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Date of planning : 14 /8/2009

Date of teaching: 17 /8/2009 
Period 1

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

- Ta m quan trọng của môn học.à
II. Giới thiệu chương trình:

- Phân tiết theo đơn vị bài: 3 tiết/1tua nà
5 hoặc 6 tiết/ 1 bài
- Giới thiệu cấu trúc sách: A, B,C
- Pha n dấu “*” có thể bỏ qua.à
III. Hướng dẫn cách học Tiếng Anh:

- Học từ trong ngữ cảnh

- Học ngữ pháp + ngữ âm lo ng trong bài.à

IV. Một số sách qui định đối với học sinh học môn Tiếng Anh
- Sách giáo khoa : 1 quyển bài học và 1 bài tập

- Vở : 1 quyển bài học và 1 bài tập

- Kiểm tra 1 tiết theo phân phối của chương trình và có báo trước
- Đến lớp phải học thuộc bài cũ + chuẩn bị bài mới theo yêu ca u à
của giáo viên.

- Tích cực phát biĨu xây dựng bài.

- Mang đủ dụng cụ học tập.

- Khi được kiểm tra bài phải nói to, rừ ràng v mach lạc.
V. Gi i thi u m t sộ ố ký hiệ u t ừ lo i v c¸c thuạ à ậ t ngữ ti ế ng Anh :

- Noun = N - Preposition = Prep.
- Verb = V - Article = Art
- Adjective = Adj - Conjuntion = Conj
- Adverb = Adv - Objective = O
- Subjective = S - Pronoun = Pro.
VI. M ộ t s ố kh ẩ u l ệ nh thông d ụ ng trªn l ớ p:

- Practice with a partner.
- Work in pairs.

- Complete the dialogue.

- Write the letters of dialogue in the order to hear.
- Open your books.

- Close your books.
- Look at the board
- Listen to me.
- Listen and Repeat
- Write down/ copy down
- Practice in pairs/groups

Date of planning : 16 /8/2009

Date of teaching: 19 /8/2009

Period 2

UNIT 1: GREETINGS

Lesson 1: A- Hello (A1, A2, A3, A4)
A.Teaching points:

By the end of the lesson, Ss will be able to greet people and introduce themselves and
count numbers 0 -5.

B. Contents:

- Grammar: To be (present simple tense) with the first and the third person
(singular)

- Vocabulary: words relating to greeting and introducing oneself, numbers.

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D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
 E.Procedures:

Stages Teachers & Ss activities’ Contents
I. Warm

up * Brainstorming

Tell me what you say when you meet
your friends.

- Collect Ss’ answers.
II.

Presentatio

n - Asks students to look at the picture and listen to the tape.
- Students listen and repeat the tape
(class split in half to play 2 roles)
- Explains using of “Hello” and “Hi”
- Notice the main tress Hello (2nd

syllable).

- Introduce the structures

Hi Hell
I am + name and
My name is + name
Contraptions:

I am = I’m

My name is = My name’s
III.

Practice Pictures

- Use pictures to set the scene in an
effort to elicit the target structures.
- Ask students to say the greetings
how to introduce themselves.
* Picture cues

- Run through the pictures .

- Let students play the role of Lan,
Ba, Nga and Ba.

- Listen to them and correct their
mistakes If they don’t pronounce
correctly.

- Look at the pictures.
- Follow the teacher.

- Practice individualy in pairs, in
groups.

IV. 
Further 
practice

- Ss write her or his name under the
picture.

- Teacher asks students to introduce
themselves before the class.

Corrects.

Complete the following sentence:

1/ I ………Minh.
2/ My name……… Hoa
3/ ………am Ba.

4/…………name is Xuan.
Mine





Translation


Am
Is
I
My

Numbers:
- Oh: 0
- One: 1
- Two: 2
- Three: 3
- Four: 4
- Five: 5
V.

Conclusion

Review using of “Hi/Hello” and the
present simple tense of Be.

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My name is = My name’s (the third
person – singular)

Number 0- 5
VI.

Homework - Say “Hello/Hi” to your classmates- Using the structure “I am ……/ My
name is……” to introduce.

- Do exercises A1/A2 page 4
(workbook)

- Be ready for lesson 2 – A 5- 8

Date of planning : 18/8/2009

Date of teaching: 21 /8/2009

Period 3

UNIT 1: GREETINGS

Lesson 2: A- Hello (A5, A6, A7, A8)
A.Teaching points:

By the end of the lesson, Ss will review to greet one another and introduce
themselves.

B. Contents:

- Grammar: To be (present simple tense) with the first, the second and the third
person (singular)

- Vocabulary: words relating to greeting, introducing oneself and asking how
people are.

C. Teaching methods: Listening, Speaking and Writing, Role play, Brainstorming.
 D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

Stages Teachers & Ss activities’ Contents
I. Warm up

Jumbled words

-Write numbers whose letters are in
disorder.

- Divide the class into two teams.
- Ask students from each team to go
to the board and write the correct
words.

- Ss look at the board.

- Listen to the teacher.
- Work in teams.

- Go to the board and write the
correct words. (One word, one
student)

- wto = two
- etrhe = three
- ifve = five
- eno = one
- roze = zero

II.

Presentation - Using the picture to introduce the
situation of the dialogue.

Explaining the usage of
“I’m fine, thanks. And you?”

 Vocabulary

1. How are you? Bạn có khoẻ
không?

2. Fine (adj): khoẻ

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Checking: Matching

 Presentation dialogue

- Ask students to listen to between
Ba and Lan.

- Who are they?

- What does Ba ask? And Lan?
- How can you say them in
Vietnamese?

- What do you use them for?

Ba: Hi, Lan.
Lan: Hello, Ba.
Ba: How are you?

Lan: I’m fine thank you. And 
you?

Ba: Fine, thank.
- How are you?

- I m fine. Thanks/ Thank ’
you.

III.

Practice Students listen to the tape and repeat.
* Pair works:

Using 2 pictures of Miss Hoa & Mr
Hung/Nam & Nga to practice with a
partner.

Explaining : Miss (n)
Mr (n)

Teacher asks students to practice,
using their real names.

Some pairs perform before class.
Correcting.

- Make the change and repeat the
new dialogue.

- Pracitce in pairs, use the name of
the people in the pictures.

Ba: Hi, Lan.
Lan: Hello, Ba.
Ba: How are you?

Lan: I’m fine thank you. And
you?

Ba: Fine, thanks.

IV. Further

practice - Teacher asks students to complete the dialogue and write them in their
exercise book.

- Some pairs read the dialogue
before class.

- Correcting.

- Teacher asks students to see

“Remember” and write them in their
notebooks

- Go to the board to match the
words with the numbers.
- Listen to the teacher and write the
telephone numbers.

Nam: Hello, Lan
How are you?
Lan: Hi, I’m fine thanks.
And you?

Nam: Fine, thanks

Numbers: 6 - 10

- Six 9

- Seven 7

- Eight 10

- Nine 6

- Ten 8

8200294

8504423

9565656

708279
V.

Conclusion - Review asking how people are.- The present simple tense of Be.
- You are = you’re (the second
person) – singular

- Numbers 6 -10
VI.

Homework - Making similar conversations in
A5.

- Do exercise A3/A4 page 5
(workbook.

- Be ready for lesson 3 B1- 4

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Date of teaching: /8/2009

Period 4

UNIT 1: GREETINGS

Lesson 3: B – Good morning(B1, B2, B3, B4)
A.Teaching points:

By the end of the lesson, Ss will review to greet one another and introduce themselves
and count number from 11 to 15.

B. Contents:

- Grammar: To be (present simple tense) with the first, the second and the third
person (singular)

- Vocabulary: words relating to greeting, introducing oneself and asking how
people are.

C. Teaching methods: Listening, Speaking and Writing, Role play, Brainstorming.
 D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

Stages Teachers & Ss activities’ Contents
I. Warm up

Bingo

-Put the numbers on the board.

-Ask students to choose any five
numbers and copy them into their
books.

- Read out the numbers in any order.
- Shouts “Bingo”.

7 2 6 2 1
3 8 5 10 9

II.

Presentation Using the 5 pictures to introduce the situation.

Checking: What and where
Distinguish:

Informal: Hello/Hi
Formal : Good morning
Good afternoon
Good evening

+Vocabulary:

1. Good morning: chào (buồi
sáng)

2. Good afternoon: chµo (bi
chiỊu)

3. Good evening: chµo (bi tèi)
4. Good night: chóc ngđ ngon
5. Goodbye: t¹m biƯt

6. ChildrenĨttỴ em, häc sinh.

III.

Practice Students listen and repeat after the tape.
- Put the dialogue on the board

-Set the scene to introduce the
greetings.

- Who are they?

- What are they doing?

- Read the dialogue and rub out some
of the words.

- Rub out all of the words.
- Ask student some questions.

- How does Miss Hoa greet the
children? What about the children?
- What does Miss Hoa do?

- What do the children do?
- What do they say at the end?

Picture drill
- Run through the pictures.

- Let students identify the differences
between the pictures.

Miss Hoa: Good morning, 
children.

Children: Good morning, Miss 
Hoa

Miss Hoa: How are you?

Children: We’re fine, thank you.
How are you ?

Miss Hoa: Fine, thank. 
Goodbye.

Children: Bye.
 - Good morning.

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- When is the first /……… picture?
- How can you greet people in the
morning?

- Ask them to practice in pairs and in
groups.

- Correct if there are any mistakes.

Numbers: 11 - 15 - Eleven = 11
- Twelve = 12

- Thirteen = 13
- Fourteen = 14
IV. Further

practice - Ask students to complete theWriting
dialogue.

- Ss work individually then thare
their answers with their partners.
- Ask students to play the role of Lan
and Nga.

- Ss work in pairs.
V.

Conclusion - Review greeting people (formal) and saying goodbye.
- The present simple tense of Be.
- Numbers 11 – 15.

VI.

Homework

- Make a similar conversation in B3.
- Learn by heat vocab

- Do ex 1,2,3/ P6,7 ( workbook)
- Be ready for lesson 4 C1-4

Date of planning : /8/2009

Date of teaching: /8/2009

Period 5

UNIT 1: GREETINGS

Lesson 4: C- How are you? (C1 – 4 / P 17- 19)
A.Teaching points:

By the end of the lesson, Ss will be able to say how old one is, ask how old others
are and count from 16 to 20.

B. Contents:

- Grammar: To be (present simple tense) with the first, the second and the third
person (singular)

- Vocabulary: words relating to greeting, introducing oneself and asking how
people are.

C. Teaching methods: Listening, Speaking and Writing, Role play, Brainstorming.
 D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

Stages Teacher &Ss activities’ Contents

I. Warm

up - Call two studen4p to the front of the
blars `nd say the greetings.

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13, 15, 11, 12, 14.
II.Presen

tation

 PictureElicit vocabulary

 //

Checking: Slap the board

Presentation dialogue. – C3 (page 18)
- Set the scene in which there are three
people.

- Ask students to listen to the tape and
repeat.

+ What does Miss Hoa ask Lan?
+ What does it used for?

+Vocabulary:

- Sixteen = 16
- Seventeen = 17
- Eighteen = 18
- Nineteen = 19
- Twenty = 20

- How old are you?

- I m (am) ’ ……… years old.
III.

Practice - Get students to look at the pictures thenSubstitution drill
repeat the dialogue.

- Call out the underlined words to be
changed in the dialogue.

- Make the change and repeat the new
dialogue.

- Pracitce in pairs, use the name of the
people in the pictures.

- Listen to them and correct their
mistakes.

Nam: Hi, Ba.

This is Phong

Ba: Hi, Phong.

How old are you?
Phong: I’m twelve.

IV.Furth
er

practice

Play role

- Divide the class into small groups of
three students.

- Work in small groups of three students.
- Let them play the roles.

- Play the roles.

- Ask some students about their ages.
- Answer about their ages .

- Copy down the dialogue (C3).
V.

Conclusi
on

- Asking and answering about how old
people are, and couting numbers 0 –20
5.Homew

ork: - Learn by heat vocab- Do ex 1,2 /P7,8
- Numbers 0 -20

- Be ready for lesson5 (C5-C6 ).

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Date of planning : /8/2009

Date of teaching: /8/2009

Period 6

UNIT 1: GREETINGS

Lesson 5: C- How old are you? (C5 – 6 / P 19)
A.Teaching points:

By the end of the lesson, Ss will be able to use numbers from 1 to 20 fluently.
B. Contents:

- Grammar: What’ s your name? What’s your number?
- Vocabulary: words relating to numbers

C. Teaching methods: Listening, Speaking.
 D. Teaching- aids: Lesson plan, textbook, cards.
 E.Procedures:

Stages Teacher &Ss activities’ Contents

1.Warm

up Bingo

- Put the numbers on the board.

-Ask students to choose any five
numbers and copy them into their
books.

- Read out the numbers in any order.

7, 19, 15, 20, 6, 13, 8, 10, 1, 4,
11, 14, 2, 0,

3, 16,5, 17,12, 18,9.
II.

Presentat
ion

Jumbled words

-Write numbers whose letters are in
disorder.

- Divide the class into two teams.

- Ask students from each team to go to
the board and write the correct words .
(One word, one student).

- Give feedback and correct

- tgieh = eight
- trentieth = thirteen
- lewtev = twelve
- ytwnet = twenty

- nternouf = fourteen
- eevsn = seven

- ientenen = nineteen
III.

Practice

Dictation and picture cue drill
- Write the numbers on the board.

- Ask students to copy any numbers in
their notebooks

Then work in pairs

to practice with their partners
- Give feedback and correct.

04 821 4076 054 845 832
091 34 33565 5511 82 66 99
08 557 1313 071 839 737
033 612 300 0240 853 199

* Model sentences

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IV.Produ

ction - Write the table on the board.Survey

- Get Ss to look at the board and answer

the questions about Name – Telephone
numbers.

+ What’s your name? Hoa
+What’ your numbers?
- Practice in pairs.

- Ask Ss to take notes then recall.

Name Telephone numbers
1. Hoa

2. ………
3. ………
4. ..……

033 612 300
………
………
………

V.

Conclusi

on Practice in numbers 1- 20 and give telephone numbers.
V.Home

work: - Ask students to learn numbers 0 –20
- Have them do copy down the dialogue

and the exercises in the exercise book
- Exercises in the exercise book from
page 5-9.

- Be ready for Unit2: Come in –
Lesson 1 (A1-A4).

Date of planning : 4 /9/2009

Date of teaching: 7 /9/2009

Period 7

UNIT 2: AT SCHOOL
Lesson 1: Come in (A1 – A4 )
A.Teaching points:

By the end of the lesson, Ss will be able to understand the teacher’s commands.
B. Contents:

- Grammar: Structures: Open your book, Close your book

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C. Teaching methods: Listening, Speaking .

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

Stages Teacher &Ss activities’ Contents

I.Warm

up Nought and crosses

- Put the grid on the board.

- Divide class into 2 teams. One is
noughts(O)and the other is Crosses (X).
- Two teams choose any numbers in the
boxes and say the numbers in English.
* Team A:

- Student 1: Ten and Two?
- Student 2: Twelve

- The team which has three noughts or
three crosses on a line will win the
game.

9 + 1 13 + 7 10 + 2
17 + 1 6 + 5 8 + 4

3 + 8 6 + 10 5 + 3
II.Presen

tation  Visual Elicit vocabulary

 Mine

 Antonym

 Mime

 Antonym
+ Checking: Slap the board

Presentation pictures A1 (P. 20.
- Set the scene, introduce the
commands, using pictures.

- Let students repeat without opening
the books..

+ What is the teacher doing?
+ What does she say?

+ What does it used for?
- Answer the questions.
- Come in.

- To give a command.

+Vocabulary:

1. (to) come in : mời vào
2. ( to ) sit down : ngồi xuống
3. (to) stand up: đứng lên

4. ( to ) open your book : më s¸ch.
5. ( to) close your book: gÊp s¸ch

- Come in.

- Sit down / Stand up.
 - Open / Close your book.

III. 
Practice

Matching (A2 – 3/page 21, 22)

- Ask studnets to match up the
commands with appropriate pictures.

Simon says

- Let them practice the commands
together.

- Let them play game: “Simon says”

a) Open your book.
b) Sit down.
c) Come in.

d) Close your book.
e) Stand up.
IV.Furth

er

practice - Put the dialogue on the board which isMapped dialogue
only words. The words are cues.

- Model the dialogue.

- Run through the cues like a drill with
the whole class.

- Ss look at the board and listen to the
teacher and repeat.

- Practice the dialogue in pairs .

- Some pairs practice in front of the
class.

- Give feedback and correct.

Miss Hoa  Children

……

morning

How

…………

Fine……
Sit ………
And open 

...

……

morning,

We’re …

How…?
Yes, Miss!
Yes, Miss!
V.

Conclusi

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5.Homew
ork:

- Learn by heart vocab.- Do ex 1,2 /P 11,12 (workbook)
- Be ready for Lesson 2 ( B1-B2)

Date of planning : 6 /9/2009

Date of teaching: 9 /9/2009

Period 8

UNIT 2: AT SCHOOL

Lesson 2: Where do you live? (B1 – B2)
A.Teaching points:

By the end of the lesson, Ss will be able to use question “ Where do you live?”
to ask about the places they live.

B. Contents:

- Structures: + What your name? My name’s ………

+ Where do you live?I live on ………Street/ I live in a city.
- Vocabulary: What, where, live, street.

C. Teaching methods: Listening, Speaking, Reading

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

Stages Teacher &Ss activities’ Contents

1.Warm

up: *Simon says

- Simon says: “Stand up”

“Sit down”
- “Open your book”

- Simon says “Open your book”
- Simon says “Close your book”

- Play games.
- Stand up.
- Sit down.
- X.

- Open their books.
- Close their books
2.Present

ation:

 Tranlation Elicit vocabulary

 Drawing

 Visual

 Picture

+ Checking: Matching

+Vocabulary:
1. ( to ) live : sèng

2. ( in ) a house : (trong) căn nhà
3.( on ) a treet :( trên) đờng phố
4. ( in ) a city : (ở) thành phố

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house
- Get Ss to look at the pictures and listen to

the teacher’s explanation.

- Ss listen to the cassette and repeat as the
teacher aked.

- Isolate the model sentence by reading
aloud the underlined sentence.

- Pay attention to the pronunciation, the
linking sounds.

- Give feedback and correct.

Mai: What’s your name?
Nam: My name’s Nam.
Mai: Where do you live?
Nam: I live on Tran Phu Street.
Mai: How old are you?

Nam: I’m twelve years old.
 - Where do you live?
 - I live in / on …………
* I live in ………. 
3.

Practice: *Word cues

a. Hung Vuong street.
b. Hai Phong city.
c. a house.

d. Hai Ba Trung street.
e. Cao Minh.

- Get Ss to look at the cues.
- Listen to the teacher.
- Repeat it chorally.

-Have Ss to work in pairs to ask and answer.
- Practice in pairs.

- Some pairs practice in front of the class.
- Give feedback and correct their mistakes.

Example

- Where do you live?

- I live on Hung Vuong street.

4.Furthe
r

practice: *Survey- Have students look at the table on the
board.

- Ask students to ask and answer questions
about their places and fill information in the
table.

-Correct if there are any mistakes.

- Some students retell their partners’ places.

Name Street City

Lan Le Loi

street HCMC

Ha Cao

Minh HaiPHong

5.

Conclusi
on

Practice asking and answering about the
place where people live as well as one’s
name

5.Homew
ork:

- Learn by heart vocabulary and the form.
- Do ex 3,4 /P 12,13

- Be ready for Lesson 3 ( B3-B4):

- Take notes.

- Do as the teacher requests.

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Date of planning : 7 /9/2009

Date of teaching: 10 /9/2009

Period 9

UNIT 2: AT SCHOOL

Lesson 3 : B - Where do you live? (B3 – B4)
A.Teaching points:

By the end of the lesson, Ss will be able to talk about their names, and how to spell
their names.

B. Contents:

- Structures: “ What’ s your names?” and “How do you spell it?”
- Vocabulary: spell, How, Name

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

- 14 -

Stages Teacher &Ss activities’ Contents

I.Warm

up: Nought and crosses

- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is
Crosses (X).

- Two teams choose any places in
the boxes, ask and answer about
their places :

+ Where do you live? 
 + I live in / on

………

- The team which has three
noughts or three crosses on a line

will win the game.

a house Tray StLach Trang Tien St
a street VinhBao a city

Hang

Bai St Bong StHang PhongHai

II.Presen

tation Mine
Translation
Explanation

+ Checking: What and where
*Presentation pictures.

- Show students the picture and the
conversation they have in the
picture.

- Let them listen to the cassette.
- Let students repeat the teacher.
-Get students to isolate the model
sentence.

- What does the teacher ask Lan?
- How does Lan answer?

- What does She ask then?
- Introduce the letters from A to Z
- Mark the 4 letters that don’t have
exist in the Vietnamese alphabet f, j,
w, z; and the differences of the two
English letters [ e, i ] in
pronouncing.

- Let them to repeat letters and then
write.

*Vocabulary:

1. ( to ) spell : đánh vần
2. How ? nh thế nào
3. Name : tên

Teacher: What’s your name?
Lan: My name’s Lan.
Teacher: How do you spell it?
Lan: L – A – N, Lan. 
 – What s your name?’
 -My name s ’ …

- How do you spell it?

A B C D E F
 G H I J K L
 M N O P Q R
 S T U V W X
 Y Z

III.

Practice * Word cues.
Mai

Hoa
Quang
Huong
Thanh

- Run through the words.

- Hold up the first cue and say the
model sentences.

- Do the same for the seccond cue.
- Practice in pairs.

- Some pairs practice in front.

- Elicit the sentence by holding up
the cue.

- Correct their mistakes.

Example

T: What’s your name?
S: My name is Mai.
T:How do you spell it?
S: M-A-I, Mai.

IV.Furth
er

practice

Role play

- Have students read the dialogue
( B4 ) on page 25, work in pairs,
play the role of teacher and Lan.
- Ask students to ask and answer
questions about their own names .

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Date of planning : 11 /9/2009

Date of teaching: 14 /9/2009

Period 10

UNIT 2: AT SCHOOL

Lesson 4 : B - Where do you live? (B5,6/P25)

A.Teaching points:

By the end of the lesson, Ss will be able to use numbers, personal information and
alphabet more fluently.

B. Contents:

- Structures: “ What’ s your names?” and “How do you spell it?”
- Vocabulary: alphabet and numbers

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Stages Teacher & Ss activities’ Contents
I.Warm

up: Slap the board

- Put the letters on the board.

- Call two students of two teams to
the front of the class.

- Call out one of the letters in English
in loud voice.

- Continue until students have slapped
all the letters.

II.Presen

tation - Show students the statements.

- Let students ask question to get
information about Lan.

-Correct if there are any mistakes

a. My name is Lan.
b. I am eleven years old.
c. I live on Le Loi street.
d. L – A – N, Lan.
III.

Practice: - Write the numbers on the board.Lucky numbers
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer questions about personal
information .

1. How old are you?
2. Lucky number.
3. Where do you live?
4. What’ s your name?
5. Lucky number.

6. How do you spell your name?
7. What’s your city’s name?
8. Lucky number.

9. What’s your street’s name? 
10. How are you?

1 2 3 4
5

6 7 8 9 
10

IV.Furth
er

practice: - Put the grid on the board.Nought and crosses

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any ones in the
boxes and ask questions about
personal information .

- The team which has three noughts
or three crosses on a line will win the
game.

Lan 12 Le LoiSt

H-O-A-I thanksFine, 13

Hue Thao Vietnam

V.

Conclusi

o Practice in numbers, personal information and alphabet
5.Homew

ork:

- Ask students to learn Vocabulary
and personal information.

- Do ex 1,2 /P12

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Date of planning : 13 /9/2009

Date of teaching: 16 /9/2009

Period 11

UNIT 2: AT SCHOOL

Lesson 5: C- My school (C1 /P26,27)
A.Teaching points:

By the end of the lesson, Ss will be able to use “ This / That” to make
positive statements and ask “Yes / No” questions.

B. Contents:

- Structures: + This / That is …….

+ Is this / that ….? - Yes, it is./ No, it isn’t.
- Vocabulary: School vocab

C. Teaching methods: Listening, Speaking, Reading, Writing
 D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
 E.Procedures:

Stages Teacher & Ss activities’ Contents

I. Warm

up -Write numbers whose letters are inJumbled words
disorder.

- Divide the class into two teams.

- Ask students from each team to go to the
board and write the correct words .

- lleho = hello
- mnae = name
- treste = street
- yict = city

- pesll = spell
II.Presen

tation:

 Visual

 Situation

 Picture

 Realia

+ Checking: Rub out and remember
*Presentation pictures.

- T introduces new structures, using
pictures.

- Let students repeat the teacher.
+ What does he do?

+ Is it his school?

* Vocabulary:

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+ What does he say?

- Let them pay attention to the
pronunciations of THIS and THAT.

- Explain how to use THIS and THAT.
- Emphasize on the intonation of the YES -
NO questions.

-Ss pay attention to the pronunciation of
THIS and THAT.

- Ss notice the intonation.

- Rising tone in YES - NO question.
- Falling tone in answers

- That s my ’ …………..
 - Is that your ………? 
 - Is this your ………?
 - Yes, it is.

- No, it isn t’

III.

Practice : - Run through the pictures.Picture drill

- Hold up the first picture and say the model
sentences.

- Repeat it chorally and then individually.
- Do the same for the seccond picture.
- Make the sentences for themselves.
- Practice in pairs.

- Some pairs practice in front.

- Elicit the sentence by holding up the
picture.

- Correct their mistakes.

Example

This is my classroom.
- Is this your classroom?
- Yes, it is./ No, it isn’t.

IV.Furth
er

practice: - Have students practice in pairs or smallReal things
groups, using real things in class.

- Give feedback and correct.

- This is my ……….
- That s my’ ……….
- Is that your………?

- Is this your………?
V.

Conclusi

on Practice in using “ This / That” to make positive statements and asking “Yes / No”
questions.

VI.Home
work:

- Learn by heart vocabulary and “This /
That” positive statements and “Yes / No”
question.

- Do ex2/ P15

- Be ready for Lesson 6 (C2-C4): How to
say what things are, to ask and answer about
things .

- Take notes.

- Do as the teacher requests.

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Date of teaching: 17 /9/2009

Period 12

UNIT 2: AT SCHOOL

Lesson 6: C- My school (C 2 - 4 /P28,29)
A.Teaching points:

By the end of the lesson, Ss will be able to use “ This / That” to say what things are, to
ask and answer about things.

B. Contents:

- Structures: + This / That is …….

+ Is this / that ….? - Yes, it is./ No, it isn’t.

- Vocabulary: door, window, board, waste, basket, school, bag, pencil, pen,
ruler, eraser

C. Teaching methods: Listening, Speaking, Reading, Writing.
 D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
 E.Procedures:

Stages Teacher & Ss activities’ Contents

I. Warm
up

What and where

- Elicit the vocabulary from the students
and write them in the circles.

- Get students to repeat the words
including the rubbed out words by
pointing at the empty circle.

a class 
 a student

a desk

a teacher a school
II.Presenta

tion:

Elicit vocabulary

 Realia

 Situation

 Realia

 Realia
* Checking: Ordering

Dialogue build.
- Set the scene.

- Read the dialogue and write few key
words on the board to help students
remember what the two speaker in the
dialogue say to each other .

- Get students to write in the missing
words on the board.

- Get students to isolate the model
sentence.

*Vocabulary

1. a door : cưa ra vµo.
2. a window : cưa sỉ.
3. a board : bảng.

4. a waste basket : thùng rác
5. a school bag : cặp sách
6. a pencil : bót ch×.
7. a pen : bót mùc.
8. a ruler : thớc kẻ.

9. an eraser : viên tẩy.

Nam: Good morning , Mai.
Mai: Good morning, Nam .
How are you?.

Nam: I’m fine, Thanks . And
you?

Lan: Fine,Thanks.Oh.What is
this?

Nam: It s’ a pen.

- What is this / that ?
 - It is a / an …………..
III.

Practice :

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences.

- Do the same for the seccond picture.
- Elicit the sentence by holding up the
picture.

- Look at the cues.
- Listen to the teacher.

- Repeat it chorally and then individually.
- Make the sentence for themselves.
- Practice in pairs.

- What is this / that?
- It is a / an

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- Some pairs practice in front
- Correct their mistakes.
IV.

Further 
practice:

Lucky numbers
- Write the numbers on the board.

- Divide class into teams. The teams take
turn to choose the numbers.

- Tell students that they have to ask the
questions .

1. a door.

2. Lucky number.
3. an eraser.

4. E – R – A – S – E – R
5. Lucky number.

1 2 3 
 4 5
- What is this / that?
- It is a / an

V.

Conclusio
n

Practice in asking and answering about
what things are.

VI.

.Homewor
k:

At Home -
Lesson 1
(A1 –
A2).

- Learn by heart Vocabulary and form.
- Do exercises 1,3/P14 -16

- Be ready for Unit 3-Lesson 1 ( A1-A2).

Date of planning : 18 /9/2009

Date of teaching: 21 /9/2009

Period 13

UNIT 3: AT HOME

Lesson 1: My house (A1 – A2/P30,31)
A.Teaching points:

By the end of the lesson, Ss will be able to use “WH – question” with these / those to
ask and answer about things.

B. Contents:

- Structures: - What are these/those? – They are …..

- Vocabulary: a lamp, a chair, a couch, a table, a bookshelf, an armchair, a tool
C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents

I. Warm 
up:

Bingo
- Put the things on the board.

-Ask students to choose any five things
and copy them into their books.

- Read out the things in any order.

- S shouts “Bingo” when he/ she gets the
five things first.

a school bag, an eraser, a
window,

a pen, a board, a door, a pencil,

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II

.Presentati

on: Picture

Picture
Picture
Picture
Picture
Picture
Picture

*Checking:Rub out and remember

- Show students the real things to
introduce the new tructures:

+ What is this?
+ What is that?
+ What are these?
+ What are those?

*Vocabulary:

1. a lamp: đèn ngủ

2. a bookshelf: gi¸ s¸ch

3. a chair: ghÕ tùa

4. a couch: ghÕ sa l«ng
5. an armchair: ghế bành
6. a table: cái bàn
7. a stool: ghÕ ®Èu

+ It is a table.
+ It is a board.
+ They are desks
+Theyare windows.
* Model sentences.
- What are these / those?
- They are desks / windows.
- What are these / those ?
 - They are………..

III.

Practice :

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences.

- Do the same with the rest pictures.
- Get Ss to work in pairs.

- Some pairs practice in front.

- Elicit the sentence by holding up the
picture.

- Give feedbackand correct their mistakes.

1. - What is this/ that?
- It’s a table.

2. - What are these/those?
- They are stools.

IV.Further

practice: Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is noughts
(O) and the other is Crosses (X).

- Two teams choose any things in the
boxes and ask questions about what things
are .

- The team which has three noughts or
three crosses on a line will win the game.

clocks chairs lamp
table door armchairs
window couches television

V.

Conclusio

n Practice in asking and answering aboutwhat things are.
VI.Homew

ork: - Learn by heart Vocabulary and form.- Do exercises1,2/P17,
- Be ready for Unit 3-Lesson 2 ( A3-A4):

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Date of planning : 20 /9/2009

Date of teaching: 23 /9/2009

Period 14

UNIT 3: AT HOME

Lesson 2: My house (A3,4/P32,33)
A.Teaching points:

By the end of the lesson, Ss will be able to use possessive pronouns and question
word “ Who” to ask and answer about family members.

B. Contents:

- Structures: - Who is this/ that? – This/ that is …..

- How many people are there in your family? – There are …..
- Vocabulary: Family vocabulary, possessive pronouns: my, your, her, his
C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents

I.Warm 
up

Lucky numbers
- Write the numbers on the board.

- Divide class into teams. The teams take
turn to choose the numbers.

- Tell students that they have to ask and
answer the questions .

1. What’s that?
2 Lucky number.
3 Lucky numbers.
4What are these?

5 What’s this?
6 What are those?
7 Lucky number.
8. Lucky number.

9.How do you spell “ classroom”?

1 2 3 4 5
6 7 8

II.

Presentat
ion:

Elicit vocabulary

 Realia

 Traslation

 Visual

*Vocabulary:
1. My : của tôi
2. His : của anh ấy
3. Her : của cơ ấy
4. Family : gia đình
5. Father : cha
6. Mother : mẹ

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* Checking: What and where - Sister : chÞ, em g¸i
sister

her
 brother

family
mother

father

* Set the scene.

- Read the dialogue and write few key
words on the board to help students
remember what the two speakers in the
dialogue say to each other .

- Get students to write in the missing

words on the board.

- Get students to isolate the model
sentence.

- Look at the board and listen to the
teacher carefully.

Ba: Is this your family, Lan?
Lan: Yes, It is.

Ba: Who is this, Lan?
Lan: This is my mother.
Ba: What’s her name?
Lan: Her name’s Nga.
* Model sentences.
- Who is this/ that?
- This/That/It is ……
=> Form

- Who is this / that ?
 -This/That/ It is ………
III.

Practice

Picture drill
1. This / his mother / Nga.
2. This / his father / Ha.
3. That / his sister / Lan.

4. That / his brother / Nam.
- Run through the cues.

- Hold up the first cue and say the model
sentences.

- Do the same for the rest cues.

- Elicit the sentence by holding up the
cue.

- Get Ss to work in pairs to reproduce the
dialogue from the cues.

- Build the dialogue until it is
memorized.

- Give feedback and correct.

Example:
S1: Who’s this?
S2: It’s his mother.
S1: What’s her name?
S2: Her name is Ha.

IV.Furth
er

practice:

Drawing

- Ask students to draw pictures about
their family.

- Ask them to work in pairs or in small
groups of three or four students.

- Give feedback and correct.
V.

Conclusi
on

Practise asking and answering about
family members.

VI.Home
work:
3 (B1 –
B4).

- Learn by heart Vocabulary and form.
- Have them do exercises 3, 4/P19 - 21.
- Be ready for Unit 3-Lesson 3 ( B1-B2).

Date of planning : 20 /9/2009

Date of teaching: 24 /9/2009

Period 15

UNIT 3: AT HOME

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A.Teaching points:

By the end of the lesson, Ss will be able to talk about things in the classroom and
numbers 21 - 100.

B. Contents:

- Structures: - There is ……/ There are ………..
- Vocabulary: numbers

C. Teaching methods: Listening, Speaking, Reading, Writing.
D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

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Stages Teacher & Ss activities’ Contents
I. Warm

up

Jumbled words

-Write numbers whose letters are in

disorder.

- Divide the class into two teams.
- Ask students from each team to go
to the board and write the correct
words .

- The team has more right words
will be the winner.

- thmoer = mother
- tesirs = sister
- borerth = brother
- athfre = father
- mayfil = family

II

.Presentati
on:

Elicit vocabulary

 Realia

 Situation

 Realia

Checking: Slap the board

Rub out & remember dialogue
- Put the dialogue on the board .
- Rub out some of the words .
- Get students to isolate the model
sentence.

- Ask students some questions
+ How many sistrers are there in
Lan’s family? In English?

+ How many people are there in
her family? In English?

- Practice saying the dialogue.

- Remember the rubbed out words
and keep practicing .

*Vocabulary:
- Twenty one: 21
- Thirty: 30
- Forty: 40
- Fifty: 50
- Sixty: 60
- Seventy: 70

- Eighty: 80
- Ninety: 90
- One hundred:100
 70 100

30
 50

21 
Tan: Oh, Is this your sister?
Lan: Yes, this is my sister.
Tan: Who is this?

Lan: This is my brother.

Tan: I see. There are five
people in your family.

=> Form:

- There is a / an / one ……
 -There are ………….

+ There is one sister.
+ There are five people.
III.

Practice : - Look at the cues.
- Listen to the teacher.

- Repeat it chorally and then
individually.

- Make the sentence for themselves.
- Practice in pairs.

- Some pairs practice in front.

- 1 door - 1 window
- 2 student(s) - 1 clock
- 1 book - 1 ruler

4.Further 
practice:

Dictation list

- Mention how to use singular nouns
and plural nouns, the rule to form
the plural of the words and
pronunciation of plural nouns (/ s /, /
z / and / iz /)

- Read plural nouns clearly.

Desks, rulers, benches,
students, tables, books, clocks,
doors, windows, houses, lamps.

V.

Conclusio
n

Practice talking about things in the
classroom and numbers 21 – 100.
5.Homewo

rk:

- Learn by heart Numbers 21 - 100,
“There is / There are”.

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Date of planning : 25 /9/2009

Date of teaching: 28 /9/2009

Period 16

UNIT 3: AT HOME

Lesson 4: B - Numbers (B 3-5/P37)
A.Teaching points:

By the end of the lesson, Ss will be able to use “ How many ………?” to ask

and answer about things in the classroom.

B. Contents:

- Structures: - How many ……… are there?/ There is/ There are ………..
- Vocabulary: people, bookcase, stereo, How many

C. Teaching methods: Listening, Speaking, Reading, Writing.
D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

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Leson Plan “ TiÕng Anh 6”

Stages Teacher & Ss activities’ Contents

1.

Warmup

Chain game
- Put the words on the board

- Ask students to get into groups of
three.

- There is a door ………

- 1 door - 6 windows
- 1 clock - 2 boards
- 1 chair - 12 desks

II

.Presenta
tion:

 Translation

 picture

 Picture

 Explanation
*Checking: Matching
Predict dialogue

- Set the scene: Lan is talking to
Nam about her class.

- Put the dialogue on the board.
Some of the words are missing.
- Ask students to guess what the
missing words are.

- Get students to isolate the model
sentence.

-Ask students some questions
+ What does Nam ask Lan?
+ How does Lan answer?

*Vocabulary
1. people: ngêi

2. a bookcase: tđ s¸ch
3. a stereo: m¸y nghe nhạc
4. How many? Bao nhiêu?

Nam: What is that?
Lan: That is my class.

Nam: How many students are
there

in your class?

Lan: There are forty students.
=> Form

- How many….. are there?
 - There is / are ……..

III.

Practice *Picture drill

- couch / 1 - people / 4
- lamp / 1 - television / 1
- telephone / 1 - bookcase / 1
- armchair / 2 - stool / 2
- book / 2 - stereo / 1

- table / 1 - chair / 1
- Run through the pictures and get
Ss to look at the cues

- Hold up the first picture and say
the model sentences.

- Do the same for the seccond
picture.

- Practice in pairs.

- Elicit the sentence by pointing up
the picture.

- Some pairs practice in front
- Correct their mistakes.

* Example

How many couches are there?
There is one.

IV.Furth
er

practice:

Grid

- Put the table on the board.

- Get students to copy the table in
their notebooks.

- Get them to ask and answer about
what things there are in their
partner’s house.

- Get them to work in pairs.
- Ss give the answers

- Give feedback and correct.

Things Quantity
 - telephone

- lamp
- table
- chair

- television
- stool
V.

Conclusi

on Using “ How many questions and further practice in …………”
numbers to ask and answer about
things.

5.Homew

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Date of planning : 26 /9/2009

Date of teaching: 29 /9/2009

Period 17

UNIT 3: AT HOME

Lesson 5: C - Families (C1,2/P38,39)
A.Teaching points:

By the end of the lesson, Ss will be able to understand the details of the text.
B. Contents:

- Grammar: present simple tense.
- Vocabulary: engineer, doctor, nurse

C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I. Warm

up

- Ask students to introduce themselvesChatting
and their families.

-Ask students some questions about
their families.

1. What’s your name?
2. How old are you?

3. How many people are there in
your family?

II 
.Pre-reading:

 SituationElicit vocabulary

 Drawing

 Situation

Checking: Slap the board

* Open prediction

- Set the scene: Lan is pointing to the
photo and introducing about her family.
- Get students to guess how old they
are and what they do, to complete the
table.

+Vocabulary:
1. an engineer: kü s
2. a doctor: b¸c sÜ
3. a nurse: y t¸

Lan s family’

Member

s oldHow… Whatdoes

Father 40 engineer

Mother 35 Teacher

Brother 8 student

Lan / /

III . 
While

reading - Ask students to read the text andcheck their prediction.
- Ask students to reread the text by
themselves.

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any letters in the
boxes and ask questions about what
things are .

- The team which has three noughts or
three crosses on a line will win the
game.

* Reading comprehension

a) How many people are there in her
family?

b) How old is her father?
c) What does he do?
d) How old is her mother?
e) What does she do?
f) How old is her brother?
g) What does he do?

a g i

h b e

c f d

a. There are four.
b. He is 40.

c. He is an engineer.
d. She is 35.

e. She is a teacher.
f. He is 8.

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h) Where are they?
IV. Post

-reading Writing

- Let them practice in pairs, talking
about Song’s family.

- Ask Ss to write a short passage about
Song’s family, using the reading as a
model.

This is Song s family.There are’

four people in his family. This is
his ……….

…………

………
………
………
………

………
……

V.

Conclusi

on Reading to get the details of the text.
VI

.Homewo
rk:

- Learn by heart vocabulary.

- Write another paragraph about their
own families.

- Do ex1-5 /P23-26.

- Be ready for Lesson 6 : GRAMMAR
PRACTICE.

Date of planning : 28 /9/2009

Date of teaching: 01 /10/2009

Period 18

UNIT 3: AT HOME

Lesson 6: Grammar practice/P 40-43
A.Teaching points:

By the end of the lesson, Ss will be able to use grammar points fluently.
B. Contents:

- Grammar: present simple tense of “to be”.
- Vocabulary:

C. Teaching methods: Speaking, Reading, Writing.

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Stages Teacher & Ss activities’ Contents
1. To be:

Gap fill

- Have students read exercises 1, 2
and 3 on page 40 and fill in the
blanks with the correct form of To
be.

- Ss work individuallyto do exercise
1, 2, 3.

- Complete the sentences with the
correct form of To be.

- Do exercises orally.

1a) am, am, is, are.
1b) am, is, is, are, are.
1c) a. are, am; b.is, isn’t.
c. Is, is; d. Are, aren’t.
2.Imperati

ve

(Comman
ds):

*Simon says

- Simon says: “Stand up”
“Sit down”
- “Open your book”

- Simon says “Open your book”
- Simon says “Close your book”

- Sit down.
- Stand up.
- Come in.

- Open your book.
- Close your book.
3. How

many….? Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

1 2 3 4
5

1. c) How many students are

there?.

2. a) How many desks are there?.
3. Lucky number.

4. d) How many teachers are 
there?

5. b) How many bokks are there?
4.

Qusetion 
words:

Answer given
- Show students the statements.
- Let students ask questions.
- Ask them to work in pairs

-Correct if there are any mistakes.

a. My name is Nam.
b. I live in Ha Noi.
c. That is my brother.
d. He is a student.
5.

Numbers: - Read the numbers in Vietnamese.Dictation
- Get students to write the English
words for the numbers

- Read the English words.

- Get students to write the numbers
for words.

a) Write the words for the 
numbers.

- 1 one , 5 five, 8 eight, 10 ten,
20 twenty, 30 thirty, 50 fifty, 70

seventy, 90 ninety, 100 one
hundred

b) Write the numbers for the
words.

- Four 4, seven 7, nine 9,
eleven 11, fifteen 15,
twenty-five 25, sixty 16, seventy-five

75, eighty 80.
6.

Greetings: - Put the dialogue on the boardMapped dialogue
which is only words. The words are
cues.

- Model the dialogue.

- Run through the cues like a drill
with the whole class.

Thanh  Chi 

Hello
How?
Fine



I / you.
you ?
7. This /

That:

Guessing game.
- Write the things on the board.
- Get a student to come to the front
and choose one of the things

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Date of planning : 02 /10/2009

Date of teaching: 05 /10/2009

Period 19

FORTY- FIVE MINUTE TEST

A. Aim: Students revise grammar points and vocabulary from Unit 1 to Unit 3.
B. Content:

I. LISTENING: Listen to the paragraph, then complete the table.(2.5 points)
Ba s family’

N

O Members Age Job

1 Father

2 Thirty- six

3 Brother

4 student

5 Ba

II. GRAMMAR AND VOCABULARY: Choose a / b / c to complete the
sentences( 2.5 points)

1. What’s your name? - _____ name’s Linh.

a. My b. his c. her

2. How are you? – I’m ____ thanks.
a. fine b. five c. good
3. ____ do you live? – I live in Hue.

a. What b. Who c. Where

4. What ____ this? – It’s a pen.

a. is b. am c. are

5. ____ are you? – I’m eleven.

a. How b. How old c. What

6. ____ does she do? – She’s a student.

a. Where b. Who c. What

7. - Is that …… eraser? – Yes, it is.

a. a b. an c. the
8. - What are these? – They are …………

a. bench b. benchs c. benches
9. - Is this your ruler? – No, ……….

a. it is b. it isn’t c. he is

10. Good morning. Sit ……

a. in b. down c. up
III. READING: Read the pasage, then do the exercise(2.5points)

Nam lives in Ha Noi with his mother. His mother is a doctor.She works in a hospital
near his school. His father lives in Ho Chi Minh City. He works in a big factory. He lives
with Nam’s sister. She is Hoa. She is eighteen years old. Hoa and Nam are students.

1. Fill in the blank with missing words: (1point)
a. Nam lives in ____.

b. His mother works in a ____ .
c. His sister is ____ .

d. ____ lives in Ho Chi Minh City.
2. Answer the questions: (1.5points)

a. How old is his sister? ………..
b. What does Nam do? ………..
c. Where does he live? ………..
IV. WRITING: Use the words given to write the passage.(2.5 points)

There / four people / family.

My father / thirty eight /years old.
He/ teacher .

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My mother / thirty five /years old.
She/ nurse .

My sister /twelve years old.
She / student.

I / ten years old.
I/ student.

We / live / city.

………
………
………
………
………
………
………

Date of planning : 04 /10/2009

Date of teaching: 07 /10/2009

Period 20

UNIT 4: BIG OR SMALL

Lesson 1: Where is yours school? (A1-2/P44)

A.Teaching points:

By the end of the lesson, Ss will be able to understand the content of the passage with
practice “ ’s ” to talk about s.

B. Contents:

- Grammar: possession “ ’s ”.

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

- 33 -

Stages Teacher & Ss activities’ Contents
I. Warm

up:

Pelmanism.

- Stick 10 cards on the board so that
the students can only see the
numbers, make sure the words are
mixed up.

- Divide the slass into two teams
and ask students to choose two
numbers.

- Go on until the cards are turned
over.

I Thu He You She
 His My Your Her Thu s’

II 
.Pre-reading

 Elicit vocabulary Translation

 Antonym

 Visual

Checking: Rub out and remember
*Matching

- Set the scene: You are going to
read about Phong’s school and
Thu’s school.

-Ask students to match the school
with its items.

- Elicit Students:

+Is Phong’s school/Thu’s school

small or

+ Is it in the city or in the country?

*Vocabulary

1. Big (ajd): to, lín
2. Small (ajd): nhá, bÐ
3. In the city: ë thµnh phè
4. In the country:ë n«ng th«n

big small
Phong’s school

Thu’s school

in the country in the
city

+ Phong’s school/Thu’s school
is small / big.

+ It is in the city / in the
country.

III. 
While

reading - Ask students to read the text andcheck their prediction.
- Ask students to reread the text by

themselves.

*Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

1. c) Where is Phong’s school?.
2. a) Is Phong’s school small?.
3. Lucky number.

4. d) Is Thu’s school in the country?
5. b) Is Thu’s school small?.

+ Phong’s school :small / in
the country.
+Thu’s school: big / in the
city.

1 2 3 4
5

IV. Post

reading

- Introduce the possessive case,Presentation pictures.
showing students the picture:

+ Who is this?
+ What is this?
+ Whose school is it?

+ How can you say “ truong cua
Phong” in English?

Chain game

- Collect real things from students
- Ask students to get into groups of
four or five.

- Do the model.

Chủ sở hữu+ s + Vật /ng’ ời
 Thuộc quyền sở hữu của ai 
* Dùng để diễn tả ngời hoặc vật
thuộc quyền sở hữu của ai đó.
Phong’s school

+ Practice:

- erasers - bags
- pens - rulers

- pencils

- books
V.

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Date of planning : 05/10/2009

Date of teaching: 08 /10/2009

Period 21

UNIT 4: BIG OR SMALL

Lesson 2: Where is yours school? (A3-5/P44,46)
A.Teaching points:

By the end of the lesson, Ss will be able to understand details and get further practice
in numbers and school vocabulary.

B. Contents:

- Grammar: How many + N(s,es) ? – There are / is …..
- Vocabulary: numbers and school vocab.

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Date of planning : 09 /10/2009

Date of teaching: 12 /10/2009

Period 22

UNIT 4: BIG OR SMALL
Lesson 3: My class (B1-5/P47,48)
A.Teaching points:

By the end of the lesson, Ss will be able to understand details and get further practice
in numbers and school vocabulary.

Stages Teacher & Ss activities’ Contents
I.Warm

up: - Put the numbers on the board.Bingo
-Ask students to choose any five
numbers and copy them into their
books.

- Read out the things in any order.

6 8 52 100
32 400 17 600
900 10 200 41
II. Pre

reading Open prediction

- Show students the numbers and
ask: + What are these?

+ What is this?

Ask students to predict these
numbers are about: students,
teachers, desks or classes.

+ They are numbers.
+ It is Phong / Thu’s school.
- Predict these numbers are about.

- 400
- 900
- 8
- 20
III.

While 
reading

- Ask students to read the text and
check their prediction.

- Ask students to reread the text by
themselves.

* Answers given

a. Phong’s school is in the country.
b. There are 8 classrooms.

c. There are 400 students.
d. No, it isn’t. It is big.

e. Thu’s school in the city.
f. There are 20 classrooms.
g.There are 900 students.

- Show students the statements.
- Get students to make questions.
- Ask them to work in pairs

-Correct if there are any mistakes.

- 400 : students.
- 900 : students.
- 20 : classrooms.
- 8 : classrooms.
Where is Phong’s school?

How many classrooms are there?
How many students are there?
Is it small?

Where is Thu’s school?

How many classrooms are there?
How many students are there?

IV. Post

reading - Get students to take one of theTransformation writing
texts in A3 on page 35 and rewrite it
according to their own school.

My school

………

………
………
…………

V.

Conclus

ion Reading a text about school.
VI.

Homew
ork

- Ask students to learn by heart
numbers .

- Do exercises 4,5/P 37,38.

- Be ready for Lesson 3 : (B1 –

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B. Contents:

- Structure: - Which grade are you in? – I’m in grade …..
- Vocabulary: numbers and school vocab.

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Leson Plan “ TiÕng Anh 6”

I. Warm Stages Teacher & Ss activities’ Contents

up: Nought and crosses

- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is
Crosses (X).

- Two teams choose any things in
the boxes and ask questions about
what things are .

- The team which has three noughts
or three crosses on a line will win
the game.

teachers/6

0 desks/300 classes/10
boards /

20 classes/40 chairs/15
tables/10 doors /45 students/35 
II. Pre

listening Elicit vocabulary

 Translation

 Visual

 Explanation

 Picture

 Mine

* Checking: Rub out and remember
Predict Grid

- Set the scene: Thu and Phong are
asking about their school .

- Get students to guess about which
grade / class they are in and where
their classroom are.

*Vocabulary
1. And : và

2. a floor : tầng.
3. Grade : líp
4. a class : líp häc

5. Ordinal numbers (from first to
tenth)

Nam

e Grade Class

Class-room s’

floor

Thu
Phon
g

III. 
While 
listening:

- Ask students to listen to the
dialogue between Thu and Phong
and check their prediction.

- Let students listen to the tape
twice.

- Thu : + Grade: 7 Class: 7C.
+ Classroom’s floor: 2 nd.
- Phong : + Grade: 6 Class: 6A
+ Classroom’s floor: 1 st.
IV. Post

listening: Word cue drill

- Phong / 6A / 1 st.
- Thu / 7C / 2 nd.

- Hai / 8E / 2 nd.
- Huong / 11D / 1 st.
- Ha / 9G / 2 nd.

- Bich / 10B / 3 rd.
- Nga / 12F / 3 rd.
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do the same for the seccond cue.
- Elicit the sentence by pointing up
the cue.

- Correct their mistakes.

*Example.

S1: Which grade is Phong in?
S2: He is in class 6A.

S1: Where is your classroom?
S2: It’s in the first floor.

V.

Conclusi
on

Reading for details and further
practise ing numbers and school
vocab

VI.

Homewo
rk:

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Date of planning : 11 /10/2009

Date of teaching: 14 /10/2009

Period 23

UNIT 4: BIG OR SMALL

Lesson 4: Getting ready for school ( C1,2/P49 )
A.Teaching points:

By the end of the lesson, Ss will be able to use simple present tense with the subject “
I ” to talk about habitual actions.

B. Contents:

- Structure: S + V

- Vocabulary: words relating to daily activities.

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Stages Teacher & Ss activities’ Contents
I. Warm

up

- Ask students some questions aboutChatting
their class.

- Teacher – whole class.
1. Which class are you in?
2. Where is your classroom?

3. How many students are there in

your class?

II. Pre

sentation Elicit vocabulary

 Situation

 Picture

 Example

 Visual

*Checking: Rub out and remember

* Vocabulary

1. (to) get up : thøc dËy

2. (to) get dressed : mặc quần áo
3.(to) brush your teeth : đánh
răng

4. (to) wash your face : rưa mỈt
5. (to) have breakfast : ăn sáng

6. (to) go to school : ®i häc
* Model sentences.

What do you do every morning?
- I get up.

wash my face.
get dressed.
have breakfast.
brush my teeth.
go to school.
=> Form:

-What do you do every morning?
- S + V

+ Meaning:- B¹n làm gì hàng
ngày? - Tôi …..

III.

Practice: *Word cue drill

- ……… up.
- ……… teeth.

- ……… breakfast.
- ……… dressed.
- ……… face.

- ……… to school.
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- What do you do every morning?

- Do the same for the rest cues.
- Correct their mistakes.

-I get up.

IV.
Further
practice: 
.

*Chain game
 - get up. 
- go to school.

- have breakfast.
- get dressed.

- brush my teeth

- Write the phrases on the board.
- Ask students to get into groups of
four or five.

- Do the model.
- Ss work in groups.

- Each group performs in front of the
class.

- Give feedback and correct.

S1: I get up.

S2: I go to school.

S3: …….

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Date of planning : 12 /10/2009

Date of teaching: 15/10/2009

Period 24

UNIT 4: BIG OR SMALL

Lesson 4: Getting ready for school ( C1,3/P49 )
A.Teaching points:

By the end of the lesson, Ss will be able to use simple present tense with the subject “
He / She ” to talk about habitual actions.

B. Contents:

- Structure: S + V(s,es)

- Vocabulary: words relating to daily activities.

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Stages Teacher & Ss activities’ Contents
I. Warm

up - Put the Vietnamese translation andMatching
English words on the board.

-Ask students to match English
words with the Vietnamese
translation .

- Ask students to work in teams.

1. get up a. đánh răng
2. to get dressed b. ăn sáng
3. to brush your teeth c. đi học
4. to wash your face d. thức dậy
5. to have breakfast e. rửa mặt

6. to go to school f. mặc quần
áo

II.

Presentat
ion

Predict dialogue

- Set the scene: Lan is talking to
Nam about her classmate.

- Put the dialogue on the board.
Some of the words are missing.
- Ask students to guess what the
missing words are.

- Get students to isolate the model
sentence.

- Ask students some questions
+ What does Nam ask Lan?
+ How does Lan answer?
- Listen to the teacher.
- Read the dialogue.

- Guess what the missing words are.

- Isolate the model sentence.

- Answer the questions

+ How many students are there in
your class?

+ There are forty students .
- Copy the notes and memorize.

Nam: Who is that?
Lan: That is Ba.

Nam: What does he do every 
morning?

Lan: He gets up, brushes his
teeth, has breakfast and goes to
school.

* Model sentences

He gets up.

brushes his teeth.
has breakfast.
goes to school.
=> Form:

He / She + V s / es“ ”

* Note:

- Thông thờng thêm s (gets up,
)

- Động từ có chữ cái tận cùng: s,
x, o, sh, ch thªm “es” (misses ,
fixes, goes, washes, brushes,…)
- §éng từ có chữ cái tận cùng là
y mà trớc nó là một nguyên âm
duy nhất phải chun “y” thµnh
“i” råi thªm “es”.(study -> studies)
III.

Practice :

*Picture drill

- He / get up.
- She / brush her teeth.
- Ba / get dressed.

- He / have breakfast.
- Lan / go to school.

- He / wash his faces.
- Run through the pictures.

- Hold up the first picture and say
the model sentences:

-What does he do every morning?

- Do the same for the seccond
picture.

- Correct their mistakes.

He gets up.

IV.
Further

practice - Get up / get dressed / brush hisWrite it up
teeth / wash his face / have
breakfast / go to school.

- Write the phrases on the board.
- Ask students to write five
sentenses about Ba.

- Do the model.

Every morning, Ba gets up. He …

V. Con

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Date of planning : 16 /10/2009

Date of teaching: 19/10/2009

Period 25

UNIT 4: BIG OR SMALL

Lesson 6: Getting ready for school ( C4 - 7/P50-51 )
A.Teaching points:

By the end of the lesson, Ss will be able to tell the time fluently.
B. Contents:

- Structure: - What time is it / the time?- It is ….
- Vocabulary: Vocab relate to the time.

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Stages Teacher & Ss activities’ Contents
I. Warm

up Bingo

- Put the numbers on the board.
-Ask students to choose any five
numbers and copy them into their
books.

- Read out the things in any order.

30 15 40 12
8 25 7 50

11 45 20 10
II.

Presenta
tion:

 Explanation

 Visual

 synonym

 Picture

* Checking: What and where

*Vocabulary:
1. time : thêi gian

2. [ten ] o’clock : [10 ] giê

3. Half past [ten ]:[10 ] giõo 30 phót
4. ( to ) be late for : muén.

5. ( to ) go home : về nh . à

Presentation pictures.- Set the scene: Ba and his friend
are going to school.

- Introduce new structures, using
pictures.

- Point to the picture.

+ What does she ask him?
+ What does he answer?

- What time is it , Ba?
 - It s eight o clock !’ ’

We re be late for school.‘
What time is it / the time?
 It is + sè giê + o clock.’

It is + sè phut + past + sè giê
III.

Practice
:

Picture drill
- 6.00
- 2.10
- 5.15

- 7.30
- 10.00
- 8.05
- 7.35

- Run through the pictures.

- Hold up the first picture and say
the model sentences:

- Do the same for the seccond
picture.

- Correct their mistakes.

+What time is it? 
 + It s six o clock. ’ ’

IV. 
Further 
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is
Crosses (X).

- Two teams choose any things in
the boxes and ask questions about
what things are .

- The team which has three
noughts or three crosses on a line
will win the game.

6.10 6.30 6.45

7.00 11.00 11.30

3.15 4.20 5.30

V.

Conclusi
on

Pracice telling the time.
IV.

Homew
ork:

- Learn by heart numbers and
telling the time.

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Date of planning : 16 /10/2009

Date of teaching: 19/10/2009

Period 26

UNIT 5: THING I DO
Lesson 1: My day (A1,2/P52,53)
A.Teaching points:

By the end of the lesson, Ss will be able to talk about daily routines by using simple
present.

B. Contents:

- Structure: - What + do/ does + S + do + adverbs of time?- S + V.
- Vocabulary: Vocab relate to daily routines.

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Stages Teacher & Ss activities’ Contents
I. Warm

up Guessing game.

- 6.00; - 7.10; - 9.15; - 8.30

- Write the things on the pieces of paper
and get a student to come to the front of
the class and choose one of the pieces.
- Get the rest of the class to guess what
time it is. The first student guesses the
time correctly comes up to the front,
chooses a new time and the game
cotinues.

* Student1: What time is it ?
* Student2: Is it 6 o’clock?
*Student1: Yes, It is /No,It
isn’t

2

.Presenta
tion:

 Explanation

 Situation

 Visual

Checking: Slap the board

- Set the scene: Nga is talking about her

daily routines.

- Let students to listen to the cassette and
answer:

What does Nga do every day?

- Show them the difference of the verbs
when the subject is the 3rd person

singular. She gets up, goes to school……

*Vocabulary:

1. (to) do your homework:
l m b i tËp vÒ nh .à à à

2. Every day : h ng ng yà à
3. (to) play games : chơi trò
chơi

Nga gets up, goes to school,
plays games, does her
homework

He / She + V s / es
 - Thông thờng thêm “s” (gets
up,…)

- TËn cïng: s, x, o, sh, ch

thªm “es” (goes, does,…)
III.

Practice :

Substitution drill

Every day I get up at 6.
- I wash my face.
- I get dressed.

- I have breakfast.
- I go to school.
- I play games.

- I do my homework.

- Get students to repeat the sentence with
the target item in it.

- Call out one word to be changed in the
sentence:

- Do the same for the seccond picture.
- Correct their mistakes.

Example

+Every day I get up at 6.

+Every day Nga gets up at 6.

IV.
Further
practice

Survey

- Have students look at the table on the
board.

- Ask students to ask and answer
questions about their daily routines .
-Correct if there are any mistakes.

Na

me getup

have
brea

kf-ast

do
your
hom

e-wor

k

Mai 6.00 6.15 7.00

…
…
…

……
…
V. Con

clusion Practice talking about the daily routines.
VI.

Homewo
rk:

- Learn by heart vocabulary of routines
and the form.

- Do ex 1,2 /P 44

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Date of planning : 16 /10/2009

Date of teaching: 19/10/2009

Period 27

UNIT 5: THING I DO
Lesson 2: My day (A3,4/P53,54)
A.Teaching points:

By the end of the lesson, Ss will be able to ask and answer about other people’s daily
routines by using “ Wh” questions.

B. Contents:

- Structure: - What + do/ does + S + do + adverbs of time?- S + V.
- Vocabulary: Vocab relate to daily routines.

C. Teaching methods: Listening, Speaking, Reading, Writing.
D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.Revisio

n: - Ask students to ask and answerSurvey
questions about their daily routines .
- Ask some students to retell their

partners’ daily routines. Name getup

have
brea

kf-ast

play
gam
es

do
your
hom

e-wor

k

Phu 5.30 6.05 4.30 7.25

…
…
…

……
…
II

.Presenta
tion:

 Visual

 Explanation

 Mine

 Visual

* Checking: Ordering vocabulary
- Write the new words on the board.
- Get students to copy the words in
their books.

- Read a short passage about Lan’s

*Vocabulary:

1. (to) listen to music : nghe nhạc
2. (to) do the housework: làm việc
nhà

3. (to) read : đọc.

4. (to) watch TV : xem TV.

Every morning, Lan gets up and

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daily routines.

* Presentation text.

- Set the scene: Ba, Lan, Nam and
Thu are talking about what they do
after school.

- Let students to read the text.

-Ask students to answer the questions
( a – b )

-Let students isolate the model
sentences by asking and answering
the questions.

In the evening, she does her 
homework and reads books.

+ What does Lan do after school?
+ What does Ba do after school?
+ What does Thu do after school?
+ What does Nam do after
school?

+ Form:

What + does + S + do …?
 S + V s / es “ ”

III.

Practice *Word cue drill

- Ba / watch television.
- Lan / do the housework.

- Nam / listen to music.
- Thu / read.
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do the same for the second cue.
- Correct their mistakes.

Example

- What does Ba do after school ?
 - He watches television.

IV. 
Further 
practice:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what
things are .

- The team which has three noughts
or three crosses on a line will win the
game.

He / play
games

She /
brush

her teeth

Lan / do
the
housewo

rk
Ba / get

dressed

Nam / go
to school

She / do
her
homewor

k
She / wash

her face

He /
have
breakfast

Mai /
listen to

music
V.

Conclusi
on

Practice asking and answering about
the routines.

VI.

Homewo
rk:

- Learn by heart vocabulary and the
form.

- Do ex 3,4/P45,46

- Be ready for Lesson 2:(A5 – A6)

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Date of teaching: 19/10/2009

Period 28

UNIT 5: THING I DO
Lesson 3: My day (A5,6/P55,56)

A.Teaching points:

By the end of the lesson, Ss will be able to ask and answer about daily routines by
using “ Yes / No” questions of the simple present tense.

B. Contents:

- Structure: - Do/ Does + S + V? – Yes, + S+do/ does/ No, +S+ don t/ doesn t’ ’
- Vocabulary: Vocab relate to daily routines.

C. Teaching methods: Listening, Speaking, Reading, Writing.
D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I. Warm

up: - Stick 10 cards on the board so thatPelmanism.
the students can only see the
numbers, make sure the words are
mixed up.

- Divide the class into two teams and
ask students to choose two numbers.
- Go on until the cards are turned
over.

1. go to 6. music

2. do 7. school

3. play 8. TV
 4. listen to 9. the ousework 
 5. watch 10. games
II.

Presentat
ion:

Elicit vocabulary

 Visual

 Explanation

*Checking: Rub out and remember
*Dialogue build.

- Set the scene.

- Read the dialogue and write few key
words on the board to help students
remember what the two speaker in the
dialogue say to each other .

- Get students to write in the missing
words on the board.

- Get students to isolate the model
sentence.

+Vocabulary:

1. (to)play volleyball: ch¬i bãng
chun

2. Football : bóng đá.
3. Sports : thể thao.

4. a girl >< a boy: con g¸i, con trai
Ba: What do Thu and Vui do after
school?

Lan:They play soccer.
Ba: Do girls play soccer?
L: Yes, they do.

Ba: Do youplay soccer?
L: No, I don t’ .

Ba: Does Nga play soccer?
Lan: No, she doesn’t.

-Do you / they + V?

+ Yes, I / they do - No, I / they
don t. ’

- Does he / she + V?

+Yes, he/she does - No, he/she
doesn t. ’

III.

Practice : * True / False Question
-Answer Drill
- Let students listen to the tape.

- Ask a Yes / No question with the
target structure in it. The question is a
real question.

+ Do you play sports ?

- Let students answer truthfully.

a) Do you play sports?
b) Do you watch television?
c) Do you do the housework?
d) Do you play volleyball?
e) Do you listen to music?
f) Do you read?

g) Do you do your
homework?

IV.

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practice: - Get students to get into groups. 
- Get students to ask each other
questions.

+ Teacher: Do you watch TV?

+ Student (Lan): Yes, I do.

- Correct if there are any mistakes.
- Feedback.

watches TV

……… Lan

plays football

………

does the

………

housework
plays

………

volleyball

listen to music

………

reads

………
V.

Conclusi
on

Practice using “Yes / No” questions of
the simple present tense and short
answers to talk about daily routines.
VI.

Homewo
rk:

- Ask students to learn by heart
vocabulary and “Yes / No” questions
of the simple present tense.

- Have them do exercises in the

workbook from page 43 to 46 and
prepare Unit 5 - Lesson 2:(B1 – B3):
Reading a picture story about Ba’s
daily routines.

Date of planning : 16 /10/2009

Date of teaching: 19/10/2009

Period 29

UNIT 5: THING I DO

Lesson 4: MY ROUTINE (BI – B3)
A.Teaching points:

By the end of the lesson, Ss will be able to ask and answer about Ba’s daily routine to
practice Simple present tense.

B. Contents:

- Structure: - Do/ Does + S + V? – Yes, + S+do/ does/ No, +S+ don t/ doesn t’ ’
- Vocabulary: Vocab relate to daily routines.

C. Teaching methods: Listening, Speaking, Reading, Writing.
D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I. Warm

up

Jumbled words
- tislen = listen
- arde = read
- tchaw = watch
- trefha = father
II. Pre -

reading

 Elicit vocabulary Visual

 Picture

*Vocabulary:

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 Translation

 Antonym

 Situation

 Situation
Checking: What and where

Predict Grid

- Set the scene: Ba is talking about
his daily activities .

- Have students copy the table.
- Get students to guess about Ba’s
daily activities by writing the time
in figures.

2. (to) eat : ăn, dùng.
3. (to) start : bắt đa u.à
4. (to) finish : kết thúc.
5. (to) have lunch : ăn sáng.
6. (to) go to bed : đi ngủ.

Action Ba TimeYou
get up

go to
school
class start
class finish
have lunch
go home
go to bed
III. While

reading: - Ask students to read the text and

check their prediction.

- Ask students to reread the text by
themselves.

Substitution drill

- Get students to repeat the
question.

- Call out phrases to be changed in
the question:

+What time does Ba get up?. 
 + go to school.

- Do the same for the seccond
picture.

- Correct their mistakes.

- get up: 6.00 - have lunch: 11.30

- go to school: 6.45 - go home:

5.00

- classes start: 7.00 - go to bed:

10.00

- classes finish: 11.15

- What time does Ba get up?
- He gets up at 6.00

- What time does he go to school?
- He go to school at 6.45

- What time does he have classes?
- He has classes at 7.00

- What time does he have lunch?
- He has lunch at 11.30

- What time does he go home?
- He goes home at 5.00

IV.
Further
practice:

Survey

- Ask students to use the table on
page 57 again.

- Get students to get into pairs.
- Get students to ask each other
questions.

+ What time do you get up?

+ I get up at………….

- Correct if there are any mistakes.
- Feedback.

Action Me

get up 5.30

go to school
class start
class finish
have lunch
go home
go to bed

V.

Conclusio
n

Reading a picture story about Ba’s
daily routine to practice Simple
present tense.

VI.

Homewor
k:

- Ask students to learn by heart
vocabulary.

- Have them do exercises in the
workbook from page 46 to 49 and
prepare Unit 5 - Lesson 5:(C1):
Talking about school timetable.

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Date of planning : 31 /10/2009

Date of teaching: 02/11/2009

Period 30

UNIT 5: THING I DO
Lesson 5: CLASSES (C1/P 52)
A.Teaching points:

By the end of the lesson, Ss will be able to get aquainted with school subject
vocabularies , using “ Have / Don’t have ” to talk about school timetable.

B. Contents:

- Structure: S+ don t have/ have’

- Vocabulary: Vocab relate to school subject vocabularies.
C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I. Warm

up - Write the word of the square onWord Square
the board.

- Tell the students what the topic is
and how many hidden words are
there.

- Get the students to come to the
board and circle any words they can
see.

H O M E W O R K

S L I S T E N T

T D O P L A Y A

A G W O R K O K

R O N R E A D E

T W A T C H T E

T M U S I C V A

O F I N I S H T

start, to, old, go, sports, TV, take, 
eat.

homework,listen,
do,play,read,watch...

II

.Presenta
tion:

Elicit vocabulary

 Situation

 Visual

 Situation

 Visual

 Situation

 Translation

 Visual

Checking Ordering vocabulary
- Read a short passage about a
timetable on Monday.

First We have literature. Then We
have geography. At eight forty We
have English and then We have

Math .At ten fifteen We have

history. This is our timetable on

Monday. 
* Set the scene:

Nam and Lan are talking about their

+Vocabulary:

- a timetable : thêi kho¸ biĨu
- English : tiÕng Anh.

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timetable.

- Ask students to listen to the text
about the timetable.

- Isolate the model sentences by
underlining the model sentences and

asking students some questions:
+ What ‘s this?

+ What comes after…? 
3.

Practice:

Word cue drill
- Math / 7.50

- Geography / 10.15
- English / 7.00

- Literature /8.30
- History / 9.35
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Correct their mistakes.

+ What do we have today ? 
 + We have math .

+ What time does it start?
+ It starts at (Seven fifty).

IV.Furth
er

practice: - Put the dialogue on the boardMapped dialogue
which is only words. The words are
cues.

- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Lan  Nam 

What /

today ?

What / start ?
Do/liter../8.4
0?

What /
finish ?
What / at
9.35?
Do we /
math?

History.

7.50

No / English.
9.25

Geography.
Yes / 10.15.

V.

Conclusi
on

Pracatice in talking about school
timetable.

VI.

Homewo
rk:

- Learn by heart vocabulary and “
have/don’t have” to talk about the
timetable

- Do ex

- Be ready for lesson 6 – C 2,3

Date of planning : 01 /10/2009

Date of teaching: 04/11/2009

Period 31

UNIT 5: THING I DO
Lesson 6: CLASSES (C2 – C3)
A.Teaching points:

By the end of the lesson, Ss will be able to use days of week vocabulary with “Has /
doesn’t have” to talk about the weekly timetable.

B. Contents:

- Structure: S+ don t have/ have’

- Vocabulary: Vocab relate to days of the week.

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Stages Teacher & Ss activities’ Contents
I. Warm

up - Put the English words of on theSlap the board
board.

- Call two students of two teams to
the front of the class.

- Call out one of the Vietnamese
translation in loud voice.

timetable 
history

Monday
geography

math
literature

II. Pre -

reading Elicit vocabulary

- Use the situation to introduce the
days of the week.

- Say the days of te week and let
students repeat.

- Ask students to write the new words
in their notebooks.

*Checking: Matching.

*Set the scene: Lan is talking to Nam
about her timetable.

- Put the dialogue on the board. Some
of the words are missing.

- Ask students to guess what the
missing words are.

- Isolate the model sentence by asking
students some questions

+ Does Lan have math on friday?
- Tell them about the short form of
“does not”

- Ask students to copy the notes and
memorize.

+Vocabulary:
- Tuesday : thø ba
- Wenesday : thứ t
- Thursday : thứ năm
- Friday : thø s¸u
- Saturday : thø b¶y
- Sunday : chđ nhËt

Nga: When do we have history?
Ba:We have it on tuesday and

thursday

Nga: When do we have math?

Ba:We have it on Monday ,

Wenesday and Friday.

Nga: Does Lan have math on

Friday?

Ba: No, she doesn t have’ math
on Friday. She has it on

Saturday.

S + has / have+ m«n häc
 S + does not have + m«n häc 
 - S ( He, She )

- Has ( s ) : cã.‘

- Does not ( doesn t)’

III.

Practice: -Put Ly’s timetable on the boardBoard drill
- Run through the timetable.

- Point to and say the model
sentences.

+ When does she have math ?

+ She has it on Monday,Thursday
and Friday.

- Correct their mistakes.

Ly s timetable’

T 2 T 3 T 4 T 5 T 6 T 7

Toa

ùn Văn Địa Toán AV Văn
Toa

ùn Văn AV Sử Toán Văn
AV

IV.
Further
practice

Survey

- Get students to fill in their real
timetable (only the 5 subjects they
have learnt in English).

- Get them to practice in pairs:
+ When do you have math?
 + On...

- Feedback. e.g.doesn t have it on“Lan has math on’ ………… But she

V.

Conclusi
on

Talking about timetable.

VI.

Homewo
rk:

- Ask students to learn by heart
vocabulary

- Have them do some exercises in the
workbook (page 53 – 55)

Monday: 
Thursday:

……… …………..
 Tuesday: Friday:
 ………….... …………..
 Wenesday: Saturday:
 ……… …………..

……….

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Date of planning : 02 /10/2009

Date of teaching: 05/11/2009

Period 32

UNIT 5: THING I DO

Lesson 7: GRAMMAR PRACTICE

A.Teaching points: By the end of the lesson, Ss will be able to use grammar points 
fluently.

B. Contents: 
- Structure:
- Vocabulary:

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Stages Teacher & Ss activities’ Contents
I. Warm

up:

Picture drill
- Run through the pictures.

- Hold up the first picture and say
the model sentences:

+What time is it? 
 +It s six o clock. ’ ’

- Do the same for the seccond
picture.

- Correct their mistakes.

a) 7.00 d) 12.00

b) 9.15 e) 1.45
c) 4.30 f) 8.50

II.

Presentat
ion

Answers given
- Show students the statements.
- Let students ask questions.
- Ask them to work in pairs

-Correct if there are any mistakes

a. My house is on Mai Dich Street.

b. It has two floors.

c. My name’s Nga.

d. I go to Cau Giay school. 
e. N-G-A.

g. I’m in grade 6.
III.

Practice Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.

- Tell students that they have to
answer the questions .

1 2 3 4 5 
6

1. c). When do you have 
geography?

2. a) When do you have 
literature?.

3. Lucky number.

4. d) Which classes do you have 
on

Friday / Monday?
5. Lucky number.

6. b) When do you have math?
IV.

Further 
practice:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is
Crosses (X).

- Two teams choose any things in
the boxes and ask questions about
what things are .

- The team which has three noughts
or three crosses on a line will win
the game.

- i) What time do you do your
homework?

i e b

g d f

a c h

V.Home
work:

- Ask students to learn by heart
vocabulary and Simple present
tense

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Date of planning : 06 /10/2009

Date of teaching: 09/11/2009

Period 33

UNIT 6: PLACES

Lesson 1: OUR HOUSE (AI – A3)

A.Teaching points: By the end of the lesson, Ss will be able to understand the content 
of the text and use country vocabulary fluently.

B. Contents: 
- Structure:

- Vocabulary: voca relate to country vocabulary

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Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

- 58 -

Stages Teacher & Ss activities’ Contents
1. Warm

up: Shark s attack’

- Divide the class into two teams.
- Ask each team for a letter in the
alphabet.

- Ask students from each team to
guess the word.

- The game countinues until students
find out the word.

 

H O U S E

2 .Pre -

reading:

 PictureElicit vocabulary

 Drawing

 Realia

 Situation

*Checking: What and where
Open prediction

- Show students the picture and ask:
+ What’s near Thuy’s house?

- Ask students to write three things in
their books.

+Vocabulary:
- a lake : c¸i hå
- a river : con s«ng.
- Trees : cây cối.
- Flowers : bông hoa

- a rice paddy : cánh đồng lúa

- a park : công viên

- a lake - a park

- a river - a rice paddy
- Trees - Flowers
3. While

reading: - Ask students to read the text and
check their prediction.

- Ask students to reread the text by
themselves.

* Matching

- Put the Vietnamese translation and
English words on the board.

-Ask students to match English words
with the Vietnamese translation .
- Ask students to work in teams.
* Reading comprehension

1. c). What’s her brother’s name ?
 2. a) How old is Thuy?.

3. Lucky number. 8. Lucky

number.

4. d) How old is he?

5. e) Where does Thuy live?
6. b) What does she do?

7. f) What’s there, near the house?
- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

- a lake

- a rice paddy
- a park

- near - xinh đẹp
- a yard - khách sạn
- beautiful - gần

- a hotel - s©n

Lucky numbers

1 2 3 4

5 6 7 8

4. Post 
reading:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What are those / is that? 
 +They are…… / it is……

- Do the same for the seccond picture.
- Correct their mistakes.

a) Trees d) a park

b) a rice paddy e) a river
c) a lake f) a house
5.

Conclusi
on

Reading the text to get the details and

practice country vocabulary.

6.

Homewo
rk:

- Ask students to learn by heart
vocabulary.

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Date of planning : 08 /10/2009

Date of teaching: 11/11/2009

Period 34

UNIT 6: PLACES

Lesson 2: OUR HOUSE (A4 – A5)

A.Teaching points: By the end of the lesson, Ss will be able to use town and country 
vocabulary to describe places where we live grammar points above fluently.
B. Contents:

- Structure:

- Vocabulary: voca relate to country vocabulary

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Stages Teacher & Ss activities’ Contents
1.Revisio

n: - Put the table on the board.Bingo

-Ask students to choose any four
words in a, b, c and copy them into
their books.

- Let students listen to the cassette.

a) hotel
b) country
c) rice paddy
d) river
2

.Presenta
tion:

Elicit vocabulary

 Situation

 Visual
Checking: Slap the board

+Vocabulary:

- a town : thÞ trÊn, tØnh
- a village : lµng,x·
- a city : thµnh phè
- the country : miỊn quª

3.

Practice:

- Run through the pictures.Picture drill

- Hold up the first picture and say
the model sentences:

+There s ’ a hotel near our house.
 +They are trees near our house.

- Do the same for the seccond
picture.

- Correct their mistakes.
- Look at the board.

- A student to come to the front
and choose one of the things.
- The rest of the class to guess
which thing it is.

* St1: What is there near ………?
* St2: Is there a park near………?
* St1:Yes, there is / No, there isn’t.

a) a hotel d) a lake
b) trees e) a school
c) a river f) a rice paddy

- a park
- a hotel
- a river
- a rice paddy
- a school
4.

Further
practice:

Write it up

- Ask students to write 4 - 6
sentenses about their place.

- Do the model.

+ There is a hotel near our
house.

- a hotel - trees
- a river - a lake
- a school - rice paddy
5.

Conclusi
on

Students know more about town
and country vocabulary for
describing places where we live.
6.

Homewo
rk:

- Ask students to learn by heart
vocabulary and Simple present
tense

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Date of planning : 09 /10/2009

Date of teaching: 12/11/2009

Period 35

UNIT 6: PLACES

Lesson 3: IN THE CITY (BI – B3)

A.Teaching points: By the end of the lesson, Ss will be able to understand town 
vocabulary.

B. Contents: 
- Structure:

- Vocabulary: voca relate to town vocabulary & prepositons of place.
C. Teaching methods: Listening, Speaking, Reading, Writing.

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Stages Teacher & Ss activities’ Contents
1.

Warm
up:

Rub out & remember dialogue
- Set the scene.

- Put “ Play with words” on the board .
- Rub out some of the words .

Houses and parks,

Flowers and trees,

Lakes and rivers,
We love these.
2 . Pre

-reading

 TranslationElicit vocabulary

 Situation

 Translation

 Picture

 Translation

 Situation

*Checking: What and where

- Set the scene: Lan is talking to Mai
about Minh.

- Now, read the statements and guess

they are true or fasle.

- Ask students to write True/ Fasle in
their books.

* True / Fasle Prediction
a) Minh lives in the country.

b) There are four people in his family.
c) Their house is next to the bookstore.
d) There is a museum near their house.
e) Minh’s mother words in a factory.
f) Minh’s father works in a hospital.

+Vocabulary:
- a store : cđa hµng
- a restaurant : nhµ hµng
- a temple : miÕu

- a hospital : bệnh viện
- a factory : nhà máy
- a museum : bảo tàng
- a stadium : sân vận động

3.
While
reading

- Ask students to read the text and check
their prediction.

- Ask students to reread the text by
themselves.

Lucky numbers
- Write the numbers on the board.

- Divide class into teams. The teams take
turn to choose the numbers.

- Tell students that they have to answer
the questions .

1d) Minh’s house is next to a store.
2 Lucky number.

3b) a restaurant , a bookstore, a temple
4c) His mother works in a hospital.

5 Lucky number.

6e) His father works in a factory.

7a) …… and his family live in the city.

a) F d) T
 b) T e) F
 c) F f) F

1 2 3 4 5 6

7

4.Post

reading - Put the table on the board.Bingo

-Ask students to choose any four words
in a, b, c or d and copy them into their
books.

- Let students listen to the cassette and
correct.

a) museum.
b) bookstore.
 c) river.
d) street.
5.

Conclus
ion

Reading a text about where Minh lives to
understand town vocabulary and

prepositons of place.
6.

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………

..

………

………

..

………

………

..

………

………

..

………

Week: 12 UNIT 6: PLACES

Period: 36 Lesson 4: IN THE CITY (B4)

Date of preparation:……….

I. Aim: Help students practise prepositions of places.

II. Objective: By the end of the lesson, students will be able to use prepositions of
places: in,

on, near, next to and town and country.
III. Teaching aids: Poster and cards
III. Procedure:

Time Content Teacher s activities’ Students activities’

5’ 1. Revision:

- ticy = city
- dasimut = stadium
- tplshiao = hospital
- useoh = house
- eaarrusntt = restaurant
- farotyc = facotry

Jumbled words

-Write numbers whose
letters are in disorder.

- Divide the class into two
teams.

- Ask students from each
team to go to the board and
write the correct words .

-Look at the board.
- Listen to the teacher.
- Work in teams.

- Go to the board and
write the correct words.
(One word, one student).
10’ 2. Presentation:

B4 (page 67):

I live in a house on a street,

Prediction

- Set the scene: I am talking
about my place.

- Put the statements on the

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in a city, near a restaurant

where friends meet to eat. board. Some of the words aremissing.
- Ask students to guess what
the missing words are.

- Guess what the missing
words are.

- in - ga nà
- on - trong
- near - caïnh
- next to - treân

Matching

- Put the Vietnamese
translation and English
words on the board.

-Ask students to match
English words with the
Vietnamese translation .
- Ask students to work in
teams.

Group works.
- Lookl at the board.
- Listen to the teacher.
- Work in teams.

- Come to the board and
match English words
with the Vietnamese
translation.

15’ 3. Practice:

- village - city -
town

- stadium - hospital -
temple

- rice paddy - lake -
river

Word cue drill
- Run through the cues.
- Hold up the first cues and
say the model sentences.

- Where do you live ? 
-I live in a village.

- I live near/next to a lake.

- Correct their mistakes.

- Look at the cues.
- Listen to the teacher.
- Repeat it chorally and
then individually.

- Make the sentence for
themselves.

- Practice in pairs.

- Some pairs practice in
front.

10’ 4.Further practice:

river hospital town

temple paddyrice lake

village city stadium

Nought and crosses
- Put the grid on the board.
- Divide class into teams.
One is noughts (O) and the
other is Crosses (X).

- Two teams choose any
things in the boxes and ask
questions about what things
are .

- The team which has three
noughts or three crosses on a
line will win the game.

- Look at the board.
- Work in groups.

- One is noughts (O) and
the other is Crosses (X).
- Choose any phrases in
the boxes, ask and ask
questions about where
they live :

+ Where do you live?
+ I live in / on / near /
next to…

- Congratulate the
winner.

5’ 5.Homework:

- Prepositions of place.
- B4, page 66:Where do you

live?

- Exercises in the workbook
from page 58 to 60.

- Unit 6: Places - Lesson 5 :C1 
 C2

– .

- Ask students to learn by
heart vocabulary and
Simple present tense

- Have them do the
exercises in the workbook
from page 58 to 60 and
prepare Unit 6 - Lesson 5:
More prepositions of place.

- Take notes and
memorize

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Week: 13 UNIT 6: PLACES

Period: 37 Lesson 5: AROUND THE HOUSE 
(C1-C2)

Date of preparation:……….

I. Aim: Help students know more prepositions of place: in front of, behind, to the
left / right

of.

II. Objective: By the end of the lesson, students will be able to use prepositions of
place: in

front of, behind, to the left / right of to describe the position of a house.
III. Teaching aids: Cassette and pictures

IV. Procedure:

Time Content Teacher s activities’ Students activities’

5’ 1. Revision:

- Where do you live?

- Is there a ………… near /
next to ……?

Chatting

- Ask students some
questions about their class.
- Teacher – whole class.

- Answer the teacher’s
questions about their
class.

- Students – Teacher.
10’ 2 .Presentation:

+Vocabulary:

- in front of : phía trước.
- behind : phía sau.

- a city : thành phoá.

Elicit vocabulary

 Situation

- Listen to the teacher.
- Repeat after the
teacher.

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- the country : mie n queâ.à  Visual - Write the new words in
their notebooks.

- in - ga nà
- on - trong
- near - caïnh
- next to - treân

Matching

- Put the Vietnamese
translation and English
words on the board.

-Ask students to match
English words with the
Vietnamese translation .
- Ask students to work in
teams.

Group works.
- Lookl at the board.
- Listen to the teacher.
- Work in teams.

- Come to the board and
match English words
with the Vietnamese
translation.

15’ + Target language:
 - C1 (page 68)
 Look at the house.

In front of the house, there is a 
big yard.

Behind the house, there are tall

trees.

Behind the tall trees, there are 
mountains.

To the left of the house, there is 
a well.

To the right of the house, there 
are flowers.

- Well: cái giếng - 
Mountain: nuùi

Presentation picture.
- Set the scene: We are
talking about a house.

- Point to the things and ask
them to tell the names of the
things around.

- Ask them to read by
themselves.

- Let some of the students
read aloud and give the
Vietnamese translation of the
words: well, mountain.

- Listen to the teacher’s
explanation.

- Tell the names of the
things around.

- Read the text by
themselves.

- Some of students read
the text aloud.

3. Practice:

a) mountains d)
flowers

b) trees e) well
c) yard f) house

Picture drill

- Run through the pictures.
- Hold up the first picture
and say the model sentences:

+Where are the
mountains?

+ They are behind the
house.

- Do the same for the
seccond picture.

- Correct their mistakes.

- Look at the pictures.
- Listen to the teacher.
- Repeat it chorally and
then individually.

- Make the sentence for
themselves.

- Practice in pairs.

- Some pairs practice in
front.

10’ 4. Further practice:

a) Which is Ba’s house? - A
b) Which is Lan’s house? - B
c) Which is Tuan’s house? - B

Matching

- Ask them to look at the
pictures.

- Let students listen to the
cassette and find the right
picture.

- Lookl at the pictures.
- Students listen to the
cassette and try to find
out which picture is Ba’s,
Lan’s or Tuan’s house.
5’ 5.Homework:

- Prepositions of place.
- Position of the house.
- Unit 6: Places - Lesson 6 :C3

C4

– .

- Ask students to learn by
heart vocabulary and how
to describe the position of
the house.

Have them prepare Unit 6
-Lesson 6: Prepositions of
place to describe a street .

- Take notes and
memorize

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Week: 13 UNIT 6: PLACES

Period: 38 Lesson 6: AROUND THE HOUSE 
(C3-C4)

Date of preparation:………..

I. Aim: Where is … / are …? Questions answers with town vocabulary and
prepositions of place

to describe a street.

II. Objective: By the end of the lesson, students will be able to use “Where is … /
are …?”

Questions and answers with town vocabulary and prepositions of place to describe a
street.

III. Teaching aids: Cassette and pictures
IV. Procedure:

Time Content Teacher s activities’ Students activities’

4’ 1. Revision:

- C1 (page 68) - Show the picture and tellPicture
students to ask questiuons
and answer.

Pair works
- Look at the picture.
- Ask questions and
answer about Thuy’s
house.

10’ 2 .Presentation:

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- the drugstore: hiệu thuốc
tây.

- the stoystore: cửa hàng đo à
chơi.

- the movie theater: rạp chiếu
phim.

- the police station: đo n công à
an.

- the bakery: lò / tiệm bánh
mì.

- Between: ở giữa.
- Oposite: đối diện.

 Visual

- Listen to the teacher.
- Repeat after the
teacher.

- Notice the main stress
pattern.

- Write the new words in
their notebooks.

+ Checking vocabulary:

Rub out and remember
-Point to the Vietnamese
translations and rub out
English words.

- Get students to call the
English words.

- Students repeat chorally
and remember all the
English words.

- Call the English words
and write the English
words if there is time.
5’ + Target language:

- C3 (page 70)

+Where is the photocopy store?

+ It is next to the bakery.
 +Where are the children?
 + They are in the bookstore.

Where is / are the

?

………

It is ……… / They are
...

………

- Hỏi vị trí.

Presentation text.
- Set the scene: They are
talking about their town.
- Ask students to listen to
the text about the town.
- Isolate the model
sentences by answering
the questions and:

+Where is the photocopy
store?

+ It is next to the bakery.

- Listen to the teacher’s
explanation.

- Listen to the text
about the town.

- Answer the questions.
- Understand of the
target language in term
of meaning, use and
form by answering the
questions.

15’ 3. Practice:

- C4 - a - (page 70)

a) bakery d) bookstore

b) movie theater e) toystore
c) police station f) children

- C4 - b - (page 70)

1) It’s opposite the bakery.
2) It’s between the bakery and
the

drugstore.

3) It’s next to the bakery.
4) It’s opposite the bookstore.
5) It’s next to the movie theater.

Picture drill

- Run through the
pictures.

- Hold up the first picture
and say the model
sentences:

+Where is the bakery? 
 + It is next to the movie
theater.

- Do the same for the
seccond picture.

- Correct their mistakes.
Guessing game.
- Write the things on the
board.

- Get a student to come to
the front and choose one
of the things

- Get the rest of the class
to guess what time it is.
The first student guesses
the time correctly comes

up to the front, chooses a
new time and the game
cotinues

- Look at the pictures.
- Listen to the teacher.
- Repeat it chorally and
then individually.

- Make the sentence for
themselves.

- Practice in pairs.

- Some pairs practice in
front.

- Look at the board.
- A student to come to
the front and choose one
of the things.

- The rest of the class to
guess which thing it is.
* Student1: It’s next to
the movie theater. What
is it?

* Student2: It’s the
police station.

* Student1:Yes, That’s
right.

8’ 4.Further practice: C5 (page 71)

N in be op ..l ri ne

Survey

- Get students to fill in
their real timetable (only

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a.. fr
o.. -hin

d

p-os
ite

eft
of gh-t

of

ar the 5 subjects they have
learnt in English).

- Get them to practice in

pairs:

+ What s ’ in front of your
house?

+ A rice paddy.

- Feedback.

in English).

- Practice in pairs.

- Tell the teacher what
they have asked their
partner, e.g.“There is a
rice paddy in front of
Lan s house’ ………

3’ 5.Homework:

- Where is / are the
?

………

It is ………. / They are
...

………

- Vocabulary and Grammar points
(Unit 4 – Unit 6).

- Exercises in the workbook 
from page 60 to 63.

- FORTY-FIVE MINUTE TEST.

- Ask students to review
vocabulary and Grammar
points (Unit4 – Unit6) ,
to do exercises in the
workbook from page 60 to
63.

- Have them prepare 45’
Test.

- Review vocabulary
and Grammar points
(Unit1 – Unit3) , to do
exercises in the exercise
book from page 22 to 25.
- Prepare 45’ Test
carefully.

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Week: 13

Period: 39 FORTY- FIVE MINUTE TEST

Date of preparation:……….

A. Aim: Help students revise grammar points and vocabulary from Unit 4 to Unit
6.

B. Content:

I. LISTENING: Listen to the text, then write True (T) or False (F) (2ms)
____ 1. Mai lives in the city.

____2. She is a nurse.

____3. Her brother is a teacher.

____4. There are two parks bnear their house.

II. GRAMMAR AND VOCABULARY (2.5ms): Choose the best answer 
to the

sentences

1. There are many _____ near our house.
a. tree b. trees c. hotel
2. Tam ____ in a village.

a. lives b. live c. to live
3. ____ Minh get ut at 6.00? – Yes, he does.

a. Do b. Is c. Does

4. ____ time is it? – It’s 10.00.

a. When b. who c. What

5. Do they ____ breakfast at 6.45?

a. eat b. aets c. eates

6. There is a ____ next to Lan’s house.

a. river b. rivers c. lakes

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Nam lives in Ha Noi with his mother, father and sister. Their house is
next to a

bookstore. On the street, there is a temple, a hotel and a park. Near his
house, there is

a restaurant, a hospital and a stadium. Nam’s father ‘s a doctor. His mother
is a nurse.

Nam and his sister are students.

1.Write True / False before each sentence:

____ a. Nam lives in the country.

____ b. There are four people in his family.
____ c. Next to his house, there is a store.
____ d. Near his house, there is a rrestaurant.

2. Answer the questions:

a. Where does Nam live?
b. What does his father do?

c. Is Nam a student?

IV. WRITING: Write four sentences about the place where you live, using 
There is /

“

There are…” (2.5ms)

I live in the………..

.

………

………
………

………
………

………
………

C. Homework:

- Prepare Unit 7: YOUR HOUSE Lesson1: A1 – A2 . Listening to a dialogue and
reading a letter about a house to understand the details.

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Week: 14 UNIT 7: YOUR HOUSE

Period: 40 Lesson 1: IS YOUR HOUSE BIG? (AI 
 A2)

–

Date of preparation:……….

I. Aim: Listening a dialogue and reading a letter about a house to understand the
details.

II. Objective: By the end of the lesson, students will be able to understand the
details.

III. Teaching aids: Poster and cassette
IV. Procedure:

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5’ 1. Revision: - A1, page 72
Yes No
………
big?
…
……
small?
a 
……
yard?
a 
……
well?
…
flowers?
………
trees?

Predict Grid

- Set the scene: Ba is talking
about his daily activities .
- Have students copy the
table.

- Get students to guess
about Ba’s daily activities
by writing the time in
figures.

- Let them listen to the
cassette.

- Listen to the teacher.
- Pay attention to the
teacher’s explanation.
- Students copy the
table.

- Guess about Ba’s
daily activities by writing
the time in figures.
- Listen to the cassette.

10’ 2 .Pre - reading: 
 +Vocabulary:

- a garden : khu vườn.

- a vegetable : rau.
- a photo : bức ảnh.

Elicit vocabulary

 Translation

 Visual

 Realia

- Listen to the teacher.
- Repeat after the
teacher.

- Notice the main stress
pattern.

- Write the new words in
their notebooks.

+ Checking vocabulary:
 hoa 
bức ảnh

khu vườn
rau
cải
cái giếng

Slap the board

- Put the Vietnamese
translation on the board.
- Call two students of two
teams to the front of the
class.

- Call out one of English
words in loud voice.

Group works.
- Say the Vietnamese
translation .

- Run forward and slap
the correct words on the
board.

- Continue until students
have slapped all the
words.

5’

A2 (page 72)

a) The house is in the country.
b) There’s a river near the house.

c) There are strees to the left of 
the

house.

d) There are two gardends.

True / Fasle Prediction
- Set the scene: Hoa is
talking to Minh about her
house.

- Now, read the statements
and guess they are true or
fasle.

- Ask students to write True/
Fasle in their books.

- Put attention to the
teacher:

- Read the statements on
the board and guess
which statements are true
and which are fasle.
-write T / F in their
books.

10’ 3. While reading: A2, page 72:

a) T c) F
 b) F d) T
a) Is there a flower garden in 
front …?

b) Is the house beautiful?
c) Is there a flower garden 
behind …?

d) Is the lake to the right of the 
house?

e) Is Nga in the city?
A) Yes, it is. 
B) No, it isn’t. 
C) No, she isn’t.
D) Yes, there is.
E) No, there isn’t.

- Ask students to read the
text and check their
prediction.

- Ask students to reread the
text by themselves.

Matching

- Let some students read the
letter aloud.

-Ask students to match the
questions and answers .

- Ask students to work in
teams.

- Ask them to copy the letter
and do the exercise in the
notebooks.

- Read the text and
check their prediction.
- Reread the text by
themselves.

Group work

- Some read aloud as the
teacher asks.

- Do the exercise, then
read aloud.

- Work in teams.

- Copy the letter and
write the questions and

answers in the

notebooks.
10’ 4.Post reading:

My House

Transformation Writing

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There is a flower garden in
front of the house. There’s a
vegetable garden behind the
house. To the left of the house,
there’s a lake. To right of the
house, there are tall trees. Here is
a photo.

underlined information to
descride their own house
and then draw a picture of it
as a photo from the main
text of the letter.

underlined information
to descride their own
house and then draw a
picture of it as a photo
from the main text of the
letter.

5’ 5.Homework:

- Town vocabulary.

- Unit 7: Your House – IS 
YOUR HOUSE BIG? - Lesson
2 : A3-5.

- Ask students to learn by
heart town vocabulary.
- Have them prepare Unit 7
- Lesson 2:( A3-5):
Facilities vocabulary with
“Is/are there …”

- Take notes and
memorize

- Do as the teacher
suggests.

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Date of planning : 09 /10/2009

Date of teaching: 12/11/2009

Period 42

UNIT 6: PLACES

Lesson 3: IN THE CITY (BI – B3)

A.Teaching points: By the end of the lesson, Ss will be able to understand town 
vocabulary.

B. Contents: 
- Structure:

- Vocabulary: voca relate to town vocabulary & prepositons of place.
C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.

E.Procedures:

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UNIT 7: YOUR HOUSE
Lesson 2: IS YOUR HOUSE BIG? (A3 – A5)

I. Aim: Help students know facilities vocabulary with “Is there a… / are there
any…?” and

short answer.

II. Objective: By the end of the lesson, students will be able to use facilities
vocabulary with

“Is there a… / are there any…?” and short answer to describe the town.
III. Teaching aids: Pictures and poster

IV. Procedure:

Time Content Teacher s activities’ Students activities’

5’ 1.Revision:

“ There’s a house. Behind the
house there mountains. To the
left of the house there’s a tree. In
front of the house there’s a river.
To the right of the house a man is
driving a bike.”

Listen and Draw

- Ask students to pick out
a piece of paper.

- Ask them to listen to the
teacher and draw.

- Students to pick out a
piece of paper.

- Listen to the teacher and
draw.

- Make their own pictures
and dictate them to a
partner.

8’ 2 . Presentation: 
 +Vocabulary:

- a bank : ngân hàng.
- a clinic : phòng khám.
- a post office : bưu điện.
- a suppermarket : siêu thị.
- Shops : cửa hàng.

Elicit vocabulary

 Translation

 Visual

 Situation

 Visual

 Situation

- Listen to the teacher.
- Repeat after the teacher.
- Notice the main stress
pattern.

- Write the new words in
their notebooks.

+ Checking vocabulary:
 làng, 
xã

mie n queâ à

thò trấn, phố

thành
phố

cánh đo ngà

What and where

- Elicit the vocabulary
from the students and
write them in the circles.
- Get students to repeat the
words including the
rubbed out words by
pointing at the empty
circle.

- Students repeat chorally
and remember all the
words.

- Go to the board and fill
in the circles with the right
words.

5’ + Target language: 
Nam: What is this ?
Nga: It is a hotel.
Nam: What are those?
Nga: They are trees.

Nam: Is there a hotel near your
house?

Nga: Yes, there is.

Nam: Are there any trees near
your house?

Nga: No, there aren’t.

- Is there a
 ?

………

- Yes, there is / No, there
isn t.’

- Are there any

Rub out & remember
dialogue

- Set the scene: Nga is
asking Phương about
- Put the dialogue on the
board .

- Rub out some of the
words .

- Get students to isolate
the model sentence.

- Ask students some
questions

+ Is there a hotel near
Nga’s house?

+ Are there any trees
near her house?

- Practice saying the
dialogue.

- Remember te rubbed out
words and keep practicing
it.

- Repeat the rubbed out
dialogue from memory.
- Isolate the model
sentence.

- Answer the questions
+ Yes, there is.

+ No, there aren’t.

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?

………

- Yes, there are / No, there
aren t. ’

- Dùng để hỏi đoán.
10’ 3. Practice: A3, page 74

a) hotel e)
restuarant

b) flowers f) hospital
c) bank g) post
office

d) supermarket h) police
station

Picture drill

- Run through the
pictures.

- Hold up the first picture
and say the model
sentences:

+Is there a hotel near
your

house?

+ Yes, there is / No, there
isn t. ’

- Do the same for the
seccond picture.

- Correct their mistakes.

- Look at the pictures.
- Listen to the teacher.
- Repeat it chorally and
then individually.

- Make the sentence for
themselves.

- Practice in pairs.

- Some pairs practice in
front.

12’ 4. Further practice:
 A4, page 74
 - House a)
- House b)
- House c)

A5, page 75: (House a)

There are some mountains 
behind the house. There are 
some trees to the right. There s a’
lake to the left.

Guessing game.
- Show them the pictures.
Ask them to choose one of
the houses.

- Get the rest of the class
to guess which house they
choose. The first student
guesses the house
correctly comes up to the
front, chooses a new house
and the game continues.
- Ask them to listen to the
cassette and try to find out
which house it is.

- Students look at the
pictures and choose one of
the houses the teacher
shows .

- The rest of the class asks
him or her question to find

which house he or she
chooses.

* Are there any trees? /
Are they behind the
house? / Is it house b?

* Yes, it is.

- Listen to the cassette
and try to find out which
house it is.

5’ 5.Homework:

- Facilities vocabulary.

- Is there a
 ?

………

- Yes, there is / No, there isn t.’
 - Are there any

?

………

- Yes, there are / No, there

aren t.’

- Exercises in the workbook
from page 64 to 65.

- Unit 7: Your House –

TOWN OR COUNTRY? -
Lesson 3 : B1.

- Ask students to learn by
heart facilities
vocabulary with “Is there
a… / are there any…?”
and short answer. .

- Have them do the
exercises in the workbook
from page 64 to 65 and
prepare Unit 7 - Lesson 3:
(B1): Reading a text about
Ba’s and Chi’s house.

- Take notes and memorize
- Do homework as the
teacher suggests.

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Date of planning : 27 /11/2009

Date of teaching: 30/11/2009

Period 42

UNIT 7: YOUR HOUSE

Lesson 3: TOWN OR COUNTRY? (B1)

A.Teaching points: By the end of the lesson, Ss will be able to understand the 
differences between town and country.

B. Contents:

- Structure: There is / are …………

- Vocabulary: Noisy, Quiet, aparment, market, zoo, paddy field.
C. Teaching methods: Listening, Speaking, Reading, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I.

Warm 
up

Hangman

- Draw strokes on the board. Each
stroke stands for a letter of the word.

- The teacher draws a stroke if a
student’s guess is not right.

- The teacher gives the answer if they
lose.

1. Revision: 
 _ _ _ _ _ _ (stores)

_ _ _ _ (bank)

_ _ _ _ _ _ _ (flowers)

_ _ _ _ _ _ _ _ _ (supermarket)
II.

Read - 
reading

Elicit vocabulary

 Translation

 Antonym

 Translation

 Situation

 Visual

 Synonym

Checking: Rub out and remember
Kim s game’

- Have students look at the pictures of
Ba’s and Chi’s house (Page 76, 77) in
20 seconds and try to remember as

+Vocabulary:
- Noisy : on oà
- Quiet : yen t ĩnh

- an aparment : c ăn ho.
- a market : cho.

- a zoo : vuon thu.

- paddy field = rice paddy: canh
dong

Ba s house’

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many facilities as possible.
- Divide class into two groups.

- Put away the pictures and ask
students to go to the board and write

the facilities they’ve seen from
memory.

- The group having the most right
English words is the winner.

apartment in town. Near the
apartment there is a supermarket, a
post office, a bank, a clinic, a
market and a zoo. It s very noisy’
here.

Chi s house’

My name s Chi. I live in a house in’
the counrty. There aren t any stores’
here. There are trees and flowers, a
river, a lake and paddy fields. It s’
very quiet. Here is a picture.

III. 
While 
reading

- Ask students to read the text and
check their writing.

- Ask students to reread the text by
themselves.

Matching

- Let some students read the letter
aloud.

-Ask students to match the questions
and answers .

- Ask students to work in teams.
- Ask them to copy the letter and do
the exercise in the notebooks.

*Ba s house: ’ a supermarket, a 
post office, a bank, a clinic, a 
market and a zoo.

*Chi s house: ’ trees and flowers, a 
river, a lake and paddy fields.

a) Does Ba live in town? -Yes, he
does.

b) Does he live in a house? - No, he 
doesn t.’

c) Is it noisy? – Yes, it is.

d) Does Chi live in town? - No, she 
doesn t.’

e) Are there any stores? - No, there 
aren t.’

f) Is it quiet? -Yes, it is.
IV. Post

reading - Ask students to think of town andBrainstorming
the country.

- Get them to go to the board and
write down their idea.

- Give feedback.

In town In the
country

…it s noisy.’
We live in

…

apart

there s a

… ’

zoo.

there are

…

shop.

..it s’
quiet..ect

………
…………
………
………
………
………
V.

Conclus
ion

Reading a text about Ba’s and Chi’s
house to understand the differences
between town and country.

VI.
Homew
ork

- Learn by heart vocabulary.
- Do ex 1,2, 3/ P 68, 69

- Be ready for Lesson 4.

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Date of planning : 29 /11/2009

Date of teaching: 02/12/2009

Period 43

UNIT 7: YOUR HOUSE

Lesson 4: TOWN OR COUNTRY? (B 2, 3)

A.Teaching points: By the end of the lesson, Ss will be able to describe where they 
live.

B. Contents:

- Structure: Simple Present tense
- Vocabulary:

C. Teaching methods: Reading,Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
I.

Warm 
up

Transformation Writing
- Ask students to read about Ba. And
then write sentences about Chi’s
house.

Grid

- Show them the table and explain
how to do.

- Let them listen to the cassette and
complete the table.

Ba lives in an apartment in town.
Near his apartment, there is a
market. It is very noisy.

B3, page 77

Na

me City wnTo untCo Apart useHo
Mi

nh V X X V X

Tu

an X V X X V

Ng

a V X X X V

II . 
Present
ation

- Ask students to read model
sentences in B4 on page 77:

Do you live in town?
 No, I live in the country.
 Does he live in town?
 No, he lives in the country.

- Ask students to retell the form.
- Have them take notes after retelling
the three forms of ordinary verbs in
the Simple Present tense.

Form:

* Affirmative : S + V ( - s / - es )

I live in the country.
He lives in the country.

* Negative : S + do /does +NOT+V

I don t live in the country.’
He doesn t live in the country.’
* Interrogative : Do / does + S +V?

Do you live in the country?
Does he live in the country?

III. 
Practic
e

Word cue drill
- town / country

- house / apartment
- lake / river

- hospital / factory
- bank / post office

- supermarket / movie theatre.
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do you live in town ?

- No, I live in the country.
- Do you live near a lake?
- No, I live near a river.

- Correct their mistakes.
IV.

Further
practice

Find someone who
- Put the table on the board.
- Get students to get into groups.
- Get students to ask each other

Find someone who

lives… Name

in town?

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questions.

+ Teacher: Do you live in town?

+ Student (Lan): Yes, I do.

- Correct if there are any mistakes.
- Feedback.

in the country?

………

near a lake?

………

next to a market?

………

opposite a paddy

…

field?

near a post

………

office?

e.g. “ Lan lives in town. ……… ” .

V.

Conclus
ion

Practice in describing where we live.
VI.

Homew
ork

- Learn by heart facilities vocabulary
with three forms of ordinary verbs in
the Simple Present tense.

- Do ex 4,5 /P69,70

- Be ready forLesson 5:(C1-C3)

Date of planning : 30 /11/2009

Date of teaching: 03/12/2009

Period 44

UNIT 7: YOUR HOUSE

Lesson 5: C - ON THE MOVE (CI – C3)

A.Teaching points: By the end of the lesson, Ss will be able to talk about means of 
transport.

B. Contents:

- Structure: How do/ does + S + V (go / travel)…?- I + V (go / travel)
- Vocabulary: bike, walk, motorbike, bus, car, train, plane,

C. Teaching methods: Reading,Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, Pictures, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Guessing game.

- Show them the pictures. Ask them to
choose one of the items.

- Get the rest of the class to guess
which item they choose. The first
student guesses the house correctly

- factory
- museum

- post office

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comes up to the front, chooses a new

house and the game continues. - * Are you going to the bank? stadium
* No, I m not.’

* Yes, I am.

II . 
Present
ation:

Elicit vocabulary
-Use pictures on page 78 – 79.
O O O O O O

O O
Checking: What and where
Dialogue build.

- Set the scene.

- Read the dialogue and write few key
words on the board to help students
remember what the two speaker in the
dialogue say to each other .

- Get students to write in the missing
words on the board.

- Get students to isolate the model
sentence.

+Vocabulary:

- by bike : bằng xe đạp.
- walk : di bo.

- by motorbike : bằng xe gắn máy.
- by bus : bằng xe buýt.

- by car : bằng ô tô.
- by train : bằng tàu hỏa.
- by plane : bằng máy bay.

Ba: What time do you usually go to
school?

Lan: At 6.30 .

Ba: How do you go to school ?
Ba: I go to school by bike .

Ba: How does Nga travel to school?

Lan: She travels by motorbike.

- How do you + V (go / travel)…?
- I + V (go / travel) + phương tiện . 
- How does he/she + V (go / travel)

?

…

- He/she +Vs/es(goes / travels) + p.t .
- Hỏi người nào đó đi bằng
phương tiện gì?

III. 
Practic
e

* Picture cues

- Lien / bike - Mrs Lan / plane
- Thu / motorbike -Mr Ba/ motorbike
- Tuan / bus - Miss Hoa / walk
- Hoa / car - Mr Kim / train
- Huong / walk - Mrs Dung / car
- Mr Hai / train

Ex: - How does go/ travel to school?
- She goes/ travels to school by
bike.

IV. 
Further
practice

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what
things are .

- The team which has three noughts
or three crosses on a line will win the
game.

Mrs Dung Mrs Lan Mr Hai

Lien Thu Tuan

Mr Ba Mr Kim MissHoa

V. 
Conclus
ion

I. Aim: Simple present “How”
question and “by car / bike train …”
to talk about transportation.

VI.
Homew
ork

- Learn by heart vocab.
- Do ex1,2 /P70

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Date of planning : 04 /1/2009

Date of teaching: 07/12/2009

Period 45

UNIT 7: YOUR HOUSE

Lesson 6: C - ON THE MOVE (C 4-5/P80,81)

A.Teaching points: By the end of the lesson, Ss will be able to to understand the text 
about Hoang’s routine.

B. Contents:

- Structure: S + V (s /es)
- Vocabulary:

C. Teaching methods: Reading,Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm
up:

Find someone who
- Put the table on the board.
- Get students to get into groups.
- Get students to ask each other
questions.

+ T: Do you get up at 5.30?

+ S(Lan): Yes, I do.

- Correct if there are any mistakes.

- Feedback.

Find someone who Name

gets up at 5.30

…… Lan

gets up at 6

……

walks to school

……

goes to school by

……

bus

goes to school by

……

bike

e.g. “ Lan gets up at 5.30……… ” .

2 .Pre - 
reading
:

Open prediction

- Set the scene: Hoang is talking
about his routine.

- Show students the table and ask :
+What time does he get up?

- Ask students to predict what time
Hoang does the following things by
answering the questions.

Action What time

He gets up 6.00

He leaves the
house

School starts
School ends
He has lunch

3. 
While 
reading
:

- Ask students to read the text and
check their predictions.

- Ask students to reread the text by
themselves.

Lucky numbers

- Let some students read the question
aloud.

-Ask students to choose any numbers
and answer the questions .

- Ask students to work in teams.

- Ask them to write the questions and

5.30 11.30
 6.30 12.00

7.00

Reading comprehension
1 2 3 
4 5 6 7 
8

1e) What time does classes start?
2c) Does he goes to school by car?
3 Lucky number.

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answers in the notebooks. 5 Lucky number.

6b) What time does he go to school?
7a) What time does Hoang get up?

4.Post
reading
:

Survey

- Get students to fill in their real
names and what time they do the
following things.

- Get them to practice in pairs:

+ What do you get up?
 + I get up 5.30.

- Feedback.

Activity NameWhat time?

… Name…

get up …………… ……………

go to school …………… ……………
classes start …………… ……………
classes end …………… ……………
go home …………… ……………
have lunch …………… ……………

e.g.“Lan gets up at 5.30. She goes to
school………

5.

Conclus
ion:

Reading a text about Hoang’s routine
for further pracitce in simple present
habitual actions.

6.Home
work:

- Learn by heart town and country
vocabulary.

- Do ex3,4/P 71

- Be ready for Unit 8 - Lesson 1:(A1):
Talking about actions happing now.

Date of planning : 04 /1/2009

Date of teaching: 07/12/2009

Period 46

UNIT 8: OUT AND ABOUT

Lesson 1: WHAT ARE YOU DOING? (A1)

A.Teaching points: By the end of the lesson, Ss will be able to express what is 
happening at the moment.

B. Contents:

- Structure: S + be + V- ing

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C. Teaching methods: Reading,Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.Revisi

on: - Put the words on the board.Bingo

-Ask students to choose any four
words and copy them into their books.
- Let students listen to the cassette.

plane
bike
walk

train
car
motorbike
2 . 
Present
ation: 
Elicit vocabulary

 Visual

 Situation

 Mime

 Situation

Checking: Rub out and remember
Presentation text.

- Set the scene: They are talking
about What they are doing.

- Ask students to listen to the text
about the town.

- Isolate the model sentences by
answering the questions and:

+What does he do?

+ Did he play video games?

+ Is he playing video games?

- Ask them to write the form in their
notebooks.

Vocabulary:

- to play video games : chơI trò chơI
®iƯn tư

- to ride a bike : đi xe đạp.
- to drive : lái ô tô.

- to wait for someone : chờ, đợi ai
* Top three pictures (page 82)
 + I am playing video games.

+ He is playing video games.
 + I am riding a bike.

+ She is riding a bike.
 + I am driving a car.
 + He is driving a car.

I am + V+ ing .“ ”
He / she is + V+ ing .“ ”

- Diễn tả hành động đang diễn ra

* Notes: - Ride – riding

- Drive - driving
3.

Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+I m walking to school’
 + She s waiting for a bus’

- Do the same for the seccond picture.
- Correct their mistakes.

O O O O O O

video

O O

o
school
4. 
Further
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what
things are .

- The team which has three noughts
or three crosses on a line will win the
game.

walk to

school drive abus travel bybus
wait for a

train ride abike play agame
go by

plane drive acar

ride a
motorbik

e
+I m walking to school.’

+ I m driving a bus.’

- Congratulate the winner.
5.

Conclus
ion:

Practise in Present progreesive
positive staments with I / she / he to
talk about actions happening now.
5.Home

work:

- Learn by heart vocabulary and the
form.

- Do ex 1/P72

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(A1 conti..) Present progressive with “

We / they”.

Date of planning : 04 /12/2009

Date of teaching: 07/12/2009

Period 47

UNIT 8: OUT AND ABOUT

Lesson 2: WHAT ARE YOU DOING? (A1)

A.Teaching points: By the end of the lesson, Ss will be able to use Present progreesive 
positive staments with we / you / they to talk about actions happening now.

B. Contents:

- Structure: S + be + V- ing
- Vocabulary:

C. Teaching methods: Reading,Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up

What and where

- Elicit the vocabulary from the
students and write them in the circles.
- Get students to repeat the words
including the rubbed out words by
pointing at the empty circle.

walk play
wait
ride a bike

travel
drive

2.

Present
ation:

Presentation text.

* Set the scene: They are talking

about What they are doing.

- Ask students to listen to the text
about the town.

- Isolate the model sentences by
underlining the subjects “ We /
they”.

- Ask them to write the form in their
notebooks.

*Bottom three pictures (page 82)
 + We are walking to school.

+ They are walking to school.

+ We are traveling to school by
bus.

+ They are traveling to school by
bus.

+ We are waiting for a train.
 + They are waiting for a train.

We / They / You are + V+ ing .“ ”

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3. 
Practic

e :

Substitution drill

- Get students to repeat the statement.
- Call out words to be changed in the
statement.

- Do the same for the seccond picture.
- Correct their mistakes.

a) She is riding a motorbike.
 b) I am watching TV.

c) He is going to school by bus.
 d) Nam is waiting for a train.
 e) Lan is playing video fames. 
 a) – They b) – We c) – You
 d) – Nga and Mai e) – They
4.

Further
pracitce
:

Word Square

- Write the word of the square on the
board.

- Tell the students what the topic is
and how many hidden words are
there.

- Get the students to come to the
board and circle any words they can
see.

- Get them to put the word into a
present progressive statement and
write it on the board.

W U P D O X

A K L A W T

T R A I N L

C I Y G O G

H D R I V E

Q E W A I T

up, travel, go, drive, wait watch,
ride, play, get walk, go get 
TV

5.

Conclus
ion:

Practice in Present progreesive
positive staments with We / you /
they.

6.

Homew
ork:

- Learn by heart Present progressive
positive statements with We / you /
they.

- Do ex2/P72,73

- Be ready for Unit 8 - Lesson 3:(A2
 A6)

– :

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Date of planning : 11 /12/2009

Date of teaching: 14/12/2009

Period 48

UNIT 8: OUT AND ABOUT

Lesson 3: WHAT ARE YOU DOING? (A2 -6)

A.Teaching points: By the end of the lesson, Ss will be able to use Present 
progreesive“Wh” Questions With she/ he / they.

B. Contents:

- Structure: S + be + V- ing
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up

Slap the board
- Stick the pictures on the board.
- Call two students of two teams to
the front of the class.

- Call out whole sentences:
“ He is walking to school”

1.Revision:
o o o

O O O O O O
video

o o

O O O O
O

school
2.

Present
ation:

Presentation picture.

- Set the scene: We are talking about
your classmates.

- Get them to guess what are they
doing.

- Point to the pictures and ask them to
tell what they are doing:

*Student1:He is riding a bike.

* Teacher:What is he doing?
*Student2:She is driving a car.
*Teacher:What is she doing?

- Get students isolate the model
senteces.

- Ask them to write the form in their
notebooks.

+ What is he doing?

+ He is riding a bike.
 + What is she doing?.
 + She is driving a car . 
 + What are they doing?.

+ They are playing video games. 
 + What are you doing?

+ I am studying English.

- What is he / she doing?

- He / She is + động từ thêm ing .“ ”
- What are you / they doing?

- I am / They are + động từ thêm “
ing . ”

-Ai đó đang làm gì?

- Hỏi và trả lời xem ai đố đang làm
gì.

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What are you doing? 
 + I am learning English.

- Do the same for the seccond picture.
- Correct their mistakes.

a) learn English c) drive a car
b) ride a bike d) wait for a bus

a) ride a bike d) ride a
motorbike

b) drive a car e) wait for a bus

c) walk to school f) wait for a
train.

4. 
Further
practice
:

Answers given

- Have students read all the three
parts a, b, and c.

- Ask them to make questions with
question words: Who, What, Where
and How as in the examples.

-Correct if there are any mistakes

a) Mr. Ha is a businessman. He is 
going to Ha Noi.

b) Miss Hoa is a teacher. She is going
to schol.

c) Mr. Tuan and Mrs. Vui are
doctors. They are going to the
hospital.

5.

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ion: about actions happening now.
6.

Homew
ork:

- Learn by heart Present progressive
“WH” question with He /she / they.
- Do exercies 3, 4/P73

- Be ready for Lesson 4:(B1).

Date of planning : 13 /12/2009

Date of teaching: 16/12/2009

Period 49

UNIT 8: OUT AND ABOUT
Lesson 4: A TRUCK DRIVER (B1 – B2)

A.Teaching points: By the end of the lesson, Ss will be able to understand the main 
ideas and details.

B. Contents:

- Structure: S + be + V- ing

- Vocabulary: truck driver, farmer, load, unload, food stall, arrive at.
C. Teaching methods: Listening, Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what
things are .

- The team which has three noughts

He / drive
a car

They/
wait for

a bus

Lan /
ride a
bike
 Hoa /

walk to
school

I / learn
English

She /
wait for

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or three crosses on a line will win the

game. They /ride a

motorbike

Nam/ go
to Ha

Noi

Ba/
travel by

bike 
2 .Pre -

reading
:

Matching

- Put the Vietnamese translation and
English words on the board.

-Ask students to match English words
with the Vietnamese translation .
- Ask students to work in teams.
1.b 2.f 3.d 4.c 5.a 
-6.e

Ordering statements prediction
- Give the posters of statements on the
board.

- Get students to work in pairs to put
the statements in correct order by
numbering the statements from 1 to 6.

+Vocabulary:

1.a truck driver a.quầy bán thực 
phẩm

2.a farmer b. tài xế xe tải
3.(to) load c. dỡ hàng xuống
4.(to) unload d. chất hàng lên 
5.a food stall e. đến nơi

6.(to) arrive at f. nông dân

Actions Gue

ss kChec

going to Ha Noi 4

meeting the farmer 2

having breakfast 6

going to a farm 1

loading vegtables

in.. 3

unloading the truck 5
3.

While 
reading
:

- Ask students to read the text about
Mr Quang and check their
predictions.

Comprehension Questions
- Get students to work in pairs to
answer the questions on page 87.
- Give feedback and ask students to
write the answers on the board.

- Have students practice asking and
answering the questions in open pairs
and then close pairs.

Reading comprehension
a.What does Mr. Quang do?

b.Where is he going at five in the
morning?

c.Who is waiting for him?

d.Where is he taking the vegetables?
e.What is he doing at seven o’clock?
f.Where is he eating?

4.Post 
reading
:

Role play

- Ask students to work in pairs to
practice asking and answering . One
student plays the role of Lan and
anotherplay the role of Ba.

- Call some pairs demonstrate before
the class.

- Give feedback and correct ( their
pronunciation / intonation).

- Ask them to work in pairs to
practice the dialogue.

- Lan: What are you doing?
- Ba: I’m doing my homework.
- Lan: Are you doing math?
- Ba: Yes, I am.

- Lan: Are you copying Nam’s work?
- Ba: No, I am not. I’m correcting it.
- Lan: Is Tuan working?

- Ba: No, he isn’t.

- Lan: Is he playing soccer?
- Ba: Yes, he is.

- ……… ……… ……… ………

……… ………

5.

Conclus
ion

Reading understand the main ideas
and details by reading a story picture
about a struck driver.

6.

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ork: - Do ex1 – 4 /P 73 - 74.

- Be ready for Lesson 5:(C1-2).

Date of planning : 14 /12/2009

Date of teaching: 17/12/2009

Period 50

UNIT 8: OUT AND ABOUT
Lesson 5: ROAD SIGNS (C1-2)

A.Teaching points: By the end of the lesson, Ss will be able to use “can / can’t” 
statements.

B. Contents:

- Structure: S + can + V.

- Vocabulary: policeman, difficult, sign, one-way, park turn letf /right, go straight
C. Teaching methods: Listening, Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm

up: - Put the dialogue on the board whichMapped dialogue
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Lan  Ba 

-What/you/do
?

-you/do/math
?

-you/copy/Na.
?

What/Tuan/d
o?

-Nga &
Huong/
work?

do/homework.
Yes

play soccer
No

2 . 
Present

ation:

Elicit vocabulary

 Visual

 Translation

 Visual

 Situation

 Translation

 Antonym

 Mime

+ Checking: Rub out and remember
Presentation text.

- Set the scene: You are going to read
a text about Hoan.

- Ask students to read the text and
answer the questions.

- Isolate the model sentences by
pointing to the signs:

-“You can park here”

-“You can t park here’ ”

+Vocabulary:

1. a policeman : c«ng an, cảnh sát
2.difficult : khó khăn

3.a sign : biĨn b¸o.

4. one-way : đờng một chiều.
5. to park : đỗ xe.

6. turn letf / right : rẽ trái / phải.
7. go straight : đi thẳng.

+ What does Hoan do?

+ Is his job difficult?

+ What does this sign mean?
 + What does this sign mean? 
 - You can park here.

- You can t’ park here.

You can / can t + động từ’
nguyên mẫ( Vinf )

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- Ask them to write the form in

their notebooks. - Diễn tả khả năng làm đợc hoặc không làm đợc việc gì.

3. 
Practic
e: A3, 
page 74

Picture drill
- Run through the pictures.
a) turn left
b) turn right
c) park here

d) ride a motorbike
e) park here

- Hold up the first picture and say the
model sentences:

- Do the same for the seccond picture.
- Correct their mistakes.

+Can you turn left ? 
 + No.

You can t turn left. ’

4.

Further
practice
:

Write it up

- Let students look at the signs and
complete the sentences with “can ” or

can t

“ ’ ” and write in the notebook.
- Do the model.

a) You ……… turn left.
b) You ……… turn right.
c) You ……… go ahead.
d) You ……… ride a
motorbike.

5.

Conclus
ion

I. Aim: Help students know the
usage of “can / can’t” statements and

traffic vocabulary.

6.

Homew
ork:

- Learn by heart traffic vocabulary
and can / can’t statements.

- Do ex1,2 /P 75

- Be ready for Lesson 6:(C3 – C4):

Date of planning : 19 /12/2009

Date of teaching: 21/12/2009

Period 51

UNIT 8: OUT AND ABOUT
Lesson 6: ROAD SIGNS (C3-4)

A.Teaching points: By the end of the lesson, Ss will be able to use “Must / musn’t” for 
obligation or prohibition.

B. Contents:

- Structure: S + must + V.
- Vocabulary:

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D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents

1. Word Square

- Write the word of the square on the
board.

- Tell the students what the topic is
and how many hidden words are
there.

- Get the students to come to the
board and circle any words they can
see.

- Get them to put the word into a
present progressive statement and
write it on the board.

Revision:

R O A D S I G N D

W K O R X H I S A

A C C I D E N T N

R U C D R L O R G

N R A E I P T A E

S T R A V E L I R

T U S L E F T G O

O R I G H T O H U

P N G O F A S T S

: road sign , travel, left, 
right……

: stop, turn, car, ride, go, drive, 
stra..

: truck

2 .Pre - 
reading
:

Elicit vocabulary

 Situation

 Example

 Visual

 Situation

 Antonym

 Translation

 Situation

Checking: Slap the board
Pre – questions

- Give students two questions and ask
them to discuss with their partners to
predict the answers.

1) What must we do when there is a
intersection ahead?

2) What musn’t we do when the sign
says “Stop”?

+Vocabulary:

- dangerous (adj) : nguy hiÓm.

- an accident : tai n¹n.

- an intersection : giao lộ.
- to slow down : giảm tốc độ.
- to go fast : đi nhanh, tăng tốc.
- to warn us : cảnh báo chúng tôi
- to help us : giúp đỡ chúng tôi

3. 
While 
reading
:

- Ask students to read the text on page
90 and check their predictions.

- Mention the verb “must” and
“musn’t”.

- Get students to work in pairs to
answer the questions about the signs :

+What must we do ?

+ What musn t we do?’

1) We must slow down.

2) We musn’t go straight ahead.
Form:

Must / musn t + động từ ’
nguyên mẫu( Vinf )

- Phải hoặc khơng phải làm gì ….
- Nói lên sự bắt buộc hoặc nghiêm
cấm ai đó làm gì.

4. Post 
reading
:

Ordering pictures

- Ask students to look at the pictures
in C4 on page 91.

- Let students listen to the cassette
and put the pictuers in correct order
by numbering them.

Road

signs No. Roadsigns No.

a)Slow

do. 4 e)parkX … 8

b)Turn

lef. 6 f)kX.motbi 7

c)X turn

ri. 1 g)o.enter.r 5

d) Stop 2 h) P…

car. 3

5.

Conclus
ion

Reading a text about road signs to
understand “must” and “ musn’t” for
obligation or prohibition.

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Homew
ork:

vocabulary and “Can (not) / must
(not)” .

- Have them do some exercies in the

workbook from page 73 to 74 and
prepare Unit 8 - Lesson 7:

GRAMMAR PRACTICE

(Lesson1 – 6)

Date of planning : 19 /12/2009

Date of teaching: 21/12/2009

Period 51

UNIT 8: OUT AND ABOUT
Lesson 7: GRAMMAR PRACTICE

A.Teaching points: By the end of the lesson, Ss will be able to use grammar points 
fluently.

B. Contents: 
- Structure:
- Vocabulary:

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
Bingo

- Put the table on the board.

-Ask students to choose any five
words and copy them into their
books.

- Let students listen to the teacher.

Wait, turn left, load, walk, travel,
train, car, turn right, get, go
straight, must, warn, intersection,

stop, bike

Chain game

- Write the phrases on the board.
- Ask students to get into groups of
four or five.

- Do the model.

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

*Present progressive with I, he, 
she:

-S1: I m watching TV.’

- S2: She s watching TV and I m ’ ’
playing video games

*Present progressive with all person:

1 2 3 4 5 6 
7

1. c) is / watching 6. Lucky 
number

2. a) is / riding 7. e) is/listening

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4. d) are / playing 9. g) is / going

5. b) are / witing

Matching

- Let some students read the item
aloud.

-Ask students to match the item in
column A with the item in column B .

- Ask students to work in teams.

- Ask them to do the exercise 3 in the
notebooks.

Gap fill

Get students to fill in the blank with
the correct form of the verbs in
brackets : Present simple or Present

progressive.
Answer given
- Show students the statements.
- Let students ask questions.
- Ask them to work in pairs

-Correct if there are any mistakes

*Preposition of place (3) :
 A B

1.A girl is ... a. to the left of
2.A boy is waiting b. in

3…… mountains …… c. to the
right of

4.some house……… d. in front of
5…… some trees…… e. opposite

6……… atruck………… f.
*Present simple and Present 
progressive (5) :

a.play/are playing.d.walk/am 
walking

b.rides/is riding. e.drives/is 
driving.

c.go/are going.

* Question words (4) :
 a. She is going to the store.
b. Nga is waiting for Lan.
c. She is carrying a bag.
d. It is twelve o’clock.

I. Aim: Further practice in the grammar points: simple present, present progressive,
prepositions and question words.

Fill in the blank with
the correct form of the
verbs in brackets :
Present simple or
Present progressive.
- Look at the board.
- Read the statements.

- Ask questions.
- Work in pairs.
* Must and mustn’t – Can and can’t :

a

STOP b c

h i

20 Km d

g

P f e

Nought and crosses
- Put the grid on the board.
- Divide class into teams.
One is noughts (O) and the
other is Crosses (X).

- Two teams choose any
things in the boxes and ask
questions about what
things are .

- The team which has
three noughts or three
crosses on a line will win

the game.

- Look at the board.
- Work in groups.

- One is noughts (O) and
the other is Crosses (X).
- Choose any phrases in
the boxes, ask and ask
questions about where
they live :

+ What does Sign “ ”i

mean?

+ You must slow down

- Congratulate the
winner.

3.Homework:

- Vocabulary and Grammar 
points (Unit1 – Unit8).

- Exercises in the exercise book 
from Unit 1 to Unit 8.

- REVISION

- Ask students to review
vocabulary and Grammar
points (Unit1 – Unit8)
and exercises in the
exercise book from Unit 1
to Unit 8 .

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- Have them prepare

REVISION. - Prepare REVISION.

Week: 18

Period: 53 REVISION

Date of preparation:……….

I. Aim: To revise grammar points from Unit 1 to Unit 8.

II. Objective: By the end of the lesson, students will be able to use grammar points
and

vocabulary better.

III. Teaching aids: Pictures
IV. Procedure:

Time Content Teacher s activities’ Students activities’

5’ 1.Revision:

* Qusetion words :

a. She is Lan. b.She is 
eleven.

c. She is a students. d.She is in 
grade 6.

e. She lives in Ho Chi Minh City.
f. There are forty students in her 
class.

Answer given

- Show students the
statements.

- Let students ask
questions.

- Ask them to work in
pairs

-Correct if there are any
mistakes

- Look at the board.
- Read the statements.
- Ask questions.
- Work in pairs.

2.Presentation and Further 
practice:

* To be: Is / am / are

I am Nam and this is Lan. She

is my friend. We are in the yard. 
My parents are in the house.

Gap fill

- Get students to fill in
the blank with the correct
form of the verbs in
brackets : Present simple
(To be) : Is / am / are

- Fill in the blank with
the correct form of the
verbs in brackets :
Present simple (To be) :
Is / am / are.

5’ * Numbers : 1 - 100

7 
11
30
80
100
55

Slap the board
- Put the numbers on the
board.

- Call two students of two
teams to the front of the
class.

- Call out one of English
words in loud voice.

Group works.
- Say the numbers in
Vietnamese .

- Run forward and slap
the correct numbers on
the board.

- Continue until students
have slapped all the
numbers.

5’ * How old………?

a. you / 11
b. He / 45
 c. She / 20
d. Nam / 15

e. Your father / 42
f. Your mother / 40

Word cue drill
- Run through the cues.
- Hold up the first cues
and say the model
sentences.

- How old are you ? 
-I am eleven years old.

- Correct their mistakes.

- Listen to the teacher.
- Repeat it chorally and
then individually.

- Make the sentence for
themselves.

- Practice in pairs.

- Some pairs practice in
front.

5’ * How many……… ?:

A2, page 31

a) 1 clock
b) 3 stools
c) 1 TV

Picture drill

- Run through the
pictures.

- Hold up the first picture
and say the model
sentences:

- Look at the pictures.
- Listen to the teacher.
- Repeat it chorally and
then individually.

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d) 8 books
e) 1 table

f) 2 armchairs

+How many clocks are
there?

+ There is one.

- Do the same for the
seccond picture.

- Correct their mistakes.

themselves.

- Practice in pairs.

- Some pairs practice in
front.

10’ * Question word :

What does he / she do ?
 He / she is a ………

a) teacher
b) nurse
c) engineer
d) student

Guessing game.
- Show them the pictures.

Ask them to choose one of
the jobs.

- Get the rest of the class
to guess what he / she does
. The first student guesses
the job correctly comes
up to the front, chooses a
new job and the game
continues.

- Students look at the
pictures and choose one
of the houses the teacher
shows .

- The rest of the class
asks him or her question
to find which house he or
she chooses.

* Is he / she a nurse? 
* Yes, he / she is.
 * No, he / she isn t’

3.Further practice:

Mai  Nam 

Who / that ?

How old

………

she/ live/
Hue?

Where / live?
What / do ?

Nga.
12.
No.
Ha Noi
student.
Mapped dialogue
- Put the dialogue on the
board which is only words.
The words are cues.

- Model the dialogue.
- Run through the cues
like a drill with the whole
class.

- Look at the board and
listen to the teacher.

- Repeat after the
teacher.

- Practice the dialogue in
pair .

- Some pairs practice in
front.

- Rewrite the dialogue .
5’ 3.Homework:

- Vocabulary and Grammar 
points (Unit1 – Unit8).

- Exercises in the exercise book 
from Unit 1 to Unit 8.

- THE FIRST TERM 
EXAMINATION

- Ask students to review
vocabulary and Grammar
points (Unit1 – Unit8)
and exercises in the
exercise book from Unit 1
to Unit 8 .

- Have them prepare THE

FIRST TERM

EXAMINATION.

- Review vocabulary
and Grammar points
(Unit1 – Unit8) and
exercises in the exercise
book from Unit 1 to
Unit 8 .

- Prepare THE FIRST
TERM EXAMINATION.

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Period: 54 THE FIRST TERM EXAMINATION

Date of preparation:……….

A. Aim: To revise grammar points and vocabulary from Unit 1 to Unit 8.
B. Content:

I. LISTENING:

Listen and write True or False:
___ 1. Mai classes start at seven.
___ 2. She goes home at half past ten.
___ 3. She plays games in the afternoon.
___ 4. She does her homework in the evening.
___ 3. She goes to bed at nine.

II. GRAMMAR AND VOCABULARY: 
Circle the best options:

1. I am Lan. This ______ Nga.

a. am b. is c. are

2. ______ grade are you in? I’m in grade 6

a. Which b. Where c. Who

3. How are you? I’m ______ . Thank you.
a. five b. fine c. twelve
4. Tam lives ______ Tran Hung Dao street.

a. at b. in c. on

5. Does Nam live in a house? Yes, ______ .
a. I do b. he does c. she does
III. READING:

Read the passage below then do the exercises:

I am Nam. I am twelve years old. I live in a house in the city. Near my
house there is

a restaurant, and a bank. Every afternoon, I go to school at twelve-thirty. I
go to school

by bike. I like sports. I usually play soccer with my friends.

1. Write True or False:

___ a. Nam goes to school in the afternoon.
___ b. Nam is eleven years old.

___ c. Near his house there is a hotel.
2. Answer the questions:

a. How does he go to school?
b. Does he like sports?

IV. WRITING:

Read the letter from Lan to Hoa:

Dear Hoa,

This is my house. It is in the country and It s small. In front of the house, ’
there is

a yard. To the right of the house, there are trees. To the left of the house, there is 
a well.

There is a vegetable garden behind the house. Behind the vegetable garden, there
is a

river. Near my house, there is a stadium.
Write soon

Lan

Now write a letter from Lan to Hoa, using the given words: city, big, 
flower garden,

Flowers, lake, tall tres, hotel.

Dear Lan,

This is my house. It is in the city and

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………

.

………

.

………

.

………

.

………

..

………

..

………

C. Homework:

Prepare Unit 9 : THE BODY - Lesson 1 : PARTS OF BODY ( A1 – A2)

………

..

………

………

..

………

………

..

………

.

………

………

..

………

………

..

………

………

..

………

………

..

………

………

..

………

………

..

………

………

.

………

………

..

………

………

..

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………

..

………

.

………

Date of planning : 28 /12/2009

Date of teaching: 31/12/2009

Period 55

UNIT 9: THE BODY

Lesson 1: PARTS OF BODY (A1 – A2)

A.Teaching points: By the end of the lesson, Ss will be able to to talk about parts of 
body.

B. Contents:

- Structure: What is this? / What are these?.

- Vocabulary: Vocab related to the part of the body.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.

E.Procedures:

Stages Teacher & Ss activities’ Contents
I.

Warm
up:

Chatting

- Ask students some questions about
them.

- Teacher – whole class.

- Which class are you in?
- Where do you live?

- Is there a rice paddy near your
house?

2 
.Present

ation:

Elicit vocabulary

- Use the picture to introduce parts of
the body.

- Say new words as pointing to the
picture and ask students to repeat.

+ Checking: Rub out and remember

+Vocabulary:
- a head : đầu.

- a leg : chân
- a hand : bµn tay.
- a chest : ngùc
- a shoulder(s) : vai.
- a finger : ngãn tay.
- a foot : bàn chân

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What s that? / What are those?.’

+ That is a head .

+ Those are shoulders .

- Do the same for the seccond picture.
- Correct their mistakes.

a) a head e) a finger

b) hand f) a foot
c) shoulders g) a leg

d) chest

4. 
Further
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what

things are .

- The team which has three noughts or
three crosses on a line will win the
game.

chest hands foot

fingers leg toes

arm head shoulders

5.

Conclus

ion Pracice talking about parts of body.
6.

Homew
ork:

- Learn by heart parts of the body
and how to talk about them.

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- Be ready for Lesson 2: Adjectives
to describe physical appearance

Date of planning : 01 / 01/2010

Date of teaching: 04/ 01/2010

Period 56

UNIT 9: THE BODY

Lesson 2: PARTS OF BODY (A3 – A5)

A.Teaching points: By the end of the lesson, Ss will be able to know how to describe 
the form of a person.

B. Contents:

- Structure: S + be + adj.

- Vocabulary: Adjective (adj): short, tall, thin, fat, heavy, light, strong, weak, …

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Shark s attack’

- Divide the class into two teams.
- Ask each team for a letter in the
alphabet.

- Ask students from each team to
guess the word.

- The game countinues until students
find out the word.

 

C H E S T

- Shoulders feet legs
- fingers arm chest
2.

Present
ation:

Elicit vocabulary

- Use the picture to introduce physical
appearance.

- Say new words as pointing to the
picture and ask studentsto repeat.

Checking: slap the board
Dialogue build.
*Set the scene.

- Read the dialogue and write few key
words on the board to help students
remember what the two speaker in the
dialogue say to each other .

- Get students to write in the missing
words on the board.

- Get students to isolate the model
sentence.

+Vocabulary:

- short (adj) : thÊp.
- tall (adj) : cao.

- thin(adj) : gÇy.
- fat (ajd) : mËp, bÐo.
- heavy (adj) : nỈng
- light (adj) : nhĐ
Nam: Who is that ?
Lien: That’s Chi .

Nam: What does she do ?
Lien: She’s a gymnast.
Ba: Is she short?

Lan: No, she isn’t. She s ’ tall
 S + be + adjective

- Adjective (adj): short, tall, thin,
fat, heavy, light, strong, weak, …

3. 
Practic
e:

Word cue drill
- She / short - They / light

- He / fat - We / heavy

- Nam / thin - Mai and Lan / tall
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Correct their mistakes.

Example

- What does she / he look like ? 
-She is short .

- He is fat.

4.

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practice

: to about the forms of persons in thepictures .
- Have students copy the table.

- Get students to guess about the
forms of persons in the pictures.
- Let them listen to the cassette.

Pictur

e tall / short/ fat / thin Listen
a thin, tall (4)
b short, fat (3)

c tall, fat (2)

d short, fat (1)
5.

Conclus
ion:

Using adjectives to describe physical
appearance.

6.Home
work:

- Learn by heart adjectives and How
to decribe physical appearance.

- Do ex 3,4 /P 84.

- Be ready for Lesson 3:(B1): Face
vocabulary to describe faces.

Date of planning : 03 / 01/2010

Date of teaching: 06/ 01/2010

Period 57

UNIT 9: THE BODY
Lesson 3: FACES (B1)

A.Teaching points: By the end of the lesson, Ss will be able to know how to describe 
faces.

B. Contents:

- Structure: S + have + adj + N.
- Vocabulary: adjs related to face.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any things in the
boxes and ask questions about what
things are .

- The team which has three noughts
or three crosses on a line will win the
game.

+He is short.
+She is tall.

short light strong

fat tall lovely

thin heavy weak

2

.Present
ation:

Elicit vocabulary

- Draw a face on the black-board,
point to each detail on the face and

+Vocabulary:

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mark the name of each detail.

- Ask them to repeat the new words as
poiting to the details.

- Use picture to describe a face and
explain the meaning of the adjectives:
round, oval, full, thin, long, short.

Checking: What and where

Presentation text.

- Ask students to read the phrases in
the pictures and answer the questions:

+ What does he/she look like?
+ He has a round face.

+ She has an oval face.

- Isolate the model sentences by
underlining the model sentence.
- Ask them to write the form in their
notebooks.

- hair (unc) : tãc.
- an ear : tai.
- lips : m«i.

- a tooth (teeth) : răng.
- a mouth : miệng.
- a nose : mũi.
- a an eye : mắt.
- Round (adj) : tròn.

- Oval (adj) : hình trái xoan.
- Full (adj) : đầy đặn.

- He has a round face.
 - She has an oval face.
 - She has full lips.
 - He has thin lips.
 - She has long hair.
 - He has short hair.

Adjective + Noun 
 - has : cã ……

- Miêu tả khn mặt ai đó.
3.

Practic
e: B1 
(page 
100)

Picture drill

a) a round face d) thin lips
b) an oval face f) long hair
c) full lips g) short hair
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

- Do the same for the seccond picture.

- Correct their mistakes.

Example:

+He has a round face

4.Furth
er 
practice
:

Listen and Draw

- Ask students to pick out a piece of
paper.

- Ask them to listen to the teacher and
draw.

“ This my friend. He has a round
face. He has a small nose and full
lips. His eyes are big. He has short
hair and long ears. He is my close
friend.”

5.

Conclus
ion:

I. Aim: Face vocabulary to
describe faces.

6.

Homew
ork:

- Learn by heart Face vocabulary and
How to decribe faces.

- Do ex 1,2 /P 85.

- Be ready for Lesson 3:(B2-3):
Adjectives of colour to describe
features.

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Date of planning : 04 / 01/2010

Date of teaching: 07/ 01/2010

Period 58

UNIT 9: THE BODY
Lesson 4: FACES (B2 – B3)

A.Teaching points: By the end of the lesson, Ss will be able to know how to describe 
the main colors of hair or skin.

B. Contents:

- Structure: S + have + adj + N.

- Vocabulary: adjs related to colors of hair or skin.
C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Jumbled words

-Write numbers whose letters are in
disorder.

- Divide the class into two teams.
- Ask students from each team to go

to the board and write the correct
words .

- yees = eyes
- hari = hair

- cefa = face
- spli = lips
- sone = nose

- dreshouls = shoulders

2

.Present
ation:

Elicit vocabulary

- Use a chat of colors to show and tell
the name of each color.

- Ask them to repeat the new words as
pointing to the colors.

- Ask them to retell the names of
colors.

- Ask them to write the new words in
their notebooks

- Set the scene: Lan is asking Nga
about her doll.

- Put the dialogue on the board .
- Rub out some of the words .

- Get students to isolate the model
sentence.

- Ask students some questions :
+ What color is her hair ?
 + What color are her eyes ?

+Vocabulary:

- black (adj) : màu đen
- yellow (adj) : mµu vµng.
- white (adj) : màu trắng.
- green (adj) : mµu xanh lơc.
- gray (adj) : màu xám.

- blue (adj) : màu xanh dơng.
- red (adj) : màu đỏ.

- brown (adj) : màu nâu.
- orange (adj) : mµu cam.
- purple (adj) : mµu tÝm.
Nga: I have a new doll.

Lan: What color is her hair?.
Nga: It s black.’

Lan: What color are her eyes?

Nga: They are brown.

- What color + is / are + S ?
 - It is + Color ( màu sắc).
 - They are + Color ( màu sắc). 
- Màu gì ?

- Hỏi về màu sắc .
3.

Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What color is his hair ?
 + It s green. ’

- Do the same for the seccond picture.
- Correct their mistakes.

- hair / green / eyes / yellow

- hair / brown / eyes / green
- hair / red / eyes / black

4. 
Further
practice

Guessing game.

- Show them the pictures. Ask them to
choose one of the pictures.

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:

- Get the rest of the class to guess
which picture they choose. The first
student guesses the house correctly
comes up to the front, chooses a new
picture and the game continues.

- Ask them to listen to the cassette
and try to find out which picture it is.

* Does he / she have a black hair?
* Yes, he / she does.

* No, he/ she doesn t.’

- c) eyes / yellow / hair / brown
- d) eyes / yellow / hair / red
- e) hair / red / eyes / green

5.

Conclus
ion:

Practice describing the main colors of
hair or skin, using S + have/ has + adj
+ N.

6. 
Homew
ork:

- Learn by heart adjectives of color
to describe features.

- Do ex 2,3 /P 85,86.

- Be ready for - Lesson 5:(B4-6):

Date of planning : 08 / 01/2010

Date of teaching: 11/ 01/2010

Period 59

UNIT 9: THE BODY
Lesson 5: FACES (B4 – B6)

A.Teaching points: By the end of the lesson, Ss will be able to use Body vocabulary to

describe people by reading the text.

B. Contents: 
- Structure:

- Vocabulary: vocab related to body.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up :

Listen

- Let students listen to the song “
Head and Shoulders, Knees and Toes”
- Have them sing the song again.
2. Pre

reading
:

Open prediction

- Set the scene: You are going to read
about Miss Chi. Guess how Miss
Chi’s appearance.

- Point to the missing passage and
ask: + How is Miss Chi / her face /
hair / eyes / nose / lips/… ?

- Ask students to write three things in
their books.

Miss Chi is (1) ____________

and thin. She has a (2) 
____________ face,

(3) ________ blackhair, (4) 
________

eyes, a (5) ___________ nose, (6) 
____

________ lips and small (7) 
_________

teeth .
3.

While

reading
: B4 –
page 
101

- Ask students to read the text on page
101 and check their predictions.

- Get students to answer the questions
about Miss Chi :

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to

1) tall 4) brown 7) white
2) round 5) small

3) long 6) thin

Reading comprehension
1 2 3 4 5 6 7
1 b) What color is her hair?

2 Lucky number.

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answer the questions . 5 Lucky number.

6 a) Is Miss Chi’s hair long or short?
7 c) What color are her eyes?

4.Post 
reading
:

Ordering pictures

- Ask students to look at the pictures
in B5 on page 102.

- Let students listen to the cassette
and put the pictures in correct order
by numbering them.

No

hair face nose lips

1 sho

rt round big Full

2 sho

rt oval small Thin

3 lon

g oval big Thin

4 lon

g round small full

1.c 2.a 3.d 4.b
5.

Conclus
ion:

Practice describe people, using Body
vocabulary.

5.Home

work: - Learn by heart body vocabulary,adjectives, colors and how to
describe the form of a person.

- Do exercies 4, 5/P 87,88.

Be ready for Unit 10 - Lesson 1:

A1,2,5) : How to talk about feelings

Date of planning : 10 / 01/2010

Date of teaching: 13/ 01/2010

Period 60

UNIT 10: STAYING HEALTHY
Lesson 1: HOW DO YOU FEEL? (A1,2,5)

A.Teaching points: By the end of the lesson, Ss will be able to express their feelings.
B. Contents:

- Structure: - How do / does + S + feel? - S + am / is / are + adjective.
- Vocabulary: vocab related to feelings.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm

up: - Put the dialogue on the board whichMapped dialogue
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Lan  Nam 

How many/
?

…

- your B / tall
?

- short hair ?
- color /
hair ?

nose/big/smal
l?

- color /
eyes?

4:F,M,B and me
Yes.

X.
brown
small.
blue.

2.

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Present

ation:

Elicit vocabulary

 Situation

 Visual

 Translation

 Situation

 Mime

 Antonym

+ Checking: Rub out and remember
Presentation picture.

- Show students the pictures and ask
them questions:

+ What s he / she doing?‘

+ What s she doing?‘

+ How does he feel?
 + How does she feel?
 + How do you feel?

- Explain the meanings of the
questions and help them to answer /
express their feelings.

- Let them take notes and memorize.

- hungry (adj) : đói.
- thirsty (adj) : khát.
- full (adj) : no.
- tired (adj) : mệt.
- cold (adj) : lạnh.
- hot (adj) : nóng .

- How do you feel?
- I’m hungry.

- How does he feel?
- He feels hot.

- How does she feel?
- She feels cold.

How do / does + S + feel?
S + am / is / are + adjective
- C¶m thÊy nh thÕ nào?
Hỏi về cảm giác.

3. 
Practic

e:

Word cue drill
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- you / hungry
- He / tired

- She / cold
- They / full
- He / hot

- Correct their mistakes.

Example

- How do you feel? I am hungry.
- How does he / she feel?

- He / she s tired.’

4.

Further
practice

Ordering pictures

- Ask students to look at the pictures
in A5 on page 106.

- Let students listen to the cassette
and match the names with the right
pictures.

- Phuong – b) : Phuong is thirsty. 
 She d like a drind.’

- Nhan – a) : Nhan is hungry.

He d like noodles.’

- Ba – f) : Ba is full.

- Huong – d) : Huong is cold.

5.

conclusi

on: Practice talking about feelings.
5.Home

work:

- Learn by heart adjectives of
Physical State and how to express
their feelings.

- Do ex 1/P 87

- Be ready for Unit 9 Lesson 2:(A3-4):

Date of planning : 15 / 01/2010

Date of teaching: 18/ 01/2010

Period 61

UNIT 10: STAYING HEALTHY
Lesson 2: HOW DO YOU FEEL? (A3 ,4)

A.Teaching points: By the end of the lesson, Ss will be able to use nouns and tell what 
they would like.

B. Contents:

- Structure: - What would you like ? - I’d like some …….
- Vocabulary: vocab related to food.

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E.Procedures:

Stages Teacher & Ss activities’ Contents

1.

Warm 
up:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about
feelings .

- The team which has three noughts
or three crosses on a line will win the
game.

+How do you feel/ does he feel?.

+I’m / He’s thirsty.

hungry full hot

cool tired happy

sad thirsty boring

2. 
Present

ation: - Use some fruits and pictures toElicit vocabulary
introduce new words .

- Have some students say the names
of food and drink the teacher shows.

- Use pictures to explain the meaning
of the words: chicken, rice, fish, meat,

milk, fruit.
+ Checking: What and where

Presentation text.

- Ask students to read the dialogue in
B4 on page 110 and answer the
questions :

+ Where are they?
 + How does he feel?.

+ Does he want any chicken?
 + What does he ask her?

- Isolate the model sentences by
underlining the model sentence.
- Ask them to write the form in their

notebooks.

+Vocabulary:

- chicken (unc) : thịt gà.
- rice (unc) : cơm, gạo.
- a fish : cá.

- bread (unc) : bánh mì.
- meat (unc) : thịt.
- vegetables (n) : rau.
- milk (unc) : sữa.
- fruit (unc) : trái c©y.

- orange juice (unc) : níc cam.

A- I m hungry. I d like some’ ’
chicken and some rice. What
would you like?

B- I m not hungry, but I m thirsty.’ ’
I d like some orange juice’ .

What would you like?
 I d like some + noun’

-S + ’d like (would like) : muốn
- Bạn muốn gì?

- Lời mời lịch sự.

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

- chicken - fish

- rice - orange juice
- bread - meat

- Do the same for the seccond picture.
- Correct their mistakes.

Example

+What would you like?
+ I d like some chicken. ’

4.

Further
practice
:

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Mai  Nam 

………

feel ?

………
… like ?

………

thirsty

…

… orange
juice

cold+hungry

noodles. …
feel?
………
like?

5.
Conclus
ion:

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6.

Homew
ork:

- Learn by heart vocabulary and
Polite requests / offers.

- Ex2,3/P 87,88.

- Be ready Lesson 3:(A 4,5): Reading
a dialogue to recognize Polite offers
and Polite requests.

Date of planning : 17 / 01/2010

Date of teaching: 20/ 01/2010

Period 62

UNIT 10: STAYING HEALTHY
Lesson 3: HOW DO YOU FEEL? (A4 ,5)

A.Teaching points: By the end of the lesson, Ss will be able to ask questions and 
answer “What would he/ she like .…….. ?

B. Contents:

- Structure: - What would you like ? - I’d like some …….
- Vocabulary: vocab related to food.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

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1. 
Warm 
up:

Chatting

- Ask students some questions about
their class.

- Teacher – whole class.

- How do you feel?
- Are you hot?

- Are you thirsty?
2. Pre -

reading
:

Elicit vocabulary

 Situation

 Translation

 Situation

Checking: Rub out and remember
Predict dialogue

- Set the scene: Lan is talking to Nam
about her classmate.

- Put the dialogue on the board. Some
of the words are missing.

- Ask students to guess what the
missing words are.

Vocabulary:

- Noodles (unc) : bón, miÕn.
- to like : thÝch.

- a drink : thøc uèng.

Nam: How do you feel?
Lan: I’m (1) ______ and (2) 
_______ .

Nam: What would you like?
Lan: I’d like some (3) _______ .
What about you?

Nam: I’m (4) ______ . I’d like some
(5) _______ .

3 . 
While

reading - Ask students to read the dialogueand check their predictions.
Grid

- Ask students to read the dialogue
again and complete the table.

1- hot 4- hungry
2- thirsty 5- noodles
3- orange juice

Name Feelings

Lan hot,

thirsty orange juice

Nam hungry noodles

Ba tired to sit down

4.Post 
reading
:

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

1 Lucky number.
2 How does Lan feel?
3 What would Lan like?
4 Lucky number. 
5 How does Ba feel?
6 What would Nam like?

1 2 3 4 5

5.

Conclus
ion:

Reading a dialogue to recognize
Polite Offers and Requests with “
Would like” and practice “ What
would he / she like…… ?”.

6.

Homew
ork:

- Learn by heart vocabulary and
“would like”.

- Ex 4/ P 88.

- Be ready for Unit 10 - Lesson 3: (B
1-3)

Date of planning : 18 / 01/2010

Date of teaching: 21/ 01/2010

Period 63

UNIT 10: STAYING HEALTHY
Lesson 4: MY FAVORITE FOOD (B1 - 3)

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B. Contents:

- Structure: There is / are some …. / There is / are not any ….
- Vocabulary: vocab related to food and drink.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm
up:

Networks

Write a network on the board and put
some more words below it.

- Get students to think of food and
drink.

- Get students to put the given
words in the appropriate circles

- Give feedback

rice milk

fruit life

food drink
 meat

chicken orange juice

-2 . 
Present
ation:

Elicit vocabulary

-Use pictures to introduce new words.
- Have some students say the names
of food and drink the teacher

show.

* Checking What and where 
Rub out & remember dialogue
* Set the scene: Phuong and Thu are
talking about food and drink.

- Put the dialogue on the board .
- Rub out some of the words .

- Get students to isolate the model
sentence.

-Point to the model sentence and ask :
+ What s this ?’

+ What comes after……… ?
 + Is it a negative sentence?...

+Vocabulary:

- an apple : qđa t¸o.
- an orange : qña cam.
- a banana : qña chuèi.
- water (unc) : níc.
 Phuong: What s for lunch?.’

Thu: There s ’ some meat and some 
rice.

Phuong: Are there any noodles?

Thu: No.There aren t ’ any noodles.

Phuong: Is there any fruit?

Thu: Yes. There is some

fruit…………

(+) There is/are + some +noun.
 (?) Is/are there + any + noun? 
 (-) There is/are + not + any + N. 
-Some (+) / Any (?, - ) : mét vµi / Ýt.
3.

Practic
e:

Word cue drill
1. water / (+)

2. bananas / (-)
3. rice / (-)

4. oranges / (+)
5. milk / (+)
6. apples / (-)

- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Correct their mistakes.

- Is there any water?.

- Yes. There is some water.
- Are there any bananas?

- No. There aren t any bananas.’

4. 
Further
practice
:
 
Guessing game.

- Show them the pictures. Ask them to
choose one of the pictures.

- Get the rest of the class to guess
which picture they choose. The first
student guesses the food / drink
correctly comes up to the front,
chooses a new picture and the game
continues.

- a) noodles
- b) meat
- c) oranges
- d) water
- e) vegetables

* Is there any water?
* Yes. There is some water.

* No. There isn t any water. ’

5.

Conclus
ion:

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6.

Homew
ork:

- Learn by heart vocabulary and
some / any with there is / are.

- Do Ex 1- 4/P 89,90

- Be ready for Unit 10 - MY
FAVORITE FOOD - Lesson 5: (
C1-2): Do you like ……… ?

Date of planning : 22 / 01/2010

Date of teaching: 25/ 01/2010

Period 64

UNIT 10: STAYING HEALTHY

Lesson 5: FOOD AND DRINK (C1 - 2)

A.Teaching points: By the end of the lesson, Ss will be able to use the verb “like” to 
speak about their favorite food.

B. Contents: 
- Structure:

- Vocabulary: vocab related to food and drink.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Kim s game’

- Have students look at the poster of
food / drink and try to remember as
many words as possible.

- Divide class into two groups.

- Put away the poster and ask students
to go to the board and write the words
they’ve seen from memory.

- The group having the most right
English words is the winner.

banana
 coffee 
 meat 
 bread 
 orange
 apple

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2

.Present
ation:

Elicit vocabulary

- Use some fruits and pictures to
introduce new words .

- Have some students say the names
of food and drink the teacher shows.
- Use pictures to explain the meaning

of the words: lettuce, pea, bean,
onion, ………

* Checking: Rub out and remember
Predict dialogue

- Set the scene: Nhan is asking Mai
about What her favorite food is.

- Put the dialogue on the board. Some
of the words are missing.

- Ask students to guess what the
missing words are.

- Ask them to read the completed
dialogue, isolate the model sentence.

+Vocabulary:
- a corrot : củ cà rốt.
- a bean : hạt đậu .
- a tomato : quả cà chua.
- lettuce (unc) : rau xà nách.
- a potato : củ khoai tây.
- a pea : bậu Hà Lan.
- a cabbage : bắp cải.
- an onion : củ hành.

Nhan: What s your favorite food,’
Mai?

Mai: I like (1) _______ . .

Nhan: Do you like vegetables?

Mai: (2) ____ , I (3) _____.

Nhan: Do you like (4) _______ ?

Mai: No, I don t. I like (5)___ and’
(6)__

(+) I like +noun.

(?) Do you like + noun? 
 (-) I don t + like + noun. ’
- Like : thÝch

3. 
Practic
e:

Picture drill
- carrots - beans
- tomatoes - peas

- lettuce - cabbages -
potatoes - onions

- Run through the pictures.

- Hold up the first picture and say the
model sentences:

- Do the same for the seccond picture.
- Correct their mistakes.

+Do you like carrots?
+ Yes, I do. I like carrots.

+ No, I don t. I don t like carrots ’ ’

4.Furth
er

practice
:

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Lan  Nga 

What/favorite
?

Do / carrots ?
X / fish ?
V / you ?

chicken

V /

vegetables?

X /

tomatoes ?
Tomatoes /
too

5.

Conclus
ion:

Practice speaking about their favorite
food to contrast “Would you like……
?” with “Do you like….?”.

6.

Homew
ork:

- Learn by heart vocabulary and how
to talk their own favorite food.

- Ex1,2/P 91.

- Be ready for Unit 10 - MY
FAVORITE FOOD - Lesson 6:(C3-4):

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Date of planning : 22 / 01/2010

Date of teaching: 27/ 01/2010

Period 65

UNIT 10: STAYING HEALTHY

Lesson 6: FOOD AND DRINK (C3 - 4)

A.Teaching points: By the end of the lesson, Ss will be able to use the verb “like” to 
speak about their favorite food.

B. Contents: 
- Structure:

- Vocabulary: vocab related to food and drink.

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Chatting

- Ask students some questions about
their class.

- Teacher – whole class.

- What’s your favorite food?
- Do you like carrots?

- Do you like meat?
2

.Present
ation:

Elicit vocabulary

 Picture

 Realia

 Situation

 Picture

 Situation
Checking: Slap the board

- Ask students to read the dialogue in
C2 on page 112 again .

- Ask students some questions about
Nhan and Mai to isolate the model
sentence:

+Vocabulary:

- Lemonade (unc) : níc chanh.
- Tea (unc) : trµ.

- Iced (adj) : đá .
- Coffee (unc) : cà phê.
- Soda (unc) : nớc sô - đa.

+ What s her favorite food?’

- She likes fish.
+ Model sentences

- Does she like vegetables?

- No, She doesn’t. She likes peas and
beans

(+) He / she likes +noun.

(?) Does he / she like + noun? 
(-) He/she doesn t + like + noun. 
=> Nói về sở thích ăn uống

3. 
Practic
e:

Word cue drill

- Nam / lemonade / Yes 
- Lan / iced tea / No
- Nga / iced coffee / Yes

- He / apple juice / No
- She / soda / Ye

- He / orange juice / No

- Does Nam like lemonade?.
- Yes,he does.

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- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Correct their mistakes.
4.Furth

er 
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about
feelings .

- The team which has three noughts
or three crosses on a line will win the
game.

lemonade orangejuice applejuice
iced

coffee vitamin iced tea

water milk soda

+Does he / she like iced tea?
+Yes, he / she does.

+ No, he / she doesn t.’

I. Aim: Help students how to
speak about their favorite food to
contrast “Would you like..?”

with “Does he / she like….?”.
5.Home

work: - Learn by heart vocabulary andhow to talk their own favorite food
with he / she.

- Do exercises 3,4,5/P 91,92 in the
exercise book.

- Be ready for Unit 11 - AT THE
STORE - Lesson 1:(A1): Quantifiers
and containers.

Date of planning : 22 / 01/2010

Date of teaching: 28/ 01/2010

Period 66

UNIT 11: WHAT DO YOU EAT?
Lesson 1: AT THE STORE (A1)

A.Teaching points: By the end of the lesson, Ss will be able to use quantifies and 
containes to talk about things people buy at the store.

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- Vocabulary: .

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Guessing game.

- Show them some drinks. Ask them
to choose one of them.

- Get the rest of the class to guess
which drink they choose. The first

student guesses the drink correctly
comes up to the front, chooses a new
words and the game continues.

2

.Present
ation:

Elicit vocabulary

- Show things in the picture and read
their names aloud.

+ What’s this?

+ How can you say it in Enghlish?
- Aks students to repeat.

+ Checking Slap the board

+Vocabulary:
- an egg : trøng.

- Cooking oil : dầu ăn.
- Beef (unc) : thịt bò .
- Soap (unc) : xà phòng.

- Tooth past (unc) : kem đắng răng

- a chocolate : sô cô la

Matching

- Put the pictures and English words
on the board.

-Ask students to match English words
with the pictures .

- Ask students to work in teams.

grams of M
a kilo

a bar of

a can of 12
Camay a box of

a packet of 7up
200g a dozen of

Tea a tube of p/s
a bottle of 1kg
3.

Practic

e:

Word cue drill
- a bottle / cooking oil
- a packet / tea
- a box / chocolates

- a kilo / rice
- 200 gram / beef
- a dozen / eggs
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Correct their mistakes.

Example

- Can I help you?

- Yes, I d like 200gram of beef’

4. 
further 
practice
:

Pelmanism.

- Stick 10 cards on the board so that
the students can only see the
numbers, make sure the words are
mixed up.

- Divide the slass into two teams and
ask students to choose two numbers.
- Go on until the cards are turned
over.

1. a bar of 6. eggs

2. a can of 7. water

3. a dozen 8. tea
 4. a bottle of 9. soap 
 5. a packet of 10. 7up
5.

Conclus
ion:

Practice using Quantifies (kilo of
) and Containers ( a bottle of

……

) to talk about things people

……

buy at the store.

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Homew

ork: vocabulary:containers. Quantifies and
- Have them prepare Unit 11 - AT
THE STORE - Lesson 2:(A2-A4):

Listen- Specific information about
quanlities.

Date of planning : 27 / 01/2010

Date of teaching: 01/ 02/2010

Period 67

UNIT 11: WHAT DO YOU EAT?
Lesson 2: AT THE STORE (A2 – A4)

A.Teaching points: By the end of the lesson, Ss will be able to listen specific 
information about qualities for food shopping.

B. Contents:

- Structure:
- Vocabulary: .

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.War

m up: - Put the table on the board.Bingo

-Ask students to choose any five
words and copy them into their books.
- Let students listen to the cassette
and correct.

- beef - bottle
- egg - tea
 - dozen - water
- oil - gram
- rice - chocolate
2 .Pre

listenin
g:

Elicit vocabulary

 Transltion

 Situation

 Visual

 Translation

+Vocabulary:
- to need : ca n.à

- How much / How many : bao nhiªu.
- Can I hepl you? :Tôi có thể giúp gì
cho bạn ?

- Half (a kilo) : 1/2
- a cookie : banh qui gai.
Predict dialogue

- Set the scene:
+ Where is Ba?

+ What does he want?

Salesgirl: Can I hepl you?

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+ How much / many ……?

- Put the dialogue on the board. Some
of the words are missing.

- Ask students to guess what the
missing words are.

Salesgirl: How much do you want?

Ba: (2) ______ grams , please.

Salesgirl: Is there any things else ?

Ba: Yes, I need some (3)___ .

Salesgirl: How many do you want?

Ba: (4) ______ , please.

3. 
While 
listenin
g:

- Get students to listen to the tape 2
times .

- Correct their prediction.

- Ask students to listen the tape again,
then answer the questions.

Matching

- Let them listen to the cassette and
find out things that people want to
buy.

- Let some of students answer and ask
the whole class tvo listen to again and
check their answers.

1. beef 3. eggs
 2. 200 4. a dozen

Comprehension question
 a. At the store d. a dozen
b. beef

c. 200

A3 on page 117

+ Phuong - a tube of toothpaste.
+ Ly - a bar of soap and

- a box of chocolates
+ Mai - a can of soda

+ Nam – a packet of cookies
4. Post

listenin

g: - Let students read the dialogue thenmake a shopping list and hve students
read by themselves then do the
exercises as quick as possible.

- Call some students and ask them to
do the exercises, then check and
correct the mistakes.

Things How much / How 
many

- Cooking oil
- Rice

- Beef
- Oranges

- a bottle
- 2 kilo
- half a kilo
- half a dozen
5.Home

work: - Ask students to learn by heartvocabulary.
- Have them prepare Unit 11 – L 3 :
(A2):How much / many.

Date of planning : 01 / 021/2010

Date of teaching: 03/ 02/2010

Period 68

UNIT 11: WHAT DO YOU EAT?
Lesson 3: AT THE STORE (A2)

A.Teaching points: By the end of the lesson, Ss will be able to use“How much / how 
many” to talk about quanlities for shopping.

B. Contents:

- Structure: How much / how many” with “want” or “need”.
- Vocabulary: .

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Dictation lists

- Write the lists “How much” and
“How many” on the board.

- Read: oranges, meat, bananas, milk,
oil, bread, carrots, chocolates, beef,

………
- Feedback.

How much How many

Meat
Milk
Bread
Beef

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Rice

chiken eggs apples
2

.Present
ation: 
A2 on 
page 
116

Presentation dialogue
- Show students the dialogue.

- Ask students to isolate the model
sentence by making questions
(Answer given)

+ I d like some’ beef.

+ I need some eggs.

- I’d like some beef.

- How much beef do you want?
- I need some eggs.

- How many eggs do you want?
- How much +(unc.N)

+do/does+S+V?

- How many+(plu.N)+
do/does+S+V?

- S + V(want / need) + Qualities(S.l)
 - CÇn / mn bao nhiªu.

- Hái vỊ sè lỵng.

3.

Practic
e:

Board drill

- Put a shopping list on the
board.

- Run through the phrazes.
- Say the model sentences.

- Do the same for the second
cue.

- Correct their mistakes.

Shopping list

300g beef 
 1 kg rice
 500g beans
 6 apples
 1 dozen eggs 
 2 boottles milk
 3 packet noodles

4.Furth
er

practice
:

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill
with the whole class.

Shopkeepe
r



Customer
 

Can / you ?
How much?
there / else ?
How many ?

meat
300 gram

need /

pototoes
2 kilos.
5.Home

work: - Ask students to learn how to talkabout quanlities for shopping.
- Have them prepare Unit 11 - L 4 :
(B1,2,3):What would you like for…?
I d like ’ …………

Date of planning : 02 / 02/2010

Date of teaching: 04/ 02/2010

Period 69

UNIT 11: WHAT DO YOU EAT?
Lesson 4: AT THE CANTEEN (B1,3,4)

A.Teaching points: By the end of the lesson, Ss will be able to practice offers and 
requests more fluently.

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- Structure: What ould you like ……
- Vocabulary: .

C. Teaching methods: Listening, Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm
up:

Kim s game’

- Have students look at the picture of
food / drink in B1 on page119 and try
to remember as many words as
possible.

- Divide class into two groups.

- Put away the picture and ask
students to go to the board and write
the words they’ve seen from memory.

- The group having the most right
English words is the winner.

rice noodles beef

chicken fish vegetable

s

oranges bananas orange

juice

milk soda water

2 
.Present
ation: 
B3 on 
page 
119
Presentation pictures
- Show students the picture .
- Say the model sentences:

+ What would you like for breakfast?
+ I d like ’ some milk.

+ What would you like for lunch?

+ I d like some ’ rice , fish and a
banana .

- What would you like for breakfast?

- I d like ’ some milk and a banana.

- What would you like for lunch?

- I d like some meat, vegetables and ’

an orange.

- What would you like for +
N(meal)?

- I d like some / a /

an

- Bạn dùng gì cho bữa ăn?
-Tôi muốn

3. 
Practic
e: 
 

Picture drill
- rice - soda
- noodles - meat

- bananas - fish
- milk - vegetables
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

- Do the same for the seccond picture.
- Correct their mistakes.

+What would you like for
 lunch?

+ I d like some meat, rice and ’
 vegetables.
4.Furth
er
practice
: 
Survey

- Get students to fill in their real
names and what time they do the
following things.

- Get them to practice in pairs:

+ What would you like for …?
 + I d like some / a / an ‘ ……….

- Feedback.

What would you like

for….? Name

break

-fast lunch dinner

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work:

offers / requests for food and drink.- Have them prepare Unit 11 - L 5 :
(B5,6):Talking about prices of food
and drink with How much“ … ” ?

Date of planning : 05 / 02/2010

Date of teaching: 08/ 02/2010

Period 70

UNIT 11: WHAT DO YOU EAT?
Lesson 5: AT THE CANTEEN (B5-6)

A.Teaching points: By the end of the lesson, Ss will be able to use “ How much 
“ to talk about prices.

………

B. Contents:

- Structure: “ How much ………”.
- Vocabulary:

C. Teaching methods: Listening, Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Bingo
- Put the table on the board.

-Ask students to choose any five
things and copy them into their
books.

- Read out the words in any order.

a can of soda, a bottle of water, 
some rice, a glass of orange juice,
some meat, some oranges, some fish,
some vegetables, some chicken, a
bowl of noodles.

2

.Present
ation:

Elicit vocabulary

 Visual

 //

Checking vocab: Slap the board

+Vocabulary:
- Fifty : 50.

- a hundred (Two hundred) : 100
(200)

- a thousand(Two thousand): 1000 /
2000

- seven thousand five hundred :
7.500.

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in A5 on page 120 then anwer some
questions about prices to isolate the
model sentence:

+ How much is a fried rice?

+ How much is a cake?
 + How much is a sandwich?

- Let students copy the notes in their
notebooks and memorize.

How much is /

are…? they re It s /’’
- a fried rice 2,500

- a bowl of noodles 3,000

- a sandwich 1,500

- a cake 500

- an orange juice 1,800

- a lemon juice 1,000

- an ice-cream 2,000

- How much + be + S ?
 - It / they + be + price
- Giá bao nhiêu?
 - Hỏi về giá cả?

3. 
Practic
e:

Board drill

- Put a menu on the board.
- Run through the phrazes.
- Say the model sentences.

- Do the same for the second
cue.

- Correct their mistakes.

How much is /

are…? they re It s /’’
- a fried rice 2,500ñ

- a bowl of noodles 3,000ñ

- a sandwich 1,500ñ

- a cake 500ñ

- an orange juice 1,800ñ

- a lemon juice 1,000ñ

- an ice-cream 2,000ñ

4.Furth

er 
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about prices .
- The team which has three noughts
or three crosses on a line will win the
game.

2,500 500 3,000

4,800 10,000 1,000ñ

1,200 8,500 5,000

5.Home

work: - Ask students to learn vocabulary andstructures (Unit 11).
- Have them do exercises in the
exercise book from page 43 to 46 and
prepare Unit 11 - L6-GRAMMAR
PRACTICE: like, a/an/some/any,

adjectives

, question words………… .

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Date of planning : 07 / 02/2010

Date of teaching: 10/ 02/2010

Period 71

UNIT 11: WHAT DO YOU EAT?
Lesson 6: GRAMMAR PRACTICE

A.Teaching points: By the end of the lesson, Ss will be able to produce language better.
B. Contents:

- Structure:
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.Prese

nt 
simple 
tense:

Like

Dialogue build.

- Read the dialogue and write few key
words on the board to help students
remember what the two speaker in the
dialogue say to each other .

- Get students to write in the missing
words on the board.

- Ask students to write the missing
words on the board.

a) - Do you ____ noodles?
 - Yes, I _____ noodles.
 - _____ you _____ rice?
 - No, ____ ____ ____ rice.
 b) - ____ she____ chicken?
 - Yes. She ____ chicken.
 - ____ she ____ fish?
 - No. She ____ ____ fish.

2.A / an
/ some /
any:

Nought and crosses

- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about
feelings .

- The team which has three noughts
or three crosses on a line will win the
game.

3 5 8

1 6 2

7 4 9

1. any 2. any 3. some 4. some 5. 
any 6. some 7. any 8. some 9. a
3.

Adjecti
ves:

Pelmanism.

- Stick 10 cards on the board so that

the students can only see the
numbers, make sure the words are
mixed up.

- Divide the slass into two teams and
ask students to choose two numbers.
- Go on until the cards are turned
over.

1. tall 6. thin

2. weak 7. full

3. hot 8. short
 4. fat 9. strong 
 5. hungry 10. cold
4.Quest

ion

words: - Write the numbers on the board.Lucky numbers
- Divide class into teams. The teams

1 2 3 4 5 6 7 
8

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take turn to choose the numbers.
- Tell students that they have to

answer the questions .

2 - b What 8 - e Where
 3 - d What

4 Lucky number. 
 5 - c How

6 Lucky number. 
5.

Present 
simple 
and 
present 
progres
sive 
tense:

Transformation drill

- Ask students to remind Present
simple and present progressive tense.
- Ask students to have to turn into a
new sentences using present
progressive tense.

- S + Vs / es ………(every day)
 - S + is / am / are + Ving…
(now)

a) is eating d) is going

b) are drinking e) is getting

c) is riding f) is traveling

6.Home
work:

- Ask students to review vocabulary
and Grammar points (Unit9 –
Unit11) and exercises in the exercise
book from Unit 9 to Unit 11 .

- Have them prepare FORTY-FIVE
MINUTE TEST .

Date of planning : 28 / 02/2010

Date of teaching: 22/ 02/2010

Period 72

FORTY- FIVE MINUTE TEST

A. Aim: Help students revise grammar points and vocabulary from Unit 9 to Unit 11.
B. Content:

I. LISTENING: Listen to some people talking to the storekeeper and write how much 
 they need (2ms)

1.____________ rice.
2.____________ eggs.
3.____________ beef.
4.____________ oranges.

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1. I don’t have _____ oranges.

a. any b. some c. one

2. There is ____ fruit juice on the table.

a. some b. any c. an

3. He isn’t tall. He’s ______ .

a. fat b. short c. thin

4. ____ is her hair? – It’s black.

a. What b. who c. What color

5. What would you like? I ______ some milk.
a. like b. likes c. ‘d like
6. ________ meat do you need? – A kilo.

a. How much b. How many c. How
III. READING: Read the paasage, then do the exercise(3ms)

Minh studies far from his house. So he has lunch at the school’s canteen. The

food here is very cheap and good. He has some rice, meat and tomatoes for lunch. His
favorite vegetables are tomatoes and lettuce .

1.Write True / False before each sentence:

____ a. Minh studies far from his house.
____ b. He has lunch at home.

____ c. The food at the canteen is not cheap and good.
____ d. He often has noodles for lunch.

2. Answer the questions:

a. Does Minh have lunch at the school’s canteen?
b. How is the food?

c. What are his favorite vegetables?

IV. WRITING: Write four sentences using I would like “ ……… ”..

(2.5ms)

C. Homework:

- Prepare Unit 12: SPORTS AND PAST TIMES Lesson1: A1 – A2 . Further
practice in progressive tense and sports vocabulary.

Date of planning : 07 / 02/2010

Date of teaching: 10/ 02/2010

Period 71

UNIT 12: SPORTS AND PAST TIMES
Lesson 1: WHAT ARE YOU DOING? (A1,2)

A.Teaching points: By the end of the lesson, Ss will be able to express what people are 
doing fluently.

B. Contents:

- Structure: S + be + V- ing.

- Vocabulary: Vocab related to sport.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Hangman

- Draw strokes on the board. Each
stroke stands for a letter of the word.
- The teacher draws a stroke if a
student’s guess is not right.

- The teacher gives the answer if they
lose.

_ _ _ _ _ _ (sports)

_ _ _ _ _ _ _ _ (pastimes)
2

.Present
ation:

Elicit vocabulary

- Use pictures to introduce new words .
- Have some students say the names of
activities the teacher show.

- to swim : b¬i, léi

- to play badminton : ch¬i cầu lông
- to jog : đi bộ thể dục

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* Checking: Rub out and remember

®iƯu

- to play table tennis : chơI bóng
bàn

- to skip : nhảy dây
- Try to help students to review the

tenses : present simple and present
progressive.

- He is swimmimg.

- They are playing badminton.
 - She is skipping.

3. 
Practic
e:

Word cue drill 
 - He / swim

- She / do aerobics
- They / play tennis

- They / play soccer
- He / jog

- She / skip

- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do the same for the second cue.
- Correct their mistakes.

- What is he doing?
- He is swimming.

4.Furth
er 
practice
:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about activities
.

- The team which has three noughts or
three crosses on a line will win the
game.

Picture i Picturea Pictureb

Picture g Pictureh Picturec

Picture f Picturee Pictured
5.Home

work:

- Ask students to learn vocabulary and
present progressive tense.

- Have them prepare Unit 12 - L 2 :(
A3-5):Reading a text and practising

Which question.

“ ”

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Date of planning : 07 / 02/2010

Date of teaching: 10/ 02/2010

Period 71

UNIT 12: SPORTS AND PAST TIMES
Lesson 2: WHAT ARE YOU DOING? (A3-5)

A.Teaching points: By the end of the lesson, Ss will be able to understand details and 
express which sports they play.

B. Contents:

- Structure: Simple present tense.
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Warm 
up:

Slap the board
- Put the numbers on the board.

- Call two students of two teams to the
front of the class.

- Call out one of numbers in English
in loud voice.

Chơi cầu lông 
Chơi bóng bàn

Bóng đá
chi b. chuyờn

chơi quần vợt
bơi

đi bộ TD nhảy dây

2 .Pre - 
reading
:

Open prediction

- Introduce the two characters Lan and
Nam, ask students to predict which
sports Lan and Nam do.

3 
.While 
reading

: - Ask students to read the text aboutLan and Nam.
- Ask students to read then answer the
questions below.

- Check whether their answer are right

or wrong.

A4 on page 126

- Lan: Swim, do aerobics, play 
badminton.

- Nam: Play soccer, jog, play 
table tennis.

Reading comprehension
a) She swims, does aerobics and

plays badminton.

b) No, she doesn t.’

c) He plays soccer, table tennis
and jogs.

d) Yes, he does.

4.Post
reading
:

Survey

- Have them tell about themselves and
talk to their friends about their favorite

sports.

- Let them practice with their partners:

+ Which sports do you do?
 + I swim.

+ What else?
 + I play volleyball.

+ Do you play table tennis?
 + Yes, I do.

- Feedback.

Which sports do you

do? Name

swim Volley

- ball table tennis Hoa

……
……
……
……

……
……

……
……
……
……

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……
……
……

……
……
……
……

……
……
……

……

……
……
……

……
……
……
……

……
……
……
……
e.g.“Hoa swims. She plays
volleyball and table tennis………”

5.Home
work:

- Ask students to learn by heart sports
vocabulary and “Which sports do you
do?”.

- Have them prepare Unit 12 - Lesson
3: (B1-3) : Writing short text about
what we do……

Date of planning : / 02/2010

Date of teaching: / 02/2010

Period 75

UNIT 12: SPORTS AND PAST TIMES
Lesson 3: B- FREE TIME (B1-3)

A.Teaching points: By the end of the lesson, Ss will be able to wirte short texts better.
B. Contents:

- Structure: Simple present tense.
- Vocabulary:

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Stages Teacher & Ss activities’ Contents
1.

Warm
up:

Guessing game.

- Show them the picture. Ask them to
choose one of activities.

- Get the rest of the class to guess
which activity they choose. The first

student guesses the house correctly

comes up to the front, chooses a new

house and the game continues

- swim
 - go joging
 - play volleyball 
 - do aerobic

- skip
2 .Pre

-writing:

Open prediction

- Introduce the two chracters Lan and
Nam, ask students to predict which

sports Lan and Nam do.

* Checking Rub out and remember
-Point to the Vietnamese translations
and rub out English words.

- Get students to call the English
words.

* Vocabulary:

- Free time : thời gian rỗi.
- to go fishing : đI câu cá.
- to go to the movies : ®I xem
phim

3 
.While 
writing:

B1 on page 127

- Ask students to read the text about
Lan and Nam.

- Ask students to read then answer the
questions below.

- Check whether their answer are right
or wrong.

a) Phuong goes to the movies 
in his …

b) Ly watches TV.

c) Nam reads in his free time.
 d) Lan listens to music.

e) Tuan goes fishing.

f) Long plays video games

4.Post
reading

:

Pyramid

- Ask students to work in groups. Each
student writes three things about they
do in their free time.

- Let each group read “ Group writng”
aloud.

- Feedback.

-San writes: I watch TV, go 
fishing…

-Thuy writes: I watch TV,go to the 
park

* Group writing: San, Thuy and 
Chinh watch TV. San and Chinh 
play football. San goes fishing. Thuy
goes to the park and play

badminton…………

5.Home
work:

- Ask students to learn by heart sports
vocabulary and Simple present tense.
- Have them prepare Unit 12 - Lesson
4: (B4-5) : How often questions and“ ”
answers……

Date of planning : / 02/2010

Date of teaching: / 03/2010

Period 76

UNIT 12: SPORTS AND PAST TIMES
Lesson 4: B- FREE TIME (B4-5)

A.Teaching points: By the end of the lesson, Ss will be able to to use “ How often..?”.
B. Contents:

- Structure: Simple present tense.
- Vocabulary:

</div>
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Stages Teacher & Ss activities’ Contents
Matching

- Set the sence: What do you do in your
free time?Now listen to the tape about
What Tan/ Minh and Nam/ Lien /Lan
and Mai do in their free time.

- Run through the pictures.

- Get students to match the names with
the right pictures.

1.Revision:

B4 on page 128

- Tan - f
 - Minh and Nam - e
 - Lien - a
 - Lan and Mai - b
2

.Present

ation:  SituationElicit vocabulary

 Visual

 Situation

 Visual

 Situation

Checking: What and where
Ordering

- Write a dialogue which is in wrong
orders on the board.

- Get students to listen to the tape then
put the statements in the correct orders.
- Get students to isolate the model
sentences.

- Let students copy the notes in their
notebooks and memorize.

+Vocabulary:

- Once (adv) : mét lÇn.
- Twice (adv) : hai lÇn
- Three times: ba lÇn
- a weeek : mét tuÇn.

- How often ……?: thêng nh
thÕnµo.

- She goes joging.

- How often does she listen to

music?

- She reads three times a week.
 - How often does Ly go joging?
 - She listen to music twice a
week.

- How often does she read?

- How often + do / does + s +
V…?

- Once / twice / three times a
week.

Hỏi và trả lời về sự thờng xuyên

3. 
Practic
e:

Substitution drill

- Get students to repeat the numbers

(three, one, two……).

- Three

Picture drill

- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+How often does Ly watch TV?
+ She watches TV twice a week.

- Do the same for the seccond picture.
- Correct their mistakes.

- Three, one, two, four, five, 
seven.

- B5 on page 129:

- play badminton / three times
- listen to music / twice

- go joging / once
- play tennis / once
- watch TV / twice
- read / three times

- go to the movies / twice
4.Furth

er

practice

:

Find someone who
- Put the table on the board.
- Get students to get into groups.

- Get students to ask each other
questions.

+ Teacher: How often do you play
football?

+ Student (Nam): 3 times.

- Correct if there are any mistakes.
- Feedback.

How often do

you..? Times Name

play football

… 3

times Nam
go to the

…

park

watch TV

…

play

…

badminton
do homework

…

read

</div>
(129)<div class='page_container' data-page=129>

5.Home

work: - Ask students to learn adverbs offrequency.
- Have them do exercise B1-5 in the
exercise book and prepare Unit 12 –
L5- C1– C4: Reading and practising
adverds of frequency with the simple
present tense.

Date of planning : 01 / 03/2010

Date of teaching: 04 / 03/2010

Period 77

UNIT 12: SPORTS AND PAST TIMES
Lesson 5: HOW OFTEN ? (C1-4)

A.Teaching points: By the end of the lesson, Ss will be able to understand details and 
use adverbs of frequency correctly.

B. Contents:

- Structure: How often ..?

- Vocabulary: Adverbs of frequency

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.Revisi

on

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is noughts
(O) and the other is Crosses (X).

- Two teams choose any words in the
boxes and ask questions about activities .
- The team which has three noughts or
three crosses on a line will win the game.

swim booksread tennisplay
go to

school soccerplay

do
homew

ork
watch tv listen tomusic badminplay

ton
2 .Pre -

reading

: - Use signs to introduce new words :Elicit vocabulary
VVVV

– VVV – VV – V – X.
 Slap the board
- Put the signs on the board.

- Call two students of two teams to the

front of the class.

- Call out one of adverbs in English in
loud voice.

Vocabulary:

- Always (adv) : luân luân.
- Usually (adv) : thường
thường.

- Often (adv) : thường.
- Sometimes (adv) : thỉnh
thoảng.

- Never (ad v) : khong bao giờ
VVV

VVVV

</div>
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3 
.While 
reading
:

Guessing meaning

- Ask students to use the pictures and
read the text to match the Vietnamese
with the new vocabulary in context.

Grid
- Put the table on the board.

- Get students to reread the text then
complete the table.

- Get students to share the answers with
their partners.

- Feed back

Answer given

- Ask students to ask questions and
answer:

+ How often do they go to the zoo?
 + They sometimes go to the zoo.

1. tha dieu = fly a
kite.

2. cai lieu = a tent
 3. di cam trai = go
camping

4. di da ngoai = have a
picnic.

How

often evn som fto usu al

zoo V

park V

picnic V

sports V

camp V

school V

homew

o V

kite V

4.Post
reading
:

Writing

- Have students write about activities in
their free time using adverbs of
frequency: always, usually, often,
sometimes, never .

I often go to the zoo. I

never………

………
……

5.Home

work: - Ask students to learn by heart advebsof frequency and “How often
?”.

………

- Have them prepare Unit 12 - Lesson
6: (C5-6) : Reading and further practice
in Vs/adv.

Date of planning : 07 / 03/2010

Date of teaching: 10 / 03/2010

</div>
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UNIT 12: SPORTS AND PAST TIMES
Lesson 6: HOW OFTEN ? (C5-6)

A.Teaching points: By the end of the lesson, Ss will be able to understand details and 
use adverbs of frequency correctly.

B. Contents:

- Structure: How often ...?

- Vocabulary: Adverbs of frequency

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Prediction

- Explain the listening exercise and
introduce the content of this exercise.

- Let them listen to the cassette and
match the adverbs with appropriate
pictures as requested.

- Let them listen again to correct their
exercise.

C5, page 132
 a) - never

b) - sometimes

c) - often
 d) - often

e) - usually

2 .Pre

-reading

:  SituationElicit vocabulary

 Visual

 Explanation

* Checking Rub out and remember
Brainstorm

- Set up the sence: What do Minh and 
his friends do on the weekend?

- Ask students to think of town and the
country.

- Get them to go to the board and write
down their ideas.

- Give feedback.

Vocabulary:

- to wear clothes / boots : mặc 
qua n áo / mang gia y .à à

- a stove : lò, bếp.
- overnight : qua đêm.

ride a bike
have a picnic fly a
kite

playgame

Pastimes in the country
 go to the

mountain go

camping

go to the river

3.While
reading

: - Get students to read the text andcheck.

Lucky numbers
- Write the numbers on the board.

- Divide class into teams. The teams
take turn to choose the numbers.

- Tell students that they have to answer
the questions .

- go walkingin the mountains
 - wear strong boots, warm clothes.
 - take food, water and camping 
stoves

- camp overnight.

Reading comprehension
1 2 3 4 
5

6 7 8 9

10

1 - b What do they always wear?.
3 - f What do they take?

5 - c When does he go?

6 - a What does Minh like doing?

8 - e Where does he often go?

10 - d Who does he usually go 
with?

2 – 4 – 7 – 9 : Lucky numbers
4.Post

reading
:

Transformation writing

- Have students rewrite the text by
changing “Minh ” to “ ” . I .

C6 , page 132

I like walking. On the weekend,

I………

</div>
(132)<div class='page_container' data-page=132>

………
……

5.Home

work: - Ask students to learn by heart advebsof frequency and Simple present tense.
- Have them prepare Unit 13 - Lesson
1: (A1) : Seasons vocabulary
with weather like “ ”

Date of planning : 08 /03/2010
Date of teaching: 11 / 03/2010

Period 79

UNIT 13: ACTIVITIES AND THE SEASONS
Lesson 1: THE WEATHER AND SEASONS (A1-2)

A.Teaching points: By the end of the lesson, Ss will be able to talk about the seasons 
and the weather.

B. Contents:

- Structure: Simple present tense.
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Jumbled words

-Write numbers whose letters are in
disorder.

- Divide the class into two teams.

- Ask students from each team to go to
the board and write the correct words .

- oht = hot
- codl = cold
- like = like
- whta = what
2

.Present

ation:  SituationElicit vocabulary

 picture

 Situation

 Visual

 Situation

 Explanation

 Situation

 //

+Vocabulary:

- The spring : mùa xuân.
- The summer: mùa hạ
- The fall : muøa thu.

- The winter : mùa đông.
- The seasons : muøa.

</div>
(133)<div class='page_container' data-page=133>

* Checking Ordering

- Write new words which are in wrong
orders on the board.

- Get students to listen to the tape

then put the statements in the
correct orders by numbering.

Presentation text

- ask students to read the sentences in
A1 on page 134 to isolate the model
senetences:

+ What s the weather like in the ’
summer?

4. warm 2. seasons 5. the 
spring

1. the weather 6. the
summer

- What’s the weather like in the 
 summer?

- It’s hot

- What s the weather like’
?

………

- It s ’ ………. . .

- Thời tiết ………
ra sao?.

- Hỏi ve thời tiết. à ) : mát
mẻ.

3. 
Practic
e:

Word cue drill
 - hot / summer 
- cold / winter
- warm / spring
- cool / fall

- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do the same for the second cue.
- Correct their mistakes.

- What s the weather like in’
the summer?

- It s hot in the summer. ’

4.

Further
practice
:

Substitution Boxes

- Put students into four groups ( one for
each eason) an each group makes a
poster.

- Example:

- In the spring

+The afternoon is warm but the
evening is cool.

+ The rice is green.
 + The trees are beautiful.

rice hot and moutain
 green river the night
 morning warm yellow is
 beautiful cold evening cool
trees blue weather

gray hot flowers

afternoon house tall very

5.Home

work: - Ask students to learn seasons
vocabulary and how to talk about the
weather.

- Have them prepare Unit 13 --
L5-A3: Talking about what weather you
like.

</div>
(134)<div class='page_container' data-page=134>

Date of planning : 12 /03/2010
Date of teaching: 15 / 03/2010

Period 80

UNIT 13: ACTIVITIES AND THE SEASONS
Lesson 2: THE WEATHER AND SEASONS (A3)

A.Teaching points: By the end of the lesson, Ss will be able to talk about their favorite 
weather.

B. Contents:

- Structure:- What weather + do/does + S + like?
- S + like + weather.

- Vocabulary: vocab related to weather.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up:

Bingo

- Write 10 words about the weather on
the board.

-Ask students to choose any five words
and copy them into their notebooks.
- Read any words.

Summer , cool, winter, cold, 
fall

Warm . spring, hot, weather, 
season

2

.Presenta
tion:

Predict dialogue
- Set the scene:

Lan asks Mai about Mai s favorite’
weather.

+ What is her favorite weather?

- Put the dialogue on the board. Some
of the words are missing.

- Ask students to guess what the
missing words are.

+ Target language:

Lan: What s the weather like’
today?

Mai: It s (1) ___ .’

Lan: Do you like (2) ____ 
weather?

Mai: No, I don t .’

Lan: What weather do you
like ?

Mai: I like (3)______ weather.

-What weather + do /does + S +
like?

- S + like / likes +…………+
weather.

H i v tr l i xem ai ó thíchỏ à ả ờ đ
th i ti t n o.ờ ế à

3.

Practice: - I / hot Picture drill
- we / cold

- She / cool
- They / warm

-Run through the pictures.

- Hold up the first picture and say the
model sentences:

- Do the same for the seccond picture.
- Correct their mistakes.

</div>
(135)<div class='page_container' data-page=135>

4.Furthe
r

practice: - Put the dialogue on the board which isMapped dialogue
only words. The words are cues.

- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Tra Vinh

 Ha noi  
-What / HN ?

- hot
- cold

-What / like ?
-Come / TV

cold
TV?

…………

What / like?
Come / HN !
hot.

5.Homew

ork: - Ask students to learn seasonsvocabulary and how to talk about their
favorite weather.

- Have them prepare Unit 13 –
L3-A4-5: When and WH questions. “ ” “ ”

Date of planning : 14/03/2010
Date of teaching: 17/ 03/2010

Period 81

UNIT 13: ACTIVITIES AND THE SEASONS
Lesson 3: THE WEATHER AND SEASONS (A4-5)

A.Teaching points: By the end of the lesson, Ss will be able to use “When” clause and 
“Wh” questions fluently.

B. Contents:

- Structure: Simple present tense.

- Vocabulary: vocab related to weather.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents

1. Warm

up: - Set up the sence: BrainstormWhat do Minh and 
his friends do on the weekend?

- Ask students to think of town and the
country.

listen to music

go for a walk fly a
kite

watch TV

</div>
(136)<div class='page_container' data-page=136>

- Get them to go to the board and write
down their ideas.

- Give feedback.

play badminton

go 
swimming

play video games

2

.Presenta

tion:

Predict

- Set the scene: You are going to read a
short passage about Ba. Guess what Ba
does in different weather. (hot, cold,
cool and warm)

- Let students read the text themselves.
- Ask some students some questions
and let them answer loudly.

- Point to the questions and get students
to isolate the model sentences .

+ Target language: 
 a. hot ?

b. cold ?
c. cool
d. warm ?

-What+do /does+S+ do+ when
it s’ ….?

-When it s’ …………,S+ V…….

- H i ai ó xem l m gì khi th iỏ đ à ờ
ti t nh th n o?ế ư ế à

- Khi th i ti t nh th n o ó thìờ ế ư ế à đ
ai ó l m gìđ à

3.

Practice: - cold / go jogging Word cue drill
- cool / do aerobics
- hot / go swimming
- warm / go to the park
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Do the same for the second cue.
- Correct their mistakes.

- What do you do when it s ’
 cold?

- I go jogging when it s cold. ’

4.
Further
practice:

Transformation writing

- Get students to change the text about
Ba and write about themselves.

- Get students to swrap books, read
their partners’ texts, then write about
What their partners do in different
weather.

A4, page 136

a.When it s hot, I ’ …………
When it s hot, I ’ ………
 When it s hot, I ’ ………
 When it s hot, I ’ ………

b.When it s hot, he / she ’

………

When it s hot, he / she ’

………

When it s hot, he / she ’

………

When it s hot, he / she ’

………
5.Homew

ork: - Ask students to learn seasonsvocabulary and how to talk about their
favorite activities in different weather.
- Have them prepare Unit 13 –
L4-B1: Adverbs of frequency, Presnt
simple……….

</div>
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Date of planning : 20/03/2010
Date of teaching: 22/ 03/2010

Period 82

UNIT 13: ACTIVITIES AND THE SEASONS
Lesson 4: ACTIVITIES IN SEASONS (B1)

A.Teaching points: By the end of the lesson, Ss will be able to use grammar points 
better.

B. Contents:

- Structure: Simple present tense.

- Vocabulary: vocab related to weather.

C. Teaching methods: Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revision
:

Matching

- Write adverbs of frequency and signs
on the board.

- Get students to come up to the board
then match items in the left with items
in the rihgt.

- always vv
- usually vvvv
- often x
- sometimes vvv
- never v
2

.Present
ation:

Elicit vocabulary

- use picture b and e to present new
words. Presentation pictures
- Show the picture and ask students :
+ What do they do in the in the
spring?

- Let students copy the notes in their
notebooks and memorize.

* Vocabulary:

- to play basketball: chơi bóng
chuye nà

- to go sailing: đi bơi thuye n.à

the spring?

- They often play volleyball in
the spring.

-What+do /does+S+ do+ in +
.?

………

- S + Adverbs + V + H i v trỏ à ả
Hỏi xem ai đú l m gì vào các mùầ

3.

Practice
:

Answer given
- Put the sentences on the board.

- Get students to ask questions and
answer.

+What do you do in the fall?

- We often go fishing in the fall.
- They usually play volleyball in
the winter.

</div>
(138)<div class='page_container' data-page=138>

+ We often go fishing.

- Do the same for the second cue.
- Correct their mistakes.

- He never reads books in
summer.

4.

Further 
practice
:

Lucky numbers
- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.

- Tell students that they have to answer
the questions .

1 2 3 4 5 
6

7 8 9 10 11 
12

1What s the weather like in the ‘
winter?

2.What do you usually do in the 
fall?

3What do you usually eat in the 
winter?

5What s the weather like in the ’
spring?

7Where do you usually do in the 
sum…?

10What s the weather like in the ’

fall?

4 - 6 - 8 - 9 - 11 - 12 : Lucky 
numbers

5.Home

work: - Ask students to learn seasonsvocabulary and how to talk about they
often do in seasons.

- Have them prepare Unit 13
L5-B2:Writing about activities you do in
different seasons.

</div>
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Period 84

UNIT 13: ACTIVITIES AND THE SEASONS
Lesson 5: ACTIVITIES IN SEASONS (B2)

A.Teaching points: By the end of the lesson, Ss will be able to write their activities in 
different seasons.

B. Contents:

- Structure: Simple present tense.

- Vocabulary: vocab related to weather.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up: - Write a network on the board andNetworks
put some more words below it.

- Get students to think of activities
they do in seasons.

- Get students to put the given words
in the appropriate circles

- Give feedback.

Watch TV go
fishing

read books Seasons

winter summer
 go jogging

do earobics have a picnic

2.Pre
writing:

Survey

- Have them tell about themselves and
talk to their friends about their
activities.

- Let them practice with their
partners:

+ Which season do you like?
 + Fall.

+ What s the weather like in the fall?’
 + It s cool.’

+ Where do you usually go?
 + to the mountain

+ What do you usually do there?
 + I go camping with my friends
 + What do you usually eat or drink?
 + We usually take a picnic and a lot
of hot drink.

- Feedback.

Na
me

son

Wea

-ther

Usu
al-ly
go

Usa
ul-ly
do

Usu
al-ly
eat /
drin
k

Ho

ai Fall Cool the mo
unt
ain

go 
ca

mp

a 
pic
ni
hot
dri
nk

3. While

writing: - Ask Students to write about theWrite it up
friends they have interviewed using
3rd person singular.

- Correct their mistakes.

Hoai like the fall when the weather
is cool. She usually go camping in 
the mountain with their friends. 
They take a picnic and a lot of hot 
drink.

4. Post

writing: - Correct their writings.

- Choose some writing and correct on
the board.

5.Homew

ork: - Ask students to write their activities
in their notebook.

- Have them do exercises in the
workbook from page 106 to 111
prepare Unit 14 – L1- A1-3: Going“
to future. ”

</div>
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Date of planning : 20/03/2010
Date of teaching: / 03/2010

Period 85

UNIT 14: MAKING PLANS

Lesson 1: VACATION DESTINATIONS (A1-3)

A.Teaching points: By the end of the lesson, Ss will be able to use “Going to” to talk 
about vacation plans.

B. Contents:

- Structure: Near future tense with “ Be going to”.
- to visit: thăm viếng.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up: - Ask students some questions aboutChatting
their activities in seasons.

- Teacher – whole class.

- What do you do in the spring?
- Do you usually go camping?
- Where do you often go ?
2

.Presenta

tion:  TranslationElicit vocabulary

* Vocabulary:

- The summer vacation: kì nghỉ hè
- The citadel: cố đô

</div>
(141)<div class='page_container' data-page=141>

 Picture

 Translation

 Situation

 Translation

Checking: Rub out and remember
Presentation dialogue

- Show students the dialogue.
- Let them listen to the tape.

- Ask them to play the roles of Ba and
Lan.

- Ask students to isolate the model
sentence by Asking them some
questions;

+ What is Ba going to do this
summer vacation?

+ I am going to visit Hue.
 + Where is he going to stay?

+ He is going to stay with his aunt
and uncle.

- Uncle: chú bác
- Aunt: cô dì

- to visit: thăm viếng.

+ What is Ba going to do this
summer vacation?

+ I am going to visit Hue.
 + Where is he going to stay?
 + He is going to stay with his aunt
nad uncle.

Form:

- Wh + be + S + going to + V… ?
 - S + be + going to + V

………

- Be going to : sÏ.

- Diễn tả hanh đọng sắp xảy ra.

3.

Practice: - Put the sentences on the board.Answer given
- Get students to ask questions and
answer.

+What are you going to do ?
 + I am going to visit Hue.

- Do the same for the second cue.
- Correct their mistakes.

- I am going to visit Hue. 
- I am going to stay with my aunt
and uncle.

- I am goig to stay there for a week.
- I am goig to visit the citadel.

4.Furthe
r

practice: - Put the dialogue on the board whichMapped dialogue
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill
with the whole class.

Lan

 Mai 

-What /

S.Vac?

- Where /
stay?

- How long?

-What / do ?
- HCM city.

Ha Long Bay.
a hotel.

2 weeks.
Visit /
beach / swim.
And you?
5.Homew

ork: - Ask students to learn vocabularyand how to talk about vacation plans.
- Have them prepare Unit 14
L2-A4-5:Reading a text and sequencing
words: first, then, next, after that and
finally.

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Date of planning : 27/03/2010
Date of teaching: 30/ 03/2010

Period 86

UNIT 14: MAKING PLANS

Lesson 2: VACATION DESTINATIONS (A4-5)

A.Teaching points: By the end of the lesson, Ss will be able to understand the details 
and practice “ be going to” future and sequencing words: first, then, next, after that and
finally.

B. Contents:

- Structure: Near future tense with “ Be going to”.
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up: - Ask students some questions aboutChatting
their activities in seasons.

- Teacher – whole class.

- What’s the weather like?
- What weather do you like?
- What are you going to do this
summer vacation ?

2 .Pre

-reading: Elicit vocabulary

 Situation

 Visual

 Translation

 //

* Checking: Rub out and remember
Ordering

- Set the sence: Phuong and Mai are
going to visit the five places. Can you
guess where they are going to visit
fisrt, then , next, after that and
finally?

Vocabulary:

- The beach : bãi biển
- a temple : đền miếu
- first (adv) : trớc tiên
- Then (adv) : sau đó

- Nha Trang
- HCM city
- Ha Noi
- Ha Long Bay
- Hue

3.While

reading: - Get students to read the text and

check.

Grid
- Put the table on the board.

- Get students to reread the text then
complete the table.

- Get students to share the answers

- First: Ha Long Bay.
 - Then: Ha Noi.
 -Next: Hue

- After that: Nha Trang.

- Finally: Ho Chi Minh City

Place

s Where Howlong What

Ha
Long

with
uncle

&
aunt

2 days

visit
Ha
Long

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with their partners.
- Feed back

Answer given

- Ask students to ask questions and
answer:

+ Where are they goig to visit?
 + They are going to visit Ha Long
Bay

+ Where are they going to stay?
 + They are going to stay their
uncle and aunt.

Ha

Noi hotel 3 days

see
Ngoc

Son
Templ

e
Hue friendwith

s 2 days

see
the
citade

l 
Nha

Trang

friend
s

’

house 3 days

Go to
Nha
Trang
Beach
HCM

City

grand

-parent

s

’

one
week

Visit
grand

-parent

s

4.Post

reading: - Have students use the same gridTransformation writing
headings but this time fill it with their
own plans for the summer vacation.

5.Homew

ork: - Ask students to learn by heartvocabulary and Sequencing words.
Have them prepare Unit 14
-Lesson 3: (B1-4) : Asking about
others projects ’

Date of planning : 27/03/2010
Date of teaching: 02/ 04/2010

Period 87

UNIT 14: MAKING PLANS
Lesson 3: FREE TIME PLANS (B1-4)

A.Teaching points: By the end of the lesson, Ss will be able to practice speaking more 
fluently using “Going to” to talk about plans for the near future.

B. Contents:

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- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up: - Put a table on the board.Finding friends

- Ask students to work in groups
- Ask them to match the verbs

with the nouns to make
phrases.

+ See my friend.

Board drill

- Get students to use finding
friend as cues to ask questions
and answer.

H
w

M
.
F

S.

M Mv mB M Wk
se

e v v v v

pl

a v

d

o v

vi

s v v

h

el v v

g

o v

w

a v v

+ What are you going to do 
tomorrow?

+ I m going to do my homework.’

2 .Pre

speaking: - Set the scene: Predict dialogue

Lan and Tuan are talking about
their near future plans

- Put the dialogue on the board.
Some of the words are missing.
- Ask students to guess what the
missing words are.

+ What is Lan / Tuan going to do to
tonight / tomorrow?

Tuan: What are you going to do
tonight?

Lan: I m going to (1) _________ .’

Tuan: What are you going to do 
tomorrow?

Lan: It s Sunday. I m going to’ ’
(2)_____. Then we are going to
(3)______. What about you?

Tuan : Tonight, I m going to (4)’
_____ . Tomorrow I m going to’
(5)______ .

3.While

speaking: - Get students to read the dialogue(B1, page 144) and check.
Substitution drill

- Explain how to do the exercises.
- Let them practice in pairs.

- Call some pairs to check and correct
their mistakes.

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill
with the whole class.

- Lan: Tonight- do homework.
 Tomorrow- visit-see a 
movie.

- Tuan: Tonight- play badminton.
 Tomorrow- watch asoccer match.

- B2 –page 144

a) tonight: see a movie
tomorrow: go walking
b) tonight: help my mom
tomorrow: play volleyball

B4 – page 144

Nga

 Ba 
What/weeken

d?

Which/theate
r?

What / see?
It/ good

see a movie 
 Sao Mai.

Jurassic
Park.

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movie?

4.Post

speaking: - Write the phrases on the board. Chain game
- Ask students to get into groups of
four or five.

- Do the model.

- On Saturday morning, I m going ’
to…

- On Saturday afternoon, I m going ’
to…

- On Saturday evening, I m going ’
to…

- On Suday morning,

………

- On Suday afternoon,

………

- On Suday evening,

………
5.Homew

ork: - Ask students to learn by heartactivities and “Be going to” to talk
about the near future.

Have them prepare Unit 14
-Lesson 4: (B5-6) : Further listening
and reading pracftice with Going“
to . ”

Date of planning : 27/03/2010
Date of teaching: 03/ 04/2010

Period 88

UNIT 14: MAKING PLANS
Lesson 4: FREE TIME PLANS (B5-6)

A.Teaching points: By the end of the lesson, Ss will be able to use “going to” more 
fluently.

B. Contents:

- Structure: Near future tense with “ Be going to”.
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Warm

up: - Have them tell about themselves andSurvey
talk to their friends about their
activities.

- Let them practice with their
partners:

+ What are you going to do
tonight?

+ I m going to do my homework.’

- Feedback.

to-nigh

t

on
Satu

r-day?

on
Sun
-day

in
the
sum
mer
vaca
-tion

Me do

hom

e-wor
k

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2a .Pre

reading: Elicit vocabulary

 Translation

 Visual

 Translation
Pre Questions

- Set the sence: Minh and his friends
are going to have a picnic.Read the
questions and answer.

* Vocabulary:

- to bring: mang
- a camera: máy ảnh

- to take a photo: chơp ¶nh

- Where are they going to visit?
-What three things are they going to
bring?

- What are they going to to there?

3a.While

reading: - Get students to check their predicted
answers.

- Let students lissten to the tape and
check their predictions

- near a lake - take photos
 - a camera, food and drink

warm clothes
 drink a tent

things to bring
a kite

food

B6 – page 145

- Vui: a tent, some food –Lan: a 
ball

- Ly: a camera –Mai&Nga: some 
drink

4.

Further 
practice:

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

1 2 3 4 5 
6

7 8 9 10 11 
12

1Name two people who / bring

cameras

2Name two people who / bring 
food.

4 Where is the boy s picnic going to ’
be?

6 Where are the girls going to go 
ca…?

7Name three people who / some 
drinks.

8What s Lan going to bring?’

10Who s going to bring a tent?’

11How many days are the girls 
/camp?

3 – 5 – 9 – 12 : Lucky numbers
5.Homew

ork: - Ask students to learn by heartactivities and “Be going to” to talk
about the near future.

Have them prepare Unit 14
-Lesson 4: (B5-6) : Further listening
and reading pracftice with Going“

to . ”

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Date of planning : 04/03/2010
Date of teaching: 07/ 04/2010

Period 89

UNIT 14: MAKING PLANS
Lesson 5: SUGGESTIONS (C1-3)

A.Teaching points: By the end of the lesson, Ss will be able to make suggestions with 
“Let’s……….” and responding; further practice in “want to (do) …..

B. Contents:

- Structure: Let’s + V; to want to do....
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook, stereo and CD.
E.Procedures:

Stages Contents Teacher & Ss activities’

1

.Warm 
up:

Brainstorm

- Ask students to tell the names of the
intresting places in Viet Nam which
they’d like to visit during summer
vocation.

- Get them to go to the board and
write down their ideas.

- Give feedback.

Intersting places in VN
Ha Long

Da lat

2

.Present

ation:  TranslationElicit vocabulary

 Picture

 Translation

 Situation

* Checking: Rub out and remember
Pre - Questions

- Set the sence: Ba, Lan and their
friends are going to go an interesting
place in the vacation. Let answer the
two questions below.

Presentation dialogue
- Show students the dialogue.

- Ask them to play the roles of Ba and
Lan.

- Ask students to answer the
questions.

- Ask students to isolate the model
sentence by Asking them some
questions;

+ What is Ba going to do this
summer vacation?

+ I am going to visit Hue.
 + Where is he going to stay?

+ He is going to stay with his aunt
nad uncle.

* Vocabulary:
 - a pagoda: chïa

- by bus: b»ng xe buýt.
- too # very: rÊt

- too far: qu¸ xa.

-Where are they going to go?
-How are they going to travel?

a) going to Hue. e) By bike.

b) go to huong pagoda.

c) Walk there f) It s too hot.’

d) It s too far. ’ g) By minibus.

Form:

- Let s + Vinf’

- Why don t we + Ving’ ………?
 - What about + Ving………….?
- Yes, let s / That s a good idea / ’ ’
 Yes. Good idea / No, Let s’

not. – chóng ta h·y/ Tại sao chúng
ta không/Thế còn .... thì sao...

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+Let s go swimming.’
+ Yes, let s.’

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- Do the same for the seccond picture.

- Correct their mistakes. f) go camping
4.Furth

er

practice
:

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.

- Model the dialogue.

- Run through the cues like a drill
with the whole class.

You

 Your friend 

-see a movie.
- no… too
hot. museum
no / go by
mini - bus

X / beach

Yes / walk.
Yes.
5.Home

work: - Ask students to learn vocabularyand how to talk about vacation plans.
- Have them prepare Unit 14
L2-A4-5:Reading a text and sequencing
words: first, then, next, after that and
finally.

Date of planning : 06/03/2010
Date of teaching: 09/ 04/2010

Period 90

UNIT 14: MAKING PLANS
Lesson 6: GRAMMAR PRACTICE

A.Teaching points: By the end of the lesson, Ss will be able to further practice in 
Present simple, Adverb of frequency, Present progressive, “ Going to” future, the
weather.

B. Contents:

- Structure: Present simple, Adverb of frequency, Present progressive, “ Going to”
future, the weather.

- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Contents Teacher & Ss activities’

1.Prese
nt 
simple 
tense:

Survey

- Have them tell about themselves and
talk to their friends about their
favorite sports.

Na

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- Let them practice with their
partners:

+ What sports do you like? 
 + Football.

+ What sports don t you like?’
 + Swimming.

- Feedback.

Write it up

- Ask Students to write about the
friends they have interviewed using
3rd person singular.

- Correct their mistakes.

Spor

ts Sea-son Food Drink
1.

Ha Foot-ball
x
swi

m-min

g x

2.
3.

- “ Ha likes football but he doesn t ’
 like swimming ………”

2. 
Adverb
s of 
frequen
cy:

Slap the board

- Put the Vietnamese translation on
the board.

- Call two students of two teams to

the front of the class.

- Call out one of English words in
loud voice.

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about
feelings .

- The team which has three noughts
or three crosses on a line will win the
game.

thØnh tho¶ng

hai lÇn 1 tuÇn

không bao giờ
một lần một tuần

lu«n lu«n
thêng xuyªn

TV? movies?the store?the
swimming

? mom?your fishing?

table

tennis? camping? Badmin-ton?
3.

Present
Progres

sive:

Word cue drill
- Run through the cues.

- Hold up the first cues and say the
model sentences.

- Today, Hung s on vacation.’
 + Hung usually gets up at 6.

+ That s right, but today he s ’ ’ getting
up at 7

- Do the same for the second cue.
- Correct their mistakes.

- get up at 6 / get up at 7

- go to school / go camping

- study / not study

- have rice for lunch / have a
picnic

- walk home / walk in the mountain
4.

Future 
(Going 
to):

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What are they going to do?
+ They re going to play soccer’

- Do the same for the seccond picture.
- Correct their mistakes.

a) play soccer
b) play tennis
c) go camping
d) go swimming
e) watch TV
f) cook
5. What

s the 
‘

weather - Write the numbers on the board.Lucky numbers

1 2 3 4 5 
6

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like? - Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

2 -b What s the weather like in the ’
summer?

3 - d What s the weather like in the ’
winter?

4 Lucky number.

5 - c What s the weather like in the ’

fall?

6 -a What s the weather like in the ’
spring?

5 
.Future

plans:

Find someone who
- Put the table on the board.
- Get students to get into groups.
- Get students to ask each other
questions.

+ Teacher: What are you going to
do this evening?

+ Student (Mai): I m going to’

watch TV………..

- Correct if there are any mistakes.
- Feedback.

Na
me

What are you going to

do……..?

This

eve tom
or-row

Wee

k-end

Vac

a-tion
Mai watc

h 
TV

do
hom

e-wor
k

have
a
pic..

visit

Hue

6.Home

work: - Ask students to review vocabularyand Grammar points (Unit12 –
Unit14) and exercises in the exercise
book from Unit 12 to Unit 14 .

- Have them prepare FORTY-FIVE
MINUTE TEST .

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Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 15: COUNTRIES

Lesson 1: WE ARE THE WORLD (A1- A4)

A.Teaching points: By the end of the lesson, Ss will be able to introduce their 
nationality and langauge and ask others about these.

B. Contents:

- Structure: Where are you from? I’m from ...

- Vocabulary: Vocabulary related to Nationlities and Languages
C. Teaching methods: Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook.
E.Procedures:

Stages Teacher & Ss activities’ Contents
1

.Warm 
up:

Brainstorm
- Ask students to think of
some country names .

- Get them to go to the board and
write down their ideas.

- Give feedback.

Japan

Viet Nam Canada

Counties
USA

China

2

.Present

ation:  TranslationElicit vocabulary

 Explanation

 Situation

 Translation

 Use the pictures

to work out the country names in
Vietnamese.

Checking: Slap the board
Presenation Text

- Let students to listen to the cassette
and repeat.

- Introduce oneself and others:

+ I m ’ (teacher s name)’ . I m from’

Viet Nam . And this is John. He s‘

from the USA.

- Ask some students some questions
and to introduce the Wh-question
“Where is …… from?” and the
answer “He / She’s from …………”.
- Point to the questions and answer to

get students to isolate the model
sentences

* Vocabulary:
 - the world: thÕ giíi
- a country: quèc gia.
- a nationality: quèc tÞch
- to speak: nãi.

anada/France/China/theUSA/Japan /
Great Britain/Australia/Viet Nam

quèc gia thÕ giíi
Ph¸p

NhËtt

quèc tÞch
óc

- I m Nam . I m from Viet Nam.’ ’

And this is Marie. She s from’

France.

- I m Lan. I m from Viet Nam. And’ ’

this is Lee. He s from China.’
- Where are you from?

- I m from Viet Nam.’

- Where is she / he from?

- She / He is from France / China
 - Where is / are + S + from?

- S + am / is / are + from + tên nớc
Hỏi và trả lời về quê quán.

3.Practi

ce: - Put the grid on the board.Nought and crosses

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the

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boxes and ask questions about
county names

- The team which has three noughts
or three crosses on a line will win the
game.

- Read the sentences and ask them to
listen attentively.

- Ask them to retell Minh’s
introduce.

- Write the them on the board and get
students to isolate the model
sentences

Substitution drill

- Let them listen to the cassette and
repeat.

+ Minh is from Viet Nam. He
speaks Vietnamese.

+ Yoko

John YOU Yoko

Susan Bruce Minh

- A2 – A3,page 155:
 - My name s Minh. ’

- I m from Viet Nam. ’

- I speak Vietnamese.

- Minh is from Viet Nam.

- He speaks Vietnamese.

- I speak + language(tieáng).

-He/She+speaks+language (tieáng)
- A3,page 155:

- Minh - Laura
 - Yoko

- Lee
 - Bruce
 - Susan

4.Furth
er

practice
:

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Thu

 Chi 

-Who / that?

-Where /

from?

-What/nationa
- lity

-Which/lang
?

…

Susan

Great Britain
British.

English

5.Home

work: - Ask students to learn vocabulary
and how to introduce their nationality
and language and ask others about
these.

- Have them prepare Unit 15 –
L2-A5: Writing a postcard about being
on vacation.

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 15: COUNTRIES

Lesson 2: WE ARE THE WORLD (A5 – A6)

A.Teaching points: By the end of the lesson, Ss will be able to write postcards to their

friends.

B. Contents: 
- Structure:

- Vocabulary: Vocabulary related to Nationlities and Languages
C. Teaching methods: Reading, Speaking, Writing.

D. Teaching- aids: Lesson plan, textbook.
E.Procedures:

Stages Teacher & Ss activities’ Contents

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Revisio

n: - Show them pictures of some famouspeople ans ask them about their
countries and nationalties.

+ Where is he from?
 + What s his nationality?’

- Uncle Ho

- Lenin

2 .Pre

writing:  RealiaElicit vocabulary

 Situation

 Synonym

 Situation

 Translation

Checking : Rub out and remember
- Show students the postcard.

- Read the postcard aloud.

- Mention the situation when the
writer write the postcard.

- Ask questions to elicit the content of
the postcard.

Grid

- Explain how to work on the
exercise: These are cities and
intersting places of some countries:
Japan, Vietnam, The USA … . Now
work in teams to put them in two
columns

+ Where are you ?

+I m in ’ Japan.I m visiting ’ Tokyo.
 +What are you goin to do
tomorrow?

+ I m going to visit ’ M.Fuj..

* Vocabulary:
 - a postcard: bu thiÕp
- wet: Èm ít

- a lot of = many: nhiÒu

- interesting places:những nơi thú vị
- to be on vacation: nghØ

- A5 – page 156:

1. Who’s the postcard from?
2. Where is he?

3. What’s the weather like?
4. Is he traveling by train?
5. What’s he going to do
tomorrow?

6. Who’s he the postcard?
7. Where’s he?

Country City In .place

Japan Tokyo FujiamaM

Vietnam Hue Th.Citadel

The USA NewYork Statue ofThe
Liberty

China Beijing GreatThe
Wall

Australi

a Sydney BeachBondi

France Paris EiffelThe
Town

3.While
Writing
:

Transformation Writing
-Divide students into 6 groups

-Help students write their postcards in
groups. Explain how a postcard is
written.

.

- Group 1: Postcard from Japan
 - Group 2: Postcard from Viet Nam
 - Group 3: Postcard from The USA
 - Group 4: Postcard from China
 - Group 5: Postcard from Australia
 - Group 6: Postcard from France

Dear ………,

I m on vacation in London. The ’

weather is ………

4.Post

writing: Correction

- Ask some students to read their
postcards aloud.

- Correct if there are any mistakes.
- Encourage the good students to put
more details in their postcards if
possible.

Suggested postcard

Dear Minh,

I m on vcation in ’ Beijing . The
weather is cold.

I m traveling by ’ car and writing a
lot of interesting places.

Tomorrow, I m giong to visit ’ The
Great Wall of Beijing

Love,
 Nga

5.Home

work: - Ask students to learn by heartvocabulary and how to write a
postcard.

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prepare Unit 15 - Lesson 1: (B1) :
Comparative and Superlative..

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 15: COUNTRIES

Lesson 3: CITIES, BUILDINGS AND PEOPLE (B1)

A.Teaching points: By the end of the lesson, Ss will be able to use comparative and 
superlative adjectives of one syllable.

B. Contents:

- Structure: comparative and superlative adjectives of one syllable.
- Vocabulary: Vocabulary related to places.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Contents Teacher & Ss activities’

1. 
Revisio
n:

Matching

- Write the words on the board.

- Get students to come up to the board
to match .

- Check

hot Hue

HCMC small
wet Hoi An

Sapa
big Hanoi

Long Xuyen cold
2

.Present

ation: - Show students the pictures in B1 onPresentation pictures
page 158, ask them to observe and
tell about each thing.

- Write the words on the board and
ask them to repeat.

- Let students observe the three
different adjectives. Ask them to say
what the difference is and give the
formation of the comparative and
superlative form.

- Let students copy the models and
the formations, and memorize.

A1 on page 158
 + a big building
 + a bigger building.
 + the biggest building
 + a small house
 + a smaller house
 + the smallest house

* Form:

Comparative 
 form of 
short 
 
adjectives

Superlative 
 form of 
short

adjectiv
es

Short ADJ +

ER The + ShortADJ + EST

- In the superlative form, the definite 
article THE is written before the 
adjective.

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Practic

e: - Run through the cues.Word cue drill

- Hold up the first cues and say the
model sentences.

S1: Hanoi is bigger than Danang

S2: But HCMC is the biggest.

- Do the same for the second cue.
- Correct their mistakes.

- Da Nang / Hanoi / HCMC / big
- Vinh / Long Xuyen / Hoi An / small
- Hanoi / Can Tho / Hue / wet

- Ben Tre / Tra Vinh / Ha Tinh / hot
- Hanoi / Uong Bi / Sapa / cold
4.

Further
practice
:

Answer given

- Put the short answers on the board.

- Get students to ask questions and
answer.

+ S1: What s the tallest mountain’

in Vietnam?

+ S2: Phanxipan.

- Do the same for the second cue.
- Correct their mistakes.

- Phanxipang. - Ha Tinh 
- The Mekong.

- Hue.
- Sapa.

- HCMC
5.Home

work: - Ask students to learn vocabularyand comparative / superlative
adjectives.

- Have them prepare Unit 15
L4-B2-5:Reading facts about famous places
in the world and practicing
comparatives.

Date of planning : /4/2010
Date of teaching: /4 /2010

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UNIT 15: COUNTRIES

Lesson 4: CITIES, BUILDINGS AND PEOPLE (B2-5)

A.Teaching points: By the end of the lesson, Ss will be able to understand the text 
about famous places and use comparatives fluently.

B. Contents:

- Structure: comparative and superlative adjectives of one syllable.
- Vocabulary: Vocabulary related to places.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Contents Teacher & Ss activities’

1.Revisi
on:

Nought and crosses
- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about county
names

- The team which has three noughts
or three crosses on a line will win the
game.

Hanoi Hue Sapa

HCMC Danang Hoi An

Haiphong Can Tho Dalat

2 .Pre - 
reading

:  MineElicit vocabulary

 Visual

 Translation

 Visual

 Translation

Checking: What and where
Ordering

- Set the sence: You are going to read
about some big cities. Can you guess
which is the biggest city in the world?

Put the cities in order: biggest first.

Vocabulary:
 - high (adj) : cao 
- long (adj) : dµi.
- thick (adj) : dµy
- a million : triÖu
- over (pre): h¬n

- HCMC

- LONDON

- TOKYO

- HANOI

MEXICO CITY

3.While
reading

: - Get students to read the text andcheck.
- Direct students to look at the text
and the pictuers and guess the
meanings of the words.

- Ask students to read the text
carefully and answer the questions.

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

- MEXICO CITY. - HCMC 
 - TOKYO. - HANOI
 - LONDON

- a population: dân số
- The capital: thủ đơ
- a meter: mét

- a structure: c«ng trình kiến trúc
- a kilometer: ki lô mét

* Comprehension questions: 
 B2, 3, 4 – page 159-161

1 2 3 4 
5

6 7 8 9 
10

1 Which is bigger: London or Tokyo?

2 Is Ha Noi bigger than HCMC?

4 Which is taller: Sears Town or 
PETRONAS Twin Two?

6 Which is the biggest city in the 
world?

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8 How high is the Great Wall?

10 How thick is the Great Wall?

3 – 5 – 9 : Lucky numbers 
4.Post

reading
:

Answer given

- Ask students to ask questions and

answer:

+ Which is the biggest city in the
world?

+ Mexuco City

+ How high is Sear Tower?
 + 442 meters.

- Mexico City
- 442 meters
- The Great Wall
- HCMC

- Petronas Twin Towers
- 12 million

5.Home

work: - Ask students to learn by heartvocabulary and comparatives.
Have them prepare Unit 15
-Lesson 5: (C1-2) : Lot of “ ……”

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 15: COUNTRIES

Lesson 5: NATURAL FEATURES (C1 – C2)

A.Teaching points: By the end of the lesson, Ss will be able to use “A lot of ……..” as
a quantifier with Geography vocabulary to describe Vietnam.

B. Contents: 
- Structure:

- Vocabulary: Vocabulary related to places.
C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Contents Teacher & Ss activities’

1. 
Revisio
n:

Slap the board

- Put English words on the board.
- Call two students of two teams to
the front of the class.

- Call out one of the Vietnamese
translation in loud voice.

moutains

beautiful

fields

beaches

rivers

lakes

2

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ation:  Translation

 Translation

 Synonym

 Explanation

Checking: Rub out and remember
Presentation text

- Show students the text and let them

to the cassette and repeat.

- Ask some students to read aloud and
ask them:

+ What are there 6 natural“
peatuers Lan tells us about?

- Show them a picture of a desert and
ask them if they know why there isn’t
a desert in Viet Nam.

- Ask them to give the formation of “
a lot of..”.

- Let students copy the models and
the formations, and memorize

- a desert: sa maïc

- a lot of = lots = many: nhie uà
- great (adj): to lớn

C1 on page 162 – 163

we have lots of rain / the country 
very green, we have big forest, a lot 
of lakes and rivers”

LOTS OF / A LOT OF + C . 
NOUN /

UNC.NOUN.

- Sau Lots of / a lot of là danh từ 
không đếm được hoặc danh từ 
điếm được số nhie u.à

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+What are they going to do?
+ They re going to play soccer’

- Do the same for the seccond picture.
- Correct their mistakes.

a) mountains
b) rivers

c) lakes
d) rain
e) forests
f) beaches
g) deserts
4.

Further
practice
:

Write it up

- Write the words on the board.

- Get students to come up to the board
to match the cities with natural
features .

- Check

- Get students use the cues to write a
passage about natural features in Viet
Nam.

- Lai Chau forests
- Can Tho beaches
- Hai Noi mountains
- Pleiku rice fields
- Da Nang river

- Hue lake

- Quang Ninh rain
 My country is very beautiful and 
in teresting. In Lai Chau there are 
lots

of ...
...

5.Home
work:

- Ask students to learn by heart
vocabulary and “lots of”

Have them prepare Unit 15
-Lesson 6: (C2 - 3) : Reading a text
about the world s great rivers and’

mountains………

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Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 15: COUNTRIES

Lesson 6: NATURAL FEATURES (C3 )

A.Teaching points: By the end of the lesson, Ss will be able to understand the text 
about the world’s great rivers and mountains to skim for details and get further practice
in using comparatives superlatives.

B. Contents:

- Structure: Comparatives superlatives.
- Vocabulary: Vocabulary related to places.
C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Word Square

- Write the word of the square on the
board.

- Tell the students what the topic is
and how many hidden words are
there.

- Get the students to come to the
board and circle any words they can
see.

R I V E R S W C

M S T A R T S H

E L B E A C H I

T R E E I G I N

E I R O N E G A

R G L O T S H O

S D L R O W X F

great, long meters, rain, high, 
China

river, star, beach, tree, lots
 world girl

2 .Pre - 
reading

:  MineElicit vocabulary

 Visual

 Translation

 Translat

* Checking: Rub out and remember
True or False statements
- Set the sence: You are going to read
about some great rivers and
mountains in the world. Now work in
pairs and guess about the text .

- Hang th poster of statements o the
board and ask them guess which
statements are true and which are
false.

Vocabulary:

- to flow to : chaûy ra 
- the sea : bieån.
- Tibet : Tây Tạng
- North Africa : Baéc Phi

1. There are two great river in Viet 
Nam

2. The Red River is longer than the 
Mekong River.

3. The Red River and the Mekong 
River both star in China

4. The longest river in the world is 
not in Viet Nam

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3.While
reading

: - Get students to read the text andcheck.
- Ask students to read the text
carefully and answer the questions.

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

C3 – p 165

1. T 2. F 3. F 4. T 5. F

* Comprehension questions: C3
 1 2 3 4 
5

6 7 8 9 
10

2 Which is the longest river in VN?

3 Where does the Mekong River 
star?

4 Which is the highest mountain in 
the world?

6Which is the longest river in the 
world?

7Which sea does the Nile River flow 
to?

8 Which is the highest mountain in 
the world?

10 How thick is the Great Wall?

1 - 5 - 9 - 10 : Lucky numbers 
4.Post

reading
:

Speak

- Let some pairs practice asking and
answering about these rivers and
mountains with Wh – questions.
- Let them do some more practice on
other rivers and mountains they know.

- Wh – Questions: What, where, 
 which,

how…………

5.Home

work: - Ask students to learn by heartvocabulary and comparatives and
superlatives.

- Have them do Exercises from page
127 to 129 in the workbook and
prepare Unit 16 - Lesson 1:

(A1&3) : Countable and uncountable
quantifiers.

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 1: ANIMALS AND PLANS (A1 & A3)

A.Teaching points: By the end of the lesson, Ss will be able to use countable and 
uncountable quantifiers: a lot, a little, a few to talk about Food.

B. Contents: 
- Structure:
- Vocabulary:.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

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Stages Teacher & Ss activities ’ Contents
Jumbled words

-Write numbers whose letters are in
disorder.

- Divide the class into two teams.
- Ask students from each team to go
to the board and write the correct
words .

1. Revision:

- toespota = potatoes
- werflos = flowers
- gegs = eggs
- motatoes = tomatoes

- icer = rice
- nonios = onions
- tableveges = vegetables
2.

Present
ation:

Presentation picture

- Use pictures and some real things as
chalk, pens, books, water to identify
the meaning and usage of the
quantifiers some, a few, a little, a lot
of.

- Let students listen and repeat : some
rice, a lot of rice, a little rice, some
eggs, a lot of eggs, a few eggs

- Ask them to give the formation of “
a lot of…………..”.

- Have them take note.

- some eggs some rice
 - a lot of eggs a lot of 
rice

- a few eggs a little

rice

* Some / a lot of / a little / a few:
Some / a lot of / a few + Plural 
Noun

Some / a lot of / a little + Unc 
Noun

- Some: 1 vµi
 - A lot of: nhiÒu
 - A few / a little: 1 Ýt

3. 
Practic
e:

Picture drill
- Run through the pictures.

- Hold up the first picture and say the
model sentences:

+How many potatoes are there?
+ There are a lot.

- Do the same for the seccond picture.
- Correct their mistakes.

a) a lot of potatoes

b) some tomatoes
c) a lot of onions
d) a few vegetables
e) a little rice

f) some flowers
g) deserts
4.Furth

er

practice
:

Chain game

- Write the phrases on the board.
- Ask students to get into groups of
four or five.

- Do the model.

- a little rice
- some tomatoes 
- a few eggs

There s a little rice.’

There s a little rice and some ’

Tomatoes

………
5.Home

work:

- Ask students to learn by heart
vocabulary and Countable and
uncountable quantifiers.

Have them prepare Unit 16
-Lesson 2: (A2) : Reading a text about
farming and a lot.“ ”

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Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 2: ANIMALS AND PLANS (A2)

A.Teaching points: By the end of the lesson, Ss will be able to can understand the text 
about farming and use a lot , a little, a few

better.
B. Contents: 
- Structure:

- Vocabulary: Vocabulary related to places.
C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
Nought and crosses

- Put the grid on the board.

- Divide class into teams. One is
noughts (O) and the other is Crosses
(X).

- Two teams choose any words in the
boxes and ask questions about county
names

- The team which has three noughts
or three crosses on a line will win the
game.

1.Revision:
a dozen

eggs potatoes2 2

a
glass of

milk

2
1

kilo
onions

100g.Ric
e

4 kilos
vegetabl

es
1 kilo

fruit

2
tomatoe

s

2
flowers
2 .Pre -

reading

:  MineElicit vocabulary

 Visual

 Translation

Checking: Rub out and remember
Open prediction

Vocabulary:

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- Set the sence: You are going to read
a text about Mr Hai’s farming. Now
work in pairs and guess about the text
.

- Ask them to predict 6 things Mr Hai
has on his farm and 5 things he
produces.

Mr Hai has:

1…… 2…… 3…… 4……

5…… 6……
Mr Hai produces:

1……… 2……… 3………

4……… 5…………

3.While
reading

: - Get students to read the text andcheck.
- Ask students to read the text
carefully and answer the questions.

Grid
- Put the table on the board.

- Get students to reread the text then
complete the table.

- Get students to share the answers
with their partners.

- Feed back.

Mr Hai has:1.paddy fields 2. a small 
field 3. fruit tree 4. buffulo 5. cows 6.

chicken

Mr Hai produces: 1. rice 2. vegetables

3.

fruit 4. milk 5. eggs

Hai
has/grow

s/
produces

a

lot meso
a
fe
w

a
littl

e

paddy

fields V

rice V
vegetable

s V

fruit

trees V

fruit V

animals V

buffalo V

cows V

milk V

chicken V

eggs V

4.Post

reading - Ask students to use the Grid aboveBoard drill
for cues for the drill

- Run through the cues.

+ How many paddy fields does
Mr Hai have?

+ some

+ How much rice does Mr Hai
produce?

+ a lot

5.Home

work: - Ask students to learn by heartvocabulary and A lot, a little, a few.
- Have them prepare Unit 16 - Lesson
3: (A4&5) : reading a text about the
Environment..

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Date of planning : /4/2010
Date of teaching: /4 /2010

Period 9

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 3: ANIMALS AND PLANS (A4 – A5)

A.Teaching points: By the end of the lesson, Ss will be able to understand understand 
ideas in iterms of cause and effect: “Why …… ?” “Because …” .

B. Contents:

- Structure: “Why …… ?” “Because …” .
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n :

Matching

- Put the Vietnamese translation and
English words on the board.

-Ask students to match English words
with the Vietnamese translation .
- Ask students to work in teams.

the population rõng 
forests

trồng
 the world cánh đồng
 farmer

thÕ giíi

2 .Pre - 
reading
:

Elicit vocabulary

 Translation

 Mime

 Translation

 Explanation

 Translation
Checking:What and where

Ordering pictures

- Set the sence: You are going to read
about some problems which are
happing now. Can you put the
problems above in order.

Vocabulary:
 - land : đất

- to cut down (tree / the forest) : chặt
- to burn : đốt

- to destroy : phá huỷ
- plants : cây cối

- in danger: trong mèi nguy hiÓm

a) producing plants
b) cutting down trees
c) More food

d) Burning the forests
e) Growing the population
f) Making new fields

g)Animals and plants in danger.
3.While

reading

: - Get students to read the text andcheck.
- Have them answer the questions in
full sentences then copy in their
notebooks – the passage and
answers .

+ Why do we need more land?
………

e) c) b) d)
 f) a) g)

Comprehension questions: A5,p 
168

a) ..because there are more 
people

b) ..because they need more fields
 c) .. because people /we are

destroying their home and their

environment.

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reading

: - Ask students to retell the content ofthe above passage, ask them some
questions as models students to
practice asking questions with
“Why…… ”? and answer with

Because

“ …………”

- What’s the population of the 
world now?

- Why do people need more food?
- Why do people cut down the
forests?

- Why do farmers burning the
forests?

- Why are the Asian animals in
danger?

5.Home

work: - Ask students to learn by heartvocabulary and “why …” and answer
“ Because …………”.

- Have them prepare Unit 16 - Lesson
4: (B1) : reading a text about
polution..

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 101

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 4: POLLUTION ( B1 - 2 )

A.Teaching points: By the end of the lesson, Ss will be able to understand a text about 
Pollution

B. Contents: 
- Structure:

- Vocabulary: vocab related to polution.

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities ’ Contents
1.

Revisio
n:

Slap the board

- Put English words on the board.
- Call two students of two teams to
the front of the class.

- Call out one of the Vietnamese

đốn hạ cây

mối nguy hiểm

đốt cháy

sản xuất

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translation in loud voice. phá hủy

2 .Pre - 
reading
:

Elicit vocabulary

 Translation

 Visual

 Translation

 Explanation

 Example

 Translation

Checking:Rub out and remember
Pre Questions - Predict

- Set the sence: You are going to read
a text about What we are doing to our
environment. Guess the answers for
the questions.

Vocabulary:

- the environment : m«i trêng

-The ocean = the sea: biển, đại dơng
- the air : khơng khí

- trash : rác rởi

- pollute : làm ô nhiễm
- power: năng lợng

- waste: lÃng phí
B1 page 169

What are we destroying?
1. 2. 3.
What are we wasting?
1. 2.
What are we polluting?
1. 2. 3. 4.
3.While

reading

: - Get students to read the text andcheck.

- Have them answer the questions in
full sentences then copy in their
notebooks – the passage and answers
.

+ Why are wild animals and plants
in danger?

What are we destroying ?

1. forests 2. wild animal 3.plants

What are we wasting?
1. water 2. power
What are we polluting?

1. the air 2. the land 3.the rivers

4. the oceans

Comprehension questions: 
a) ..because we’re detroying the 
forest

b) Gases are polluting the air. 
c) The pollution comes from gases 
and trash.

d) Trash is polluting the land, rivers

……

4.Post
reading
:

Write it up

- Ask students to use the Predict Pre
Questions to make a list of “Don’t’.
- Give the first two as an example:
+What are we destroying?

(forest): Don t destroy the foersts’

+What are we wasting?
 (water): Don t waste water.’

Don t Destroy our Environment!’

Don t dsetroy the forests.’

Don t destroy the animals.’

Don t destroy the plants’

Don t waste water.’

Don t waste power.’

Don t pollute the air.’

Don t pollute the land.’

Don t pollute the rivers.’

Don t pollute the oceans.’
5.Home

work: - Ask students to learn by heartvocabulary
- Have them prepare Unit 16 - Lesson
5: (B2) : Should / Shouldn t.’

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Date of planning : /4/2010
Date of teaching: /4 /2010

Period 102

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 5: NATURAL FEATURES (C1 – C2)

A.Teaching points: By the end of the lesson, Ss will be able to give advice, using 
should / shouldn’t.

B. Contents:

- Structure: S + should / shouldn’t + V

- Vocabulary: Vocabulary related to environment.
C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.

Revisio
n:

Word Square

- Write the word of the square on the
board.

- Tell the students what the topic is
and how many hidden words are
there.

- Get the students to come to the
board and circle any words they can
see.

C O L L E C T P

U P I C K P W O

T H R O W L E L

D E S T R O Y L

O V G R O W O U

W A S T E S U T

N S D A M A G E

cut down, plow, we, you, pollute.
 collect, pink, throw, destroy, grow, 
 waste, damage.

save

2

.Present
ation:

Elicit vocabulary

 Translation

 Synonym

 Explanation

Rub out & remember dialogue
- Set the scene: Phuong and Thu are
talking about food and drink.

- Put the dialogue on the board .
- Rub out some of the words .

- Get students to isolate the model
sentence.

- Point to the model sentence and
ask :

+ What shouldn t we do?’

+ What should we do?

* Vocabulary:

-a trash can = a waste basket: thïng
r¸c

- to put: đặt, để

- a lot of = lots = many: nhiỊu
- great (adj): to lín

Lan : We shouldn t leave our trash’ .

Ba: What are these going to do?

Nga: Put it in a trash can

Nam: There aren t any trash cans.’
Lan: Then we should put it in a bag
and take it home

Should/ Shouldn t + V’ infinitive

- Nên/ không nên

- Dùng để khuyên ai đó
3.

Practic

e:

Word cue drill
- Run through the cues.

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model sentences.

S1: We Shouldn t waste water.’
S2: We should save water..

- Do the same for the second cue.
- Correct their mistakes.

- burn / collect / paper

- leave / put it in the the trash can /
trash

- damage / grow / trees
- cut down / grow / forests
4.Furth

er 
practice
:

Brainstorm
- Ask students to think of

How to make our school green.

- Get them to go to the board and
write down their ideas.

- Give feedback.

- Ask students to use the Brainstorm
for cues for the writing.

put our trash in the trash 
can

plant more trees and damage
trees

flowers

What should we do to make 
our school

green and
clean?

collect bottles and cans waste 
water

and 
power

- Our school should be a beautiful 
environment . We should

………

5.Home

work: - Ask students to learn by heartvocabulary and “Should / shouldn’t”
Have them prepare Unit 16
-Lesson 6: GRAMMAR PRACTICE.

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 103

UNIT 16: MAN AND THE ENVIRONMENT
Lesson 6: GRAMMAR PRACTICE

A.Teaching points: By the end of the lesson, Ss will be able to get main points: 
Comparatives, superlatives, Quantifiers, and countability, present, progressive tense.
B. Contents:

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- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1.Count

ries and
languag
e with
Present
simple
tense:

Networks

- Write a network on the board and
put some more words below it.

- Get students to think of activities
they do in seasons.

- Get students to put the given words
in the appropriate circles

- Give feedback.

Guessing game.

- Ask students to use the Brainstorm
to play game.

- Ask them to choose any ones, write
a full sentence and cover

- Get the rest of the class to guess
where he/ she from and which
languege he / she speaks. The first
student guesses the house correctly
comes up to the front, chooses a new
house and the game continues.

France Japanese
China the world
French

countries language
 Japan

Vietnam Chinese 
 Vietnamese

Page 174:

+ S1: I m from Japan and I speak ‘

Japanese.

+ S2: Are you from China?
 + S1: No, I m not.’

+S3: Do you speak Japanese?
 + S1: Yes, I do.

+S4: Are you from Canada?
 + S1: No, I m not.’

2. 
Adjecti
ves: 
Compa
ratives 
and 
 
superla
tives - 
P 175

Table completion

- Ask students to tell again the form
of comparatives and superatives.
- Call students to complete the table
( G3,P 175) and complete the
passages.

- Call students to check the answers.

a/ longer – the longest
b/ the longest

c/ the tallest – taller – the tallest
d/ biggest – bidder – the biggest
–
the biggest
3.Prese
nt
simple
and
present
progres
sive:
GM2 
-page
174

Mapped dialogue

- Put the dialogue on the board which
is only words. The words are cues.
- Model the dialogue.

- Run through the cues like a drill with
the whole class.

Thu

 Chi 

- What/
name?

-Where /
live?

-Whe/staynow
?
-What/ do?
- What /
teach?

- teach / you?

Susan
London
Ha Noi.
teacher
English
No / Mr Hai

4. A 
few, a 
little, a 
lot / lots
of: 
 GM
4 - page
175

Gap fill

- Call students to remind how to use a

few, a little, a lot of…

- As k students to find in the blank
with a few, a little ……

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5. 
Intergr
ated 
iterms 
of 
gramm
ar and 
vovabul
ary

Lucky numbers

- Write the numbers on the board.
- Divide class into teams. The teams
take turn to choose the numbers.
- Tell students that they have to
answer the questions .

1 2 3 4 
5

6 7 8 9 
10

2 Name 2 things we should do to save

our environment

3 Name 4 vegetables we grow in VN.

4 Name 3 farm animals.

6 Name 4 natural features there are 
in VN.

7 What s the second biggest city in ’

VN?

8 Name 2 langueges that you speak.

10 Name 2 countries you would like 
to visit.

1 - 5 - 9 : Lucky numbers
6Home

work:

- Ask students to review vocabulary
and Grammar points (Unit 9 –
Unit15) and exercises in the exercise
book from Unit 9 to Unit 15 .

- Have them prepare THE 2ND TERM 
EXAMINATION

Date of planning : /4/2010
Date of teaching: /4 /2010

Period 104

REVISION

A.Teaching points: By the end of the lesson, Ss will be able to Review some basic 
knowledge from Unit 9 – 15 ( Suhch as Simple present, present progressive tense,
comparatives, superatives, Let’s ……….).

B. Contents: 
- Structure:
- Vocabulary:

C. Teaching methods: Reading, Speaking, Writing.
D. Teaching- aids: Lesson plan, textbook.

E.Procedures:

Stages Teacher & Ss activities’ Contents
1. Be

going
to:

- Let students tell “ be going to” :
meaning, use and form.

- Give an example.

(sẽ) Diễn tả một hành động sẽ xảy ra
trong tơng lai. ( tomorrow, next)
 S + am / is / are + going to + Vinf
 Ex: I m going to visit Hue this’

summer

2.

Present
simple

tense: - Have students remind the form ofpresent progressive tense.
- Give 2 examples to illustrate.

Thì hiện tại thờng diễn tả một hành 
động, thói quen thờng xuyêb diễn ra ở
hiện tại. ( often, usually, sometimes…

S + V (s / es )

- Vinf : I / We / They / Plural nouns 
 - Vs / es : He/ shee / it / singular 
nouns

* Ex: We go to school by car
 She works carefully.

3.

Present
progres

sive - Call students remind the form ofpresent progressive tense.

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tense: - Write it on the board.

- Give an example. moment…

S + am / is / are + Ving

* Ex: I am playing soccer.

4. How
often…

………

?

… :

- Ask them to retell some adverbs of
frequency.

- Give examples.

Thường thế nào ?

Adverbs of frequency: always, 
usually, often, sometimes, never… .

* Ex: How often does she go to the 
zoo?

She usually goes to the zoo.
 She goes to the zoo twice a 
month.

5. How

much: - Remind how to ask and answer
about price

- Give examples.

(bao nhiêu) Hổi giá

How much is it / are they?
 It is ……… / They are

.

………

* Ex: How much is an ice-cream?

It s 1.000 dong’

How much are they?
 They are 5.000 dong

6.
Compa

ratives
and
superla

tives:

- Call students to give te form of
comparatives and superlatives.

- Gives examples.

* Comparatives:

Adjective + ER + 
than………..

* Ex: Nam is taller than I

Minh is bigger than his father.

*Superlatives::

The + Adjective + EST

* Ex: -Mexico is the biggest city in 
the world.

-That is the smallest house.

7.

Suggest

ion: - Call students to remind thesuggestion with Let’s

( Chóng ta h·y..)

Let s + Vo ’
..

………

* Ex: Let s go to Huong pogoda.’
8. The

weather
and
seasons

:

- Ask students about the weather in

the seasons.

* The weather

What s the weather like in’ ….?
It s ’ ……….. .

* Seasons: - Spring – warm
 - Summer - hot

- Fall – cool

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*Ex:What s the weather like in the ’

fall?

It s cool in the fall.’
9. How

much /
many…

………

?

- Remind countable and

uncoutable nouns.

- Call students to say again how
to use How much / many…?

Bao nhiªu ..?

How many + coutable 
Noun…?

How muc +uncoutable 
Noun.?

*Ex: - How many eggs are 
there?

There is one egg.

-How much meat do you 
need?

- A kilo.

10. To

be: - Call students to remind “to be “ and
how to conjugate.

am / is / are

I am
 He/ she / it is

We / you / they are

11. 
Homew

ork: - Ask them to leanrt by heart mainpoints and vocabulary from Unit 9 to
Unit 15.

- Have them prepair The Second 
Term Examination.

- Main points ( Unit 9 – Unit 15)
- Vocabulary ( Unit 9 – Unit 15)
- THE SECOND TERM

EXAMINATION

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Week: 35 EXERCISE

Period: 104

Date of preparation:……….

I. Aim: Students do some exercises to practice listening, reading and writing.
II. Objective: Help stuents do the exercises well.

III. Teaching aids: Posters.
IV. Procedure:

Content Teacher s activities’ Students activities’

I. LISTNING: Listen to the
teacher, then write True / False
F1. Mai doesn’t like sports.

T2. She often play sports in her
free time.

F3. She often plays with her
sister.

T 4. Sometimes they listen to
music or play video games.

* Listen: Mai likes sports. She
often plays sports in her free time.
She likes badminton very much.
She often plays with Huong, her
friend. Somestime they listen to
music or play video games.

- Hand out the posters.
- Read the passage twice.
- Ask students to write
True or False.

- Call students to write the
answers.

- Check and make sure.

- Get the test.

- Llisetn to the teacher
twice, write T/ F.

- Give the answers.

II. GRAMMAR & 
VOCABULARY:

Choose the best option

1. Which sports ______ you like?
a. do b. does c. are
2. Mary always _______ carefully.
a. work b. tenth c. works
3. We don’t go camping because
we don’t have a _____ .

a. ten b. tenth c. tent
4. Tuan is going to stay there
_____ 3 days.

a. visit b. visits c. to visit
5. Tuan is going to stay _____ Nha
Trang this summer.

6. Lee is from China. He speaks

_____

a.Vietnamese b.Enghlish c.
Chinese

7. How often does she read? __ a
week

a. Vietnamese b. English c.
Chinese

8. What’s the weather like in the
fall?

It’s ________ .

9. Mai _____ her homework now.
a. is doing b. are doing c. does
10. ______ the children often fly
kites?

- Ask students to do Gap
fill.

- Call students to choose
the best answers to fill in
the blank.

- Check and correct.

- Read ten sentences and
then complete.

- Choose the best
answers.

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a. Do b. Does c. Are
III. READING: Read the 
passage and do the exercise

Minh and his friends are going
to visit Hue this summer

vacation.They are going there by
trains. They are going to stay in a
hotel. They are going to stay there
for a week. They are going to visit
Hue for 1st three days. Then they

are going to visit Ha Noi.
A – Write True or False:
T 1. Minh and his his friends are 
going to visit Hue for first three
days.

F 2. They are going to visit Nha 
Trang after that.

F 3. They travel by car.
T 4. They stay in a hotel.

B – Answer the questions:
1. Do Minh and his friends go by
train?

2. How long are they going to
stay?

- Ask students to read the
passage and do the
exercise.

- Call students to give True
or False.

- Check and make sure.
- Call two students to
answer the questions.
- Check and correct.

- Read the passage and
do the exercise.

- Give the answers.

- Correct.

- Two students answer
the questions (write the
answers on the board)

IV. WRITING: Rewrite the
passage below by replacing italic
words with the words given.

Manh is going to visit (1) DaLat

this summer vacation. He is going
to go with his (2) sister. They are
going by (3) car. They are going to
stay (4) with their uncle. They are
going to stay for (5) four days.
* Vung Tau, friends, bus, in a
hotel, two.

- Explain the request of
writing.

- Guide how to write.
- Call one student to the
board and write down.
- Check and correct.

- Listen carefully.

- Write the paragraph by
replacing the italic
words.

- One student goes to the
board and writes down.

- Correct.

* Homework:

- See again all units ( 9 – 15 ) 
esp, this exercise for the second
exam.

- Say carefully. - Listen.
- Take notes.

Week: 35

Period: 105 THE SECOND TERM EXAMINATION

Date of preparation:……….

I. LISTENING :(2 ms )

Listen to the passage and then matcch the name with the right things :
1.Vui a. a camera

2.Ly b. some drinks
3.Lan c. some food
4.Mai d. a

1. ……….. 2. ……….. 3. ……… 4. ………… ………5. ..
 II. GRAMMAR AND VOCABULARY : (2.5 ms)

Choose the best options to complete each sentence : 
1. ……… she like sports ?

a.Do b.Does c.Is

2.How ………… do you watch TV? -Once a week.

a.often b.usually c.never

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a.visit b. visits c.to visit
4.We ………video games now .

a.is playing b.am playing c.are playing
5.They don't go camping because they don't have a ………

a.ten b. tent c. tenth

6.Phuong and Mai are going to stay ……… a week.

a.at b.on c.for

7. ………… eggs does Lan want ? -A dozen.

a. How many b. How much c.How often

8. My father often ……… to work by car.

a. go b. goes c.gos

9. Nam doesn't need ……… eggs, but he needs some meat.

a. any b. some c. an

10. At the canteen, a ……… of noodles is 2,000 ñ.

a. glass b.box c.bowl

III. READING : (3 ms)

This weekend ,Thu and her friends are going to have a picnic in Sapa. The
weather is fine and cold.Thu is

going to bring a camera to take some photos. Lan is going to bring some food. Nam
is going to bring some

drinks. Minh is going to bring a blanket .They are going to go by minibus. They are
going to start at 6 a.m and

go back home by 6 p.m.

A. True (T) or False (F ) ? (1.5m)

……… 1.Thu and her friends are going to go camping in Sapa.
……… 2.The weather is fine and cold.

……… 3.They are going to go by car.
B. Answer the questions :

1.Are they going to start at 6 a.m and go back home at 6 p. m?

………
………

……

2. Who is going to bring a camera?

………
………
……

IV. WRITING : ( 2.5 ms)

Read the passage below and then write about yourself , changing"Minh" to 
"I":

Minh likes walking. On the weekend, he often goes walking in the
mountains. He usually goes with

two friends. Minh and his friends always wear strong boots and warm clothes. They
always take food , water

and a camping stove. Sometimes, they camp overnight.

Begin with :

I like walking . On the weekend, I

………
………

………
………
…

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ANSWER KEY
I. LISTENING :

1.c 2.a 3.d 4.b 5.e

II. GRAMMAR & VOCABULARY :

1. b 2. a 3.c 4.c 5. b 6.c 7.a 8. b 9.a 10. c
III. READING :

A. T / F : 1.F 2. T 3. F
B. Answer the questions :

1. Yes , they are.

2.Thu is going to bring a camera.
IV. WRITING :

I like walking. On the weekend, I often go walking in the mountains.I
usually go with two friends. I

and my friends always wear strong boot and warm clothes. We always take food ,
water and a camping

stove.Sometimes, we camp overnight .

TAPESCRIPT

Vui and her friends are going to camp for some days in Sapa. They are going to
bring some things for their

trip.Vui is going to bring some food. Ly is going to bring a camera.Lan is going to
bring a ball. Mai is going to

bring some drinks. And Nga is going to bring a tent.

………

..

………

………

..

………

………

..

………

.

………

………

..

………

………

..

………

………

..

………

………

..

………

………

..

………

………

..

………

………

.

………

………

..

………

………

..

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giao an 6 cuc hot

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Leson Plan “ TiÕng Anh 6”

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Leson Plan “ TiÕng Anh 6”

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

Leson Plan “ TiÕng Anh 6”

Teacher : Dao Thi Yen – Cao Minh Secondary school

<b>REVISION</b>

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