While- 
listening

Post- 
listening

Homework

if have same things.

T: rice, chicken, noodles, beef, candy, bread....
1/ Pre- teach:

- a ham: thịt đùi ( sit)
- a garlic: tỏi (vis)

- special Chinese fried rice:c¬m rang TQ. (tran)
- Yummy: ngon tuyÖt (sit)

* Slap the board
2/ prediction:

- Ask them to look at the food on page 30 and
guess 4 things they use to cook the “ special
Chinese fried rice”

- Ask them to listen and check the prediction
a- fried rice

b- pan

c- garlic and green pepper
d- ham and peas

- Ask them to listen again and give the key.
* Set the scene: Hoa is sad because she fail her
English test. What do you say to advise her.
-> You should study harder.

Or You ought to study harder.

- Ask them to give the use of “ought to”

+ It is used to advise someone to do st.
+ Form: S – ought to – verb.

* Ask them to give advice to people in the
pictures at page 35.

a/ You ought to study harder.
b/ You ought to get up earlier.

c/ You ought to eat more fruit and vegetales.
d/ You ought to see a dentist.

* Noughts and crosses:
His tooth/

ache Hoa/ late My room/tidy
The floor/

dirty Bao/ fat She/ thin
My English/

bad Lan/ short Mai/ a cold
Ex:

a/ His tooth aches. He ought to go to the dentist.
b/ Hoa is late. She ought to get up earlier.

c/ My room is tidy. You ought to tidy the room.
d/ She is thin. She ought to eat more fatty food.
...

- New words.

- Do 2 ( P 20)

T – whole class

Individual

Whole class

T – whole class

Pair work

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Date: 18/8/2008

Period 15: unit 3: at home
Lesson 4 :read

A/ Aims:

- T helps ss read for details about safety precaution in the house and further
practise in “ Why- question”.

B/ Objectives:

- By the end of the lesson ss will be able to understand the safety precaution
in the house and use “ Why- question”.

C/ Material:

- cassette player

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- reading

While- 
reading

- Brainstorming:

Eletricity Gas Knife
- Ask them to list the dangerous things in the
house for the children.

1/ Pre- teach:

- a bead: vËt nhá nhän ( realia)
- a precaution: sù phßng ngõa ( tran)
- a socket: ổ cắm điện ( realia)
- a match: que diªm (realia)
- an object: vËt dông ( tran)

- safety: an toµn ( ant- dangerous)
- (to) injure: (vis)

* R and R

2/T/F prediction:

- Ask them to read the T/F statements in page 31,
and guess which is true, which is false.

Guess Read Correct
a

b
c
d
e
f

Team work

T – whole class

Individual

Whole- class
Danger

in the 
house for

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Post- 
reading

Homework

1/ T/F statements:

- Ask them to read the poster and check the
prediction. And correct the false sentenses.
a/ F. It’s safe to keep madicine in locked
cupboards.

b/ T.

c/ F. A kitchen is a dangerous place to play.
d/ F. Only one match can start a fire.

e/ T.
f/ T.

2/ Ask and answer:

- Ask them to read the poster again and then
answer the Why- questions:

b/ Because the kitchen is a dangerous place.
c/ Because one match can cause the fire.
d/ Because the children often try to put

something into electrical sockets and electricity

can kill.

e/ Because the dangerous object can injure or kill
the children.

* Discussion:

- Ask them to work in groups and discuss about
the topic.

a/ safety precaution in the street.
b/ safety precaution in the school.
- New words.

- Do 5, 6 ( Page 24,25 in workbook)
- Prepare part “Write”

Pair work

Group work

Date: 24/8/2008

Period 16: unit 3: at home
Lesson 5 :write

A/ Aims:

- T helps ss write a description of a room.
B/ Objectives:

- By the end of the lesson ss will be able to write a description of a room in
their house.

C/ Material:
- extra board.

D / Proceduces:

stages Activities arrangemeWork

nt
Warm up

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Pre- writing

While- 
writing

Post- 
writing

Bed desk cupboard sink
1/ Pre- teach:

- a folder: b×a cøng ( realia)
- a towel rack: giá treo khăn ( vis)
- a closet: bån vÖ sinh ( vis)

- a wardrobe: tủ quần áo ( vis)
- a vase: c¸i lä ( vis)
* R and R.

2/ Questions:

- Ask them to read the description of Hoa’s
room, then answer these questions:

a/ What is there on the left of the room?
b/ Where is the bookshelf?

c/ What is there on the right of the room?
d/ Where is the wardrobe?

- Ask them to write the description of the
kitchen on page 33 using the given cues.
Example exchange:

This is Hoa’s kitchen.

There is a refrigerator in the right corner of the
room.

Next to the refrigerator are the stove and oven.
On the other side of the oven, there is a sink
and next to the sink is a towel rack.

The dish rack stands on the counter, on the
right of the window and beneath the shelf

On the shelves and on the counter beneath the
window, there are jars of sugur, flour, and tea.
In the middle of the kitchen, there are a table
and four chairs.

The lighting fixture is above the table, and
beneath the lighting fixture is a vase with
flowers.

- Ask them to share with their partners.
- Correct some descriptions

* Speaking:

- Ask them to talk to their partners about their

T – whole 
class

Pair work

Individual

Pair work
Group work
Ho

us
e 
bed

roo
m

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Homework

room or living-room.

Ex: My living-room is not very big. There is a
TV opposite the door. In front of the TV, there
is a couch, a table, and two

armchairs. ...
...

...
- New words.

- Do 7 ( 26)

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Date: 24/8/2008

Period 17: unit 3: at home
Lesson 6 :language focus 3, 4

A/ Aims:

- T helps ss further practise in reflexive pronouns, and “Why-question”
B/ Objectives:

- By the end of the lesson ss will be able to use the reflexive pronouns and “
Why – question”.

C/ Material:
- extra board.

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

- Brainstorming:

+ Ask them to list the thing that they can
do homework

Do homework Tidy the house
+Ask them to list the things that they can’t do.

Repair the machine paint the house.

1/ Reflexive pronouns:

- Set the scene: You do your homework and no
one help you. What do you say? -> I do my
homework myself.

=> Ask them to give the use of “ myself”.
=> Ask them to give the form of the reflexive
pronouns:

I – myself

You – yourself ( yourselves)
She – herself

He – himself
We – ourselves
They – themselves
It – itself.

- Use: + Ask them to give the use of the
reflexive pronouns:

Team work

T – whole 
class

Things 
you can

do

Things 
you 
can t ’

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Practice

Production

Homework

+ Used to emphasize a person or a thing.
- Example:

+ She cook the dinner herself.

+ You have to do your test by yourselves.
1/ Word cue drill:

a/ I/ do / homework
b/ He/ fix/ machine
c/ Mary / cook/ dinner
d/ These ss / paint / picture
2/ Focus 3

- Ask them to complete the dilogue in page 36.
a/ himself

b/ ourselves

c/ myself, yourself

d/ himself, herself, themselves
e/ yourselves

* Why – question:

- Ask them to look at the pictures then ask and
answer the questions:

a/ S1: Why does Nam have to cook dinner
himself?

S2: Because his mother will be home late
tonight.

b/ S1: Why will Mrs Vui be home late tonight.
S2: Because she has to visit her mother after
work.

c/ ...
- Learn reflexive pronouns

- Do 3,4 ( page 22-> 25)

Whole class

Pair work

Pairwork

Date: 24/8/2008

Period 18: revision

A/ Aims:

- T helps ss review some stuctures in three units.
B/ Objectives:

- By the end of the lesson ss will be able to do exercises and prepare the test.
C/ Material:

- extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

- Pelmanism:

I she we It He

myself herself ourseves itself himself
1/ Enough:

- Ask them to give the use and the form of
“enough”

Team work

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Practice

Production

Homework

+ Form:

- S – be – adj – enough – ( for sbd) – to-V
- S – V – enough – noun – to-V.

2/ be going to:

- Ask them to give the use and the form of “ be
going to”

+ Use: express a plan, a prediction in the future
+ Form: S – be going to – V

3/ Modal verb:

- Ask them to list the modal verbs that they
have learnt

Ought to can
- Ask them togive the form of modal verbs
=> S – modal verb – V

Ex: You should eat more fruit and vegetables.

4/ Reflexive pronouns:

- Ask them to list the reflexive pronouns.
- Ask them to give the examples.

1/ Exercise 1: ( Lucky numbers)

Combine the following sentenses using the
structures with “ enough”.

1/ The weather is warmer today. You can go
out.

2/ Is she intelligent? Will she be able to find it
out?

3/ They were very quick. They could catch the
thief.

4/ The shoes are small. I can’t wear them.
5/ He is strong. He can carry that suitcase.
2/ Exercise 2:

Choose the best answer to complete these
sentenses.

1/Mai recieved a letter ... her sister
yesterday.

A: to B: for C: of D: from.

C: of D: from.

B: for C: of D:
from.

2/ What ... she look like? She is
beautifull.

A: is, B: does C: will D: did
3/ My brother is old enough ... a
car.

A: to drive B: driving C: drives D: drive
4/ Who ... you this coat? My mother
did.

A: did buy B: bought C: buys D: does buy

Teamwork

Team work

Whole class
Modal

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5/ What is your friend like? He is ...
A: strong B: tall C: fat D: sociable
- Review the structures.

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Date: 02/10/2008

Period 19: test

Time: 45 minutes
A/ Aims:

- Check ss' knowledge in three units: 1,2,3.
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and
do by themselves

C/ Material:
- tests

D / Proceduces:

I/ Choose the best answer to compete these sentenses:
a/ S1: Do you keep your food in the ...?

S2: No, I don't like cold fruit.

A: cupboard B: oven C: dish rack D: refrigerator
b/ Look! This boy is carrying that box ...

A: herself B: yourself C: himself D: itself.
c/ Her mother have ... to buy this car.

A: enough money B: money enough C: rich enough D: enough rich
d/ Marie and Alison, you really should look after ... Better.

A: ourselves B: themselves C: yourself D: yourselves
e/ Would you like ... a massage?

A: leave B: leaving C: to leave D:left
II/ Put a suitable prepositions in these sentenses:

a/ Alexander Graham Bell was born ...March 3rd, 1845... Scotland.
b/ He worked ... deaf- mutes... Boston University.

3/ I'll come ... to pick her up... 8 oclock.
4/ Mrs Lan called... her newspaper delivery.
5/ I couldn't meet Mrs Chi because she's...

6/ He worked very hard and finally came ... ... a very inportant invention.
III/ Read the story about Charles Dickens and answer the questions:

Charles Dickens was born in Portsmouth in 1812. His family then lived in London.
His father was a clerk in an office. There were eight children in the family, so life was
hard. Charles went to school and his teacher thought he was very clever. When he
was only eleven, he had to leave school and went to work on a factory. He worked ten
hours a day and earned six shillings a week. Every night, after work, he walked four
miles back to his room. Charles hated it and never forgot the experiences. He used it
in many novels, especially " David Copperfield and Oliver

Twist"
Questions

a/ Where did his family live?

b/ How many people were there in his family?
c/ When did he leave school?

d/ How much did he earn a week?

e/ What did he use in his many novels? Why?

IV/Write a descrition of one room which you like best.

Key:

I/ 2,5 marks

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II/ 2,5 marks

1/ on - in, 2/ with - at, 3/ over - up, 4/ about, 5/ out, 6/ up - with.
III/ 2,5 marks:

a/ His family lived in London.

b/ There were ten people in his family.
c/ He left school when he was eleven.
d/ He earned six shillings a week.

e/ He used his room in many novels because he hated it and never forgot the
experiences.

IV/ 2,5 marks: ( 6-> 10 sentenses)

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Date: 02/10/2008

Period 20: correcting the test

A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to knowthe mistakes which they
got and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Discussion:

a/ What do you think about the test?

b/ Is it easy or difficult?

c/ which sentense is the most difficult?

d/ How many marks do you think you got?
. . ...

1/ Giving them their test.

- Ask them to look at the test and check again.
2/ Correcting the test:

I/ 2,5 marks

A: D b: A, c: A, d: D, e: C
II/ 2,5 marks

1/ on - in, 2/ with - at, 3/ over - up, 4/ about,
5/ out, 6/ up - with.

III/ 2,5 marks:

a/ His family lived in London.

b/ There were eight people in his family.
c/ He left school when he was eleven.
d/ He earned six shillings a week.

e/ He used his room in many novels because he
hated it and never forgot the experiences.

IV/ 2,5 marks: ( 6-> 10 sentenses)

- Ss have to write about the position of the
things in that room.

- Ask them to read some good descriptions.
3/ Main mistakes:

- Prepositions: come over, come up with
- Question "e" in part III

4/ Name some good tests, bad tests:
- Good tests:

8a: Nhung, L©m, T©m,HiỊn,Tu©n,Tn...
8b: Mai, ChiÕn, Hun...

Whole class

</div>
(35)<div class='page_container' data-page=35>

Production

Homework

8c: Thủ, Th, Th, Dịng...
- Bad tests:

8a: Ninh, Ngäc Anh, Sơn, Duyên...
8b: Nhất, Mạnh, Dũng...

8c: Dũng, Đoàn, Thơm, Phợng...
Noughts and crosses:

- Ask them to make sentenses with these words.

Why myself enough

himself ought to because
above look like have to
- Do the test again.

- Prepare Unit 4- Listen and read

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Date: 02/10/2008

Period 21: unit 4: our past

Lesson 1 : getting started- listen and read

A/ Aims:

- T helps ss read the dilogue about the life of many years ago.
B/ Objectives:

- By the end of the lesson ss will be able to tell the activities people used to
do in the past.

C/ Material:
- extra board.
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Getting started:

- Ask them to write the names of things that
they do not belong to the past.

+ mobilephone
+ television
+ stereo

+ lighting fixture
+ modern clothes,...
1/ Pre - teach:

- (to) look after = (to) take care of ( syn)
- an equipment: trang thiÕt bÞ ( example)
- great grandma; cô cè (sit)

- a fold tale: truyÖn d©n gian (realia)
- traditional: trun thèng (tran)

* R and R

2/ T/F prediction:

a/ Nga used to live on the farm.
b/ Nga's grandma didn't go to school.

c/ She had an easy and happy life when she was
young.

d/ There wasn't any modernequitmentat her
time.

e/ " The lost shoe" is a short story.
Guess Read Correcting

a F Her grandma used to…

b T

c F She had a hard life.

d T

e F It's a fold tale

1/ T/F correcting

- Ask them to read the text and then check the
prediction.

2/ Comprehension

Team work

T - whole class

Individual

Whole class

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Post- 
reading

Homework

- Ask them to read the dilogue again and then
answer the questions.

a/ She used to live on the farm.

b/ Because she had to stay at home and help her
mom to look after her younger sisters and
brothers.

c/ She used to cook the meals, clean the house
and wash the clothes.

d/ Her great grandma used to light the lamp
and her great grandfather used to tell stories.

e/ She asksed her grandma to tell her the tale
"The lost shoe".

* "Used to"

T: I used to go to school by bike three years
ago, but now I go to by motobike.

-> Ask them to give the use and the form of
"used to".

- S - used to - verb.
- express a past habit.
* Survey:

Did you use to…? Name

Get up late.

Ride bicycle too fast.
Go to school late.
Eat too much candy.
Forget to do homework.
- New words

- Do 1( Workbook)

T - whole class

</div>
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Date: 07/10/2008

Period 22: unit 4: our past

Lesson 2 : speak- language focus 4

A/ Aims:

- T helps ss speak about the way things used to be and they are now.
B/ Objectives:

- By the end of the lesson ss will be able to use " used to" to talk about the
things they used to do.

C/ Material:
- word cues

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

Production

* Jumbled words:

- rieletcityc => electricity

- menttaenterin => entertainment
- rkmaet => market

- permasuekt => supermarket
- lehonepte => telephone
- bielom => mobile

- Recall the conversation between Nga and her
grandma and answer the question.

+ Where did Nga's grandma always live?
=> She always lived on the farm.

- Ask them to find another word for " always
lived".

=> used to live.

- Ask them to give the form and the use of "
used to ".

=> + S - used to - verb.
- S - didn't use to - verb.
? Did - S - use to - verb?
=> express a past habit.
- Ask them to give examples:

a/ I used to walk to school last year.

b/ We used to go swimming when we were

young.

Word cue drills
a/ live/ Hue/ Hanoi.

b/ have/ long hair/ short hair
c/ get up / late/ early

d/ walk to school/ bicycle.

e/ study/ evening/ early morning.
- Example exchange:

a/ S1: Did you use to live in Hue?
S2: No, I used to live in Hanoi.
1/ Speak ( P 40)

- Ask them to compare two pictures on page 40

Team work

T - whole class

Whole class
T- whole class
Half - half
Pair work

</div>
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Homework

and then use " used to" to talk about the action
in the past and now.

Example exchange:

a/S1:Where did they live in the past?

S2: They used to live in the small houses.
S1: Where do they live now?

S2: They live in the big houses or buildings.
b/ S1: How did use to they travel?

S2: They used to walk.

S1: How do they travel now?

S2: They go by cars, bus or motobikes.
c/ S1: Where did they use to buy food ?
S2: They used to buy at the market.
S1: Where do they buy foofd now?

S2: They buy food at the stores or supermark
2/ Language focus 4:

- Ask them to look at the pictures and complete
the dilogue. Use " used to " and the verbs in the
box.

1/ used to have.

2/ used to be.
3/ used to live.

- Write about the things that you used to do last
year.

- Do 4,5,6 ( 28,29,30)

</div>
(40)<div class='page_container' data-page=40>

Date: 07/10/2008

Period 23: unit 4: our past

Lesson 3 : listen - language focus 1,2,3

A/ Aims:

- T helps ss listen a story and practise the past simple tense
B/ Objectives:

- By the end of the lesson ss will be able to understand the main idea of the
story and practise the past simple tense.

C/ Material:
- extra board
- cassttete player

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- 
listening

While- 
listening

Post-

- Pelmanism: Language focus 1

run fly ride eat sit

ran flew rode ate sat

come have do go be

came had did went was/were
1/ Pre- teach:

- amazement: ( tran)
- foolish: ( tran)
- greedy: ( tran)
- gold: (realia)

- ( to) lay/ laid: ( visual)
* What and Where.
2/ Prediction:

- Ask them to look at four titles and guess

which is the most suitable to the story.
a/ Don't kill chickens.

b/ Don't be foolish and greedy.
c/ Be happy with what you have.
d/ It is difficult to find gold.

1/ Checking the prediction:

- Ask them to listen to the tape twice and check
their prediction.

b/ Don't be foolish and greedy.
2/ Find out the verbs in the story.

- Ask them what tense is used in the story.
=> The past simple tense.

- Ask them to listen again and then write as
many verbs as possible.

=> went, discovered, laid, shouted, finished,
couldn't, were, ran, looked, wanted, decided.

Team work

T - whole class

Individual

Whole- class

Individual

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listening

Homework

- Ask them to give the infinitives of these verbs
=> went -> go

1/ Language focus 2:

- Ask them to use the past simple to complete
the dilogue.

a/ Did you eat rice for dinner yesterday?
b/ I walked to school.

c/ Where were you last night?
d/ I had ……….
2/ Language focus 3:

- Ask them to use the prepositions to complete
the sentenses:

a/ on
b/ in.

c/ between.
d/ at, after
e/ before
- New words.

- Do 1,3,7( workbook)

Pairwork

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Date: 07/10/2008

Period 24: unit 4: our past
Lesson 4 : read

A/ Aims:

- T helps ss read the story " The lost shoe" for details.
B/ Objectives:

- By the end of the lesson ss will be able to understand and retell the story "
The lost shoe".

C/ Material:
- extra board

D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- reading

While- 
reading

* Brainstorming:

- Ask them to name some folk tales that they
have read.( Vietnamese names)

Cây tre trăm đốt

Hoµng tư Cãc
1/ Pre- teach:

- a fairy: «ng tiªn ( sit)
- a rag: quần áo rách ( visual)
- cruel (a): tàn ác (tran)
- upset (a): thÊt väng (syn)
- magical (a): thần thoại (tran)
- (to) fall in love with sbd: yªu (syn)
- immediately: ( tran)

* Slap the board.

1/ T/ F statement prediction:

a/ Little Pea's father is a poor farmer.

b/ Her father got married again after his wife
died.

c/ Her new mother was beautiful and nice to
her.

d/ She worked hard all days.

e/ She didn't have new clothes to take part in
the festival.

1/ T/F.

- Ask them to read the story and check the T/F
prediction and correct the false sentenses.

Guess Read Correct

Team work

T - whole class

Individual

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Post-reading

Homework

a T

b T

c F Her new mother was
crual to her.

D T

e F A fairy gave her
beautiful clothes.

2/ Comprehension questions ( Part 2 in P42)
a/ She was a poor farmer's daughter

b/ She made her do the chores all days.

c/ Before the festival started, a fairy appeared
and magically changed her rags into beautiful
clothes.

d/ He decided to marry Little Pea because the
shoe fitted her.

e/ Ss answer themselves.

- Ask them to complete the sentenses with
words in the story.

a/ poor farmer
b/ died

c/ had, again
d/ choose
e/ new clothes
f/ lost

- Ask them to retell the story, basing on the
sentenses in the gap filling exercise.

- New words.
- Retell the story

Pair work

Individual

Group work

Date: 15/10/2008

Period 25: unit 4: our past
Lesson 5 : write

A/ Aims:

- T helps ss write a imaginary story.
B/ Objectives:

- By the end of the lesson ss will be able to use the past simple tense to write
a folktale.

C/ Material:
- extra board

D / Proceduces:

stages Activities arrangementWork
Warm up

* Chating:

- Ask them to answer some questions about the
imaginary stories.

a/ Do you want to read imaginary stories?
b/ Name some of them?

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Pre- writing

While- 
writing

Post- 
writing

Homework

c/ Which story do you like best?

d/ Have you ever read the story " How the
tigers got his tripes"?

1/ Pre- teach:
- wisdom: (tran)
- a stripe: (realia)
- a straw: ( realia)
- a servant: ( tran)
- ( to) escape: ( tran)
- (to) graze: ( visual)
* Matching:

- Ask them to match the words with their
meanings.( T use cards)

2/ Reading:

- Ask them to give the meanings of the verbs in
the box.

- Ask them to complete the story.

( 1: appear, 2: as, 3: said, 4: left, 5: went,

6: tied, 7: lit, 8: burned, 9: escaped)
- Ask them to answer the questions:

a/ Where was the man?

b/ What did the buffalo do when the tiger
appear?

c/ What did the tiger want to know?

d/ What did he do before going home? Why?
e/ What did he do when he returned?

- Ask them to imagine to be a man in order to
write the story individually.

- Ask them to share with their partners.
Example:

One day, as I was in a field and my buffalo
grazed nearby, a tiger came. It asked why the
strong buffalo was my servant and I was its
master. I told the tiger that I had something
called wisdom. The tiger wanted to see it but I
said that I left the wisdom at home that day.
Then I tied the tiger to a tree with a rope
becauce I didn't want it too eat my buffalo. I
went to get some straw and I burned the tiger.
The tiger escaped, but todayit still has black
stripes from the burn.

* Telling the story:

- Divide the class into 2 teams. Team A plays
the role of the tiger. Team B plays the role of

the buffalo.

- Ask them to tell the story again.
- New words.

- Write the story again, imagine you are the
tiger or the buffalo.

T - whol class

Pair work

Individual

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Date: 19/10/2008

Period 26: unit 5: study habits

Lesson 1 : getting started- listen and read

A/ Aims:

- T helps ss read for the details.
B/ Objectives:

- By the end of the lesson ss will be able to understand the dialogue between
Jim and his Mom about his study.

C/ Material:
- extra board
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While - 
reading

*Chatting: Getting started:

- Ask them to chat about the subjects at school
basing on these questions:

a/ Name as many subjects as they can?
b/ What subject are you good at?
bad at?

c/ what subjects do you like best? Why?
d/ How often do ou have Math?

English?
Literature?
1/ Pre- teach:

- a report card: phiÕu ®iĨm ( realia)
- pronunciation: phát âm ( mime)
- (to) improve: n©ng cao ( sit)
- (to) be proud of: tù hµo ( tran)
- (to) try one's best: cè g¾ng ( tran)
* Rub out and remember.

2/ T/F prediction:

a/ Tim was out when his mother called him.
b/ Tim's mother met his teacher at school.
c/ Tim's report is poor.

d/ Tim's mother wants him to improve one
thing.

e/ Tim need to improve his Spanish grammar.
f/ Tim promised to try his best in learning
Spanish.

1/ Checking the prediction:

- Ask them to read the dialogue and check the
prediction.

- Ask them to correct the false sentenses.
Guess Read Correct

a F Tim was at home

b T

c F His report was excellent

d T

Whole class

T - whole class

Individual

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Post - 
reading

Homework

e F He needs ....pronunciation

f T

2/ Answer the questions:

- Ask them to read the dialogue again and then
answer the questions.

a/ She is Tim's teacher.

b/ She gave Tim's mother his report card.
c/ He worked really hard.

d/ She said Tim should work hard on his
Spanish pronunciation.

e/ She gave him a dictationary.
* Survey:

- Ask them to work in group to ask and answer
about the subject that they have to improve.
S1: What subject do you need to improve?
Lan: I need to improve Math.

name Subject

Lan Math

* Discussion:

- Ask them to talk about the way how to
improve the subject that they are not good at.
- New words.

- Do 1 ( 32)

Pair work

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Date: 19/10/2008

Period 27: unit 5: study habits
Lesson 2 : speak - listen

A/ Aims:

- T helps ss practice speaking and listening.
B/ Objectives:

- By the end of the lesson ss will be able to talk about their study habits
and listen for specific information to fill the report card .

C/ Material:
- extra board
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- 
listening

While - 
listening

* Brainstorming:

- Ask them to write their ideas.

Read E stories Speak E to friends
1/ Pre- teach:

- behavior: cách c xử ( tran)
- a participation: sự tham gia ( expla)
- a co - operation: sự hợp tác ( tran)
- (to) appriciate: đánh giá cao ( tran)

- satisfactory  unsatisfactory: tho¶ m·n( tran)
* Matching.

- Ask them to match the words with their
meanings.

2/ Prediction:

- Ask them to look at Nga's report and predict
the missing information and then compare with
their partners.

1/ Checking the prediction.

- Ask them to listen and check their prediction.
( 1: 87, 2: 5, 3: Spanish pronunciation, 4: C,

Team work

T - whole class

Team work

Individual

Whole class

Pair work
How to improve

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Post- 
listening

Homework

5: A, 6: A, 7: B)
2/ Comprehension questions:

- Ask them to listen again and then answer the
questions:

a/ How many days was she absent from class?
b/ Which subject is she good at?

c/ Which subject should she improve?
d/ What shoul she do to improve it?
* Speak:

- Ask them to answer the questions individually
about their studies basing on the words.

You Your partner

2
3
4
5

- Ask them to ask their partner and then take
note of the answers in " Your partner".

- New words.
- Do 6 (34)

Individual

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Date: 23/10/2008

Period 28: unit 5: study habits
Lesson 3 : read

A/ Aims:

- T helps ss read the text for the details about the way of learning new words
B/ Objectives:

- By the end of the lesson ss will be able to understand the text and get
specific information.

C/ Material:
- extra board
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre - 
reading

While- 
reading

* Chatting:

- Ask them some questions about their English
learning.

 Do you like learning English?

 How many new words do you try to learn a
day?

 What do you do when you read a new word?
 How do you learn?

1/ Pre- teach:

- mother tongue: tiếng mẹ đẻ ( example)
- (to) underline: gạch chân (realia)
- (to) highlight: làm nổi bật ( example)
- (to) come across: gặp tình cờ ( syn)
- (to) stick: dán (mime)
* Slap the board

2/ T/F prediction:

- Ask them to read the T/F statements in P 50
and guess which is true and which is false.
1/ T/F statements:

- Ask them to read the text and check the
prediction.( a: F, b: T, c: F, d: T)

Guess Read Correct

a F

b T

c F

d T

2/ Comprehention questions:

- Ask them to read the text again and then
answer the questions.

1. No, they learn words in different ways.
2. Because they help them to remember the use

of new words

3. They write examples, put the words and
their meaning in thew tickets, underline or
highlight them.

Team work

T- whole class

Individual

Whole class

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Post - 
reading

Homework

4. They may think they can't do so instead,
they learn only important words

5. Revision is necessary in learning words
6. Learners should try on different ways of

learning words to find out what is the best.

- Ask them to practise in pair.

* Survey:

- Ask them to work in group of 4 or 5 to
interview one another and tick the ways they
used to learn new words.

Ways of learning words S1 S2 S3 S4
1/ Make a list of words, their

meaning and learn them by
heart.

2/ Write example sentenses
with new words.

3/ Write it on a piece of paper
and stick everywhere in the
house.

4/ Underline or highlight the
words.

5/ Read the stories in English
6/ Learn words through songs
- New words

- Write the ways of learning words that you
think are the best for you.

- Prepare " Write"

Group work

Date: 23/10/2008

Period 29: unit 5: study habits
Lesson 4 : write

A/ Aims:

- T helps ss write a letter to friends.
B/ Objectives:

- By the end of the lesson ss will be able to know the format of a friendly
letter and oractice writing a letter to their friends.

C/ Material:
- extra board.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- writing

* Chatting:

- Ask them to answer the questions about letter.
a/ Have you ever written to some one?

b/ Who do you usually write to?
c/ what do you often write about?
1/ Pre- teach:

- Lunar New Year Festival: tết nguyên đán (ex )
- Body of the letter: ND bức th ( exam)

Whole class

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While - 
writing

Post- 
writing
Homework

- Heading: tiêu đề ( syn)
- a signature: chữ kí ( realia)
- (to) celebrate: kỉ niệm ( tran)
- enjoyable: thú vị ( syn)
* Rub out and remember.

2/ Ordering statements:

- Ask them to read statements then put the parts
of the letter in the correct order.

A: opening
B: closing
C: the date

D: body of the letter
E: signature

F: writer's address

- Ask them to read the text and then check their
order.

1: F, 2: C, 3: A, 4: D, 5: B, 6: E
3/ Comprehention questions:

- Ask them to read the text again and then
answer the questions:

a/ Who wrote the letter? To whom?
b/ what did Hoa receive a few days ago?
c/ What subject is Hoa good at?

d/ Where is she going to celebrate the Lunar
New Year Festival?

- Ask them to imagine that they are Lan and
write a letter to her penpal Donna in
Sanfrancisco.

Example exchange:

Thach Xa - Thach That
November 26 th, 2008
Dear Donna,

Thanks for your letter. I glad to hear you had an
interesting Mother's day.

We received our second semester report last
month. I got good grades for Geography,
Physics and Math but my English and history
result very poor. My teacher advises me to
improve English and History. I think I have to
study harder next school year.

In a few weeks, we're going to celebrate the
mid- Autumn Festival. That is an Autumn
Moon festival in VietNam. This afternoon, I am
going to Ha long with my aunt and uncle by
bus and I am going to stay there with them until
the festivsal comes. I'll send you a post card
from there.

Write soon and tell me all your news.
Best.

Lan

Individual

Pair work

Individual

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- Ask them to read aloud their letters and
correct the mistakes.

- Choose some good writings.
- New words.

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Date: 27/10/2008

Period 30: unit 5: study habits
Lesson 5 : language foccus

A/ Aims:

- T helps ss futher practice in adverbs of manner.

- Practicing commands, request, and advice in reported speech.
B/ Objectives:

- By the end of the lesson ss will be able to use the adverbs of manner and
reported speech with commands, requests and advice.

C/ Material:
- extra board.

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

Presentation

Practice 
Presentation

Practice

* Pelnanism:

- Ask them to play " Pelnanism"

Good Bad Easy Soft Happy
Well Badly Easily Softly Happily
1/ Adverbs of the manner:

- Ask them to give the use of the adverbs:
( adverbs modify verbs)

- Ask them to give the form of the adverbs:
( adding "ly" after adjectives)

* Exercise 1:

- Ask them to work in pair to complete the
sentenses with the adverbs in the box.

( 1: hard, 2: fast, 3: badly, 4: softly)
2/ Modal verb: Should.

- Ask them to look at Mr Hao's house and
answer the questions:

a/ Is Mr Hao's house new?
b/ Is the wall discolored?
c/ How is the door?

e/ Should he repair the roof?

- Ask them to give Mr Hao some advices:
+ He should repair the roof.

+ He should paint the house.
3/ Reported speech:

* Set the scene: Tim's mother and his teacher
told about his study.Now she she is talking to
Tim about what Miss Jackson said.

+ Miss Jackson said: " Can you give Tim this
dictionary?"

-> Miss Jackson asked me to give you this/that

dictionary.

- Ask them to give the form:

-> S - ask/ tell - somebody - to verb
-> a command in the reported speech.

+ Miss Jackson said: " Tim should work harder
on his spanish pronunciation"

-> Miss Jackson said you should work harder
on your Spanish pronunciation

Team work

T - whole class

Pair work
Whole class

Team work

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Production

Homework

-> an advice in reported speech.
Exercise 3:

- Ask them to suppose they are Tim's mother.

Report Miss Jackson's commands and requests
in her conversation with Tim's mother.

a/ Miss Jackson asked me to wait for her
outside her office.

b/ Miss Jackson asked me to give you your
report card for this semester.

c/ Miss Jackson asked me to help you with your
Spanish pronunciation.

d/Miss Jackson asked me to meet her next
week.

Exercise 4:

- Ask them to report Miss Jackson's advice she
in her conversation with Tim's mother.

a/ Miss Jackson said you should spend more
time on Spanish pronunciation.

b/ Miss Jackson said you should practice
speaking Spanish everyday.

c/ Miss Jackson said you should listen to
Spanish conversations on TV.

d/ Miss Jackson said you should practice

reading aloud passages in Spanish.

e/ Miss Jackson said you should use this
dictionary to find out how to pronounce Spanish
words.

- Ask some ss to practice in pair and correct
their pronunciation.

- Ask them to practice in pair.
- Do 2,3,4,7 ( P 33->36)
- Prepare Unit 6

Individual

Pair work

Date: 27/10/2008

Period 31: unit 6: the young pioneers club
Lesson 1: getting started - listen and read

A/ Aims:

- T helps ss read for details and practice in gerunds
B/ Objectives:

- By the end of the lesson ss will be able to understand the dialogue and
practice in gerunds used after some verbs: love, like, hate, enjoy.

C/ Material:
- extra board.
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up * Chatting:

- Ask them to answer the questions:

a/ What do you usually do on your summer
holiday?

b/ Do you take part in any clubs? What is it?

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Pre - 
reading

While - 
reading

Post- 
reading

c/ Are there any activity programs for the

summer?

d/ What activity do you like best?
1/ Pre- teach:

- an application: mẫu đơn ( visual)
- interest: sở thích (syn)
- sex: giới tính (example)
- (to) enroll: đắng kí học ( mine)
- ( to) fill out: điềnvào mẫu ( example)
- outdoor: ngoài trời ( ant)
* What and where

2/ Getting started:

- Ask them to indentify the activities that the
Ho Chi Minh "Y&Y" participate in.

- Ask them to add more activities to the list.
1/ Comprehension questions:

- Ask them to read the dialogue and then
answer the questions.

a/ What's her full name?
b/ What's her address?

c/ Does she have a phone at home?
d/ When was she born?

e/ What are her hobbies?
2/ Gap fill:

- Ask them to read the dialogue again and then
fill the application.

 Name: Pham Mai Nga

 Home address: 5 TranPhu street.
 Phone number: not avaiable
 Date of birth: April 22, 1989
 Sex: Female

 Interest: drawing, outdoor activities,
acting.

3/ Gerunds:

- Ask them to answer the questions:
+ What is after " like"? -> drawing
+ What is after "enjoy"? -> acting

+ What do we call "drawing", "acting"? ->
gerunds

+ What is the form of the "gerunds"? -> V- ing
+ When do we use " gerunds"? -> after some
verbs: like, love, enjoy, hate, mind.

* Word cue drills:

- Ask them to practice in pair.
a/ play soccer/ voleyball
b/ watch TV/ listen to music
c/ read book/ do homework

d/ chat with friends/ do the housework
e/ cook meal/ decorate the house
Example exchange:

S1: What are your hobbies?

S2: I like/ love playing soccer and voleyball.

T - whole class

Group work

Pair work

Individual

T - whole class

Pair work

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Homework

- Ask them to ask about their hobbies.
S1: What do you like doing?

S2:

S1: What do you hate doing?
S2:

- New words.

- Write about their hobbies.
- Prepare " Speak - Listen"
 Date: 27/10/2008

Period 32: unit 6: the young pioneers club
Lesson 2: speak and listen

A/ Aims:

- T helps ss practice asking for a favor, and offering assistance
- Listening for details of a song

B/ Objectives:

- By the end of the lesson ss will be able to ask and respond a favor,
assistance and complete the song.

C/ Material:
- extra board.
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- 
speaking

* Chatting:

- Ask them to answer the questions:
a/ Do you ever help somebody?
b/ What did you do?

c/ Do you ever need any help? When?
1/ Pre - teach:

- a favor: sự giúp đỡ, ân huệ ( example)
- assistance: sự trợ giúp ( sit)

- peace: hồ bình ( sit)
- (to) respond: đáp lại ( syn)
- (to) unite: đoàn kết ( tran)
- (to) shout: la hét, reo hò ( mime)
* Rub and remember.

2/ Asking and respond for a favor:

- Ask them to read the dialogue (a) - P 55 and
answer the questions

 What do you say to ask for a favor?
 When do you ask for a favor?

 How do you say to respond for a favor?
- Ask them to write the answers in the notebook

Asking for a favor Responding for a favor
- Can you help me

please?

- Could you do me
a favor?

- I need a favor?
- ……

- Certainly/ Of couse/
Sure.

- No, problem

-What can I do for you?
- I'm sorry. I'm really
busy.

3/ Offering and respond to assistance:

Whole class

T- whole class

Individual

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While - 
speaking
Pre- 
listening
While- 
listening
Post- 
listening
Homework

- Ask them to read the dialogue (part (b)in P56)
 What does the receptionist say?

 What's for?

 Another way to offer assistance?

 How do you say to respond to assistance?
- Ask them to copy down the following phrases.

Offering assistance Respond to assistance
- May I help you?

- Do you need any
help?

- Let me help you?

- Yes. That's veyry
kind of you.

- No. Thank you.
- No. Thank you. I
can manage.

- Ask them to use the appropriate phrases in the
box to make similar dialogue about some of the
following situations with a partner.

Example exchange:
a/ Assistance

Receptionist: May I help you?

Tourist: Yes. Can you show me where the police
station is? I've lost my money.

Receptionist: Sure. Turn right and walk about
ten minutes then turn left. It's on the right.
Tourist: Thank you very much.

b/ Favor

Neighbor: Could you help me?
You: what can I do for you?

Neighbor: Can you tidy the yard? I have a
broken leg.

You: Certainly. I'll help you.
Neighbor: Thank you very much.
* Prediction:

- Ask them to read the song and then predict the
missing words.

* Listening:

- Ask them to listen and check their prediction.
( 1: unite, 2: peace, 3: right, 4: love, 5: North,
6:South, 7: of, 8: world, 9: place, 10: out, 11:
stand, 13: world)

- Ask them to listen and check again.
* Singing:

- Ask them to sing the song
- New words

- Do 2,3 ( Workbook)

Pair work
Individual
Whole class
Whole class

Date: 27/10/2008

Period 33: unit 6: the young pioneers club
Lesson 3: read

A/ Aims:

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- By the end of the lesson ss will be able to know more about a youth
organization - the Boy Scouts of America (BSA)

C/ Material:
- extra board.
- cassette player.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre - 
reading

While - 
reading

* Jumbled words:

 acchtaerr -> character

 iojn -> join

 nessmsibuan -> businessman

 tnieu -> unite

 thauolgh -> although

 dlowr -> world
1/ Pre- teach:

- citizenship: Quyền công dân ( tran)
- (to) encourage: khuyÕn khÝch ( explain)
- (to) lead ( led): dÉn tíi ( tran)
- (to) estalish: thiÕt lËp ( syn)
- coeducational: thuéc vÒ GD ( tran)
- voluntary: t×nh ngun ( tran)
- worldwide: trên toàn thế giới ( syn)
* Slap the board.

2/ T/F prediction:

a) The Boy Scout of america is a youth
organization.

b) Scouting began in America.

c) William Boyce is a businessman in London.
d) Boys and girls can join BSA.

e) The Scouting Association is the biggiest

voluntary youth organization in the world.
1/ T/F checking:

- Ask them to read the text and check the
prediction.

Guess Read Correct

a T

b F Scout began in England
c F William …….American…
d F BSA is mainly for boys.

e T

2/ Gap fill:

- Ask them to read again and then fill the missing
dates.

( a: 1907, b: 1909, c: 1910, d: 1994)
3/ Comprehension questions:

a) Scouting began in England in 1907.

b) The meeting between a boy scout and Mr
William Boyce led to the Scouts Association
crossing the atlantic in 1910.

c) Girls can join in the Girls Guides Association

Team work

T- whole class

Individual

Whole class

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Post- 
reading

Homework

and Camp Fire Boys and Girls.

d) They are building characters, good citizenship
and personal fitness.

* Interview:
Ss - interviewers
T - member of BAS

- Ask them to make as many questions as
possible.

+ When did Scout begin?
+ Can a girl join in the BSA?
+ Are you happy to join the BSA?

+ ...

T - interviewer

Ss - members of BSA.

- T give questions and ask them to answer.
+ How many members are there in the BSA?
+ What's its aim?

+ ...

- New words

- Do 4 ( Workbook)
- Prepare " Write"

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Date: 10/11/2008

Period 34: unit 6: the young pioneers club
Lesson 4: write

A/ Aims:

- T helps ss write a letter.
B/ Objectives:

- By the end of the lesson ss will be able to write a letter about a future plan
using " be going to".

C/ Material:
- extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- writing

While -

* Revision of the structure: " be going to"
- Ask them to make sentenses: I'm going to + V
(the verbs have to begin with a letter from A to Z)
T: I'm going to accept their invitation.

S2: I'm going to buy a new bike.
S3: I'm going to clean the house.
S4: I'm going to...

1/ Pre- teach:
- a secrectary: ( sit)
- a bank: ( visual)

- natural resources: ( example)
- (to) raise fund: ( sit)

- (to) recycle: ( sit)
* slap the board.
2/ Reading:

 Notice:

- Ask them to read the notice: " To: all Y&Y
members of the school"

- Ask them to answer the questions:

a/ What do members of the Y&Y have to do in
the recycleing program?

b/ What is the purpose of the recycleing program?
c/ What other programs can members of Y&Y
patrticipate in?

 Letter:

- Ask them to complete the letter.

(community, recycling, collect, send, recycling,
save, participating, planting, helping)

 Dialogue:

- Ask them to read the dialogue between Hoa and
her aunt.

- Ask them to answer the questions:
a/ Why is Hoa happy?

b/ What is she going to do in the environment

month?

c/ What are they doing to earn money for their
school Y&Y?

* Writing a letter:

- Ask them to write the letter in group.

Whole class

T- whole class

Individual 
Pair work

Individual

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writing

Post- 
writing

Homework

- Suggested letter:
Dear Mom and Dad,

I'm very happy to tell you that I'm able to join in
the Y&Y Green Group of my school.

The Green Group is holding an environment
month plan. We are going to clean the lakes
banks in the weekends. We are also going to plant
trees and flowers in the park and water them
every afternoon after class. We are planting
young trees and plants to sell to other schools.
I hope that we can bring more green to the city
and earn some money for the school Y&Y. The
program is very interesting and useful, isn't it? I'm
still in a very good health. I will tell you more
about the group activities later.

With love.
Hoa.

* Correcting the letter:

- Ask them to stick their writing on the wall then
go around and read them.

- Ask them to find the main mistakes and correct
them together.

- New words.

- Write the letter again in notebook.
- Do 5,6,7 ( P 42,43)

Group work

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Date: 10/11/2008

Period 35: unit 6: the young pioneers club
Lesson 5: language focus

A/ Aims:

- T helps ss introduce some activities of the Y&Y organization and practice
present simple tense with future meaning.

B/ Objectives:

- By the end of the lesson ss will be able to use Present simple tense to talk
about future activities.

C/ Material:
- extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Brainstorming:

- Ask them to give the programs that the Y&Y

holds.

Help the blind people
1/ Pre- teach:

- a rest home: nhà nghỉ ( sit)
- an orphanage: trại trẻ mồ côi ( example)
- a stadium: sân vận động (visual)
* R and R.

2/ The present simple:

- Ask them to read the dialogue nad answer the
question:

a/ Is the date at present or in the future? (at
present)

b/ What tense do we use in the dialogue?
(present simple)

=> We use the present simple tense to express
an action that happens in the future.

- Ask them to practice asking and answering
about the Y&Y activity program by using the
following cues.

S1: Where do they collect and empty the
garbage?

S2: At Dong Xuan market.

S1: Where do we plant and water trees?
S2: In the park.

2/ Gerund:

- Ask them to look the example then answe the
questions:

Team work

T - whole class

Whole class

Pair work

Whole class 
The Y&Y

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Production

Homework

a/ What is after " like"? -> drawing.
b/ What is after " enjoy"? -> acting.

c/ What do we use " drawing, acting"? =>

gerund.

d/ What is the form of " gerund"? -> ( V-ing)
e/ When do we use gerund? -> after some
verbs: like, enjoy, hate, mind, love...

- Ask them to work in pair to practice asking
and answering about Nam , Mai.

3/ Asking for favor:

- Ask them to give the sentenses giving favor
and responding them.

- Ask them to practice the dialogue.
a/ S1: Can you help me?

S2: Yes, certainly.

S1: Can you buy a ticket.
b/ ...

4/ Asking for assistance:

- Ask them to give the expression to ask and
answer the assistance.

- Ask them to practice the dialogue.
A: May I help you?

B: Yes, thank you. Could you fill in this form
for me?

A: Do you need any help?
B: No, thank you. I'm fine.
A: Oh, this bag is heavy.
B: Let me help you.

A: Yes, that's very kind of you.
- New words.

- Prepare for the revision.

Pair work

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Date: 10/11/2008

Period 36: revision

A/ Aims:

- T helps ss consolidate what they have learned from unit 4 to unit 6.
B/ Objectives:

- By the end of the lesson ss will be able to review the structures and do
exercises.

C/ Material:
- extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Pelmanism:

- Ask them to find the adjectives and their
advers.

soft bad good easy hard
softly badly well easily hard
1/ Tenses:

a/ The past simple tense:

- Ask them to give the use and the form of the
past simple tense.

- Ask them to give some irregular verbs.

Run rode
b/ The present simple tense:

- Ask them to give the use and form of the
present simple tense.

- Ask them to give some examples that express
future action.

Ex: My father visits my grandmother on this
weekend.

2/ Reported speeches:

- Ask them to give the form of changing an
inperative sentense and an advice into the
reported speeches.

3/ Asking for favor and offering assistance:
- Ask them to give the expression that asks for
favor and offers assistance.

- Ask them to give example.

1/ Exercise 1: Put the correct verbs in these
sentenses:

a/ My sister loves ( cook) but she doesn't like
(wash) the dishes.

b/ the concert ( begin) at 7.30 tonight.

c/ Are we able ( join) the Y&Y Green group?
d/ Nam ( not want) ( go) to the Water park

Team work

T - whole class

Team work

Whole class

Pair work
Whole class 
Irregular verbs

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Production

Homework

because he ( visit) it yesterday.

e/ You ( enjoy) ( watch ) the movie on Tv last
night?

2/ Exercise2: Change these sentenses into the
reported speeches.

a/ "Please show me your homework?" The
teacher said.

b/ "You should keep your room tidy" My
mother told me.

c/ "Can you buy me some stamps?" Tom said to
me.

d/ "Don't read the answer keys before you
finish the task" The teacher told us.

e/ " Could you open the window for me ?" My
brother said.

3/ Exercise 3: Choose the best answer to
complete the sentenses.

a/ My aunt speak English very ....

A: good B: well C: goodly D: best.

b/ We have math on Tuesday, Thursday, and
Friday. It means we have math ... a week.

A: once B: twice C: three times D: four times
c/ Lan promises to ... Her best in learning
English.

A: try B: make C: work D: learn.

d/ The manager asked me .... for him outside
his office.

A: wait B: waiting C: to wait D: waited.

e/ Learner do not only learn the meaning ... the
spelling and pronunciation of new words.

A: too B: as well as C: also D: but also.
- Review all structures.

- Do the exercises again.
- Prepare the test.

Individual

Team work

Date: 15/11/2008

Period 37 : test

Time: 45 minutes
A/ Aims:

- Check ss' knowledge in three units: 4,5,6.
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and
do by themselves

C/ Material:
- tests

D / Proceduces:

A: listening

Listen to the story then check the true ( T) or false (F) sentenses: ( 2 marks)
1/ Once a farmer lived a poor life with his family.

2/ His chickens laid many eggs.

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5/ The farmer is foolish and his wife is very greedy.

B: reading:

Read the passage and answer the questions below. ( 2,5 marks)
My last weekend.

On Saturday morning I got up late. I ate breakfast and read a magazine. In the
afternoon I saw a good movie at the Plaza. That evening I went to a party. On Sunday
morning I went to the club. There I met some friends and we had a good time
together. We swam in the pool and played volleyball. After lunch I took a nap and
went to the church. I come home for dinnrer around six o'clock and watch television
for a while. Later I had a talk with my best friend on the phone and at eleven o'clock I
went to bed. That's I spent last weekend.

Questions

1/ What did the boy do after breakfast?
2/ Where did he go that evening?

3/ What did he do on Sunday morning?
4/ What time did he have dinner?
5/ Who did he talk on the phone with?

C: writing:

Change these sentenses into reported speeches. ( 2,5 marks)
a/ " Can you held me with using computer?" Nam asked his mother.
b/ " Don't talk in class." The teacher told the students.

c/ " You should do your homework before going to the class." My mother said to me.
d/ " Could you take me across the road?" the old woman said to the boy.

e/ " Lan shouldn't stay up late." Mrs Hoa said to Lan's mother.

D: Language focus:

I/ Choose the best answer to compete these sentenses: ( 1 mark)
1/ My sister speaks English very …

A: fluent B: fluently C: fluence D: fluentlly
2/ She isn't only beautifull …. intelligent.

A: too B: as well as C: also D: but also
3/ + …………..?

- Yes, what can I do for you?

A: Can you help me B: Let me help you C: May I help you D: I need a favor
4/ You should learn all new words …... heart.

A: on B: to C: by D: in

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A: better B: good C: well D: best
 II/ Put the correct verbs in these sentenses. ( 2 marks)

1/ My sister loves ( cook), but she ( not like) washing the dishes.
2/ you ( enjoy) ( watch) the movie on TV last night.

3/ After ( do) her homework, Lan usually ( listen) to the plays on the radio.
4/ My father used to ( smoke) when he ( be) young.

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Date: 15/11/2008

Period 38: correcting the test

A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to knowthe mistakes which they
got and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ Which sentense is the most difficult?

d/ How many marks do you think you got?
. . ...

1/ Giving them their tests.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: listening:

1:F, 2: T, 3: F, 4: F, 5: C

B: Reading:

1/ He read a magazine.
2/ He went to a party.
3/ He went to the club.

4/ He had dinner at around 6 o'clock.

5/ He talked with his best friends on the phone.

C: Writing:

1/ Nam asked his mother to help him with using
computer.

2/ The teacher told the students not to talk in
class.

3/ My mother said that I should do my
homework before going to school.

4/ The old woman told the boy to take her
across the road.

5/Mrs Hoa said to Lan's mother that Lan
shouldn't stay up late.

D: Language focus:

I/ 1 mark

1: B, 2: D, 3: A, 4: C, 5: D.
II/ 2,0 marks

1/ cooking, doesn't like,
2/ did you enjoy, watching.
3/ doing , listens.

4/ smoke, was.

5/ to want, visited.
3/ Main mistakes:

- Changing the sentense into the reported

Whole class

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Production

Homework

speeches.

- Put the correct verbs.

4/ Name some good tests, bad tests:
- Good tests:

8a: Nhung, L©m, T©m,HiỊn,Tu©n,Tn...
8b: Mai, ChiÕn, Hun...

8c: Thủ, Th, Thuỳ, Dũng...
- Bad tests:

8a: Ninh, Ngọc Anh, Sơn, Duyên...
8b: Nhất, Mạnh, Dũng...

8c: Dũng, Đoàn, Thơm, Phợng...
* Pelmanism:

- Aks them to find the adjective and its adverb.
good hard fast quick easy

well hard fast quickly easily
- Do the test again.

- Prepare Unit 4- Listen and read

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Date: 19/11/2008

Period 39: unit 7: my neighborhood

Lesson 1: getting started- listen and read 
A/ Aims:

- T helps ss know about the places in their neighborhood.
B/ Objectives:

- By the end of the lesson ss will be able to know more about Na's new
neighbor.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Getting started :

- Ask tthem to match the names of places with
the suitable pictures.

a/ grocery store
b/ stadium
c/ wet market.
d/ drug store.
e/ hairdresser's
f/ swimming.

- Ask them to give the meaning of these places.
1/ Pre- teach:

- a pancake: b¸nh ngät ( sit)
- (to) serve: thëng thøc ( sit)
- close by: gÇn, c¹nh (syn)
- tasty: ngon ( syn)
* What and where.

2/ Pre- questions:

* Set the scene: Nam and Na are talking about
the place where they live. But Na is new there.
- Ask them to answer the questions:

a/ How long has Nam lived in that
neighborhood?

b/ Where does Na want to go?
1/ Questions:

- Ask them toi read in pair.

- Ask them to read the dialogue and check the
answers.

a/ Nam has lived there for ten years.
b/ Na wants to go to a restaurant.
2/ Complete the sentenses:

- Ask them to complete the sentenses
a) Na is new to the neighborhood.
b) She and her family arrived last week.
c) Na's mother is very tired.

d) There is a restaurant in the area.

e) The restaurant serve food in from Hue

T - whole class

Individual

Pair work

Whole class

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Post-reading

Homework

f) Nam thinks the pancakes are tasty.
3/ Asnwer given:

- Ask them to make the questions for these
asnwers:

a) Nam has lived here for ten years.
b) Yes, her mother is too tired to cook.
c) The restaurant serves Hue food.
d) Hue food is very good.

Write:

- Ask them to write a passage about their
neighborhood by answering the following
questions:

a) How long have you lived in the
neighborhood?

b) Do you like it? Why?

c) Is there a market/ a bank… in your
neighborhood?

d) How do you do to keep your neighborhood
clean?

- New words.

- Complete their writing.
- Do 1,2 workbook.

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Date: 27/11/2008

Period 40: unit 7: my neighborhood

Lesson 2: speak
A/ Aims:

- T helps ss speak how to send a parcel or a letter.
B/ Objectives:

- By the end of the lesson ss will be able to talk about how to send a parcel
or a letter.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up

Pre- speaking

While- 
speaking

* Chatting:

- Show a letter and ask them some questions:
 What is this? ( a letter)

 Where can you post it to your friend? ( at
the post office)

 How can you post it? ( stict stamp on it)
 How much? ( 800 VN dong)

 Is it more expensive than we send a parcel?
(yes, of course)

 Have you ever sent a letter or a parcel ?
- Introduce the new lesson.

1/ Pre- teach:

- air- mail: gửi bằng đờng hàng không ( vis)
- surface mail: gửi bằng đờng bộ ( ant)
- a parcel: bu kiện ( vis)
- charge: bảng giá ( example)

* Rub out and remember.

2/ Reading comprehension:

- Set the scene: Mrs Kim wants to send a parcel
to Quy Nhon, so she has to go to the post office.
- Ask them to read the dialogue then answer the
questions:

a) Does Mrs Kim sent the parcel air mail or
surface mail? Why ?

b) What's the weight of her parcel?
c) How much does she pay?

- Ask them to practice in pair.
* Role play:

- Ask them to look at the box and similar
dialogues.

a/ Lan want to send a letter to Kon Tum. 
Clerk: Can I help you?

Lan: I want to send this letter to Kon Tum.
Clerk: Do you want to send it airmail or surface
mail?

Lan: I'm not sure. How much is airmail?
Clerk: It's 1,200 dong.

T - whole class

Pair work

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Post- 
speaking

Homework

Lan: What about sending it surfacemail?
Clerk: It's 800 dong.

Lan: I'll send it surface.
Clerk: All right.

b/ Huong wants to send a postcard to Ho Chi
Minh city.

Clerk: Can I help you?

Huong : I want to send this post card to HCM
city.

Clerk: Do you want to send it airmail or surface
mail?

Huong: I'll send it air mail? How much is it?

Clerk: It's 1,200 dong.

Huong: Here you are.
Clerk: Thank you.

c/ Mr Nam wants to send a parcel to Ca
Mau.

d/ Minh wants to send a parcel to Buon Ma
Thuot.

- Ask them to make similar dialogue by
themselves.( one: the clerk, one: sender.)

- Ask them to talk in front the class.
- New words.

- Dialogues.

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Date: 27/11/2008

Period 41: unit 7: my neighborhood

Lesson 3: listen
A/ Aims:

- T helps ss listen for specific information.
B/ Objectives:

- By the end of the lesson ss will be able to know what Na is going to do on

the weekend by listening.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- listening

While - 
listening

* Jumbled words:

Tonsetc => contest
Mthac => match
Vomei => movie
Nocermwe => newcomer
Nougdr => ground
Tasrt => start
1/ Pre- teach:

- an advertisement: Quảng cáo (vis)
- an exhibition: cuéc triÓn l·m ( sit)

- a contest: cuộc thi ( example)
- (to) kick of: trận đấu bắt đầu ( sit)

* R & R

2/ Prediction:

- Set the scene: Na is new to the neighborhood.
She is talking to Nam about what she's going to
do on the weekend.

- Ask them to read the advertisements " What's
on this weekend" then guess the what is in the
blanks.

1/ Checking the prediction:

- Ask them to listen and check the prediction.
1) The newcomer

2) Town ground

3) English speaking contest
4) Culture house

2/ T/F statements:

- Ask them to read the T/F statements.

- Ask them to listen again then tick T,F or No
information.

T F No information

a
b
c
d
e
f

Team work

T - whole class

Individual

Pair work

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Post- 
listening

Homework

3/ Comprehension questions:

- Ask them to answer these questions to check
their understanding of the conversation.

 Does Na like movies?

 Why doesn't she go to see the film " The

newcomer"?

 Why won't Na go to the photo
exhibition?

 Who will Na go to the soccer match
with?

 What time does the match start?

- Ask them to talk with their friends about what
Na is (not) going to do this weekend.

Ex: Na likes the movies very much but she
won't see the film " The newcomer" because
she has seen it. She won't go to the photo
exhibition because it doesn't open at weekend.
She is going to see a soccer match with Nam.
- New words

- Write a paragraph about what Na is going to
do this weekend.

- Do 3,4 ( workbook)

Pair work

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Date: 27/11/2008

Period 42: unit 7: my neighborhood

Lesson 4: read
A/ Aims:

- T helps ss read for details about Tran Phu Shopping Mall
B/ Objectives:

- By the end of the lesson ss will be able to understand the passage about a
new shopping mall.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Guessing words:

- Give some definitions and get ss to find out
the words as quickly as possible.

 A place where you can buy everything.
(supermarket)

 A place where you can buy vestables and
fruits. ( grocery store)

 A place where you can buy books
(bookstore)

 A place where you can come to eat.
(restaurant)

 A place where you can come to see a
movie. ( movie theatre)

1/ Pre-teach:

- a roof: máI nhà ( vis)
- a selection sù lùa chän ( explain)
- a mall: khu th¬ng m¹i ( syn)
- a resident: c d©n (tran)
- available: có giá trị ( tran)
- convenient: thuËn tiÖn ( sit)
* Slap the board.

2/ T/F prediction:

- Ask them to read the T/F statenments at page
68 then guess which is true and which is false.
1/ T/F statements:

- Ask them to read the text, check their

prediction and correct the false sentenses.

T/F Correction

a F The mall is open daily.

b F There are 50 stores in the mall.

c T

d F Not everyone pleased. The
owners of the small stores on TP
street aren't happy.

e T

T - whole class

Individual

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Post-reading

Homework

2/ Comprehension questions:

- Ask them to answer the questions in pairs.
a) It is different from the present shopping

area. All the shops are under one roof. So
customers will shop in comfort and won't
notice the weather, especially during the
hot and humid summer months.

b) There are 50 air- conditioned special
stores, 4 movies theaters and 10
restaurants. There is also a children's play
area.

c) They think the mall will take their
business.

d) The stores in the mall will offer the wider
selection of products, some goods are at
lower prices.

* Discussion:

- Give a situation and ask them to discuss it.
"Do you want a have a new mall in your
neighborhood? If there is one, what will happen
to the residents?"

- New words.
- Read the text.

- Write the meanings of these phrases.
 Under the roof.

 Shop in comfort
 Take their business
 Offer a wider selection
 Specialty stores

 Have been concerned about

Pair work

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Date: 02/12/2008

Period 43: unit 7: my neighborhood

Lesson 5: write
A/ Aims:

- T helps ss write a notice about a speaking contest.
B/ Objectives:

- By the end of the lesson ss will be able to write a notice about a speaking
contest.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- writing

While - 
writing

* Discussion:

- Ask them to answer the questions:

a. Do you want to have a new mall in your
neighborhood?

b. If there is one, what will happen to the
residents?

c. Have you ever read a notice?
d. What is it about?

1/ Pre- teach:

- effect: sù ¶nh hëng, hËu qu¶ ( sit)
- information: th«ng tin ( tran)
- a hall: héi trêng ( vis)
- (to) discuss: tranh luËn (tran)
- (to) contact: liªn hƯ ( sit)
* Slap the board.

2/ Reading:

 Set the scene: The residents and store

owners on Tran Phu street are going to
hold a meeting to discuss the effects of
new mall.

- Ask them to read the notice and answer the
questions:

a) Why are the residents and store owners
on TP street going to hold a meeting?
b) When will they hold a meeting? What

time?

c) Where will they hold the meeting?
- Ask them to give the way to write a notice.
+ not write full sentenses.

+ emphasize the important words.

- Ask them to read the passage 2 on page 68.
- Ask them to give short answers for these
questions.

a) What is the English Speaking Club going to
hold?

b) Where and when will it hold?
c) What time?

d) Who is the person to contact?

T - whole class

Pairwork

Pair work

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Post- writing

Homework

- Guide them to write a notice.

- Ask them to write the notice individually.
Ex:

The shool English Speaking Club.

Holding a speaking contest to
celebrate Teacher's Day.
Date: November 15

Time: 7.30p.m to 10.00 pm.
Place: Hall 204, Building G.

Please contact Tran Thi Thu Hang of class

8H for more information.

Write it up:

- Ask them to write a notice about your class
meeting or your sports club meeting.

Gr 1,2: Write a notice about your class meeting
Gr 3,4 : Write a notice about your sports club
meeting.

- New words.

- Complete the notice.
- Do 5,6 ( P 45,46)

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Date: 02/12/2008

Period 44: unit 7: my neighborhood

Lesson 6: language focus
A/ Aims:

- T helps ss practise the Present Perfect tense and make comparisons by
using adjectives: like, the saame as, different from.

B/ Objectives:

- By the end of the lesson ss will be able to do exercises.
C/ Material:

- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Pelmanism:

- Ask them to find a verb and its past participle.

be have read write buy

been had read written bought
I/ The present perfect tense:

1/ Use and form:

 Set the scene: Na is new in Nam's
neighborhood. They are talking to each
other.

 Give them an open dialogue between Na and
Nam then ask them to complete it.

Na: How long __ you __ in the neighborhood?
Nam: I __ __ here __ 10 years.

Na: Really. It's a long time.

- Ask them to give the form and the use of the
present perfect tense.

 Form: S - have/ has - past participle.

 Use: to talk about something which started
in the past and continues up to the present.
 Adverbs: - for + length of the time.

- since + starting point.
2/ Language focus 2:

- Teacher reads out the phrases, ss add " since"
or " for".

 For five minutes
 Since 1990

 Since the summer
 For three hours
 For ten weeks
 Since Friday
 For 20 years
3/ Language focus 3:

- Ask them to give the correct form of these
verbs in the present perfect tense.

a) have lived
b) haven't eaten
c) haven't seen
d) have attended

T - whole class

Pairwork

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Presentation

Practice

Production

Homework

e) has worked
f) has collected
4/ Language focus 4:

- Ask them to do exercise 4 in pair.

( 1: have been, 2: hope, 3: have …lived, 4: is,
5:wants, 6: looks,7: have … been, 8: have been)
II/ Comparison:

1/ Model sentenses:

* Show ss three books, a red book and a yellow
one which have the same size and a bigger
brown dictionary then ask students to make
comparisons

- The red book is the same as the yellow one.
- The red book is as big as the yellow one.
- The red book is different from the brown
dictionary.

- The yellow book is not as big as the brown
dictionary.

2/ Practice:

* Ask them to do the exercise 5 on page 70-71.
a) not as big as

b) different from f) the same as
c) different from g) as long as

d) the same as h) not as modern as
e) not as big as i) not as cheap as

* Opposite words:

- Ask them to find the opposite words for these
words.

+ cheap, long, rich, small, same, modern,
young, …

- Do again these exercises.
- Do 7 ( P 46)

Individual

T- whole class

Group work

Date: 02/12/2008

Period 45: unit 8: country life and city life

lesson 1: getting started - listen and read
A/ Aims:

- T helps ss know the differences between the city life and the country life
B/ Objectives:

- By the end of the lesson ss will be able to talk about the city life and the
country life.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork

Warm up * Chatting:

- Ask them to talk about the life in the city and
in the country basing on these questions.

a) Where do you live?

b) Do you want to live in the city? Why?
c) Do you want to live in the country?

Why?

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Pre- reading

While- 
reading

Post-reading

Homework

1/ Pre- teach:

- a relative: hä hµng ( example)
- facility: c¬ së vËt chÊt ( tran)
- a province: tØnh lỴ ( example)
- traffic jam: tắc nghẽn giao thông ( vis)
- peaceful: yên lành ( syn)
- permanently: lâu dài ( tran)
- accessible: cã thÓ tiÕp cËn ( tran)
* Slap the board.

2/ Getting started:
* Brainstorming:

- Ask them to talk about the life in the city and
in the country. The words in the box of getting
started can help them.

noisy peaceful

- Ask them to read the dialogue and answer the
questions:

a) Na has been to Kim Lien village.
b) She was there for the weekend.

c) To her, the countryside is peaceful and
quiet and there is nothing to do.

d) There is no libraries, no movies, no
supermarkets, no zoos…

e) Country life is become better. Many
remote area are getting electricity. People
can now have things like refrigerators
and TV, medical facilities are more
accessible.

* Discussion:

- Divide the class into 4 groups. Two group
include ss who prefer the city life and the others
include ss who prefer the country life.

- Ask them to work in groups to asnwer the
questions.

" Do you prefer the city or the country life?
Why?"

- Ask 4 pioneers from 4 groups to show their
ideas before class.

- Ask them to write their ideas in the notebook.
- New words.

- Read the dialogue.

- Prepare " Speak & Listen"

T - whole class

Team work

Pairwork

Group work

Individual 
City

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Date: 05/12/2008

Period 46: unit 8: country life and city life

lesson 2: speak and listen
A/ Aims:

- T helps ss practice the present progressive tense to describe changes with
"get, become"

- Listening for the details about the dialogue between Lan and aunt Hang.
B/ Objectives:

- By the end of the lesson ss will be able to practice talking about the
changes of a place, and complete the dialogue.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- speaking

While- 
speaking

Pre- listening

* Wordsquare:

E x p e n s I b
o a m d n u V e
u b o i s v E a
i c d r t r T u
y l e t l l A t
s m r y h g O i
u o n o i s Y f
b p t f d e L u
- Ask them to find 7 adjectives.

I/ Speaking:

1/ Model sentenses:

- Set the scene: " Hoa's grandmother is 78. Five
years ago she was 73 and she was stronger than
she is now"

- Ask them to make a sentense about her health.
-> She is getting weaker.

- Ask them to give form and the use of the
present progressive tense.

Form: S - am/ is/ are - V-ing.

Use: used to describe changes with " get" and
" become"

2/ Speaking:

- Ask them to look at the pictures on page 73
and talk to their partners about the changes of
the town using the words in the box.

- T can give them some word prompts on the
board. ( traffic, sky, houses, city, trees, …)
Possible asnwers:

 The traffic is getting busier.

 There are more tall buildings and houses.
 The houses are getting more modern.
 There are more green trees

 The streets are becoming cleaner/ larger/
noisier.

 Goods are getting more expensive
II/ Listening:

- Set the scene: "Aunt Hang is talking to Lan on

Team work

T - whole class

Pair work

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While - 
listening

Post- 
listening

Homework

the phone. She is coming to visit Lan in Hanoi"
1/ Prediction:

- Ask them to read the dialogue and guess the
missing words.

2/ Listening:

- Ask them to listen to the tape and check the
prediction.

1) That
2) This
3) It's
4) Where
5) From
6) Coming
7) Next week
8) Arriving
9) Thursday
10)late

11) afternoon
12) speak
13) my
14) get

- Ask them to listen again then check the key.
* Write it up:

- Ask them to write 5 sentenses using the
present progressive tense about what they are
doing next week.

- Do 1, 5 ( page 49- 51)
- Prepare part " Read"

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Date: 05/12/2008

Period 47: unit 8: country life and city life

lesson 3: read
A/ Aims:

- T helps ss read for details about the problem of people from the
countryside moving to the city.

B/ Objectives:

- By the end of the lesson ss will be able to understand the text about one of
the social prolems.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Jumbled words:

- Ask them to arrange these jumbled words:

 Fulentipl => plentiful

 Tarune => nature

 Loofd => flood

 Roestdy => destroy

 Laputipoon => population

 Viroped => provide

 Ciliestialf => facilities
1/ Pre- teach:

- a strain: sự quá tải ( tran)
- a typhoon: trận bão lớn ( syn)
- a drought hạn hán ( expl)
- a mirgant: dân di c ( expl)
- (to) struggle: cuộc đấu tranh ( tran)
- (to) increase: gia tăng (tran)
- rural: thuộc khu vực nông thôn ( explain)
- urban: thuộc khu vực thành thị ( ant)
* Slap the board.

2/ Brainstorming:

- Ask them to list the difficulties of farmers' life
- Divide the class into 2 groups

Red team

White team

droughts

hard work

Team work

T - whole class

Group work

Whole class
Difficulties of

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Post-reading

Homework

- Ask them to read the text and asnwer the
question: " What do many farmers do to solve
their prolem?" ( They move to the city so that
they can get well - paid jobs)

1/ Gap fill:

- Ask them to work in pairs to complete the
summary, using the information from the
passage.

1) leaving 6) prolems
2) home 7) schools
3) city 8) hospitals
4) rural 9) prolem
5) city 10) world
2/ Finding the words:

- Ask them to find the words in the passage that
means:

a) of the countryside => rural
b) as many as needed => plentiful
c) become greater or larger. => increase
d) a great pressure => strain
e) a terrible event => tragedy
f) of the city or city life => urban
* Discussion:

- Ask them to asnwer the question: " If you
were a Minister, what would you do for the
farmers?

- Suggestions: ( build schools, hospitals,
factories, provide clean water, facilities,…)
=> I would build more schools and provide the
teaching equipments.

- New words.

- Write 5 things that the government should do
for the rural areas.

Pair work

Individual

Group work

Date: 10/12/2008

Period 48: unit 8: country life and city life

lesson 4: write
A/ Aims:

- T helps ss write a letter to friends about the neighborhood.
B/ Objectives:

- By the end of the lesson ss will be able to write a letter to their friends
about their neighborhood.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

* Revision:

- Ask them to read the outline for an informal
letter and put them into the correct order.

 Writer's address

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Pre- writing

While - 
writing

Post- writing

Homework

 Date
 Heading
 Opening
 Body of letter
 Closing

* Pre- questions:

- Ask them to answer the questions in page 76
in pairs.

Suggestion:

a) I live in a small town/ village

b) My house is small with three rooms, a
kitchen and a garden.

c) From my bedroom window, I can see a
park with a lot of trees and flowers.

d) It's about 2 kilometters from my house to
school and I often ride there.

e) Inmy neighborhood, there is a movie ,
factory and a musuem.

f) I like the library best because I can read
books in my free time.

- Ask them to practice the answers.
* Writing a letter:

- Ask them to write individually then compare
with their partners.

- Suggested letter:
( writer's address)
( date)

Dear …,

I live in thach xa, a small village. We live in a
small house with four rooms and a small
garden. From my bedroom window, I can see a

beautiful park with green trees, flowers and a
pond. We live near my school. It's about 5oo
metters so I often walk there.

In my neighborhood, there is a library, a
factory, a swimming- pool and a school. I often
go swimmimg with my friends in the afternoon,
and I often go to the library in my free time in
order to read books, newspapers, and watch
video and learn how to use the computer. So I
like this place best.

Is there a library in your neighborhood? What
do you do in your free time? Write to me
please.

I have to say goodbye now. I'm looking
forwards to hearing from you.

Love

( signature)
* Correction:

- Choose some letters to correct before class.
- Give some main mistakes that they often get.

Pair work

Individual

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Date: 10/12/2008

Period 49: unit 8: country life and city life

lesson 5: language focus
A/ Aims:

- T helps ss practice in the Present progressive tense, and comparative,
superlative adjectives

B/ Objectives:

- By the end of the lesson ss will be able to use the Present progressive tense
to talk about the future, and comparative, superlative adjectives.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation1

Practice1

Presentation2

* Matching:

- Ask them to match the verbs with these
phrases.

 play table tennis
 do my homework
 watch a program
 Go to violin lesson
 clean the house
 have a meeting

 phone my aunt, Mrs Hang
 speak to Mom

* Language focus 2:

- Ask them to use the suitable verbs in the
Present progressive tense to complete the
dialogue in the exerise 2 ( page 78)

- Ask them to read in pairs.

1/ The Present progressive tense:

? What is the form of the Present progressive
tense? => S - am/is /are - V-ing.

? Look at the adverbs of time in the dialogue.
Are they at present or in the future? => in the
future.

? What the use of the Present progressive tense.
=> to talk about the future actions.

a/ Language focus 1:

- Give them the shipping information and ask
them to make the similar dialogues.

b/ Language focus 3:

- The Present progressive tense is also used to
express the changes with " get, become"

- Ask them to complete the sentenses using
these adjectives.

2/ Comparative and superlative adjectives:
* Brainstorming:

- Ask them to list all adjectives that they have
learnt.

Whole class

Pair work

Individual

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Practice2

Production

Homework

Expensive small

- Ask them to remind the form of the
comparative and superlative adjectives.

 Comparative:

Short adjective - er + than + object
More - long adjective + than + object

 Superlative:

The - short adjective - est.
The most - long adjective.
a/ Language focus 4:

- Ask them to make comparasons between the
city and the country about these things.

- Example:

+ The air in the country is fresher than in the
city.

+ The medical facilities in the city are more
accessible than in the country.

- Ask them to read aloud the sentenses that they
have made.

b/ Language focus 5: Noughts and crosses:
- Ask them to read the advertisements and then
make comparasons using the adjectives in the
box.

old expensive big

expensive small hot

big beautiful old

+ The house is more expensive than the
apartment.

+ The villa is the most expensive .
- Do all exercise in the notebook.
- Prepare the revision.

Pair work

Team work

Date: 10/12/2008

Period 50: revision

A/ Aims:

- T helps ss practice some structures.
B/ Objectives:

- By the end of the lesson ss will be able to practice the sructures and do
exercises.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up * Pelmanism:

- Ask them to find the opposite adjectives
cheap hot clean small tall

Team work
Short

adjectives
Long

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Presentation

Practice

expensive cold dirty big short
1/ Review some structures:

Elicit from the ss.

a/ Asking about the appearance:
S1: What does she look like?
S2: He is tall with black hair.
b/ Asking about the character:
S1: What is she like?

S2: She is sociable.
c/ Using "Enough" :

S - be ( not) - adjective - enough - to - infinitive.
Ex: I'm old enough to drive a car.

d/ Talking about the intention with " be going
to"

S - be going to - infinitive.

Ex: My father is going to visit my brother
tomorrow.

e/ Reflexive pronouns:

- Ask them to list the reflexive pronouns:

( myself, yourselves, herself, himself,…)

Ex: I'll do the homework myself.
She can cook the dinner herself.
f/ Modal verbs:

- Ask them to name all modal verbs: ( must,
can, could, ought to, have to,…)

- Form: S - modal verb - infinitive.

Ex: The students must go to school on time.
g/ Talking about the past habbit.

S - used to - infinitive.

Ex: My father used to smoke when he was
young.

Practice:

Choose the best answer to complete these
sentenses:

1/ This summer holiday we … the mountain.
A: will climb B: go climbing
C: are going to climb D: going climb
2/ Let's … outside the theatre.

A: meet B: meeting

C: to meet D: to meeting
3/ The lower floor of a house is called the …
A: upstairs B: downstairs
C: outside D: inside

4/ I … to go out when I was in the countryside.
A: not used B: wasn't used
C: didn't use D: wasn't using
5/ The party was great and we enjoyed … very
much.

A: weselfes B: usselves
C: ourself D: ourselves
6/ I hope that … us when you come to Hanoi.
A: you'll B: you're visiting
C: you visited D: you'd visit.
7/ Will she … take this exam?

Whole class

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Homework

A: has to B: have to
C: to have D: had to

8/ Your son isn't tall … to be a good basket ball
player.

A: too B: very
C: so D: enough

9/What does your sister look like? She is …
A: generous B: kind

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Date: 10/12/2008

Period 51: revision

A/ Aims:

- T helps ss practice in the reported speech.
B/ Objectives:

- By the end of the lesson ss will be able to practice reported speech and do
exercises.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Simon says:

T: simon says : Stand up => Ss stand up

Sitdown

Open your book
Close your book
Raise your right hand
Put your hand down
1/ reported speech:

- Ask them to answer this question:
+ When do we use the reported speech?

- Ask them to give the form of the reported
speech:

a/ Command in the reported speech:
Ex: "Stand up." The teacher told us.
=> The teacher told us to stand up.

- Form:S- tell/ asked/ order - sbd - to- infinitive.
b/ Advice in the reported speech:

Ex: " You should work harder for this exam."
My mother told me.

=> My mother said I should work harder for
this exam.

=> My mother advised me to work harder for
this exam.

- Form: + S1 - said - S2 - should/ ought to/ had
better - infinitive.

+ S - advised - sbd - to - infinitive.
2/ Practice:

Exercise 1: Change these sentenses into the
reported speech:

1/ " Please don't talk during the test." The
teacger said to the students.

2/ " Could you speak more slowly." I asked the
foreigner.

3/ " Your brother should not eat much fatty
food" Hoa said to Mai.

4/ " Can you explain this work to me?" Trang
asked Hue.

5/ " You should drink a lot of water." The doctor
said to me.

6/ "Don't read the key before you finish the
task." The teacher told us.

7/ " Could you open the window for me." My
brother said.

T-Whole class

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Production

Homework

8/ " You should learn the irregular verbs by
heart." Mrs Lan said to Tam.

Exercise 2: Change these reported speech into
the direct speech:

1/ My sister asked me not to stay up too late.
2/ He said that I should spend more time in the
library.

3/ Her teacher said she should revise the lessons
carefully.

4/ Mr Minh asked me to buy him some
vegetable.

5/ Lan advised me to go to the dentist's.

6/ My English said we should learn twelve new
words by heard in two days.

7/ My teacher asked us to show her our

homework.

8/ The old man begged us to give him some
money.

* Noughts and crosses: Ask them to complete
these sentenses with suitable prepositions.

1 6 5

4 2 7

3 8 9

1/You should learn the irregular verbs (1) heart.
2/ Please wait ( 2) us outside the school gate.
3/ Mrs Hien's daughter should work harder ( 3)
her English.

4/ Some learners make a list and put into it the
meaning (4) new words(5) their mother tongue.
5/ Many thanks (6) your letter. I'm very pleased
to hear (7) you.

6/ Please turn ( 8) the lights (9) me. It's getting
dark.

- Prepare the Present perfect tense.

Pair work

Team work

Date: 10/12/2008

Period 52: revision

A/ Aims:

- T helps ss practice in the Present perfect tense and comparison.
B/ Objectives:

- By the end of the lesson ss will be able to practice doing exercises.
C/ Material:

- Extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up * Matching:

Be
Bear
Come
Choose

Begin
Become

Bring

Been
Born
Come
Chosen

Begun
Become
Brought

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Presentation

Practice

Presentation

Practice

Production

Homework

I/ The Present Perfect tense:
1/ The use and the form:

- Ask them to give the use and the form of the
Present Perfect tense:

+ Use: express an action that happened in the

past and continue to the present.

+ Form: (+) S - have/has - Past participle.
(-) S - haven't/ hasn't - Past participle.
(?) Have / Has - S - Past participle?
+ Examples:

a/ I have learnt English for ten years.

b/ The children have n't done their homework
yet.

2/ Practice: Put the correct verbs in these
snetenses:

a/ How long you ( know) mrs Chi?
I ( know) her for five years.
b/ your dog ever (bike) anyone?

Yes, he (bike) a policeman last week.

c/ we ( not see) her since we ( be) on holiday in
Ha Long Bay.

d/ Phuong ( not finish) her homework yet.
e/ Mr Minh ( teach) in this school for 22 years.

II/ Comparison:
1/ Equal comparison:

- Ask them to give the form of the equal
comparison:

+ Form:

- S - Verb - as (so) - adj/ adv - as - noun.
2/ Comparative:

* Ask them to give the form of the comparative:
+ Form:

- S - verb - short adj/adv + er - than - noun .
- S - verb - more - long adj/ adv - than - noun.
3/ Superative:

* Ask them to give the form of the superative:
+ form:

- S - verb - the - short adj/adv -est.
- S - verb - the most - long adj/ adv.
4/ Practice: Rewrite these sentenses.
a/ your bag is more expensive than mine.
=> ( as - as)

b/ His pen is red. My pen is red, too
=> ( like)

c/ Huong's house is the biggest in this street.
=> ( No house in this street ...)

d/ that ruler is longer than this one.
=> ( short)

* Noughts and crosses:

- Askthem to make sentenses with these words.

different same as- as

more most the

so- as smaller cheapest

T-Whole class

Pair work

T- whole class

Pair work

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- Comparison.

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Date: 16/12/2008

Period 53: revision

A/ Aims:

- T helps ss practice some kinds of the exercises.

B/ Objectives:

- By the end of the lesson ss will be able to practice doing exercises.
C/ Material:

- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Practice

* Singing:

- Ask them to find " verb-ing" to asnwer the
questions in this song.

Song: (Where are mothers)2
( Here we are)2

( What are mothers doing?)2
( Cooking lunch)2

Practice:

1/ Exercise 1: Put the correct verbs in these
sentenses.

1/ My uncle ( not visit) us since he (move) to

the new town.

2/ Look! A man (run) after the bus. He (want)
( catch) it.

3/ It (get) hotter and hotter in June.

4/ The movie ( start) at 8.15 this evening.
5/ Our grandparents (live) in Ninh Binh. They
( live) there for over 60 years.

6/ We are having a party next Sunday. Would
you like ( come) ?

2/ Read the passage and answer the questions:
In England boys and girls go to school
five days a week. They don't go to school on
Saturdays and Sundays. Lessons usually begin
at nine o'clock. Each lesson lasts forty - five
minutes. At ten past eleven they have a quarter
of an hour's break in which they drink milk.
Some pupils eat sandwiches or biscuits which
they brought from home. Then they have two
lessons more. After that they have lunch break.
Some pupils go home for lunch, but many have
it at school. At two o'clock shool begins again.
There are two more lessons . For the next forty
minutes they do some of their homework or
have a club meeting or play games like football.
They go home at four o'clock.

Questions:

1/ Do pupils in England go to school on
Saturdays?

2/ How long does each lesson last?

Team work

Individual

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Production

Homework

3/ What do pupils do during the break?
4/ What time does school begin again?

5/ How many lessons do they learn in the
afternoon?

* Wordsquare:

- Ask them to find the adjectives.

E x p e n s I b
o a m d n u V e
u b o i s v E a
i c d r t r T u

y l e t l l A t
s m r y h g O i
u o n o i s Y f
b p t f d e L u

- Review the strutures.

- Prepare the first semester test.

</div>
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Date: 10/01/2009

Period 55: unit 9: a first- aid course

lesson 1: getting started , listen and read
A/ Aims:

- T helps ss read for details about the situations which require first- aid.
B/ Objectives:

- By the end of the lesson ss will be able to know what they would do the
situations which require first- aid.comparative, superlative adjectives.
C/ Material:

- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While-

* Getting started: Kim's game.

- Ask them to look at the pictures in the book
for 30 seconds. Tell them these things are used
for first- aid.

- Ask them to close the book and write the
names of the things that they have seen.

1/ emergency room
2/ sterile dressing
3/ medicated oil
4/ ice

5/ water pack
6/ alcohol

- Ask them to discuss about what they would do
in these situations which require fisrt- aid.
+ a girl has a burn on her arm -> use cold
water/ ice to ease the pain.

+ A boy has a bad cut on his leg -> use acohol/
madicated oil/ sterile dressing.

+ A girl has a nose bleed -> use a handkerchief

to stop the bleeding/ tell her to lie down.

1/ Pre- teach:

- (an) ambulance: xe cøu th¬ng ( vis)
- (an) emegency: ca cÊp cøu ( sit)
- (a) tower , handkerchief: khăn (real)
- Would: vết th¬ng ( sit)
- Conscious >< unconscious: tØnh t¸o, bÊt

tØnh ( tran)

- (to) bleed: chảy máu (sit)
- ( to) hit: đập, đánh ( sit)
* Slap the board.

2/ Gap fill prediction:

- Ask them to read this para then predict the
words to complete it.

" There was an emergency at Lan's school. A
student (1) off her bike and hit her head on the
road. She was (2) but she cut her head and the
(3) was (4) badly. Lan telephoned Bach Mai
Hospital and asked the nurse to send an (5) to

Team work

T- whole class

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reading

Post-reading

Homework

Quang Trung School. Lan asked to keep the
student (6) while waiting for the ambulance."
1/ Gap fill:

- Ask them to read the dialogue then check the
prediction.

( 1: fell, 2: concious, 3: cut, 4: bleeding,
5: ambulance, 6: awake)

- Ask them to read in pairs.

2/ Select the topics covered in the dialogue.
- Ask them to read the dialogue again and select
the topics covered in the dialogue.

- Ask them to write the answer in a piece of
paper and ahnd it after finishing.

Key: a, b, c, e, f.
* Write it up:

- Basing on the dialogue, ask them to write a

story. Begin with:

" Yesterday there was an emergency at Quang
Trung school. A student fell off her bike and hit
her head on the road. …

- New words.

- Complete the story.
- Do 1 ( 55 workbook)

Whole class

Pair work

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Date: 10/01/2009

Period 56: unit 9: a first- aid course

lesson 2: speak and listen
A/ Aims:

- T helps ss practice in making and responding to offers, promises and
requests

- Listening for the details about the activities taking place in an emergency
room.

B/ Objectives:

- By the end of the lesson ss will be able to make and respond requests,
offer, and promises. Help them know how to listen for the details.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- speaking

* Brainstorming:

Have a snake bite
1/ Model sentenses:

- Set the scene:

+ What would you say when:

a/ You want me to give you a bandage.
=> Will you give me a bandage?

b/ You want me to go to your party.
=> Would you like to come to my party?

c/ You tell your mother that you'll finish your
work before bedtime.

=> I promise I'll finish my homework before
bedtime.

- Model sentenses:
a/ To make a request:

+ Will/ Would/ Could/ Can - you - Verb…?
- Sure/ OK/ All right ( v)

- I'm sorry I can't/ I'm afraid not. (x)
b/ To make an offer:

+ Will/ Won't you/ Shall I / Can I - Verb…?
+ Would you like - to verb …?

+ What can I do for you?/ Can I get you ….?
- Yes, please/ that would be nice (v)

- No, thank you (x)
c/ To make a promise:
+ I promise I'll …/ I won't…
+ I will….. I promise.

+ I promise - to verb.

- I hope so/ I'm glad/ Don't forget.
2/ Matching:

Team work

T- whole class

Individual 
Situations which

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While- 
speaking

Pre- listening

While - 
listening

Homework

- Ask them to look at the pictures on page 82
and match the situations with the statements.

 The girl has a burn on her hand.
 The girlk has a bad fever.

 The boy has just broken the vase.
 The boy has a eadache

 The boy has a snake bite.
* Picture drills:

- Ask them to look at the pictures then indentify
the situations.( requests, offer or promises.)

- Ask them to practice making requests, offer or
promises.

b/ Can I get you some medicine/ water?
c/ Can I get you a bandage?

d/ Would you like some medicine?

e/ I promise I won't play soccer in the house
again.

1/ Pre- teach:

- (an) eye chart: biểu đồ (vis)
- (a) wheelchair: xe lăn (vis)
- (a) stretcher: cáng cứu thơng ( vis)
- (a) crutch: nạng ( vis)
* Rub out and remember.

2/ Predictions:

- Ask them to predict the order of these words
on the page 82.

 Listening:

- Ask them to listen to the tape and check the
prediction. ( 1: stretcher, 2: wheelchair,
3:ambulance, 4: eye chart, 5: scale, 6: crutches)
- Ask them to listen and check again.

- New words.
- Do 2( 55)

Pair work

T- whole- class

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Date: 10/01/2009

Period 57: unit 9: a first- aid course

lesson 3: read
A/ Aims:

- T helps ss reading for the instructions about some more situations
requiring first - aid.

B/ Objectives:

- By the end of the lesson ss will be able to know the ways of some first-
aids.

C/ Material:

- Extra board..
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading
Post-reading

* Bingo:

- Ask them to give nouns for emergencies
which require first aid.

( burn, cut, bee sting, snake bite, fainting,
shock, nose bleed)

- Ask them to choose four nouns of them.
- T read the nouns and the ss check.
1/ Pre-teach:

- a victim: nạn nhân (sit)
- a tissue: mô, thịt (sit)
- a damage: ph¸ hủ ( tran)
- (to) lie down: l»m xuèng ( vis)
- (to) elevate >< (to) lower: nâng lên, hạ xuống
- (to) overheat: làm qu¸ nãng ( sit)
- (to) ease: làm dịu ( syn)
* Slap the board.

2/ Network:

Cool the burn with ice Don't give him
any food
* Matching:

- Ask them to read the text in Page 84 and
match three Leadings A,B,C with them.

( A: a,c,e; B: b; C: d)
* Grid:

- Ask them toread the text again and then fill
the information.

Team work

T- whole class

Group work

Individual

Pair work
First aid

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Homework

Cases Do Don't

Fainting - Leave the patients
lying flat

- Give him a cup of
tea.

- Don't force
him/ to sit
or stand.

Shock - Don't

overheat
him with a
coats

- Don't give

him any

food or

drink.
Burn - Cool the burn to

minimizethe tissue
damage.

- Put the affacted
part under a running
tap.

- Ease the pain with
the ice or cold water
packs.

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Date: 12/01/2009

Period 58: unit 9: a first- aid course

lesson 4: write
A/ Aims:

- T helps ss write a thank- you note.
B/ Objectives:

- By the end of the lesson ss will be able to know the ways of writing a
thank- you note.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- writing

* Hangman:

_ _ _ _ (ease) _ _ _ _ _ (lower)
_ _ _ _ _ _ _ ( elevate) _ _ _ ( lie)

_ _ _ _ _ _ ( victim) _ _ _ _ _ _ (burn)

1/ Pre- teach:

- (to) come over: ( syn)
- (to) cheer: ( syn)
- (to) arrange: (sit)
- (to) guide: ( sit)
- a format: ( rea)
* R & R

2/ Reading:

a/ T/F prediction.

- Nga writes to thank Hoa for some candy.
- Hoa's gift cheered Nga up.

- Nga'd like Hoa to see her at the hospital.
- Nga is very bored now.

- Nga writes the letter at the hospital.
b/ Reading:

- Ask them to complete the thank - you note
with the right verb forms.( was, were, helped,
came, am, will phone)

- Ask them to read the thank- you note then

check the prediction.

3/ Questions and answers:

- Ask them to read the questions at page 85 then
answer them.

a/ Lan gave me a gift on Chistmas.

Team work

T- whole class

Individual

Group work

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While - 
writing

Post- writing

Homework

b/ It was very nice.

c/ I was very happy when I received it.
d/ Now I feel bored.

e/ I want to invite Lan to go for a picnic next

Sunday in the countryside.

f/ I will phone her tonight.
* Writing:

- Ask them to base on the questions and the
answers, write a thank-you note. Invite him/ her
to go for a picnic with you.

Ex:

Dear Lan,

Thank you very much for the gift you sent me
on the Chistmas. It was very lovely. I like it
very much….

* Exhibition:

- Divide the class into 4 groups.

- Ask them to write another thank- you note on
a poster, then stick it on the wall.

- Compare the posters and correct them.
- New words

- Do 7( 57)

Individual

</div>
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Date: 12/01/2009

Period 59: unit 9: a first- aid course

lesson 5: language focus
A/ Aims:

- T helps ss use " in order to, so as to", the future tense, and practice request,
offer, promises.

B/ Objectives:

- By the end of the lesson ss will be able to practice doing exercises.
C/ Material:

- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation

Practice

* Jumpled words:

+ Ask them to arrange these words.
- llwi -> will

- quteers -> request
- feofr -> offer
- ropimes -> promise
- loduc -> could
- pelaes -> please
1/ Language focus 1:

- Ask them to answer these questiions:

a/ Why did Mary write a notice on the board?
=> to inform her classmates about the changes
in schedule.

b/ why did you open the umbrella?
=> to protect myself from the rain.

c/ Why did your brother study very hard?
=> to pass the exam.

T: We can say: " in order to pass the exam, or
so as to pass the exam."

-> Ask them to give the use of " in order to, so
as to"

- Ask them to match two parts of the sentenses
using " in order to, so as to ".

KEY: 1- f, 2- c, 3- b, 4- e, 5- a, 6- d.

- Ask them to read the sentenses aloud.
2/ Language focus 2:

- Ask them to give the form and the use of the
future simple tense.

- Ask them to complete the dialogue and
practice in pairs.

KEY: 1/ will, 2/ will, 3/ won't, 4/ Shall, 5/ will,
6/ 'll.

3/ Language focus.

- Ask them to complete the dialogue between
Nga and her grandmother.

b/ Will you give it

c/ Will you answer the telephone
d/ Will you turn the TV on

e/ Will you pour a glass of water
f/ Will you get me a cushion
- Ask them to practice in pair.
4/ Language focus 4:

Team work

T- whole class

Individual 
Whole class

Pair work
Pair work

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Production

Homework

- Ask them to make request, offer, or promise
basing on the verbs and the pictures.

a/ Will you empty the garbage can, please.
b/ Will you paint the doors for me, please?
c/ I promise I'll study harder.

d/ Shall I carry the food for you?

e/ Will you hang the clothes for me, please?
f/ Will you cut the vegetables for me, please?
* Noughts and crosses:

- Ask them to base on these verbs, make
request, offer or promise.

give help get

take buy learn

play video game clean Close
- Make five sentenses with " in order to, so as
to"

- Do 5, 7 ( Page 57,58)

</div>
(110)<div class='page_container' data-page=110>

Date: 12/01/2009

Period 60: unit 10: recycling

lesson 1: getting started - listen and read
A/ Aims:

- T helps ss know some information about the environment problems.
B/ Objectives:

- By the end of the lesson ss will be able to do something to protect the
environmentand and save natural resources.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Brainstorming:

- Ask them to think the ways to reduce the
amount of garbage.

Reuse plastic bags

- Ask them to look at the " Getting Started" and
compare with their ways.

1/ Pre- teach:

- a re presentative: ngời đại diện ( tran)
- fertilizer: phân bón (sit)
- natural resources: t/ng thiên nhiên ( example)
- garbage: rác thảI ( vis)
- (to) protect: bảo vệ (sit)
- (to) reduce: làm giảm ( ant)
- (to) wrap: gói ( mime)
* Slap the board.

2/ T/F Prediction:

a/ Friends of the Earth is an organizationto help
people make friends with each other.

b/ Miss Blake askes the ss to remember 3

things: reduce, reuse, and recycle.

c/ reduce means buying the products which are
overpacked.

d/ We cannot reuse things like: envelopes,
glass, plastic bottles, old plastic bags.

e/ Miss Blake says that we should use cloth
bags and shouldn't use plastic bags at all.

f/ Recycling means not just throwing things
away but trying and finding another use for
them.

Team work

T- whole class

Individual

Whole class
Ways to reduce

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Post-reading

Homework

1/ T/F statements.

- Ask them to read the dialogue between Miss
Blake and ss then check their prediction.

KEY: a/ F, b/ T, c/ F, d/ F, e/ T, f/ T.
2/ Comprehension questions:

- Ask them to read the dialogue again then
answer the questions:

a/ Reduce means not buying the products which
are overpacked.

b/ We can reuse things like: envelopes, glass,
plastic bottles, old plastic bags.

c/ Recycle means not just throwing things away
but. Try and find another use for them.

d/ We can look for information on recycling on
things by having a contact with an organization
like Friends of the Earth, going to the local
library or asking your family and friends.

e/ Because we throw them away, they are very
hard to destroy.

* Discussion:

- Ask them to express their opinions about
"How to protect our environment?"

- Ask them to write on the board.
- New words.

- Do 1,2 ( Page 59)

Pair work

</div>
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Date: 20/01/2009

Period 61: unit 10: recycling

lesson 2: speak and listen
A/ Aims:

- T helps ss practice in giving and responding to instructions and listen for
specific information about making compost.

B/ Objectives:

- By the end of the lesson ss will be able to give and respond to instructions.
C/ Material:

- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- speaking

While- 
speaking

* Kim's game:

- Ask them to look at the picture for one
minute, then go to the board and wirte all
names of things are there in the picture.

KEY: used paper, newspaper, books, plactic
bags, clothes, shoes, school bags,…

1/ Pre-teach:

- fertilizer: phân bón ( sit)
- compost: phân xanh ( sit)
- fabric: vải sợi ( vis)
- leather: da ( rea)
- junk: đồ phế thải ( vis)
* Slap the board.

2/ Dictation list:

- Ask them to listen to the words for items and
put them into the right groups.

Group Items

Paper Used paper (old newspaper,
books, ...)

Glass Bottles, glasses, jars

Plactic Plactic bags, plactic bottles
Metal Food cans, drinking tins, ...

Fabric Clothes (cloth, cloth bags,
materials...)

Leather Shoes, sandals, scoolbags,...
Vegetable

matter Fruit peels, vegetales, rottenfruits,...
1/ Mapped dialogue:

- Ask them to work in pairs, replacing the
information with the words in the dictation list.

Mary Peter

Which group do
clothes belong to?
What can we do with
them?

Put them in "Fabric"
We can recycle them

Team work

T- whole class

Whole class
Individual

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Pre- listening

While - 
listening

Homework

Is fruit "vegetable
matter?

What will we do with
it?

and make them into
paper or shopping
bags.

That's right.

We make it into
compost and fertilize
our field.

2/ Listen:

- Ask them to predict the best choices to answer
these questions.

- Ask them to listen to an expert who gives the
instructions to make compost.

- Ask them to listen again and choose the best
answer.

KEY: a:A, b:B, c:A, d: B.
- New words.

- Do 3( P 60)

</div>
(114)<div class='page_container' data-page=114>

Date: 20/01/2009

Period 62: unit 10: recycling

lesson 3: read
A/ Aims:

- T helps ss read for details about how things are recycled.
B/ Objectives:

- By the end of the lesson ss will be able to know how recycling things.
C/ Material:

- Extra board.

D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

* Wordsquare:

- Ask them to find the words about the
environment.

e n v i r o n m e n t
n b c g a r b a g e r
v e d r d o p p u r e
e j u e y i l a r s c
l u s e d p a p e r y
o s t n o t s e d e c
p r o t e c t r u u l
e a b r c a i b c s e
r e c e e n c a e e k
d e e e f g h g i j l

1/ Pre- teach:

- a tire: lèp xe ( vis)
- a pipe: èng dÉn ( vis)

- a deposit: kho¶n tiỊn ( tran)
- (to) refill: làm đầy ( expain)
- (to) melt: tan ra (ant)
- (to) share: chia sỴ (tran)
* R& R

2/ Open prediction:

- Ask them to predict the answering for these
questions.

a/ What do people do with used things?
b/ What can they make from them?
1/ Grid:

- Ask them to read the text and make a list of
recycling facts mentioned in the text.

Used things Recycling facts
Car tires

Milk bottles
Glass

Drink cans
Household and
garden waste

Are recycled to make pipes
and floor coverings

Are cleaned and refilled
with milk.

Is broken up, melted and
made into new glassware.
Are brought back for
recycling.

Is make into compost.

Team work

T- whole class

Individual

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Post-reading

Homework

2/ Comprehension questions:

- Ask them to read thee text again and then
answer these questions.

a/ People cleaned and refilled empty milk
bottles.

b/ The glass is broken up, melted and made into

new glass ware.

c/ The Oregon government made a new law that
there must be a deposit on all drink cans. The
deposit is returned when people bring the cans
back for recycling.

d/ Compost is made from household and garden
waste.

e/ If we have a recycling story to share, we can
call or fax the mazagine at 5 265 456.

* Passive form: T give a sentense.

Eg: Cars tipes are recycled to make pips and
floor coverings.

=> Ask them to give the form,use of the Passive
voice in the Present Simple tense.

- S - am/is/are - Past participle.

- Ask them to change some sentenses.

a/ We often give Lan flowers on her birthday.
b/ My mother takes me to school.

c/ We love our parents very much.
d/ He helps the ss do exercises.

- New words.

- Do 4,5 (P 60,61)

Pair work

Whole class

Individual

Date: 20/01/2009

Period 63: unit 10: recycling

lesson 4: write
A/ Aims:

- T helps ss write a set of instructions on how to recycle used things.
B/ Objectives:

- By the end of the lesson ss will be able to write a set of instructions on
how to recycle used things using sequencing.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up * Lucky numbers:

1/ Lucky number

2/ Say this sentense in the passive: " People
speak English everywhere".

3/ Say this sentense in the active " Cartoons are
liked by mosr children"

4/ Lucky number
5/ Lucky number

6/ Say this sentense in the passive: " We do not

</div>
(116)<div class='page_container' data-page=116>

Pre- writing

While - 
writing

Post- writing

Homework

use things carefully."

7/ Say this sentense in the active: " Are candies
liked by the children."

8/ Say this sentense in the passive: " Mr Han
teaches Maths."

9/ Say this sentense in the passive: "Vegeetarian
do not eat meat."

1/ Pre- teach:

- a wire mesh: líi s¾t (tran)
- a bucket: thïng (vis)
- (to) mix: trén ( sit)
- (to) press: Ên. nÌn (mime)
- (to) mash: nghiÒn (mime)
- (to) soak: ng©m (explain)
* R&R

2/ Ordering predictions:

- Ask them to predict the order of the actions.
soak dry pull out
press mash mix
1/ Completing the recycling instructions:
- Ask them to read the text and fill in the verbs.
KEY: 1/ use, 2/ mix, 3/ place, 4/ press, 5/ wrap,
6/ wait, 7/ dry.

2/ Recall:

- Ask them to tell the instructions using the
sequencing. ( not look at the book) Then copy it
in the notebook..

First, soak some old newspaper in a bucket of
water overnight.

Then, use a wooden spoon to mash the paper.
Next, mix the mashed paper with water.

After that, use a wire mesh to pull the mixture
out, put it on the cloth and press it down firmly.
Finally, take the mesh out of the cloth and dry it
in the sun.

* Complete the instructions using the
pictures.

- Ask them to base on the pictures and the
words given to complete the instructions on
how to prepare the tea leaves.

First take the used tealeaves from the tea - pot.
Next scatter the tealeaves on a tray.

Then dry the leaves in the Sun.

Finally, put the dry leaves in a pot for future
use.

- New words.
- Do 5 (P62)

T- whole class

Individual

Group work

Pair work

</div>
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(118)<div class='page_container' data-page=118>

Date: 02/02/2009

Period 64: unit 10: recycling

lesson 5: language focus
A/ Aims:

- T helps ss practice in the Passive and in expressing their feelings using
adjectives.

B/ Objectives:

- By the end of the lesson ss will be able to form the Passive in the Future
simple tense and the structures with adjectives.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities

Work
arrangem

ent
Warm up

Presentation

Practice

* Lucky numbers: ( Language focus 1)

- Ask them to give the form of the Passive sentenses in
the Present simple tense.

- Ask them to change these sentense at Page 95 into the
Passive sentenses.

1/ Lucky number
2/ (a)

3/ (b)
4/ (d)

5/ Lucky number
6/ (e)

7/ Lucky number
8/ (f)

1/ Language focus 2:

a/ Set the scene: A famous inventor, Dr Kim, is going to
build a time machine. One of his assistants, Hai, is
asking him questions about the invention. He wants to
know when Dr Kim will start the project. How can he
say in the Passive?

b/ Model sentenses:

When will the project be started?

=> Ask them to give the form of the Passive sentense in
the Future simple tense.

+ S - will/ shall - be - Past participle (P2)
c/ Practice:

- Ask them tp complete the dialogue between Dr Kim
abd his assistant.

( 1) - will be shown
(2) - Will … be built
(3) will be finished
(4) Will … be made
2/ Language focus 3:

a/ Set the scene: Ba gives Nam a lot of directions at a
time so Nam finds it difficult to follow Ba's directions.
What does he say to Ba?

b/ Model sentenses:

Nam: It's difficult to follow your dir
ections.

- Ask them to give the form of the sentense.
=> It - be - adjective - ( for sbd) - to - verb.

Team work

T- whole
class

Individual

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Production

Homework

c/ Practice:

- Ask them to complete the dialogue using the words in
the box.

b/ It's easy to understand.
c/ It's hard to believe that.

d/ It's dangerous to go near the stove.
e/ It's important to wait for five minutes.
3/ Language focus 4:

a/ Set the scene: Nam passed the English exam and his
grandparents are delighted at it. What did they write to 
him?

b/ Model sentenses:

-> We are delighted that you passed the English exam.
- Ask them to give fom of the sentense.

=> S - be - adjective - that - clause.
c/ Matching:

- Ask them to match these words with their meanings.
 Relieve a/xin chóc mõng

 Congratulations b/ tr«ng chê
 look forward to c/ xác nhận lại
confirm d/ nhÑ nhâm
- Ask them to complete the letter.

(1) - happy
(2) - releived
(3) - afraid

(4) - Are you sure
(5) - certain

- Review the structures again.
- Do ( 5,6,7) in the workbook.

Pair work

Whole class

Individual

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Date: 02/02/2009

Period 65: unit 11: travelling around vietnam

lesson 1: getting started - listen and read
A/ Aims:

- T helps ss read for the details about how to express interest and practice
model: " would you mind - V.ing , would you mind if I ….".

B/ Objectives:

- By the end of the lesson ss will be able to understand the dialogue and
practice to express a request.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

stages Activities arrangementWork
Warm up

Pre- reading

While- 
reading

Presentation

* Chatting: ( Getting started)
- Ask them some questions:
a/ Do you like traveling?

b/ Where do you like going best?

c/ Look at the pictures at Page 98 and match the
places of interrest with their names.

( a- Ngo Mon gate, b- Nha Rong Harbor, c- The
Temple Literature, d- Ha Long Bay.)

1/ Pre- teach:

- a sugar cane: c©y mÝa ( rea)
- a corn: cây ngô ( rea)
- a crop: vô mïa ( sit)
- a front seat: ghÕ tríc ( real)

- a forty- minute-drive: chuyÕn xe 45 phót (sit)
* R & R

2/ T/F statements prediction:

a/ This is the first time Hoa has met Tim's
family.

b/ Hoa helps Mrs Jones with her luggage.

c/ The Jones family is traveling from the airport
in a bus.

d/ Shannon has never seen rice paddies before.
e/ The car is traveling past farmland.

f/ Only rice and corn are grown around Hanoi.
1/ Reading

- Ask them to read in four.
2/ T/F statements:

- Ask them to read the dialogue and check their
prediction.

a/ T
b/ T

c/ F ( … in a taxi)
d/ T

e/ T

f/ F ( Not only rice and corn but also sugar
canes are grown around Hanoi.)

1.a/ Set the scene: Hoa wants Mr Jones to sit in
the front seat so how she says to Mr Jones?
=> Would you mind sitting in the front seat of

Whole class

T- whole class

Individual

Group work
T - whole class

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Practice

Production

Homework

the taxi?

Model sentense:

- Ask them to give the form of the sentense:
=> + Would you mind - v-ing?

- No problem/ Certainly/ OK…

Eg: T: Would you mind opening the window?

b/ Practice:

- Word cue drills:
Give me that pen
Turn off the lights
Close the doors
Take me to school

2.a/ Set the scene: Tim wants to take photos so
how he says to Hoa ?

=> Would you mind if I took a photo?
Model sentense:

- Ask them to give the form of the sentense.
+ Would you mind if I - past simple?

- No problem/ Certainly/ OK…

Eg: Would you mind if I opened the doors?
b/ Practice:

- Word cue drills:
Borrow your bike
Turn the TV on
Cut the flowers
Use this pen
Simon says:

Simon says: Would you mind standing?

smiling?
running?
laughing?
- New words.

- Do 1,3 in workbook.

Pair work

T- whole class

Pair work

T- whole class

Date: 02/02/2009

Period 66: unit 11: travelling around vietnam

lesson 2: speak and language focus 4
A/ Aims:

- T helps ss pactice in making suggestions and using " mind" to make
request.

B/ Objectives:

- By the end of the lesson ss will be able to make and repond to formal
requests using " mind" and make suggestions.

C/ Material:
- Extra board.
D / Proceduces:

stages Activities arrangementWork
Warm up * Game: " What does it say?"

- Ask a student to go the board. Write a word on
the board. The class helps him/ her to guess it.
Eg: + everyday.

+ please
+ sorry

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Presentation

Practice

Production

1/ Set the scene:

- Ask them to give the request that they have
learned lass lesson.

=> + Would you mind + V-ing.

+ would you mind if I + past smple tense.
- Now we are going to learn ather requests that
similar with them.

=> Do you mind opening the doors?
Do you mind if I turn on the TV?

- Ask them to give the form of these requests:
+ Do you mind + v-ing?

+ Do you mind if I + verb ( in the present
simple tense)

- Ask them to give the respond:
+ Agreement:

 No, I don’t mind
 No, of course not
 Not at all

 Please do/ Please go ahead
+ Disagreement:

 I'm sorry, I can't. / I'm sorry, it's impossible
 I'd rather you didn't./ I'd prefer you didn't
2/ Practice: Language focus 4:

- Ask them to look at the pictures at page 110
then make request and give the reponds.

c/ S1:Would you mind closing the window?
S2: Not at all.

d/ S1: Do you mind turning off the radio?
S2: No, I don't mind.

e/ S1: Do you mind if I turn the air-conditioner?
S2: Please do.

f/ S1: Would you mind if I turned the TV off?
S2: Please go ahead.

3/ Speaking:

- Ask them to work in pair. One is a tourist on
vacation in Ho Chi Minh city and other is a
tourist officer.

- Ask them to look the dilogue.

Tourist Tourist officer

Excuse me?

I'd like to visit a
market. Would you
mind suggesting one?

That is interesting.
Thank you.

Yes?

Not at all. How about
going to Thai Binh
Market? It opens
from about 5 am to
8pm

T- whole class

Pair work

T- whole class

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Homework

- Ask them to make similar dialogue about the
museum, restaurant, and zoo…

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Date: 10/02/2009

Period 67: unit 11: travelling around vietnam

lesson 3: listen and language focus 1,2,3.
A/ Aims:

- T helps ss listen for details about the place direction and practice "ed,ing"
participle.

B/ Objectives:

- By the end of the lesson ss will be able to complete the table by listening,

and do exercises.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- listening

While - 
listening

Presentation

Practice

* Whispering:

- Choose two groups, teacher gives the first
student a word then he/she whispers it with the
second student…. The last student has to write
it on the board.

Gr1: bus station, hotel, pagoda
Gr2: restaurant, temple, bank.
1/ Listening:

a/ Prediction:

+ Set the scene: The Jones family are going
around HaNoi and they are talking about the
directions to 5 places in the maps.

+ Ask them to guess the places in the maps.
b/ Listening:

- Ask them to listen and check their prediction
and give the key.

a) Restaurant
b) Hotel
c) Bus station
d) Pagoda
e) Temple

1/ Language focus 1:

a/ Set the scene: It's time for recess and the
people at Quang Trung School are in the school
yad. What are they doing?

T: What is Mr Quang doing?

Ss: He's walking/ going up the stairs.
T: What is Miss Hoa doing?

Ss: She's talking to Nam.

T: Who is the man walking upo the stairs?
Ss: The man walking up the stairs is Mr Quang.
b/ Model sentense:

The man walking up the stairs is Mr Quang.
- Use: A present participle can be used as an
adjective to qualify a noun with active
meaning.

c/ Practice: Picture drills.

- Ask them to look at the pictures and make
new sentenses.

 The girl playing chess is Hoa.

Team work

Whole class

T - whole class

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Presentation

Practice

Homework

 The girl playing chess with Hoa is Nga.
 The boy reading book is Ba.

 The girl standing by the table is Lan.
2/ Language focus 2:

a/ Matching:

- Ask them to match the nouns with the verbs.
Box a/ wrap in

Lamp b/ dress in
Truct c/ recycled from
Doll d/ keep in

Flowers e/ make in
Toys f/ paint
b/ Asnwer these questions:

1) Where is the lamp made in?
2) What color is the box painted?
3) What is the truck recycled from?
4) What the color is the doll dressed in?
5) What are flowers wraped in?

T: How much is the old lamp made in China?
Ss: the old lamp made in China is $5

c/ Model sentense:

The old lamp made in China is $5

- Use: a past participle is used as an adjective
to qualify a noun with passive meaning.

d/ Practice: Picture drills:
 The box painted green is $1

 The truck recycled from cans is $2
 The doll dressed in red is $2

 The flowers wrapped in yellow paper is $1
 The toys kept in a cardboard box is $10
- Model sentenses.

- Do 4 (66)

T- whole class

Pair work

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Date: 13/02/2009

Period 68: unit 11: travelling around vietnam

lesson 4: read
A/ Aims:

- T helps ss read for details about some places of interest in VietNam
B/ Objectives:

- By the end of the lesson ss will be able to know about some places of
interest in VietNam.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- reading

While- reading

* Quiz: What is this place?

- Give them sentenses about a place then ask
them to guess where it is.

a/ - It is called the city of Eternal spring.
- It has a lot of waterfalls and lakes.

- You can see the most kinds of flowers here.
=> DaLat.

b/ - It's a seaside resort.

- It has a very big monuments of Buddha
=> NhaTrang.

c/ - It has a lot of caves.

- It consists of a lot of islands
=> Ha Long Bay.

1/ Pre- teach:

- an accommodation: chổ ở (explain)
- a tribe: bộ lạc (tran)
- a slope: sờn dốc ( vis)
- a jungle: rừng (sit)
- a limestone: đá vôi ( sit)
- a cave: hang động (vis)
- giant: khổng lồ ( syn)
- magnificent: nguy nga, tráng lệ (tran)
* Matching.

2/ Prediction:

- Ask them to look at the grid and guess the
topic mentioned in the brochures about the
resorts.

- Ask them to to compare with their partners
1/ Grid:

- Ask them to read the advertisements about the
resorts and then check the prediction.

+ Nha Trang: flights to HaNoi, railway, hotels,
local transport, tourist attractions.

+ DaLat: hotels, local transport, waterfalls,
tourist attractions.

+ Sapa: hotels,local transport, mountain slopes,
tourist attractions, villages.

+ Ha Long Bay: World Heritage, tourist

Team work

T- Whole class

whole class

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Post - reading

Homework

attractions, sand beaches, railway, hotels,
caves, locals transport.

2/ Asnwer: " What should these people go?"
- Ask them to read the information about these

people and help them to find suitable places.
a) Andrew: Sapa

b) Mary: Nha trang

c) John: Nha rong Harbor
d) Joanne: HaLong Bay
e) Donna: DaLat

* Role play:

- Ask them to to look at the " Asnwer" then ask
and answer the questions:

S1: Where should Andrew go?
S2: He should go to Sa Pa.
S1: Why?

S2: Because he studies tribes and he likes
mountian- climbing.

- New words.
- Do 5 ( 66)

T- whole class

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Date: 13/02/2009

Period 69: unit 11: travelling around vietnam

lesson 5: write
A/ Aims:

- T helps ss write a narrative using guided composition.
B/ Objectives:

- By the end of the lesson ss will be able to write a narrative.
C/ Material:

- Extra board.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- writing

While - writing

* Wordsquare:

- Ask them to find as many words as possible.
r a i n f g d
U N n O A E U
N D K O S T C
K E e N T W K
L P O R I E H
T S F E U T N
p a F T l m e

1/ Pre- teach:

- a canoe: ca n« (vis)
- a paddle: chÌo thun (vis)
- (to) paddle: (mime)
- (to) hire: thªu (sit)
- (to) overturn: lËt (sit)
- (to) rescue: cøu (tran)
* Slap the board.

2/ Ordering statements:
a/ Set the scene:

Last week, while on the vacation in Dalat, the
Jones family had quite an unforgetable
adventure on Xuan Huong lake. What did they
do and what happened to them?

b/ Ordering:

- Ask them to read the first part of the story and
rearranged the sentenses to complete the story.
=> c, a , g, d, f, b, e.

- Ask them to read the story aloud.
3/ Ordering the pictures:

- Ask them to look at the pictures and then
arrange them into right order.

=> d, b, e, h, a , f, c, g.

- Ask them to use the pictures and the words
given to write story about Uyen.

Story:

Uyen had a day remember last week.
She had a Math exam on Friday but she got up
late. She relized that her alarm clock did not
go off. As she was leaving home, it started to
rain heavily. Uyen tried to run as fast as she
could. Suddenly she stubled agaist a rock and

Team work

T- Whole class

whole class

Pair work

T- whole class

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Post- writing

Homework

fell onto the road. Her school bag went into a

pool of water and everything got wet. Strngly,
the rain stopped as she got to her classroom.
Luckily, Uyen had enough time to finish her
exam.

- After ss finish, call some ss read their story
aloud.

- Correct the main mistakes.
- New words

- Do 8,9 ( 67) in workbook.

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Date: 20/02/2009

Period 70: revision

A/ Aims:

- T helps ss review passive voice and some structures.
B/ Objectives:

- By the end of the lesson ss will be able to do exercises.
C/ Material:

- Extra board.
D / Proceduces:

states Activities Work
arrangement

Warm up

Presentation

Practice

* Matching:

- Ask them to match the words in column A
and the words in column B.

Column A Column B
1. (to) make

2. (to) ride
3. (to) put out
4. (to) stumple
5. (to) help
6. (to) drop
7. (to) pick
8. (to) take

a) A photo
b) A paddle

c) Mrs Jone with her
luggage.

d) Against a rock

e) A suggestion about
places of interest

f) The bag up
g) A cigarette
h) A water buffalo
1/ The passive voice:

- Ask them to give the form of the Passive
voice.

=> S - be - P2 - ( by ...)

Ex: Active: They clean the room everyday.
Passive: The room is cleaned everyday.
2/ Some structures:

a/ Request:

- Ask them to list some ways to make a request.
+ Would you mind + V-ing

+ Would you mind if I - V-ed

b/ Present participle and past participle:

- Ask them to give the use of the Present
participle and past participle:

- Ex: + The man talking to our teacher is Mr

Minh

+ The cat bought last week is Mimi
3/ Practice:

Exercise1: Change these active sentenses into
passive ones.

a) People don't use this road very often.
b) We will grow a lot of trees in the park.
c) They are painting the living-room light blue.
d) People have developed many defferent

paper products.

e) He asked us many difficult questions.
f) They must widen the road soon.

g) She advised me to reuse the milk bottles
h) My siter cleans these rooms eveyday.

Team work

T- Whole class

whole class

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Homework

i) Waste from chemical factories have caused

lots of pollution

Exercise2: Change these passive sentenses 
into active ones.

a) This tree was planted by my grandfather.
b) The rubbish hasn't been collected.

c) Is recycled paper being used?

d) Will a new school be built very soon?
e) A lot of work is done everyday.

f) Many trees are cut down to make paper.
g) English is considered the most international

language.

h) These doors should be shut before 5 pm.
i) Many lakes and rivers have been destroyed

by pollution from factories.

Exercise 3: Choose the best answer to
complete these sentenses.

1/ I can see a boy ... a water buffalo.

A: ride B: riding C: to ride D: rode
2/ It's ... to travel around VietNam.

A: interesting B: interested
C: interestingly D: interestedly
3/ Would you mind ... the window?

A: to close B: close C: closing D: closed
4/ ... you mind if I smoke?

A: could B: Do C: Would D: Don't
5/ The ruler ... of plastic is Lan's.

A: made B: is made C: to make D: making
- Do all exercises again

- Prepare the test.

Individual

Pair- compare
Whole class

Date: 20/02/2009

Period 71 : test

Time: 45 minutes
A/ Aims:

- Check ss' knowledge in three units: 9,10,11.
B/ Objectives:

a) By the end of the lesson ss will be able to finish the test in silence and
do by themselves

C/ Material:
- tests

D / Proceduces:

A: listening

Listen to the text then tick "Yes" or "No" for these questions: (2 marks)
Yes No

1. Do we use meat and grain product to make compost?
2. Should we turn the compost regularly?

3. Should we water the compost?

4. Will the compost be ready to use after sixteen months

B: reading:

Read the passage and answer the questions below. ( 2,5 marks)
Ha Long Bay

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limestone-mountains. The Bay's water is clear during the spring and early summer.
Upon arriving in Ha Long city, visitors can go along Chay beach. From the beach,
they can hire a boat and go out to the bay. It is here that the visitors can find some of
Southeast Asia's most beautiful sites. Daugo cave is one of the most beautiful caves at

Ha Long. It was the cave in which General Tran Hung Dao hid wooden stakes to beat
the Mongol on Bach Dang river in 1288.

Questions:

1/ Who in Ha Long popular with?

……….

2/ What is one of the attractions of Ha Long?

.……….

3/ What is the Bay's water like?

……….

4/ What can visitors do when they arrive in Ha Long?

……….

5/ Which is one of the most beautiful caves at Ha Long?

……….

C: writing:

Change these sentenses into passive sentenses. ( 2,5 marks)
1) Students use this dictionary very often.

………

2) We will grow a lot of trees in the park.

………

3) They are painting the class-room yellow.

………

4) People have developed many defferent paper products.

………

5) He asked us many difficult questions.

………

D: Language focus:

I/ Choose the best answer to compete these sentenses: ( 3 marks) 
1/ I can see a boy ... a water buffalo.

A: ride B: riding C: to ride D: rode
2/ It's ... to travel around VietNam.

A: interesting B: interested C: interestingly D: interestedly
3/ Would you mind ... the window for me?

A: to close B: close C: closing D: closed

4/ ... you mind if I smoke?

A: could B: Don't C: Would D: Do
5/ The ruler ... of plastic is Lan's.

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A: if I turn B: I turn C: if I turned D: turning.
7/ It is a ... drive from here to the city center.

A: thirty- minute B: thirty minutes C: thirty- minutes D: thirty minute
8/ We should use cloth bags ... of plastic bags.

A: apart B: besides C: instead D: without

9/ Mai is often ... a lot of books on her birthday.

A: give B: gave C: giving D: given

10/ The prefix "re" in the word "reuse" means: ...

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Date: 15/11/2008

Period 72: correcting the test

A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to knowthe mistakes which they
got and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation
Practice

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ Which sentense is the most difficult?

d/ How many marks do you think you got?
. . ...

1/ Giving them their tests.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: listening:

1:No, 2:Yes, 3: No, 4: No,

B: Reading:

1/ VietNamese and international tourists
2/ It's is the Bay's calm water and limestone-
mountains.

3/ It is clear.

4/ They can go along Chay Beach., hire a boat
and go out to the bay.

5/ Daugo cave.

C: Writing:

1/ The library is used very often.

2/ A lot of trees will be gronw in the park.
3/ The class- room is being painted yellow.
4/ Many different paper products have been
developed.

5/ We were asked many difficult questions.

D: Language focus:

I/ 1 mark

1: B, 2: A, 3: C, 4: D, 5: A, 6: C, 7: A , 8: C,

9: D, 10: A

3/ Main mistakes:

- Changing the sentense into the passive voice.
- Answer the questions.

4/ Name some good tests, bad tests:
- Good tests:

8c: Thủ, Th, Th, Dịng...

Whole class

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Production

Homework

- Bad tests:

8a: Ninh, Ngäc Anh, Sơn, Duyên...
8b: Nhất, Mạnh, Dũng...

8c: Dũng, Đoàn, Thơm, Phợng...
* Pelmanism:

- Aks them to find the adjective and its adverb.

have give teach speak grow
had given taught spoken grown
- Do the test again.

- Prepare Unit 4- Listen and read

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Date: 28/02/2009

Period 73: unit 12: a vacation abroad

lesson 1: getting started - listen and read
A/ Aims:

- T helps ss read for details about making plans for a vacation abroad.
B/ Objectives:

- By the end of the lesson ss will be able to be aware of how to make ,
accept and decline invitations.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- 
reading

While- 
reading

* Guessing game: Getting started:

- Ask them to look at the pictures and guess what
country it is.

a/ The USA
b/ Australia
c/ Thailand
d/ Britain
e/ Canada
f/ Japan.
* Chatting:

- Ask them to ask and answer the questions.

S1: Where do you want to visit?/ Which country do
you want to visit?

S2: I'd like to visit…
S1: Why?

S2: Because…
1/ Pre-teach:

- (to) include: bao gồm ( tran)
- (to) come over: ghé qua ( sit)

- (to) pick up: đón ai đó ( explain)
- abroad: nớc ngoài (syn)

* Rub out and remember.
2/ T/F statements:

a) Mrs Quyen is calling Mrs Smith from te airport
in San Francisco.

b) Mrs Smith invited Mrs Quyen and her husband
to stay with her while they are in town.

c) Mrs quyen doesn't accept Mrs smith's invitation
because she she want to stay with a VietNamese
Friend of hers.

d) Mrs Quyen and her husband will come over to
Mrs smith's place for dinner one night.

e) Mrs Quyen and her husband will be in the USA
for 3 days.

1/ T/F checking:

- Ask them to read the dialogue and check the
prediction.

a) F
b) T

T - whole class

Pair work

T - whole class

Individual

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Post-reading

Homework

c) F
d) T
e) F
2/ Grid:

- Ask them to read the dialogue again then fill the
table about Mrs Quyen's schedule.

Date Mon25 Tue26 Wed27 Thur28
Schedule Coming

to San
Francisco.

Going

out Havingdinner

with
the
Smiths

Leaving
San

Francisco

3/ Comprehension questions:

a/ No, they won't. because they are going on a tour,
and their accomodation includes in the ticket price.
b/ No, he won't. because he will have a bussiness
meeting in the evening that day.

c/ Mrs smith will pick her up at her hotel.

- Ask them to read the dialogue again then pick out
the statements indicating the following situation.

a) Making an invitation.
b) Accepting an invitation.
c) Declining an invitation.
d) Making a complaint.
- New words

- Do 1,3 ( 65)

Pair work

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Date: 28/02/2009

Period 74: unit 12: a vacation abroad

lesson 2: speak
A/ Aims:

- T helps ss practice making plans using tourist brochures and flight
information.

B/ Objectives:

- By the end of the lesson ss will be able to talk about their plans for a trip
abroad.

C/ Material:
- Extra board
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- speaking

While- 
speaking

* Jumbled words:

- necuidl => include
- ausrtetarn => restaurant
- tohel => hotel

- lapen => plane
- ayd => day
- rravlai => arrival
1/ Pre-teach:

- an itinerary: lịch trình (tran)
- a gallery: phòng trng bày (sit)
- a brochure: bảng quảng cáo (rea)
- facilities: ®iỊu kiƯn (tran)
- rate: gi¸ (sit)
- via : qua (syn)
* Slap the board.

2/ Matching:

- Ask them to look at the tables at page 114 and
then match them with these words.

a/ Itinerary

b/ Flight information
c/ Hotel advertisements
d/ Travel brochure

3/ Pre-questions:

- Ask them to answer some questions:

a/ How amny flights a week can you take from
Los Angeles to Boston?

b/ Which flight can you take everyday of the
week?

c/ Which of the hotel is cheaper?

d/ How much a double room in Revere Hotel?
e/ Where can you visit?

- Ask them to work in pair replacing the
information using the table.

S1: Where shall we stay?

S2: The Revere Hotel is expensive but it has a
gym.

S1: Where should we visit?

S2: I think we should visit Harvard Medical

Team work

T - whole class

Individual

Pair work

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Post- speaking

Homework

School, the Museum and art galleries.
S1:…

S2:…

* Transformation:

- Ask them to make a plan for their coming
summer holiday by filling the information in
their itinerary.

Depart: (Hue) ………
Arrive: (HCM city) ………
Accomodation: ………
Sightseeing: ………

Depart: (HCM city) ………

- Ask them to demonstrate their plans for the
class.

- New words.
- Do 2 (65)

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(141)<div class='page_container' data-page=141>

Date: 02/03/2009

Period 75: unit 12: a vacation abroad

lesson 3: listen and language focus 1,2
A/ Aims:

- T helps ss listen for information about the weather.
B/ Objectives:

- By the end of the lesson ss will be able to practice in listening to the
weather forecast for information about the weather in the big cities in the
world.

C/ Material:
- Extra board
- Cassette player
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- listening

While - 
listening

Presentation

* Chain Game:

- Call one group to the board.

- Ask them to make a sentense by each student
says out one word.

Eg:

S1: Yesterday
S2: I

S3: went
S4: to
S5: the
S6: zoo

1/ Brainstorming:

Cool wet
2/ Chatting:

-Ask them to answer these questions:

a/ Have you ever listened to the weather forcast
on TV or radio?

b/ What does it often tell you about?

c/ Do you think it's necessary to listen to the
weather forecast? Why?

* Gap fill:

- Ask them to listen and fill the gaps.

City Weather Temperature
Low High

Sydney Dry, windy 20 26

Tokyo Dry, windy 15 22

London Humid, cold -3 7

Bangkok Warm, dry 24 32

NewYork Windy, cloud 8 15

Paris Cool, dry 10 16

Group work

Team work

T - whole class

Individual

T - whole class
Words related to

</div>
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Practice

Homework

1/ Set the scene:

- Ask them to look at the pictures and answer
the questions.

+ What was Ba doing at 8 o'clock last night?
=> She was taking a shower.

- Ask them to look at the sentense and give the
form.

=> S - was/ were - V-ing
- Ask them to give the use.

=> express an action that was in progress at a
point of time in the past.

=> The past progressive tense.

+ What was the Le family doing when the
mailman came?

=> The Le family was sleeping when the
mailman came.

- Ask them to give the form.

=> S - was/were - V-ing - when - S - V-ed
- Ask them to give the use.

=> The past progressive tense.
2/ Practice:

a/ Picture drills: Language focus 1

- Ask them to look at the pictures and make
sentenses in the past progressive tense.

 Hoa was eating dinner at 8 o'clock last
night.

 Bao was reading book at 8 o'clock last
night.

 Nga was writing at 8 o'clock last night.
b/ Matching: Language focus 2

( b-F, c-E, d- B, e- D, f- A)
- Ask them to read aloud
- Model sentenses

- Do 6 (74)

Pair work

Date: 02/03/2009

Period 76: unit 12: a vacation abroad

lesson 4: read
A/ Aims:

- T helps ss read for information about the places of interest in the world.
B/ Objectives:

- By the end of the lesson ss will be able to obtain some knowledge about
some scenic sports in the USA.

C/ Material:
- Extra board
- Cassette player
D / Proceduces:

states activities Work
arrangement

Warm up * Pelmanism:

+ Adjectives and nouns.

- Ask them to find a couple of cards that have

same meanings.

humid warm windy dry cloudy

</div>
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Pre- reading

While- reading

Post-reading
Homework

Humidity warmth wind dryness Cloud
1/ Pre-teach:

- a volcano: nói lưa (vis)
- lava: nham th¹ch (vis)
- (to) pour out: trµo ra (sit)
- (to) carve: kh¾c (sit)
- (to) be situated: cã vÞ trÝ (sit)
- overhead: trên đầu (tran)
* Slap the board.

2/ Pre-questions:

1/ Where did Mrs Quyen and her husband
visit?

2/ Which places of interest did they visit?
3/ What did they do there?

1/ Grid:

- Ask them to read the postcards from Mrs
Quyen to her children and complete the grid.

Place What she did and saw?
a) Hawaii

b) New York
c) Chicago
d) Mount

Rushmore
e) San Fancisco

Went swimming, visited
Kilawea Volcano.

Went hopping, bought a
lot of souvenirs.

Saw lake Michigan.

Saw the heads of 4
American Presidents.
Visited Fisherman's
wharf, the Napa Valley
wine-growing area and
the Alcatraz Prison.

2/ Comprehension questions:

Ask them to read the postcards again then
answer these questions.

a) She went there by plane.

b) She saw the famous prison on the island of
Alcatraz.

c) It is the mount where the heads of four
American Presidents are carved into the
rock, and it can be seen from more than 100
km away.

d) It is also called "the windy city"
e) She went shopping.

* Write it up:

- Ask them to write about Mrs Quyen"s trip.
- New words.

- Do 2,4 (P 73-74)

T - whole class

Individual

whole class

Pair work

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Date: 08/03/2009

Period 77: unit 12: a vacation abroad

lesson 5: write
A/ Aims:

- T helps ss practice in wirting a postcard.
B/ Objectives:

- By the end of the lesson ss will be able to write a postcard to their friends
about their trip.

C/ Material:
- Extra board
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- writing

While - writing

* Lucky number:

a) Where did Mra Quyen and her husband
spend their holiday?

b) Lucky number

c) What did they see on Mount ?Rushmore?
d) Who did they visit when they were in the

USA?

e) Lucky number

f) What did Mrs Quyen do while her husband
was visiting the statue of Lirberty?

g) Lucky number

h) What did she send to her children from the
USA?

i) Lucky number
1/ Gap - fill
- Set the scene:

From the USA, Mrs Quyen sent a postcards to
her friend sally to tell her about the trip.

- Ask them to read the postcard then complete
it

1. in,
2. people,
3. weather,
4. visited,
5. her,
6. nice,
7. bought,
8. for,

9. heaviness,
10. soon

- Ask them to read the postcard aloud.
2/ Writing:

Imagine you are a tourists on a vacations inVN.
Write a postcard to a friend about your trip,
using the information in part 1.

- Ask them to read the information in part 1
again then write individual.

Example exchange:
Dear Lan,

I am having a wonderful time in Dalat. The

Team work

T - whole class

Individual

whole class

</div>
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Post- writing
Homework

people are very friendly. The weather has been
rather cold since i came here.

Here I visited my old teacher who taught me at
secondary school. She was the teacher I like
best.

This is the first time i visited Than Tho lake. It
is lovely.

I bought a lot of souvenirsand many books…
See you soon.

Love,
Mai

- Ask them to read their postcards aloud and
correct them.

- Complete the postcard.
- Do 6 (P 77).

</div>
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Date: 08/03/2009

Period 78: unit 13: festivals

lesson 1 : getting started - listen and read
A/ Aims:

- T helps ss read for details about traditional Festivals.
B/ Objectives:

- By the end of the lesson ss will be able to ask for expainations of events.
C/ Material:

- Extra board
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- reading

While- reading

* Chatting:

- Tell ss these people are going on their visits to
VietNam and they need advice on where to go.
- Introduce the names and their hobbies.

 This is Tom. He likes swimming and
sunbathing.=> Where should he visit?

 This is David. He is interested in ancient
cities. => Where should he visit?

 Oliver is keen on pottery. => Where should
she visit?

 …

1/ Pre-teach:

- husk: vá chÊu (sit)
- a bamboo: c©y tre (real)
- (to) participate: tham gia (syn)
- (to) fetch: ®i lÊy, mang vÒ (sit)
- (to) yell: reo hß (syn)
- (to) urge: thóc dơc (tran)
- (to) rub: cä s¸t (mime)
- (to) award: tỈng thëng (sit)
* Slap the board.

2/ Open- prediction:

- Ask them to answer some questions.

a) How many competitions do people enter in
a rice- cooking festival.

b) In water- festival competitions, what do
people do? How about a fire- making
competitionsa rice-cooking competitions?
1/ Check the prediction:

- Ask them to read the dialogue and then check
their predictions.

* Rice- cooking festival: - water - fetching
- fire- making
- rice- cooking.
2/ T/F statements:

- Ask them to read the dialogue again then
stick which true sentense and which false
snetense.

- Ask them to correct the false sentenses.

a) F. Only one team member takes part in the

Whole class

T - whole class

Individual

whole class

</div>
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Post-reading

Homework

water- fetching contest.

b) F. One person has to collect one water
bottle.

c) T

d) F. Pieces of bamboo are used to make
thefire.

e) F. In the final contest, the judges taste the
rice.

* Telling the festivals again.

- Ask them to close the books then tell again
the rice- cooking festival.

Eg:

S1: A rice- cooking festival has 3 parts. They
are water-fetching contest, fire-making contest,
and rice- cooking contest.

S2: In the water- fetching contest one of the
team member runs as fast as possible to the

river bank and take the bottle of water return to
the starting position.

S3: …

- New words
- Do 1,3 (79)

</div>
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Date: 08/03/2009

Period 79: unit 13: festivals

lesson 2 : speak - listen 
A/ Aims:

- T helps ss pratice in talking about preparations and listening for details.
B/ Objectives:

- By the end of the lesson ss will be able to talk about their preparations for
a special event.

C/ Material:
- Extra board
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- speaking

While- 
speaking

Pre- listening

While- 
listening

Post- listening

* Chatting:

- Ask them to talk about the preparations for a
special event.

- " What do people do to prepare for a special
event?"

 Decorating the house
 Buying flowers
 Cooking meal
 Buying new clothes
 Buying cards

 Sending cards
1/ Pre-teach:

- pomegranate: quả lựu (sit)

- peach blossoms: cành hoa đào (vis)
- marigolds: cúc vạn thọ (sit)
- dried watermelon seeds: (sit)
- spring rolls: nem (vis)
* What and where.

2/ Ordering:

- Ask them to read the dialogue and put the
sentenses in the correct order.

Key: a-> f-> c-> h-> b-> g -> d-> j->e-> i
- Ask them to make up their own dialogue
talking about preparations for another festival.
Choose one of these festivals below.

- Call some pairs to demonstrate their
dialogues.

1/ Gap- fill prediction:

- Ask them to read the statements in page 124
then guess the words to fill the gaps.

2/ Listening:

- Ask them to listen to the tape and check their
prediction.

Key:

a) Mr Robinson/ flower market.
b) Traditional

c) Dried watermelon seeds
d) Make spring rolls.

Whole class

T - whole class

Individual

whole class

Individual

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Homework

3/ Grid:

- Ask them to copy the grid in their notebooks
and fill in the gaps with the information taken
from the statements above.

Things to do

Mr Robinson - Go to the flower market
to buy peach blossoms and
a bunch of marigolds

Mrs Robinson - go to Mrs Nga's to learn
how to make spring rolls.
Liz - go to the market to buy

candies and a packet of
dried watermelon seeds.
- New words

- Do 7,8 ( P82)

</div>
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Date: 23/2/2009

Unit 13: Festival

Period 80: Read

A. Aims:

- T helps ss know some information about the Christmas.
exercises

B. Objectives:

- By the end of the lesson ss will be able to answer the questions about the
Christmas.

C. Material:

- Computer, cassette.
D. Proceduces:

stages activities arrangementWork

Warm up

Pre- reading

While 
-reading

* What word is this?

- Ask one student go to the board and ask him to
stand in front of the class then guess the word on
the board.

 Demcember24th
 Song

 Tree
 Card

 Santa Claus
1/ Pre- teach:

- a carol: bài hát ( syn)
- a Santa Claus: ông già nô en (vis)
- a patron saint: thần bảo hộ (tran)
- description: hình tợng, hình d¸ng ( tran)
- (to) spread: lan réng ( sit)

- (to) design: thiÕt kÕ (sit)
- (to) decorate: trang trÝ (vis)
- jolly: (a)vui tÝnh (syn)
* Jumbled words.

 Colra
 Pesrad
 Lyjol

 Natsa sualc
 Sgined
 Retadoce
2/ Prediction:

- Ask them to look at the table and guess the
information to complete the it.

1/ Complete the table:

- Ask them to read the texts and then check their
prediction.

Christmas

special Place oforigin Date
Christmas tree Riga 1500s

Christmas

card England Mid- 19

th
century
Christmas

carol 800 years ago

Santa Claus USA 1823

Whole class

T - whole class

Team work

</div>
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Post- 
reading

- Ask them to look at the table and guess the
information to complete the it.

2/ Answer the questions:

- Ask them to answer the questions in pairs then
write on the blackboard.

a) The Christmas tree came to USA in 1800s.
b) Because he wanted to send Christmas

greetings to his friends.

c) Christmas songs were first performed 800
years ago.

d) An Amecican professor named Clement
Clacke Moore.

e) Santa Claus is based on the decription of Saint
Nicholas in a poem.

* Playing the game:"Who rings the bell?"
- Choose the best answer to complete these
sentenses.

1/ When did the Christmas tree appear?
• A: 1800s

• B: 19th century
• C: 1500s

• D: 800 years ago.

2/ Where did the Christmas tree appear?
• A: America

• B: Riga
• C: England
• D: Franch

3/ An … designed the Christmas cards

• A: Clement Clarke Moore

• B: Frenchman
• C: Amecicanman
• D: Englishman

4/ The Christmas songs were … put to music.
• A: stories

• B: poems
• C: novels
• D: films

5/ The leaders of the church said the songs 
were …

• A: impossible
• B: unsuitable
• C: unhappy
• D: unlucky

6/ Clement Clarke Moore is a …
• A: writer

• B: doctor
• C: professor

Pair work

</div>
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Homework

• D: teacher

7/ What color is the Santa Claus s suit?’
• A: pink

• B: red
• C: blue
• D: black

8/ The Santa Claus is based on the … of Saint 
Nicholas in the poem.

• A: character
• B: picture
• C: description

• D: A , B, C are correct

- Find the persons that win the game.
- Give them some presents.

- New words.
- Read the text.

</div>
(153)<div class='page_container' data-page=153>

Date: 15/3/2009

Unit 13: Festival

Period 81: write

A. Aims:

- T helps ss practice in writing a report.
B. Objectives:

- By the end of the lesson ss will be able to write a report on a festival they
have joined.

C. Material: 
- Computer,
- cassette.
D. Proceduces:

stages activities arrangementWork
Warm up

Pre- writing

While - 
writing

* Memories game:

- Ask them to look at the picture for 20 seconds.
- Ask them to divide two teams then choose one
student to go to the board.

- Ask them to answer these questions.

a) How many people are there in the picture?

b) What are they doing?

c) Name all things in the picture.
- choose the winner.

1/ Gap fill:

- Ask them to use the information in the dialogue
on page 121 to fill the gaps in the report on page
127.

- Ask them to read the key aloud.
1. rice- cooking

2. one/a

3. water- fetching
4. run

5. water
6. traditional
7. bamboo
8. six
9. separate
10.added
2/ Questions:

- Ask them to answer the question on page 127.
a) Harvest festival/ village festival/ flower

festival…

b) The festival was held on the stadium/
pagoda/ school…

c) The festival lasted a day/ two hours/ a
morning…

d) There are a lot of activities such as…There
are chess- playing contest/
duck-catching…

e) …
* Writing:

- Ask them to base on the questions and the

Team work

T - whole class
Pair work

Pair work

</div>
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Post- 
writing
Homework

report above, write a report on a festival they
have joined recently.

* Correcting their writing:

- Ask them to read the report aloud.

- Give some main mistakes and correct them.
- New words.

- complete the report.
- Do 9 ( P83)

</div>
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Date: 15/3/2009

Unit 13: Festival

Period 82: language focus

A. Aims:

- T helps ss practice in reporting what was said and futher practice in using
passive voice.

B. Objectives:

- By the end of the lesson ss will be able to use reported speech and the
passive in the present and future tenses.

C. Material: 
- Extra board
D. Proceduces:

stages activities arrangementWork
Warm up

Presentation1
Practice

Presentation2

Practice

Presentation3

* Pelmanism:

- Ask them to find a pair of verbs.

put write make bring hold

put written made brought Held
1/ Language focus 1:

- Ask them to give the form of the passive voice.
- Ask them to complete the snetenses using the
passive voice.

a) Were performed
b) Was decorated/ put
c) Is made

d) Will be held

e) Was awarded
f) Was written
2/ Language focus 2:
a/ Pre-teach:

- a jar: (vis)

- (to) jumble: (tran)
- (to) scatter: (sit)
* R & R

b/ Practice: Gap fill:

- Ask them to complete the sentenses basing the
picture.

( 1: jumble, 2: broken, 3: broken, 4: scattered,
5: pulled)

3/ Language focus4:
a/ Set the sence:

yesterday, Lan's grandmother, Mrs Thu, needed a
plumber. A man came to her door and said: "I'm a
plumber"

- Ask them to change this sentense into reported
speech.

=> he said he was a plumber

b/ Model sentense: Reported speech:

- Ask them to give the rules of changing the tense
into the reported speech.

+ present simple => past simple
+ will => would
+ must => had to

- Ask them to give the rules of changing the

Team work

T - whole class
Pair work

T- whole class

Individual

</div>
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Practice

Production

Homework

adverbs of place and time.
This => that

Now=> then
Here => there
Today => that day

Tomorrow=> the next day
Yesterday => the day before
Ago=> before

Direct speech Reported speech
+ present simple

+ will
+ must
past simple
would
had to
This
Now
Here
Today
Tomorrow
Yesterday
ago
That
Then
There
That day
The next day
The day before
before

- Ask them to change these sentenses into
reported speech.

a) He said he could fix the fausets
b) He said the pipes were broken
c) He said new pipes were expensive
d) He said Mrs Thu had to pay him then.
* Lucky number: Language focus 3:

- Ask them to complete the sentenses using
compound words.

( 1: LN, 2: Ask them to 3: b, 4: LN, 5: d, 6: e,
7: LN, 8: f)

- Do these exercises again
- Do 1,2 (P77)

Pair work

Individual

Team work

Date: 25/3/2009

Unit 14: wonders of the world

Period 83: getting started and listen and read

A. Aims:

- T helps ss practice in reading to seek information.
B. Objectives:

- By the end of the lesson ss will be able to seek information about a
language game to complete a summary.

C. Material: 
- Extra board
- Cassette player
D. Proceduces:

stages activities arrangementWork
Warm up * Getting started:

- Inform the topic: Wonders of the world

- Ask them to look at the pictures and match
them with the famous world landmarks.

a) The Pyramids

b) Sydney Opera House

</div>
(157)<div class='page_container' data-page=157>

Pre- reading

While 
-reading

Post- reading

Homework

c) Stonehenge
1/ T/F prediction:

- Set the scene: Nga, Hoa and Nhi are playing a
language game called guessing game. How does
this game work? Arrange these statements in the
right order of the game.

a) B asks questions to find who or what is.
b) A thinks of a famous person or place
c) B wins if he can guess the correct answer.
d) A gives B a clue

e) B loses if he cannot guess the correct answer.
f) A can only answer "Yes" or "No"

- Ask them to read the dialogue and then check
the prediction.

b) A thinks of a famous person or place
d) A gives B a clue

a) B asks questions to find who or what is.
f) A can only answer "Yes" or "No"

c) B wins if he can guess the correct answer.

e) B loses if he cannot guess the correct answer.
- Ask them to read the dialogue again and
complete the summary.

Key:

1. game
2. place
3. clue
4. VietNam
5. America
6. golden
7. right
8. was

* Guessing game:

- Choose one student and ask him to think of a
famous place in VietNam then ask the others
guess it by asking "Yes" and "No" questions.
- Suggested questions:

 Does it have a beach?
 Does it have a cave?
 Is it a World Heritage?
 Can we swim there?

 Can we climb mountain there?

 …

- Read the dialogue
- Do 5 (Page 87)

T - whole class
Pair work

T- whole class

Individual 
Pair work

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Date: 28/03/2009

Period 8: unit 14: wonders of the world

lesson 2 : speak - language focus 2 
A/ Aims:

- T helps ss pratice in asking answering the questions about the famous
places and how to report them.

B/ Objectives:

- By the end of the lesson ss will be able to make a report on famous places
using reported speech.

C/ Material:
- Extra board.
D / Proceduces:

states activities Work
arrangement
Warm up

Presentation

* Play a game: "Who is the fastest"
- Inform the topic and time limit.

- Ask them to write 5/10 famous famous places
in the world with in 3 minutes.

1/ Pre- teach:
- Great Wall: (vis)
- a citadel: (sit)
- twin tower: (vis)
- a barrier reef: (tran)
* R & R

2/ Matching:

- Ask them to read these sentenses then match
with the names of the famous places in the box
on P133.

a) It is in South central Asia, 8.848 metres high
about sea level.

b) It was built from 246-209 BC and some

people say it can be seen from the moon.
c) It is a bell striking the hours in the clock

tower of the houses of Parliament in
London.

d) It is a skycraper in Manhattan, New York
city.

e) It is a famous place in Quang Binh province,
recognized as a world Heritage site by
Unesco.

Key:

a) Mount Everest.
b) Great Wall of China
c) Big Ben

d) Empire state building USA
e) Phong Nha cave

- Ask them to make "Yes/No" questions about
10 places in the box, using the information in
the matching.

3/ Reported speech in "Yes/No" question:
T: Is Hue cidadel in the central of VN?
Ss: Yes, it is.

=> I asked Lan if Hue citadel was in the central
of VN and she said it was.

Team work

T - whole class

Pair work

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Practice

Production

Homework

- Ask them to give some rules when report an
"Yes/No" question.

Practice:

-Ask them to report all questions which they
have just made about 10 famous places above.
S1: I asked Mai if Petronas Twin Towers was
the tallest building in the wor;d.

S2: I asked Hung if/ whether Ha Long Bay was
one of the world wonders.

Language focus 2:

- Ask them to go to the board and write the
reported sentenses.

a) Nhi asked Nga if it was far from Hanoi.
b) Nhi asked Nga if my son was in Quang

Nam province.

c) Nhi asked Nga if many people lived at
MySon.

d) Nhi asked Nga if many tourists visited

…

e) Nhi asked Nga if she wanted to visit
MySon one day.

- New words.
- Do 3 (P85-86)

Pair work

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Date: 28/03/2009

Period 85: unit 14: wonders of the world

lesson 3 : listen- language focus 4
A/ Aims:

- T helps ss pratice in recognizing and correcting mistakes and using
"to-infinitive"

B/ Objectives:

- By the end of the lesson ss will be able to recognize mistakes through
listening to an advertisement.

C/ Material:
- Extra board.
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre-listening

While-listening

Presentation

* Crossword puzzle:

- Ask them to listen and fill in the crossword.

1. unable to fid something

2. aomething that help you find out an

answer to a question.

3. a very thick forest.
4. to make a suggestion.
I/ Listening:

1/ Pre-teach:

- coral: san h« (tran)
- (to) snorkel: èng thë (vis)
- relaxing: nghØ ng¬i (sit)
- crytal clear: trong s¹ch, tinh khiÕt (syn)
* What and where.

2/ Open- prediction:

- Set the scene: " You are going to listen to an
advertisement on the tape. There are 4 mistakes
in the advertisement in the book? What are
they?"

- Ask them to read the advertisement then find
out the mistakes.

* Listening:

- Ask them to listen to the tape and then check
the prediction.

- Ask them to listen again and then give the

key:

 southern -> far north
 Inn -> Hotel
 Jungle -> raiforest
 6824 3927 -> 6924 3927

Team work

T - whole class

Individual

Pair work

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Practice

Production

Homework

II/ language focus 4:

- Elicit the target language from ss:
 I want to go out at the weekend.
 She enjoys swimming very much.
 He can speak many languages.

- Ask them to give the forms of these sentenses.
 S - verb - to-infinitive

 S - verb - V-ing
 S - verb - infinitive.

- Ask them to complete the passage oon Page
137 with the right forms of the verbs.

Key:

1. jogging
2. go

3. gathering
4. raining
5. to reach
6. to contonue
7. get

* Write it up:

- Ask them to base on three forms above then
make six sentenses of their own.

- Ask them to read their sentenses aloud.
- New words.

- Do 7 (P 88)

Pair work

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Date: 30/03/2009

Period 86: unit 14: wonders of the world

lesson 4 : read
A/ Aims:

- T helps ss read for details about the wonders of the world.
B/ Objectives:

- By the end of the lesson ss will be able to get some knowledge about the
wonders of the world.

C/ Material:
- computer
- Cassette player.
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- reading

While 
-reading

Post- reading

* Play a game: "Who is the fastest?"

- Ask them to look at the pictures of the famous
places then go to the black board and write their
names.

1/ Pre-teach:

- God: chóa trêi (tran)
- Statue of Zeus: tợng thần Dớt (sit)
- (to) honor: t«n kÝnh (sit)
- (to) compile: biên soạn (tran)
- royal: thuéc hoµng gia (sit)
* R & R

2/ T/F predictions:

- Ask them to read these statements and then
a. An Egyptian man compiled a list of what he
thought were the seven wonders of the world.
b. The only surviving wonder on Antipater’s list
is the Pyramid of Cheops.

c. Angkor Wat is the smallest temple in the
world.

d. In the early 15th century, the Khmer king
chose Angkor as the new capital.

1/ T/F statements:

- Ask them to read the text and then check their
prediction.

a. F à The Greek man named Antipater did it
b. T

c. F à It is the largest temple in the world.

d. F à The Khmer King chose Phnom Penh as the
new capital.

2/ Grid:

- Ask them to read the text again then complete
this table.

Wonders of the world Country
1. Hanging Garden of Babylon. Iraq

2.
3.
4.
5.
6.

- Ask them to look at the pictures and then name

Team work

T - whole class

Individual

T- whole class

Pair work

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Homework

the places and their countries.
* Game: "Who ring the bell"

1/ The only surviving wonder on Antipater’s list
is …...

• A. The Great Wall of China
• B. The Pyramid of Cheops
• C. The statue of Zeus
• D. Angkor Wat

2/ Angkor Wat was originally built for………..
• A. The Hindus B. Kings

• C. BuddhistsD.The citizens of Phnom Penh
3/ Angkor Wat………..

• A. The was a small temple

• B. is one of the seven wonders of the world
• C. is a pyramid

• D. was part of a royal Khmer city a long
time ago

4/ The Hanging Gardens of Babylon is in ……..
• A. Greece B. Iraq C. China D. India
5/ In the 1400s, the Khmer King ……

• A. built Angkor Wat

• B. turned Angkor Wat into a Buddhist
• C. chose Phnom Penh as the new capital
• D. moved the temple to Phnom Penh.
6/ The Great Wall in China is the … structure in
the world.

• A. oldest B. highest C. biggest D. longest
7/ Angkor Wat was built around the year …

• A. 1100 B. 1110 C. 1010 D. 1101
8/ … is the World Heritage Sites

• A. Great Barrier reef B. Ha Long Bay
• C. Phong Nha cave D. A , B, C are correct
- New words.

- Read text and do 1 (P 84)
Date: 03/03/2009

Period 87: unit 14: wonders of the world

lesson : write
A/ Aims:

- T helps ss practice in writing a letter to a friend.
B/ Objectives:

- By the end of the lesson ss will be able to write a letter to a friend about a
place they have visited.

C/ Material:
- Extra board.
D / Proceduces:

states activities Work
arrangement

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Pre- writing

While - 
writing

Post- writing

Homework

- Ask them to write one of the wonders in the
world on a piece of paper.

- The others guess what wonder it is using

Yes/No questions.

S1: Is it the Statue of Zeus?
S2: No, it isn't.

1/ Pre-teach:

- a ranger: Ngời bảo vệ rừng (explain)
- a canyon: hẻm núi (vis)
- edge: cạnh (rea)
- Stone Age: thời kì đồ đá (tran)
- temperate: nhiệt đpí ơn hồ (expl)
- breathtaking: ngoại mục (tran)
* What and where.

2/ Complete the letter:

- a. read the letter Tim sent to Hoa about his trip
to the grand Canyon.

- Ask them to read the letter again.
Key: 1.C, 2.B, 3. D, 4. A.

1/ Set the sence:

- Imagine you have visited a place recently. Write
a letter to a friend of yours and tell him about this
place.

- Ask them to read the outline on Page 135.

2/ Writing:

- Ask them to base on the outline and write a
letter to a friend about he place that they have
visited recently.

1/ Correcting:

- Ask them to read their letter aloud then correct
them.

2/ Interviewing:

- Ask them to use the information in the letter to
make interview.

• Where have you just visited?
• How far is it?

• How did you get there?
• What is it like?

• Is it beautiful?

• How about the weather?
• How did you feel?
- Ask them to change the role.
- New words.

- Do 7 (Page 88)

T - whole class

Individual 
Pair compare

T- whole class

Individual

Whole class

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Date: 04/3/2009

Period 88 : revision

A/ Aims:

- T helps ss practice in passive voice and reported speech and some kinds of
the exercises.

B/ Objectives:

- By the end of the lesson ss will be able to practice doing exercises.
C/ Material:

- Extra board.
D / Proceduces:

stages Activities arrangementWork

Warm up

Presentation

Practice

* Pelmanism:

- Ask them to find a couple of words.

put write go make hold

put written gone made held
1/ The passive voice:

- Ask them to give the form of the Passive
voice.

=> S - be - P2 - ( by ...)

Ex: Active: They clean the room everyday.
Passive: The room is cleaned everyday.
2/ Reported speech:

- Ask them to give the form of changing a
statement and "Yes. No" question into reported
speech.

- Ask them to give some rules when changing
reported speech.

=> S - ask - if/ whether - S - …
Practice:

Exercise1: Change these active sentenses into
passive ones.

j) People don't use this road very often.
k) We will grow a lot of trees in the park.
l) They are painting the living-room light blue.
m) People have developed many defferent paper

products.

n) He asked us many difficult questions.
o) They must widen the road soon.

p) She advised me to reuse the milk bottles
q) My siter cleans these rooms eveyday.

r) Waste from chemical factories have caused
lots of pollution

Exercise2: Change these passive sentenses 
into active ones.

j) This tree was planted by my grandfather.
k) The rubbish hasn't been collected.

l) Is recycled paper being used?

m) Will a new school be built very soon?
n) A lot of work is done everyday.

o) Many trees are cut down to make paper.
p) English is considered the most international

Team work

T - whole class

Individual 
Pair compare

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Production
Homework

language.

q) These doors should be shut before 5 pm.
r) Many lakes and rivers have been destroyed

by pollution from factories.

Exercise3: Change these sentenses into
reported speech.

a) " Will you help me?" he asked me.

b) " Do you think they will come?" she asked

him.

c) "You must go to school on time" My teacher
said to us.

d) "Are you ready?" My mother asked me.
e) "Do you want to dance?" Lan asked her

friend.

f) Mrs Lien said: "She will visit HaLong Bay
tomorrow."

Exercise 4: Put the correct verbs in these
sentenses.

a) He should know how (use) the lift, but if he
doesn't you'd better (show) him.

b) I advised her (ask) the bus conductor to tell
her where (get off)

c) The doorbell (ring) while Tom (watch) TV.
d) We want (see) the house where William

Shakepeare (bear)

e) The lights (go0 out while we (have) dinner.
But it (come) on again after about ten
minutes.

f) Please go on (write) . i don't mind (wait)
- Check their work

- Do these exercises again.
- Prepare the test.

Whole class

Group work

Date: 10/04/2009

Period 89 : test

Time: 45 minutes
A/ Aims:

- Check ss' knowledge in three units: 12,13,14.
B/ Objectives:

b) By the end of the lesson ss will be able to finish the test in silence and
do by themselves

C/ Material:
c) tests

D / Proceduces:

A: reading:

Read the passage and answer the questions below. ( 2 marks)

The Mid Hudson Balloon Festival is held every June in Dutchess country, New
York. Balloonists from both New York and New Jersey will pilot their balloons over
the beautiful landscape of the Hudson Valley.

During the entire festival, a variety of other activities takes place at a local city
park. In addition to family shows and rides, carnival games will be on hand to
challenge and entertain. Music and old cars will also be included to take spectators
back in time and to listen to the oldies. Fireworks over the majestic Hudson River
will complete the festival.

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1/ When is the balloon festival held?

……….

2/ Where do balloonists come from to participate in this festival?

……….

3/ What other activities are included in the balloon festival?

……….

4/ What display completes the festival.

……….

B: writing:

1/ Change these sentences into reported speech:( 2 marks)
1) " Will you help me?" he asked me.

……….

2) " Do you think they will come?" she asked him.

……….

3) "You must do your homework before going to school." My teacher told us

……….

4) Mrs Hoa said: "She will visit HaLong Bay tomorrow with my sister."

……….

2/ Change these sentences into passive voice:( 2 marks)
1. They haven't cleaned the kitchen yet.

……….

2. My mother often takes me to school.

……….

3. We saw her in Dresden last week.

……….

4. Peter will look after your little brother.

………. D: 
Language focus:

1/ Put the correct verbs in these sentenses.
g) The doorbell (ring) while Tom (watch) TV.

……….

h) We want (see) the house where William Shakepeare (bear)

……….

i) The lights (go) out while we (have) dinner. But it (come) on again after about ten
minutes.

……….

j) Please go on (write) . I don't mind (wait)

……….

k) She told me how (make) this shirt.

……….

2/Choose the best answer to compete these sentenses: ( 3 marks)

1/ Many years ago, Chistmas songs ………….for people in town and villages.
A: performed B: were performed

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2/ Mr John tried ………….. a shelter.

A: to find B: finding C: find D: found
3/ The students said they ……… for a picnic next week.

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Date: 15/11/2008

Period 90: correcting the test

A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to knowthe mistakes which they
got and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork
Warm up

Presentation
Practice

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ Which sentense is the most difficult?

d/ How many marks do you think you got?
. . ...

1/ Giving them their tests.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: Reading: 2 marks
1. It is held every June.

2. They come from New York and New Jersey.
3. A variety of other activities are included.
4. Firework does.

B: Writing: 2 marks
1. Reported speech:

a) He asked me if I would help him.

b) She asked me if I think they would come.
c) My teacher said we had to do our homework

before going to school.

d) Mrs Hoa said she would visit HaLong Bay
the nest day with her sister.

2. Passive voice:

a) The kitchen hasn't been cleaned yet.
b) I am often taken to school by my mother.
c) She was seen in Dresden last week.

d) Yopur little brother will be looked after by
Peter.

D: Language focus:

1/ 2 marks

a) Rang/ was watching
b) To see/ was born

c) Went/ were having/ came
d) Writing/ waiting

e) To make
2/ 2 marks

1: B, 2: A, 3: D, 4: C,
3/ Main mistakes:

- Changing the sentences into the passive voice.
- Answer the questions.

Whole class

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Production

Homework

4/ Name some good tests, bad tests:
- Good tests:

8c: Thủ, Th, Th, Dũng...
- Bad tests:

8a: Ninh, Ngọc Anh, Sơn, Duyên...
8b: Nhất, Mạnh, Dũng...

8c: Dũng, Đoàn, Thơm, Phợng...
* Pelmanism:

- Aks them to find the verbs and their past
participle.

have give teach speak grow
had given taught spoken grown

- Do the test again.

- Prepare Unit 15- Listen and read

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Date: 13/03/2009

Period 91: unit 15: compurters

lesson 1 : getting started- listen and read
A/ Aims:

- T helps ss to differentiate facts from opinions through reading.
B/ Objectives:

- By the end of the lesson ss will be able to express their opinions about a
problem.

C/ Material:
- Extra board.
- Cassette player
D / Proceduces:

states activities Work
arrangement
Warm up

Pre- reading

While- 
reading

* Discussion:

- Ask them to make a list how computers can
help us in their opinions.

 Computers help us learn interestingly.
 Computers help us learn more quickly.
 Computers are very quick in giving

answers to our questions.

 Computers are convenient and easy for
keeping and storing information.

 …

1/ Pre-teach:

- a printer: m¸y in (vis)
- a manual: sỉ híng dÉn (sit)
- a plug: phÝch c¾m (rea)
- a socket: ỉ c¾m (vis)
- (to) connect: nèi (sit)

- under guarantee: trong thêi gian b¶o hµnh (sit)
* Slap the board

2/ T/F prediction:

a) The printer isn't working.

b) Nam has already turned the computer on.
c) Nam knows how to connect a printer but he

hasn't connected it properly.

d) The manual helped them to find out the
problem.

e) Mr Nhat bought the computer in HCM city
and it's still under guarrantee.

f) Mr Nhat thinks the company wouldn't do
anything with his computer because it's too far
from his place.

1/ T/F checking:

- Ask them to read the dialogue and then check
their prediction.

a) T
b) T
c) F
d) F
e) T

Team work

T - whole class

Individual 
Pair compare

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Post-reading

Homework

f) F

2/ Fact or opinion.

- Explain the "fact, opinion"

+ Fact: a thing that is known to be true,
especially when it can be proved.

+ Opinion: Your feelings or thoughts about
someone or something, rather than a fact.

- Ask them to read the dialogue again then tick
the suitable boxes.

a) F
b) O
c) O
d) F
e) F
f) O

* Write it up:

- Ask them to use the reported speech to rewrite
the dialogue in 4 groups

- Each group writes about 3-4 sentences.

- Ask them to check their writing by reading
aloud.

- New words.

- Complete the reported speech.
- Do 3 (P90)

Whole class

</div>

Giao an TA 8 tron bo

<b>Unit 13: Festival</b>

<b>Period 80: Read</b>

<b>Unit 13: Festival</b>

<b>Period 81: write</b>

<b>Unit 13: Festival</b>

<b>Unit 14: wonders of the world</b>

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