GIÁO ÁN ENGLISH UNIT 1: MY FRIENDS LESSON 1: - GETTING STARTED - LISTEN AND READ - LANGUAGE FOCUS (P 10 -11, 17) A Aim: By the end of the lesson, students will be able to know more about Hoa - Lan Nien and write some sentences using the structure "(not) + adj + enough + to- infinitive" B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T prepares 13 cards with numbers Pelmanism: on one side and verbs on the other meet come live think send thought - T sticks the cards on the board so receive met lived received came studentswent can only see the numbers sent - T divides Ss into teams and asks them to choose numbers T turns the cards over to see if they match (E.g.: teach – taught), give them one mark If not, T turns the cards over again and the next team continues until all the cards are opened - T elicits the words and then models times PRE-READING I Pre - teach vocabulary - to seem (translation) - a next-door neighbor (explanation: a person who lives next to your house) - Ss copy down - to look like (translation) - a smile (mime) - (to) lift (mime) - Rub out the new words one at a Checking vocabulary: Rub out and remember time - Each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?" When all English words are rubbed out, T goes through the Vietnamese list and gets students to say out the English words - T sets the scene: “Look at the picture of Hoa and Nien and answer II Pre - Questions the following questions” - T gives Ss some questions and Is Nien Lan's friend or Hoa's friend? asks them to work in pairs T gives How old is Nien? feedback Where does Nien live? Is she a beautiful girl? WHILE READING - T asks Ss to read the dialogue between Hoa, Lan and Nien on P I Pre-question checking: 10 and check if their answers are - Expected answers: correct or not a She is Hoa's friend b She's twelve years old c She lives in Hue d Yes, she is - T asks Ss to read the dialogue II Comprehension questions (P 11) again and answer the questions in - Expected answers: exercise on P 11 a Nien lives in Hue - T calls on some Ss to ask and b No, she doesn't answer the questions (open pairs) - T asks them to work in closed c The sentence is 'She wasn't old enough to be in my class' pairs d At Christmas POST READING - T sets the scene to introduce the structure "(not) + adj + enough + I Language Focus to- infinitive" Complete the exchange: Form: "(not) + adj + enough + to-infinitive" + Can you (1) this (2) over there? Meaning: chưa / không đủ để làm + No, I (3) not (4) (5) to (6) the (7) Ex: - Can you hang this picture over there? over there  No, I am not tall enough to hang the picture over there - T models two cues, the whole II Word - cue drill class repeats, then T asks some Ss Read English books / √ good to repeat individually Ex: Can you read English books? Drive a car / x old Yes My English is good Carry this bag / √ strong enough to read English books Solve this problem / x clever - T asks Ss to work in pairs: one asks, one answers III Further practice: Complete the dialogue: - T asks Ss to exercise on P 17 Expected answers: in pairs - T gives feedback and asks Ss to b not big enough practice the dialogue c not old enough d not strong enough e good enough IV Consolidation: (2 minutes) - T asks students to summarize the dialogue and the form of “ENOUGH” V Homework: - Do exercises & in workbook - Prepare Speak + Language Focus UNIT 1: MY FRIENDS LESSON 2: - SPEAK - LANGUAGE FOCUS A Aim: By the end of the lesson, students will be able to describe someone’s appearance B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures, CD, cassette Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T asks students to think of the Brainstorm: adjectives used to describe body thi build and hair fat curly long n hair body build sli m short straight PRESENTATION I Vocabulary: - curly (a) (picture) - blond (a) (picture) - bald (a) (picture) - slim (a) (picture) - T elicits the words and then models - straight (a) times - slender (a) (picture) (picture) (explanation) fair Checking: Slap the board II Presenting the structure: Ex: What does she look like? She has long blond hair She is short and thin - T shows Ss a picture of Mary and Form: asks them to describe her hair and What + do/does + S + look like? her body build S + have/has + adjectives + N - T explains the form to SS S + be + adjectives PRACTICE - Ss copy down I Word cue drill a he / tall / thin b She / short / slim c He / short / fat - T prepares cards and models the d long/ black / hair (a) first card e curly / blond / hair - T runs through the vocabulary then f straight / brown / hair the cues - Expected answers: a He is tall and thin b She is short and slim c He is short and fat d She has long black hair e She has curly blond hair f She has straight brown hair II Guessing game: Model sentence S1: This person is short and slim She has long blond hair S2: Is this Mary? S1: Yes PRODUCTION - T shows the poster of people and asks Ss to look at people on page 11 - 12 Call on one S to describe one person and the others have to guess who he/she is For example: (model sentence) I Describing the picture: men – a woman – a boy Expected answers: a There are people b, c The man next to the bus stop is rather fat and short He has short dark hair and a square face - T asks Ss to work in groups of 4, He is wearing blue pants and a pink shirt each member describes a person in The woman is slim and beautiful She has short the picture curly hair She is wearing a green skirt and a red - T calls some groups to describe in front of the class blouse - T asks Ss some questions on P 17 II Write it up: - Write your description on the notebook - T asks Ss to write their description on notebook - T calls some Ss to read aloud their description - T gives feedback IV Consolidation: (2 minutes) - T asks students to state the main structures used to describe someone’s appearance V Homework: - Do exercises & in workbook - Prepare lesson 3: Read UNIT 1: MY FRIENDS LESSON 3: READ (P 13, 14) A Aim: By the end of the lesson, students will be able to know more about Ba's friends and ask and answer about their characters B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP Chatting: - T asks students to look at pictures on + What are these Ss doing? P 10 and talk about the activities they + What time of the day you think it is? want to after school or in their free time + Do you like soccer / reading books ? - T gives them some questions: + What are these Ss doing? (play soccer / play chess / read books / play volleyball) + What time of the day you think it is? (in the morning / evening, after + Who you like playing with? school) + Do you like soccer / reading books ? + Who you like playing with? PRE - READING - T models times and gets Ss repeat I Pre - teach vocabulary: - a character (translation) - an orphanage (explanation: a place where children without parents live) - reserved (a) (translation) - sociable (a) (explanation: enjoy spending time with other people) = outgoing (a) - (to) tell jokes (explanation: tell a story which makes people laugh) - sense of humor (translation) - generous (a) (explanation: giving or willing to give freely) - (to) annoy (explanation: to make somebody slightly angry) * Checking vocabulary: Slap the board - Ss copy II True - False prediction Ba only has three friends - Bao, Song, Khai - T sticks the poster of T/F statements Ba and his friends have the same characters on the BB Bao - Song - Khai are quite reserved in - T sets the scene: These statements are public about Ba and his friends, read them and guess which statements are true, which They all enjoy school and study hard are false WHILE – READING I True/False checking: - T asks Ss to open their books and reads the text on P 13 T lets Ss check their prediction - T asks Ss to correct false statements Guess Correct F F F T - Expected answers: Correction Ba has a lot of friends but he spends most of his time with Bao, Song and Khai Ba and his friends have the different characters Only Song and Khai are quite reserved II Multiple choice (p 14) - Expected answers: - T gets Ss to exercise on P 14 a A b C c B d D III Comprehension questions: - T calls on some Ss to give answers How does Ba feel having a lot of friends? - T asks Ss to work in pairs to Who is the most sociable? exercise on P 14 Who likes reading? - T lets Ss read the text again and answer the questions What is a bad thing about Ba's jokes? - T corrects Ss' pronunciation if any Where does Bao spend his free time? Do you and your close friends have the same or different characters? - Expected answers: He feels lucky Bao Khai They annoy his friends At a local orphanage (optional) POST - READING Talk about your friends (appearance and characters) - T asks them to work in groups and talk to one another about their friends, using the adjectives they have just leant to describe - T calls some students to present in front of the class IV Consolidation: (2 minutes) - T asks students to summarize the passage V Homework: - Write a paragraph (about 50 words) about one of your close friends - Do exercises & in workbook UNIT 1: MY FRIENDS LESSON 4: WRITE (P 15) A Aim: By the end of the lesson, students will be able to write a paragraph about their close friends B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP WARM UP - T asks students to look at the pictures Kim's game: on P 17 quickly and then lets them + How many people are there in the picture? keep their books closed + What is each person wearing? - T divides the class into groups, gives them questions, the group Expected answers: which answers correctly and the fastest - Four wins the game - The woman is wearing a red shirt and a green skirt The man is standing on the pavement is wearing a pink shirt and blue trousers The man who is standing beside the car is wearing brown trousers and a yellow shirt The boy is wearing blue shorts and a white shirt PRE – WRITING I Vocabulary: - helpful (a) (explanation: willing to help - T elicits vocabulary and models somebody) times for the class to repeat - friendly (a) (kind to someone) - humorous (a) (explanation: showing a sense of humor) * Checking vocabulary: ROR - T asks Ss to read the information II Read the information about Tam and about Tam then answer some answer the following questions: questions a What is his name? - Ss give answers b How old is he? c What does he look like? d What is he like? d Where does he live? f Who does he live with? g Who are his friends? - Expected answers: a Le Van Tam b 14 c He is tall and thin, he has short black hair d He is sociable, humorous and helpful e He lives at 26 Tran Phu Street, Hanoi f He lives with his mother, father and an elder brother g Ba and Bao WHILE - WRITING - T lets Ss write a paragraph about Tam, using the information they have I Write about Tam: just got Model passage: Le Van Tam is 14 He is tall - T asks Ss to compare with the and thin, he has short black hair He is sociable, paragragh in their books on P 15 humorous and helpful He lives at 26 Tran Phu Street, Hanoi with his mother, father and an elder brother His friends are Ba and Bao - T asks Ss to write information about II Write about one of your friends one of their friends, then write a paragragh about him or her Sample: His / her name is and he/she is years old He / She lives at in with his grandmother, his parents and his sister, Mai He / She is tall and slender He / She has short black hair He / She is rather shy but friendly and helpful He / she has a lot of friends but his / her close friends are and POST - WRITING Write about yourself - T asks each student to write a similar paragragh about himself/ herself - T moves around the class and helps Ss, then asks some Ss to speak about himself/herself in front of the class IV Consolidation: (2 minutes) - T asks students to state the main points in describing someone V Homework: - Write another paragragh (about 50 words) about one of your family members - Do exercises & in workbook UNIT 1: MY FRIENDS LESSON 5: LISTEN + LANGUAGE FOCUS 1, (P 16, 17) A Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and listen to complete the dialogue B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T prepares 11 cards with numbers on Pelmanism one side and verbs on the other Live Be - T sticks the cards on the board so lived Is students can only see the numbers - T divides Ss into teams and asks them to choose numbers T turns the cards over to see if they match E.g.: live - lived, give them one mark If not, T turns the cards over again and the next team continues until all the cards are opened Has Show Send Come Showe d Sent Came - T asks Ss to complete the PRE - LISTENING conversation on P 12-13 T gives them Predicting conversation - completing: some expressions and makes sure they know their meanings - T gets Ss to guess and to complete four dialogues on P 12-13, using the given expressions - T asks Ss to say out the meaning of Some expressions for greeting: the expressions and help them to - It’s a pleasure to meet you understand the usage of the - I’d like you to meet… expressions - Come and meet… WHILE - LISTENING - T lets Ss listen to the CD twice Conversation – completing: - T gets them to work in pairs to - Expected answers: complete the dialogues and compare I’d like you to meet with their predictions Nice to meet you - T gives feedbacks I’d like you to meet It’s a pleasure to meet you Come and meet How you - T asks Ss to practise speaking the dialogues POST - LISTENING Role play - T calls on some Ss to play the roles of Nam - Hoa - Thu, Khai - Mrs Lien Mrs Vi, Ba -Bao - Grandmother, Mr Lam - Mrs Linh - Mr Thanh and practice the dialogues PRESENTATION - T corrects their pronunciation (if I Pre - teach vocabulary any) - a planet (ex: the sun, the earth what are they?) - T elicits and models times - Mars (picture) - Mercury (translation) - pleasure (n) (explanation: a state of feeling or being happy or satisfied) - principal (n) (example) - moon (n) (picture) - (to) rise (explanation) # (to) set Checking vocabulary: Rub out and remember - T rubs out the new words one at a time - each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?" When all English words are II Revision of Simple Present tense and rubbed out, T goes through the simple past tense: Vietnamese list and gets students to Simple present tense: call the English words a Form: S + V(s/es) + O - T elicits simple present and simple past tense: form, usage b Usage: To talk about general truth - T focuses on one of the usage of Ex: Lan often goes to school late Simple present tense It is used to Simple past tense: express an action which is always true a Form: S + V(ed/ii) + O b Usage: To talk about action begun and finished in the past PRACTICE Language focus 1: Expected answer: - T asks students to exercise in lived - lives - sent - was language focus - T calls some students to give answers is - comes Language focus 2: Expected answers: sets moves - T gives Ss verbs: be - move - set rise - go, and asks them to complete the goes dialogue between Ba and Tuan, his is young cousin - T gets Ss to practice the dialogue is is IV Consolidation: (2 minutes) - T asks students to state the usage and form of simple present and simple past tense V Homework: - Do exercises & 10 in workbook - Prepare Unit 2: Getting started, listen and read