Ngo Th Kim Hoa

Lesson 21: MYSTERY A/ Objectives: by the end of this lesson students are able to: - Talk about something positive in the past - Ask and answer about something in the past with wh questions about something in the past. - Reading for main ideas and details - Writing a short autobiography about their friends B/ Materials: textbook, handouts, pictures C/ Procedure: I. VOCABULARY AND READING: 1/ Pre teach vocabulary: - Mystery (n) - detective story (n) : Conan Doyle - to disappear to appear disappearance ( n) appearance - empty (adj) full : picture - sign (n): real action - to die dead (adj) death ( n) - guest (n) - divorced (adj) married - archaeologist (n) 2/ Pre reading: - introduce that the students are going to read about Agatha Christie, a detective writer. - get students to look at the statements in exercise 4 and guess if they are true or false 3/ While reading 1: - get them to scan the text and check the prediction
II.

GRAMMAR: A/ Negative 1/ Presentation: Model :

THE SIMPLE PAST OF ORDINARY VERBS

He / She didnt go to school last Sunday. He / She didnt study English yesterday didnt = did not ask some students some yes no question so that students answer with No- answer: Did you go to school last Sunday? - No Did you study English yesterday? - No Retell those information, using negative sentences to present the model. elicit students to do the concept check:
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S + did not + V(-to) didnt 2/ Practice: - get students to have look at the statements in exercise 4 again and correct them by using negative , and supplying the correct information with affirmative - get them to work in pairs and compare their answer 3/ Production: - give each student a handout, get them write down their short answer in column You about activities they did or didnt do yesterday. - get them to exchange their paper and retell the information to another one, complete column Next friend, using affirmative and negative statements. Did you buy something? go to school? read a detective story? see a foreigner ? have breakfast at the canteen? B / Wh questions: 1/Presentation: Model : Situation : I saw a foreigner at the school yard yesterday Question: A : Who did you see yesterday? B: a foreinger A: Where did you see him? B: at the school yard write the situation sentence on the board introduce the conversation elicit students to do the concept check: * meaning: * usage: * form: Wh word + did + Subject + V(-to)? You: Next friend:

2/ Practice: ( while reading 2) get students to make the wh questions to the answers from exercise 2 Grammar students book page 51 - elicit students to write prompts on board and get students to practice asking and answering FURTHER READING practice book page 42,43 Pre teach vocabulary:
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play (n) playwright (n) actor list (n) poem (n)

Pre reading: write some titles of some famous plays of William Shakespeare on board such as Henry VI, Romeo and Juliet, The Tempest - get students to predict who they are going to read about and what his job is. - Ask them to make the whole questions from the prompts in exercise 2 While reading: - get students to work individually and answer the questions in exercise 2 and do exercise 3. Post - reading: - get students to work in pairs, ask and answer to compare their answers - get some to stand up and tell the answer to the whole class for checking. 3/ Production: ( Pre writing ) - give handouts to the students and ask them to complete their information. - ask them to work in pairs and make an interview and complete the next collumn Questions you Your friend 1. Where/ born? 2. When / born? 3. When / begin / study ? Where? 4. Which foreign language / study / high school? 6. find it difficult / easy / learn it? 7. learn any works of Shakespeare? What? 8. like / them? 9. when / finish / high school? 10. How / feel / when / leave it? While writing: - get students to use the information they get from their friend and write a short autobiography about them. Post writing: - exchange their writing for peer correction - hand their writing to the teacher for correction and marking FUTHER PRACTICE practice book - exercise 1, 2 grammar; exercie 1 writing ; - Sounds Lesson 22: DATES
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A/ Objectives: by the end of this lesson students are able to: - ask and answer about the dates of a month - talk about something in the past including some famous events with various expresions of time - listen for main ideas, understand text organization - read for details B/ Materials: textbook, handouts C/ Procedure:
I.

VOCABULARY AND SOUNDS: * 12 months of a year: (show a calendar to introduce) - January, February, March, April, May, June, July, August, September, October, November, December - Cardinal number and ordinal number: ( write an example on board for students to distinguish the different uses) I had four best friends when I was at Can Tho university We began playing together on the fourth of September. 1 2 3 4 5 -

Cardinal number Ordinal number First (1st) Second (2nd) Third (3rd) Fourth (4th) Fifth (5th)

get students to do exercise 1 students book page 52 get them to repeat one by one get them to continue to do exercise 3 get them to repeat one by one Remember : Vietnamese English , vice versa Get students to look at the dates in exercise 3 and find out the way to write and say Get them to listen to how the next dates are said and then say by their own Supply handout 1, ask students to prepare their answer. Get them to work in pairs, ask and answer to compare the answers Handout 1 What date is / was Your answer Your friends answer today? yesterday? New Years Day? Teachers Day? Mid Autumn Day? National Day? Valentines Day? GRAMMAR:
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THE SIMPLE PAST - EXPRESSIONS OF TIME elicit students the expressions of time in the grammar spot at page 53 students book get them to do exercise 1, 2 practice book page 45 get them to guess the answers to the questions od exercise 1 Speaking students book page 53. give handout 2 to the students, get them to work in pairs and find out the answers, then check with the whole class Handout 2 student A When did Time The Berlin Wall come down? 1989 The Russian Revolution star? Astronoust first land on the moon? 1969 The first atom bomb explode? Columbus discover America? 1492 The Chinese buit the Great Wall? The Second World War start? 1939 The First World War start? John Kenedy die? 1963 Handout 2 student B When did Time The Berlin Wall come down? The Russian Revolution star? 1917 Astronoust first land on the moon? The first atom bomb explode? 1945 Columbus discover America? The Chinese buit the Great Wall? From 214 BC The Second World War start? The First World War start? 1914 John Kenedy die?

get students to prepare the answer to handout 3 and them work in group to complete it LISTENING: Pre teach vocabulary: - present - wedding reception / dress(n) - reception desk (n) - driving licence (n) - certificate (n) - golden anniversary (n) - exam result on list (n) - examination building (n) - to prepare
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- to decorate Pre listening: - get students to do exercise 1 - Introduce that they are going to hear three speakers talking about three special days foromm exercise 1 While - listening: - get students to listen the first time, and take note the key words they hear from each text. - Get them to listen the second time and pay attention to what those key words relate to. - Get them to discuss with their friends which special days the speaker say - Get them to listen the third times and check - Get them to work with their friend again and do exercise 3 - Get them to listen the last time and check Post - listening: - supply handouts to students, get them to prepare their information and then work with their friend to complete the table What did you do you Your friend 1 Your friend 2 last week? three week ago? last night? on Saturday? yesterday morning? a few minutes ago? on the second of last September? FURTHER PRACTICE: VOCABULARY Practice book exercise 2, 3 page 44 READING Practice book Page 44 Pre teach vocabulary: - NASA : National Aeronautics ans Space Administration - planet (n) - shuttle (n) - rocket (n) - to take off to land - take off (n) - to replace Pre reading: - get students to look at the two pictures and tell who the man is, what the thing is - get them to guess what they are reading about
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While reading: - get them to skim the reading text and check their prediction - get them to scan the text and do exercisse 2

Lesson 23: WHAT IS HE/ SHE WEARING? A/ Objectives: by the end of this lesson students are able to: Use the present continuous to describe someone at a certain point of time Distinguish the differences between the simple present and present continuous Listen for details Read for details B/ Materials: textbook, pictures, handouts C/ Procedure: I. 1 -

GRAMMAR: 1/ Brainstorm and pre teach vocabulary: get students to discuss in pairs to find out the meaning of the words in box exercise show pictures, get students to tell in English what it is get students to memorise new words , using pictures and instrustions Ex: This is something you wear on your feet This is something you wear when its hot This is something you wear when its cold This is something men usually wear This is something women usually wear - get students to look at the adjectives in box 2 (present new words if necessary) and decide what kind of the clothes they are wearing and they usually wear - get them to do exercise 1 Practice book Vocabulary Page 46 2/ Pre listening : get them to look at the people in the pictures and discuss : Are they sitting or standing? What are they sitting or standing near? What are they wearing? What are they doing? ( laugh, smile, drink..)

3/ While listening: - get students to listen to the tape 3 times and complete handout 1 and decide who are they
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get them to check the answer with partner and then with the whole class. Harriet What / weaing? John Edward Louise

What / doing?

II.

FUNCTION AND GRAMMAR: THE PRESENT CONTINUOUS AND THE SIMPLE PRESENT 1/ Presentation: Model : 1. Im wearing ao dai at the moment but I usually wear suit. 2. She / he is wearing .. but she / he usually wears.. Steps: - teacher herself introduces the first example - teacher askssome students and retell to the class to bring out the second example - teacher elicits students to bring out the difference between the usage of these two tenses simple present is used to talk about something parmernent present continuous is used to talk about something happening a a certain period of time, not parmernent 2/ Practice: - get students to do exercise 1 students book page 55; exercise 4- grammar practice book page 47 3/ Production: - get students to work in pairs: One chooses someone in the class and describe him/her. Dont say who he/she is.
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III.

One listens and guess who he / she is - Get some to discribe someone in the class, others guess READING 1 Pre teach vocabulary: - to interview interview (n) interviewer (n) interviewee (n) - warm (adj) warmth (n) - impression (n) - style (n) - to put on to take off Pre reading : - tell students that the clothes they wear can tell how they are - introduce that they are going to answer some questions and find out what your clothes tell about them While reading: - get them to work individually and choose the best answer about themselves Post reading: - get them to exchange information (or book) - read profiles at page 105 students book, get them to count the pointa of of their friends and find out what their clothes tell about them. - Get them to retell information to their friend ( and the class )

IV.

READING 2: ( further reading ) Pre reading - tell them that they are going to read aletter, and them how they can find the writer and the receiver fastest While - reading: - get them to skim the letter in 3 secone and tell who the writer /the receiver is - get them to skim the letter again and find out who Aunt Grace is - get them to scan the text in 6 minutes and do exercise 3 Post - reading: - get them to exchange their information in pairs - check with the whole class Lesson 24: IM GOING TO SAVE MONEY A/ Objectives: by the end of this lesson students are able to: talk about a resolution - a future plan with the near future
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express reason and resolution with conjunctions because and so Listen for main ideas Read for main ideas Write a resolution

B/ Materials: textbook, pictures, handouts C/ Procedure: I. GRAMMAR:

1/ Pre teach vocabulary: - resolution (n) - to take work home - a pregnant 2/ Presentation: THE NEAR FUTURE TENSE Model : Mrs Thanh is a pregnant. She is going to have a baby in October. I cant finish my work now so I am going to take work home and do it at night. = Because I cant finish my work now, I am going to take work home and do it at night. Steps: - introduce the model - get students to base on the words pregnant and October, now, at night to guess if this is an event in the past, at present, or in the future ( not happen yet) - elicit students to do the concept check: meaning ussage: we use the near future tense to talk about something surely happen in the future or a future intention or plan form:
S + be going to + V(-to)

Pronunciation: going to = gonna Expression of time: tonight, tomorrow, next month / year / week elicit students to retell the second example, using because and bring out the use of SO and BECAUSE Note: So + cosequence / resolution Because + reason

3/ Practice: - supply some reasons and resolutions on the board - get students to do the matching
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get them to make whole sentences, using SO and then BECAUSE

Reasons Resolutions Its my birthday next week buy a big house My house is very small send a postcard We have a party tomorrow travel to the countryside Hes tired of his work invite somes friends to uor house - get them to do exercise 3 sudents book page 57 Futher practice: - get students to do exercises in practice book VOCABULARY EXERCISE 1,2 GRAMMAR EXERCISE 2,3

4/ Production: - get students to write down five things they are going to do after they finish studying this book, complete column You with words or phrases - get them to work in pairs and read one by one, the other complete your friend activities You reasons activity Your friend reasons

II. 1/ -

READING AND LISTENING: Pre teach vocabulary: to save money to take exercise to have lesson to get fit to entertain

2/ Pre reading: - get some students to tell what they plan to do next year, write phrases on board My New Years resolution Activities Reason - introduduce that they are going to read some New Years resolutions of someone 3/ While reading: ( Pre listening) - get students to read the reading text and do exercise 2 4/ While listening:
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get students to listen to the four peole talking about what they are going to do next year, take note the key words and then decide who is speaking. Speaker 1: Speaker 2: Speaker 3: Speaker 4:

supply some more information on the board, get students to work in pairs and decide which information belongs to whom then get them to listen and check Put these information to right people: a. will take ayear off before university b. have got a family and need more space c. their jobs take lots of time and theyre tired at weekend d. always drives to work and is going to start running in the evening

5/ Post listening / post reading: ( pre- writing) - get students to write down five thing they are going to do next years, give that paper to the partners - get them to prepare five reasons for those five activities, keep the paper for their own. - get them to work together, ask and answer to find out the reason Model conversation A: Why are you going to move to England? B: Because I want to meet my husband Model writing Move to England / meet my husband

6/ While writing: - get students to use their friend information and mane a New years resolution abut him / her 7/ Post writing: - collect students writings for marking

Lesson 25: EATING OUT A/ Objectives: by the end of this lesson students are able to: ask for something politely, using would like distinguish the different use between like and would like
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talk about price predict, listen for details read for details

B/ Materials: textbook, pictures, real objects, handouts C/ Procedure: FUNCTIONS: WOULD LIKE 1/ Pre teach vocabulary: get students to look at the menu - page 58 and match the picture and names of food or drink get students to work in pairs, student to student brainstorm and teach vocabulary check with the whole class, ( teacher show pictures to present new words if necessary) get students to repeat all words do remember techniques : pictures, real objects, Vietnamese English, English Vietnamese get them to do exercise 2 students book page 58 get them to work in pairs and complete sentences in exercise 1 practice book page 50 get them to work in groups and put those sentences in order to make steps in restaurants
I. -

2/ Presentation: - get students to do exercise 4, 5 vocabulary and listening - students book - elicit students to bring out the polite way to ask for something What does the guest say when he asks for a burger with fries? What does the waiter say to know what the guest wants, a regular or a large Coke? What does the waiter say to know what flavour the guest wants? What does he ask to find out the price? Model: 1/ Id like a burger with fries, please. I would like 2/ Would you like a regular or a large Coke? 3/ What flavour would you like? Strawberry, please. 4/ How much is that? Thats four pounds fifty elicit students to do the concept check: meaning: form + use: We use would like + something to say what you want politely

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We use would + S + like + something? to take someones order poitely We use How much + be + S ? S + be + ( price) to ask for price

pronunciation: get students to do Sound students book page 59 get students to look at the pairs of sentences of Sound exercise again and find out the difference between I like and Id like Note: We use Id like to ask for something politely ( at a certain point of time, now) We use I like to tell our hobby, (all the time) 3/ Practice: - get students to do exercise 1 - get students to do exercise 1,2,3 practice book function page 51 - gets students to work in pairs, act out the conversation again and make more other conversation base on the menu in the book Model conversation: Assistant: (greeting)Can I help you? Customer: Id like __________________. A: Would you like a regular or a large_____________? C: Id like a _________________, please. A: Would you like anything else? C: Id like a __________________, please. (A: What flavour would you like? C: Id like a ___________________.) A: OK C: How much is that? A: Thats ____________________ 4/ Production: Role play: Student A: youre a guest, you are going to a fast food restaurant to buy something for lunch. Look at the menu from the waiter and write down things you want. Make a conversation with the waiter. Student B; youre a waiter in a fast food restaurant. Prepare a list of food and drinks with their prices. Make a conversation with your guest. III. READING:

1/ Pre teach vocabulary: - counter (n) - to serve - container (n)

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rubbish bin (n) to leave a tip to add cashier (n) diner (n) railway carriage (n) atmosphere (n) doggy bag (n) top class (n) to make a reservation to taste to refuse

2/ Pre reading: - ask students to answer some guiding questions: Are there many types of restaurants are there in you city? What are they? Do you usually go to the restaurants for eating? How often? Where do you often sit, at the table or at the counter? Who do you pay, the waiter or the host? Do you give tip to the waiter or waitress? (How much?) - introduce students that they are going to read about eating out in The USA 3/ While reading: - deliver handouts to each student - get students to skim the reading test and find out the four types of restaurants in the USA, complete column types of restaurants - get them to scan the reading text and complete the chart - get them to compare the answer in pairs and then check with the whole class Types of restaurants Where to sit Who to pay How much to tip Other advice 1/ 2/ 3/ 4/

4/ Post reading: ( homework) - get students to work in groups of five, and writing a comparison between eating out in Vietnam and tat in the USA. - Teacher collects groups writings for marking
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FURTHER READING AND LISTENING: - practice book page 50 Pre teach vocabulary: seat (n) to order gin (n) tonic (n) crisp (n) chip (n) ketchup (n) there isnt any left introduce that they are going to read two dialogues get them to skim the test and decide what the situations are, then check with the whole class get them to listen to the tape the first two times, underline and correct the differences individually get them to work in pairs and compare the answers. get them to listen the last time and check

Lesson 26: CAN I HELP YOU? A/ Objectives: by the end of this lesson students are able to: say what you want to buy, give opinions and make decisions about something talk about shopping habits produce polite and friendly intonation
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use reflexive pronouns listen for details and main ideas

B/ Materials: textbook, pictures, real objects ( drawings), handouts C/ Procedure: I. GRAMMAR AND FUNCTIONS: A/ Grammar: REFLEXIVE PRONOUNS Model: I cut myself reflexive pronoun use real action to present the model sentence elicit students to do the concept check: meaning: sentence + reflexive pronoun use: reflexive pronouns are used when the subject and objest of a sentence are the same form: Personal pronouns Reflexive pronouns I Myself We Ourselves You Yourself / yourselves They Themselves He Himself She Herself It Itself 2/ Practice: get students to do exercise 1 students book Grammar - page 63 get students to do exercise 1,2,3 practice book Grammar page 52 get students to do exercise 1 speaking and listening students book page 62 LISTENING 1: 1/ Pre teach vocabulary: - to look for - to try it on - to go ahead - to fit - to suit

II.

2/ Pre listening: - get students to skim the conversation and decide if the customer is buying something for herself or for someone else 3/ While listening:
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get students to listen to the tape and underline things that are different from the peaker says get them to work in pairs to compare the answer check with the whole class

B/ Functions: 1/ Presentation: - get students to look at the conversation again, put the suitable to the following functions: - get them to look at the grammar spot and supply some more saying what you want to buy: - Im looking for .. - Can I try it on? - Have you got one in a smaller/ bigger size? - Have you got it in another colour? - Id like giving opinions: - The green one is nice - Its too big/ long/ small/ short - It doesnt fit me - I dont like the colour/ style making decisions: - Ill leave it. - Ill get it = Ill take it = Ill have it - Can I try it in a different size? 2/ Practice: - get students to act out the conversation again, follow the prompts A: help / you? C: Yes, look for / a T shirt A: we/ got / some / T shirt / over here. What colout / look for? C: green A: it / for yourself? C: yes, try / it? A: yes, go ahead C: No, too big . not / fit / me. Have got / smaller one? A: I / afraid not. What / yellow one? C: not / like / colour. Yellow / not /suit / me. I / leave / it. Thank you A: Goodbye LISTENING 2: 1/ Pre teach vocabulary: Collocation: - draw a flower and then a bunch of flowers on board to present collocation collocation is a group of words that go together.
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get them to discuss with theirs friends and do exercise 1,2, 3 get them to do exercise 3 practice book Vocabulary page 52

2/ Pre - listening: - Introduce that they are going to listen to two conversations - ask them to listen and answer the questions 1/ What item in exercise 1 does the customer buy? 2/ Who does he / she buy for? 3/ While listening: - get students to listen to the tape the first two times and find out the answers - get them to discuss with their friends about the answer - get them to listen the last time and check their answer - get them to listen to the conversations again and tell which customer sounds polite and friendly 4/ Post listening / Production : Role play: Student A: you are the assistant, you buy chocolate, flowers, perfume, bag, hat, teddy bear. Make a conversation with the customer. Student B: you are the customer. You are going ome of these things ( chocolate, flowers, perfume, bag, hat, teddy bear). Decide: - What you buy : - Who you buy for: Make a conversation with the customer. Steps : get students to work in pair, give them to students supply map dialogue on the board if necessary get them to work in pairs get some pairs to practice in front of the class, the others listen and retell the main information

Map dialogues: A: greeting. Offer help C: say what to buy A: say yes, sir / madam give product C: ask to try A: say express agreement (C: giving opinion,ask for another A: agree / disagree with reason) C: ask for price A: tell the price C: make decision A: say goodbye III. SPEAKING: - supply handouts - get them to work in groups of three and discuss the question and complete the table - get some pairs to practice in front of the class. - get some retell information they get from their friends to the whole class.
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get the whole class at home write a report about one of the friends, based on the information from the handouts collect their writings next class for marking Friend 1: Friend 2:

Questions you 1. like / shopping? 2. usually / shopping by yourself? 3. know / what want / buy? 4. usually buy things / yourself? 5. How often / buy / things / other people? 6. who / buy gifts / for? 7. when / give / gifts? 8. what / buy for gifts?

FUTHER PRACTICE: Practice book page 52 vocabulary exercise 1,2 discuss with their friends

Lesson 27: WHOSE BAG IS THIS? A/ Objectives: by the end of this lesson students are able to: ask and answer who something belongs to with Whose and possessive pronouns discribe objects about shape, material, weight
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read for details listen for details and main ideas

B/ Materials: textbook, picture from Newheadway, real objects ( drawings), handouts C/ Procedure: I. GRAMMAR AND FUNCTIONS: POSSESSIVE PRONOUNS AND WHOSE - QUESTIONS 1/ Pre teach vocabulary: * elicit students the meaning by drawing and real objects - long ( adj) short: drawing - small (adj) large: drawing - heavy (adj) light : drawing - square (n, adj) : drawing - rectangle (n) : drawing rectangular ( adj) - triangle (n) : drawing triangular (adj) - round (n, adj) : drawing - glass (n) : real object - leather (n) : real object - metal (n) : real object - plastic (n) : real object - paper (n) : real object - wood (n) : real object woody (adj) * show real objects for students to practise using vocabulary Model: A: Whats it? B: Its a book A: Whats it made of? B: Its made of paper A: What shape is it? B: Its rectangular A: Is it small or big? B: Its small A: Is it light or heavy? B: Its light * show some other things, get them to practice with: A: Whats it like? B: Its a small, rectangular paper book *get them to work in pairs. Choose one object in the classroom and answer questions to guess the object their partner is describing Model: A: Is it square? B: Yes / no A: Is it rectangular? B: Yes / No A: Is it red? B: Yes / No A: Is it made of wood? B: Yes / No A: Is it a book ? B: Yes / No
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* FURTHER PRACTICE : practice book page 54 vocabulary exercise 1, 2 2/ Presentation: Model: A: Whose book is this? A: Whose pens are these? A: Whose book is this? B: Whose pens are these? B: Its my book. Its mine B: Theyre my books. Theyre mine B: Its her book. Its hers. B: Theyre her boks. Theyre hers

Possessive pronouns teacher herself present the first two examples. teacher elicit another students to present the next two examples teacher elicit students to do the concept ckeck: meaning: use + form: - We use WHOSE + NOUN + be + Subject? to ask who something belongs to - We use POSSESSIVE PRONOUNS to say who something belongs to Possessive adjectives My Your His / her / its Our their Poss. adj + noun = Possessive pronouns Mine Yours His / her / its ours theirs Poss. pronoun

3/ Practice: - get students to do exercise 2 students book page 64; prcatice book page 54 Grammar - exercise 1 - Transformation drill: Its his car. Its their house Theyre her suitcases Its your wallet Theyre our binoculars Theyre my cars Steps: one reads sentence with Poss. adjective, one reads sentence with poss. Pronouns one asks with Whose, one answer with poss. Pronoun
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4/ Production: - get students to work in pairs, give each pair a picture - get them to take turn to ask and answer with whose and the following object: book, hat, sun cream, bicycle, dog, children, sunglasses, car, trainers, sportbag. - get some to practice in front of the class for checking the answers II. LISTENING AND SPEAKING: 1/ Pre teach vocabulary: - lost property office (n) - to lose loss (n) - lost article (n) 2/ Pre listening: - get students to match the questions to the information from the lost property form exercise 1 - introduce that they are going to listen to a conversation in a lost property office and find the differences from the form 3/ While listening: - get them to listen to the tape the first two times and do by their own - get them to work with their friends and compare the answers - get them to listen the last time and check their answer. - supply handouts to students, get them to listen three more conversations and complete the form exercise 5 - get them to work in group of three and check the answer - get them to listen to the tape again and check with the whole class 1. Name 2. Address 3. Telephone 4. Lost article 5. Date of loss 6. Time of loss 7. Place of loss 8. Description 4/ Post - listening: give each student a hand out Lost property get them to complete their own information get them to work in group of three, ask and answer to complete the table - get some pairs to practise in front of the class 23

Lost property Ken Hamilton ___ Dock London

Mary Walter lane, ____ Tree Leeds

Joseph road, ___ James street, Bath

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Lost property 1. Name 2. Address 3. Telephone 4. Lost article 5. Date of loss 6. Time of loss 7. Place of loss 8. Description

III. READING practice book: 1/ Pre teach vocabulary: - valuable object (n) - trouble (n) - annoying (adj) - to post - stupid (adj) - phone card (n) - cash card (n) - cashpoint machine (n) - overcoat (n) - filing cabinet (n) - to lock the door by the key 2/ Pre reading; - get them to answer the three questions in exercise 1 - introduce that they are going to read about four people who lost something 3/ While reading: - get them to skim the text do exercise 1 - get them to skim the text again and underline the things the writers lost and decide who is the most careful - supply some more questions on the board, get them to scan the text and answer by their own Questions: a/ How often does A lose thing? b/ How long does it take A to look for the purse every morning?
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c/ What did C lose last month? d/ How many umbrellas does B buy every year? e/ Why des D never lose the door key? f/ Where did C find the car keys last week? g/ Who regular leaves the phone card and the cash card? h/ Where does D put the papers? 4/ Post reading : - divide them into two groups and play Lucky number

Lesson 28: WHATS THE MATTER? A/ Objectives: by the end of this lesson students are able to: ask and answer how they feel, show sympathising and give advice with should / shouldnt read for details and how to deal with unfamiliar words listen for main ideas
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write an advice leaflet about health care for visitor

B/ Materials: textbook, real things, handouts C/ Procedure: I. LISTENING: 1/ Pre teach vocabulary: - Brainstorm vocabulary by get students to work in groups of four and complete the table. 2 types of medicine 6 complaints or illnesses 5 adj to describe how you feel 7 part of body

get them to take turn to go to write down the answer on the words at suitable place present new words if necessary: parts of body: use real object ( may present more ) illnesses: use real action adjectives: translate get them to repeat word by word rub out and remember get them to do exercise 2, 3 practice book vocabulary - page 56

2/ Pre listening: - tell students that they are going to listen to 3 conversations and find out what s wrong with each person. - Deliver handouts, get them to work in pairs and predict what words go in the blanks

Handout 1:Listen and fill in the blanks 1. D: Good morning.__________________________ P:___________________________ D: So, if youre fine, why are you here to see me? P: No, what I mean was, oh, it doesnt matter. Ive got a ________________
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D: I see. Any other symptom? P: Well, Ive got a______________________ as well D: Do you smoke? P: Yes, I do. And I feel ____________________ all the time. D: Ok, lets have a look 2. D: And what seem to be the ___________________ with you? P: I feel ___________________ and Ive got a_______________________ D: Let me see. And have you got____________________? P: Yes, I have D: you look rather_____________________ .Yes, youve got a bit of a ____________________. I think It must be something you ate yesterday. P: I only ate a___________________ yesterday D: What kind of sandwich? P: It was a cheese sandwich D: Well, its probably nothing serious, but Ill give you some medicine 3. D: And what seem to be the _____________________? P: Ive hurt my___________________ D: ________________ did you do that? P: In a game of _________________ D: Football. Dont you think youre too old to play football? P: Well, Im only __________________ D: Really! Well let me see now -

3/ While listening: get them to listen to the tape and complete the conversations get them to check the answer with the whole class and tell whats wrong with each person and complete handout 2

Person 1

Symptoms

advice

2
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II.
-

FUNCTIONS AND GRAMMAR: 1/ Presentation: get students to look the handout again and complete the following sentences and decide what they use them for. Get them to do exercise 1 Grammar students book page 66 Asking how you feel: ___________ are you? What seem to be the _______________ with you? Are you________________? Any other ________________? Have you got a _________________________? How did you ______________that Saying how you feel: Ive got a ___________________ I feel ____________________________ You look rather _______________________ Ive _______________________ my leg (my leg hurt) Showing sympathising: ( teacher elicit student and write on board ) Oh, dear! What a pity! Oh, Im sorry!

giving advice: get them to supply suitable advices to the symptoms in handout 2, use advices from exercise 3 students book listening - page 66 - Present the model for the first person: Model: The first person feel tired. He should go to bed. He shouldnt get any exercise. - elicit student to do the concept- check: meaning; Form + use: We use should + V(-to) to advise someone to do something
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We use shouldnt + V(-to)

-

to advise someone not to do something

2/ Practice: get students to look at the information in the tables again, work in pairs, take turn to one reads the symptom and one reads the advice - Vietnamese English translation with the other functions - get them to do exercise 3 practice book Grammar and functions - page 56 3/ Production: Role play: - get students to choose some trouble for their own, prepare some advice for some problem as much as possible. - Get them to work with various friends, take turn to be the adviser and the patient - Get some pair to stand up and practice, the other listen and retell the main symptom and advice III. READING AND WRITING: 1/ Pre teach vocabulary: - chemist (n) - emergency (n) - relative (n) - medical treatment / care (n) - tax (n) 2/ Pre reading: get students to work in pairs and discuss the questions in exercise 1 about Vietnam get some to tell their ideas in front of the class 3/ While reading: get them to read the reading text and answer those questions about Britain divide them into two groups to play noughts and crosses for checking the answers 1 4 7 2 5 8 3 6 9

Who is a specialist? get them to read text again, find suitable words for each explanation in exercise 3

4/ Post reading:/ writing: - get students to work in pairs again, discuss what are the differences between medical care in Vietnam and Britain, using answers in to the question in 1. - get them at home write an advice leaflet about medical care for a British visitor to Vietnam ( pair work)
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collect writing next class for marking

FURTHER PRACTICE PRACTICE BOOK Sounds exercise 2 Reading Pre teach vocabulary: - insect (n) - water safety (n) - health insurance (n) - sun cream (n) - sunstroke (n) - shade (n) - mosquito (n) - malaria (n) Pre reading: - Introduce that they are going to read about two of things in exercise 1 which relate to health holiday While reading: - get them to skim the text to do exercise 1 - get them to scan the text again and do exercise 3. Post reading: - get them to work in pairs and write advice for extra topic in exercise 1 - get them to exchange their advice with other pairs - elicit them to write a list on the board

Lesson 29: COUNTRY FACTFILE A/ Objectives: by the end of this lesson students are able to: compare things or people with short adjectives: comparative and superlative learn how to say measurement and its abbreviation listen for details read for details
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write a factfile for a country

B/ Materials: textbook, pictures, handouts C/ Procedure: I. GRAMMAR AND FUNCTIONS: MAKING COMPARISONS -

1/ Pre teach vocabulary: get students to do exercise 1,2 students book page 68 for brainstorming get students to work in pairs and match words in exercise 3 and the abbreviation in exercise 5. Then present words measurement to measure get them to listen to the tape and decide the stress syllables from those words get them to listen again and repeat one by one point to abbreviations on board, get them to read the whole words get them to do exercise 3, 4, 1 practice book page 58

2/ Presentation: - show some pictures on board, get students to bring out some short and long adjectives - get them to find down the definition of long and short adjectives Short adjective are one syllable adjectives or two syllable adjectives which ending in Y,LE,ET,OW,ER. Examples: short, tall, old, friendly, noble, clever, quiet, narrow. Long adjectives are two or more than two syllable adjectives such as modern, beautiful, A/ Comparative form of short adjectives: Model : An elephant is bigger than a mouse A mouse is smaller than an elephant
-

show pictures to elicit students the adjectives and present the model elicit them to do the concept check: meaning: Form : short adj_ ER + THAN Use: Comparative is used to compare between two things or two people get students to look at some more adjectives in the grammar spot and find out the other rule to form comparative. B/ Superlative form of short adjectives: Model : Of three people, Susan is the tallest (girl) Ann is the shortest ( girl)
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draw three girls on the board, elicit students the adjectives and present the model elicit them to do the concept check: meaning: Form : THE + short adj_ EST Use: Superlative is used to compare among three or more than three things or people get students to look at some more adjectives in the grammar spot and find out the other rule to form comparative.

Note - double consonant if it is preceded by a vowel - add R ; ST if the adjective ending in E - drop Y, add IER ; IEST - some special cases: learn by heart Ex: good - better best ; bad worse worst

3/ Practice: - get students to do exercise 2 students book Grammar page 69 - get them to do exercise 4 students book Grammar page 69 - word cue drill: Mary / fat/ Susan Of all / Mr Brown / good / doctor Tom / bad / student / class Wave / cheap / Sirius The Green / happy / The Brown I / old / person / family 4/ Production: II. READING AND LISTENING: 1/ Pre teach vocabulary: - population (n) - armed force (n) - armed service (n) - troop (n) - dry (adj) - minus 2 degrees Celsius : -2o C 2/ Pre listening: / production 1 - introduce the country factfile - get them to work in pairs and decide if the sentences in exercise 1 true or false - get them to correct the false sentences, using comparative - introduce information about Sweden in exercise 2, elicit students to tell what those are about.
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3/ While listening: - get them to listen about Sweden and choose the best answer. 4/ Post listening: / production 2 - get them to complete information they get from exercise 2 in the chart. - get them to work in pairs again and make superlatives among these three countries - get students to work in groups of five at home, find out information about Vietnam and complete the chart below Country Vietnam Land area Average temperature Average rainfall Population Education get them to write down comparatives and superlative about Vietnam in comparison with Kingdom of Thailand, Kingdom of Britain and Sweden get them to exchange writing for peer correction get them rewrite the second time collect their writings for marking

FURTHER PRACTICE: PRACTICE BOOK READING AND GRAMMAR: - introduce the reading text - get them to skim the text and do exercise 1 - get them to scan the text and do exercise 3, 4 - get them to follow the model sentence and do exercise 5

Lesson 29: COUNTRY FACTFILE A/ Objectives: by the end of this lesson students are able to: B/ Materials: textbook, handouts C/ Procedure:

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