Giáo án Tiếng Anh - Period: 15 đến period: 23

 the Adjectives. 
- Ask Ss to write the correct adjectives in the gaps. Tell Ss they will only need 5 of the 10 adjectives to complete this activity.
- Play the recording to allow Ss to check their answers.
- Tell Ss look back at 3. Ask what word comes after the name. Make some more sentences about the class and write tem on the board. Underline the forms of “be”. 
- Ask Ss to complete the sentences.
- Listen and read
- Individual work
- Individual work
- Pair-work
- Individual work
- Pair-work
- Individual work 
* Practice:
1. Listen and read
a. Put a suitable word in each blank.
Key: 
1. picnic	2. Likes	
3. friendly	4. Mai and Chau
5. glasses; long black hair
6. working on their school project.
b. Polite requests and suggestions. Put the words in the correct order.
Key: 
Making and responding to a request:
 1. Can you pass the biscuits for me, please?
 2. Yes, sure.
Making and responding to a suggestion:
 1. Would you like to sit down?
 2. Oh, sorry. We can’t.
2. Game: Lucky numbers
1. pass the pen
2. play outside
3. move the chair
4. listen to music
5. turn on the lights.
6. have a picnic.
Adjectives for personality
3. Choose the adjectives in the box to complete the sentences.
Key:
1.create	2. Kind	
 3. confident	4. Talkative
 5. clever
4. Complete the sentences
Key:
 1. am	2. Is 	3. Isn’t
4. aren’t	5. Is	6. Are
- Ask Ss to look at the picture and answer the questions.
- Correct their answers
- Group-work 
* Production:
5.Game: Friendship Flowers
In groups of four, each member writes in the flowers petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person.
*Homework:
- Practice the conversation.
- Prepare the next lesson 
(A closer look 1)
Experiments: 
Week: 06
Period: 16
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /b/ and /p/ in isolation and in context; use vocabulary and structures about body parts and appearance.
II. Language Focus:
	1. Vocabulary:the vocabulary about body parts and appearance.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to match the words they know.
- Allow Ss to work together. Point out the irregular using the “watch out” box. Play the recording as many times as required to support Ss pronunciation.
- Review and test Ss’ comprehension by asking them to respond to imperative sentences.
- Individual work
* Presentation:
&Vocabulary
Appearances
1. Match the words with the pictures on the cover page of 4Teen magazine.
Watch out!
Eye – eyes
Tooth – teeth
Hand – hands
Foot -feet
- Explain that some words go together, but some don’t.
- Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. 
- Ask Ss to complete the word webs in their books.
- Play the recording.
- Ask Ss to listen and repeat the words.
- Have Ss practice reading the words first.
- Play the recording for Ss to listen and do the task.
- Ask Ss to listen while T play the recording.
- Ask Ss to chant along. Provide further practice by dividing the class into 2 groups. Have groups sing alternate lines.
- Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.
- Ask Ss to do this exercise individually first then compare their answers with a partner. 
- Check Ss’answers.
- Ask Ss to match the pictures to the people. Discuss the answers, and ask Ss to recall parts of the recording that help them to do the matching.
- Individual work 
- Listen and repeat.
- Pair-work
- T-Whole class
- Group-work 
- T whole class
- Individual work
- Individual work
* Practice:
2. Create word webs.
Key: 
- Long/short: legs, arms, tail, hair.
- Big/small: head, ears, feet, eyes, nose.
- Black/blonde/curly/straight: hair, fur.
- Chubby: face, cheeks.
- Round/long: face.
& Pronunciation /b/ and /p/
3. Listen and repeat (page 28)
Picnic biscuit blonde 
black big patient
4. Listen and circle the words you hear.
Key:
 1. play 2. band 3. Ponytail
 4. brown 5. Picnic 6. pretty
5. Listen. The practice the chant. Notice the rhythm.
& Grammar
Have for descriptions
6. Look at the cover page of 4Teen magazine and make the sentences.
Key:
 1. – Does the girl have short hair?
 - No, she doesn’t.
 2. Does Harry Potter have big eyes?
 3. The dog has a long tail.
 4. - And you, do you have a round face?
 - Yes, I do / No, I don’t.
7. Phuc, Duong and Mai are talking about their best friends. Listen and match.
Key:
Phuc: c	Duong: a	Mai: b
- Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box. Play the recording to allow Ss to check their answers.
- Pair-work 
* Production:
8. What are the missing words? Write is or has. Listen again and check your answers
 1. has 2. Is 3. Has 4. Is 
 5. Has 6 is
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
(A closer look 2)
Week: 06
Period: 17
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use the present continuous to talk about future plans and arrangements.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Organizing
- Have ss play alphabet games
- T calls each letter of the alphabet
- Ask Ss to try to recall a verb beginning with each letter
- T-Whole class
* Warm-up:
Alphabet game
Eg: A- act, ask 
 B- buy, bring ....
- Play the recording and ask Ss to listen and follow the conversation on the page. Play the recoding again and ask Ss to circle all the verbs. 
- Use grammar box to describe actions happening now, and some describe plans for the future. Point out contextual clues, such as use of adverbs of time.
- Ask Ss to fill in the table with sentences from the conversation.
- Ask them to feedback with reasons for their choices.
- Individual work 
- Pair-work
* Presentation:
& Grammar
The Present continuous for future.
1. Listen again to part of the conversation.
2. Now, underline the present continuous in the conversation. Write them in the table.
Actions now
Plans for future
They’re coming over.
Example: This evening, we are working on our school project.
- Ask Ss to complete the sentences individually. Remind them to pay attention to the “be” verb and to the spelling of verbs ending. Discuss any difficulties before Ss attempt 4.
- Ask Ss to write N for actions happening now, and F for future plans.
- Individual work
- Individual work
* Practice:
3. Write sentences about Mai’s plans for next week .use the present continuous for future.
Example: She’s finishing her homework. (finish)
Key: 
 1. is talking	2. isn’t going	
 3. is visiting	4. is having
4. Sort them out! Write N for Now and F for future.
Key: 
1. N	2. F
3. N	4. F
5. F	6. N
- Have Ss prepare for activity by first writing the days Monday to Sunday, and writing activities next to each – they should add the three activities listed in 5: organizing a party, working on a project, going swimming. They should leave some days free to arrange new plans.
- Practice the model conversation with the class. Then ask Ss to mingle and make arrangements with their classmates. Afterward feedback by asking Ss to tell the class about their plans.
- T-Whole class
* Production:
5. Game: Would you like to come to my party?
Choose the day of the week that you plan to :
- Have a party.
- Prepare for the class project.
- Go swimming.
Example:
Nhung’s week
Mon
Tue
Web
Thu
Fri
Sat
Sun
*Homework:
- Practice more by using The present continuous for future.
- Prepare next lesson 	(Communication)
Experiments: 
Week: 06
Period: 18
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can read for specific and general information in texts.
II. Language Focus:
	1. Vocabulary:the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss look at extra vocabulary.
- Whole class
* Presentation:
Extra vocabulary:
Choir
Firework competition
Greyhound racing
Field trip
Temple
Volunteer
Independent
Curious
Freedom-loving
Responsible
Reliable 
- Show the picture of the five friends in the magazine. Discuss the friends with class: where they are come from, what their name might be, what might they like to do, etc.
- Can bring a map or a global to show where they are from.
- Tell the class they will be introduced to some new verbs.
- Ask Ss to the star signs of the five friends in 4Teen magazine. 
- Ask Ss to look at the adjectives of personalities in the star sign and compare them with what they read about the five friends in 1.
- Have Ss review the star sign description for their own signs. Ask Ss to tick adjectives they agree with. 
- Allow them to share their thoughts with a partner.
- Pair-work
- T-Whole class
- Individual work
- Pair -work
* Practice:
1. Read the passage form 4Teen magazine.
2. Find the star sign of each friend to find out about their personality. Do you think the description is correct?
3. Look at the star sign. Do you agree with the description?
- Have Ss play a line-up game.
- Ask Ss to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday? 
- Whole class
* Production:
4. Think about your friends’ personalities. What star signs do you think they are? Find out if you are correct!
Play a line-up game
*Homework:
- Write a paragraph to describe your friend in your notebook.
- Prepare the next lesson :
(Skill 1)
Experiments: 
Week: 07
Period: 19
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can use read for specific and general information in texts including advertisements and emails.
II. Language Focus:
	1. Vocabulary:the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Show the class three objects/pictures of objects that you might use at camp, e.g. torch, backpack, hiking shoes.
- Ask the class to guess when you might use all three objects. Then have Ss open their books and check their guesses.
- Discuss with Ss the features of advertisements: title, short-texts, eyes-catching, contact details, etc.
- T-Whole class
- Answer
* Presentation:
Prediction
What objects you might use at camp.
- Tell Ss this advertisement is about the Superb Summer Camp. Ask Ss to look at it for 2 minutes and try to remember as much as they can. Then ask the class to cover the page and tell T what they remember.
- Ask Ss to read and find the answers to the questions. Ss can underline parts of the email that help them with the answers. Set a strict time limit to ensure Ss read quickly for information. Accept any reasonable answers.
- Set a longer time limit for Ss to read the text and answer T or F. Encourage Ss to support their answers.
- Ask Ss to make their own English camp schedule then ask them to report their results to class.
- Individual work
- Individual work
- Individual work
- Individual work
* Practice:
& Reading
1. Read the advertisement for the Superb Summer Camp and choose the best answer.
- The camp is for children of what age?
- What did you see in the pictures?
- Where will the camp be?
- What can you do at the camp?
- When does it happen?
Key: 
 1. b	2. c	3. a
2. Read the text quickly. Then answer the questions.
Key: 
 1. an e-mail
 2. A stay at the Superb Summer Camp.
 3. Yes, he is.
3. Read the text again and write True or False.
Key: 
1. F	2. F 3. T 4. T 5. F
6. F 7. F
& Speaking
4. Make your own English camp schedule. 
Morning
Afternoon
Day 1
Day 2
Day 3 
- Go back to the advertisement and elaborate the activities listed with Ss. Brainstorm ideas onto the board. Ask Ss to use the ideas they brainstormed to fill in their own schedule. 
- Give each Ss a fixed amount of time to speak. Ss can report to the class about their partner’ schedule.
- Pair -work
* Production:
5. Take turn. Tell your partner about it. Listen and fill in the schedule.
Morning
Afternoon
Day 1
Day 2
Day 3 
*Homework:
- Write a schedule for yourself.
- Prepare the next lesson:
(Skill 2)
Experiments: 
Week: 07
Period: 20
Date of planning: //
Date of teaching: //
UNIT3: MY FRIENDS
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen for specific ideasand write an entry for a magazine using notes.
II. Language Focus:
	1. Vocabulary:the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to see the photos first. Then point at the words in the box and ask them to do the matching.
- Play recording for checking and practicing reading the words.
- Individual work
* Presentation:
& Listening
1. What do you see in the photos? Choose the words in the box to fill the table. Then listen and check.
Key:
- Ask Ss to refer to the contents of the advertisement. Give Ss time to decide which activities are like more likely to happen at the camp and which are not. Ask them to explain why they think so.
- Have Ss brainstorm the things that Mr. Lee plans for camp.
 - Play the recording. Ask Ss to listen the first time. Then play the recording again and follow Ss to fill in the table as they listen. Ss can share their answer before playing recoding a final time to allow pairs to check their answers.
- Tell the class three letters can help them to write better. Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans.
- Individual work
- T-Whole class
- Pair-work
* Practice:
2. Which activities do you think may/ may not happen at the Superb Summer Camp.
Key: 
- Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i.
- Activities that may not happen: c, h (because the camp is in Ba Vi Mountains)
3. Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp?
Morning
Afternoon
Day two
Day three
& Writing
Study skills
Research, draft, check.
- Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how for they progressed, and which areas need further practice.
- Individual work
* Production:
4. Write for 4Teen magazine about your plans this weekend with your friends.
- Introduce yourself.
- Describe your friends.
- Describe your plans. 
*Homework:
- Write your plans in your notebook.
- Prepare the next lesson :
(Looking back)
Experiments: 
Week: 07
Period: 21
Date of planning: //
Date of teaching: //
UNIT 3: MY FRIENDS
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
	1. Vocabulary:the lexical items related to the topic “My friends”.
	2. Structures:	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to write the correct words on the faces.
- Have Ss check their answers with a partner.
- Explain that Haiku is a traditional form of Japanese poetry. Ask Ss to work in groups of three to exchange their poems.
- Individual work
- Group-work
* Presentation:
& Vocabulary
1. Write the correct words in the faces
Creative boring	funny
Confident	hard-working	kind
clever	 talkative	sporty	
shy	 patient	 serious	
2. Make your own Haiku.
Write a three line Haiku poem to describe yourself.
- Ask Ss to choose a nember of group and write a short description of him/her. Demonstrate the activity with the class, with Ss choral reading Group & A’s roles.
- Elicit the language being practiced in this activity. Ask Ss to complete the conversations individually. As in !, Ss can share answers with a partner, but they should record their original answers to guide their self-assessment.
- Group-work
- Individual work
* Practice:
& Grammar
3. Game: Who’s who?
Example:
A: He’s tall. He has glasses. He’s creative too. He isn’t shy.
B: Is it Minh?
A: Yes! / No, try again.
4. Complete the dialogue.
 Key: 
A: are – doing
B: meeting – are going 
A: am playing
B: am watching
- Divide Ss into pairs of As and Bs. Allow Ss to complete the communication activity. Ask Pairs to join other pairs forming groups of 4. 
- As and Bs can share what they leant about their partners’ schedules before discussing with the class.
- Pair-work
* Production:
& Communication
5. Student A looks at the schedule on this page. Student B looks at the schedule on the next page.
Example: 
A: What are you doing tomorrow?
B: I’m playing football with my friends. 
or
I’m not doing anything.
*Homework:
- Prepare next lesson :
(Unit 3: My Friends 
Lesson 1: Getting Started)
Experiments: 
Week: 08
Period: 22, 23
Date of planning: //
Date of teaching: //
REVIEW 1
I. Objectives:
	By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit 1.
II. Language Focus:
	1. Vocabulary: revise the vocabulary they have learnt since Unit 1.
	2. Structures:	The present simple and the present continuous tense.
	There is / There isn’t - There are / There aren’t.
	Prepositions of place.
	Verbs be and have for descriptions.
	The Present Continuous for future.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ecilit the rules of pronouncing the final –s/-es if needed. 
- Ask Ss to do the exercise individually.
- Organize this as a game. Ask Ss to do this in pairs. The pairs that find the most words will go to the board and write the answers.
- Have Ss do this exercise individually and then share their answers with a partner.
- Check Ss’ answers.
- Ask Ss to do in pairs. This can be done as a small competition.
- Individual work
- Pair-work
- Individual work
- T-whole class
* Presentation:
&Pronunciation
1. Odd one out. Which underlined part is pronounced differently in each line?
Key:
 1. D 2. C 3. C 4. A 5. B 
2. Write the name of the school things and furniture in the house which begin with /b/ and /p/.
Key:
/b/
/p/
Book, bag, bed
Pen, pencil, picture, poster
& Vocabulary
3. Complete the words.
Key:
1. English 2. homework 3. Lunch
 4. Sports 5. badminton 6. Physics
 7. lesson 8. judo
4. Do the crossword puzzle.
Across: 
1. wardrobe 3. Living room
 5. apartment 6. Poster
Down:2. Dining room 4. hall
2. Make your own Haiku.
Write a three line Haiku poem to describe yourself.
- Quickly check Ss’ answers. If time allows, ask Ss to think of some other words and make sentences.
- Elicit the use of the present and the present continuous. Call one st do this exercise on the board. Other Ss also do this. 
- Check Ss’ answers.
- Ask them for explanation.
- Ask Ss to read the text carefully and pay attention to the hints. Ask Ss to do this individually and compare their answers with a partner.
- Check Ss’ answer and ask them to explain the negative forms in their answers.
- At the same time, ask one pair to go to the board and does this exercise.
- Check Ss’ answers.
- Ask Ss to do this in pair. After checking their answers, ask one or two pairs to act out the conversation.
- Ask Ss to do this exercise individually and check their answers with a partner before giving their answers to the T to confirms the correct answers.
- Have Ss work in groups. One interviews the other two what they like and dislike about the school and the reason why.
- Summaries Ss’ ideas.
- Play the recording once for Ss to listen. Play the recording again for Ss to check their answers. Announce the answer to Ss.
- Ask Ss to quickly read the questions. Ask Ss to listen to the recording again and answer the questions. 
- Ask Ss to compare their answers before giving T their answers.
- Individual work
- Individual work
- Individual work
- Pair-work
- Individual work
- Individual work
- Group-work
- Individual work.
- Individual work
5. Choose the correct words.
Key: 
 1. quite 2. Shy 3. Hard-working
 4. patient 5. Sporty
* Pract