Giáo án Anh 8 Trọn bộ cực chuẩn

- Ask Ss to read the dialogue again to answer the given questions in the textbook.. Objectives: - To help Ss develop speaking skill?. - After the lesson, Ss will be able to complete a te

- Text book, workbook….

III Teaching procedure

- Ss list the tenses they have learnt

- Ss present the uses of each tense

- T gives some examples to make clear

- Ss practice with the exercises given

- T corrects the mistakes if neccessary

+ Structures:

- Ss list some main structures they have learnt

- T gives some examples to make clear

- T gives exercises for Ss to practice

- T corrects

∗ Testing:

I/ Khoanh trßn vµo a, b hoÆc c cho mçi c©u sau:

1 Childen should to bed early

a to go b go c going.

2 don’t you come to my house ? OK, Let's go

a why b Let's c what

3 Tam enjoys soccer

a playing b to play c play

4 Would you like badminton.?

a play b playing c to play

5 Students have two each day

a 20- minnute break b 20-minute breaks c 20- minutes

breaks.

6 In , we do some experiments

a Math b History c Chemistry.

II Chia động từ trong ngoặc ỏ thì QKT và HTT :

1, Last week, all of the class (have) a cold

2, She (learn) how to cook last month

3, Hoa (wash) her clothes every day

4, Mai (make) a new shirt for her mother yesterday

III.Gạch chân từ đúng trong ngoặc để hoàn thành các câu sau:

1, I didn’t eat chicken and (so/ neither) did my mother

2, I didn’t go out yesterday and my sister didn’t, (either/ too)

3, Tom is a student and Peter is, (so/ too)

4, I often eat bread for breakfast and my sister does,(too/ either)

IV Chuyển các tính từ sau thành trạng từ:

- Complete all the exercises

- Prepare the next lesson Unit1 : Getting started, listen and rea

Giỏo viờn Nguyễn Thị Tỏm 2

- To present the topic about friends

- After the lesson, Ss will be able to know more about Hoa - Lan - Nien and toreview simple present and simple past tense

- To drill listening & reading skills

II Preparation:

- Textbook, tape and cassette

III Teaching procedure:

A Warm- up: * Pelmanism

- Prepare 12 cards with numbers on one side and the verbs on the other:

Meet come live think send thought

received met lived receive came sent

- Stick the cards on the BB so Ss can see only the numbers

- Turn the cards over and see if they match

Eg: teach - taught ; meet - met , give them one mark If not, turn the cards over again and ask the next team

- Give some questions:

1, Is Nien Lan’s friend or Hoa’s friend ?

2, How old is Nien?

3, Where does Nien live?

4, Is she a beautiful girl?

1, She is Hoa’s friend

2, She’s 12 years old

3, She lives in Hue

4, Yes, she is

- Ask Ss to read the dialogue again to answer the given questions in the textbook

- Call some Ss to give the answers

- Call on some Ss to ask and answer the questions

D Post - reading

- Ask Ss to write a paragraph about Hoa and Lan

- Give Ss some cues and ask them to use the simple present and simple past tense to write individually

* Cues:

A, Lan/ Hoa’s best friend

B, They/ same class / Quang Trung School

C, Last year / Hoa / to school / first time

D, Lan / show / around / introduce / to / new friends

- Let ss discuss with their partners

- Choose some answers and correct them in front of the class.

4 Consolidation:

- Remind Ss the use of the simple present and simple past tense

5 Homework:

- Ss review key points

- Do exercises in the workbook

- Prepare the next lesson: Speak

P:22/08/2008 Unit 1: My friends

I Objectives:

-To develop Ss’ speaking and listening skills

- After the lesson, Ss will be able to describe someone

II Preparations:

- Textbook, cassette player…

III Teaching procedures:

S + has/have + adj +hair./ S= be +adj

-Ask Ss to give more examples

-Show the poster of 6 people on p 11-12

-Call on a student to describe on person, the others guess who is described

*Post-speaking

-Ask Ss to practice speaking as example:

S1: This person is short and thin, She has long black hair

S2:Is she Ann?

S1:No, she isn’t

S2:Is she Mary?

S1: Yes, she is

-Go on until 6 people on the poster are described

-Ask Ss to described one famous person or one of their classmates and the others have to guess who

B/Listening:

* Pre-listening:

- T presents the requirements of the lesson

- T shows these expressions:

-How do you do? -

- I’d like you to meet

- Nice to meet you

- Come and meet

- It’s a pleasure to meet you

- Ss practice reading aloud

- Ss can guess the expression to fill in each space

* While- listening:

- Ss listen to the tape twice and check their guessing

- T calls some Ss to give their answers, asks if any others have other asnwers

- T plays the tape once again, and pauses at each important sentence for Ss tocheck

- T gives the right answers:

1 I’d like you to meet

2 How do you do?

3 I’d like you to meet

4 It’s a pleasure to meet you

5 Come and meet

6 Nice to meet you

- T calls some pairs to read the completed dialogue

*Post- listening:

- T calls more pairs to read the dialogues

- T gives some remarks

4.Consolidation:

- Remind ss some common mistakes Ss usually make.

- Notice Ss the key points

5 Homework:

- Do the exercise in the workbook

- Prepare the next lesson: Read.

A Warm - up: * Brainstorming

- Ask Ss to think of the adjectives use to describe body build and hair:

- overweight - color: - black/ dark

- slender - blond/ fair

- Give form:

Ex; She has long blond hair

She is short and thin

S + have / has + adj + hair

- Show the poster of 6 people on p 11 - 12

- Call on a s to describe one person, the others guess who is described

D Post - Speaking:

- Ask Ss to practice speaking as example:

S1: This person is short and thin She has long black hair

S2: Is she Ann?

S1: No, she isn’t

S3:Is she Mary?

S1: Yes, she is

- Go on until 6 people on the poster are described

- Ask Ss to describe one famous person or one of their classmates and the others have to guess who

4 Consolidation:

- Remind Ss the way to describe someone

5 Homework:

- Review the key points

- Do the exercies in the workbook

- Prepare the next lesson:Speak

A Warm - up: Guessing:

- Call 1 S to describe one of their classmates and their other have to guess

I Objectives:

- After the lesson, Ss will be able to know more about Ba’s friends

- Reading for specific information

II Preparation:

- Textbook, sub- board

III Teaching procedure:

A Warm - up: Chatting:

- Ask Ss some questions:

+ How many students are there in the picture?

+ Can you guess who is Ba?

(to) tell jokes: trêu đùa

sense of humor: óc hài hớc

* Checking:What and where:

- Have Ss repeat the words in chorus

- Go on untill all words are rubbed out

- Give T / F statements prediction:

1 Ba has only 3 friends.

2 Ba and his friends have the same characters?

3 Bao, Song, Khai are quite resereved in public.

4 They all enjoy school and study hard

- give feedback

C While - reading:

- Ask Ss to open their book and read the text on page 13

- Let Ss check their prediction

- Ask Ss to correct the false statements:

1 F: Ba has a lot of friends but he spends most of his time with Bao, Song

and Khai

2 F : They have different characters.

3 F : Only Song and Khai are quite reserved.

4 T

- Get Ss to do the exercise 1 on page 14

- Ask Ss to work in pair to choose the best answers

- Give the answers:

a, A b, C c, A d, D

- Give some comprehension questions:

1, How does Ba feel having alot of friends?

2, Who is the most sociable?

3, Who likes reading?

4, What is the bad thing about Ba s jokes?’

5, Where does Bao spend his free time?

- Ask Ss to practice in pairs

- Call some pairs to give their answers

- Give the right answers:

1, He feels lucky.

2, Bao is.

3, Khai does.

4 His jokes sometimes annoy his friends.

5 He spends his free time doing volunteer work at a local orphanage.

D Post - reading:

- Ask all Ss to work in closed pairs

- Ask Ss to work in groups and talk to one another about their friends, using the adjectives they have just learnt to describe.

4 Consolidation:

- Remind Ss the key points

- Ss summerise the text

- Textbook, sub- board

III Teaching procedure:

A Warm- up: Kim’s game:

- Ss look at the picture on P.17 quickly(30 seconds) Then ask them to keep their books closed

- Divide the class into two groups, then give Ss two questions, the group which answers correctly and fastest wins the game.

a, How many people are there in the picture? (4)

b, What is each person wearing?

B Presentation:

* Pre- writing:

- Ask Ss to read the information about Tam then answer some questions:

a, What is his name? (Le Van Tam)

c, What does he look like? (He is tall and thin He has short black hair)

d, What is he like? (He is sociable, humorous and

helpful.)

e, Where does he live? (He lives at 26 Tran Phu Street, Hanoi)

f, Whom does he live with? (He lives with his parents and his elder brother)

g, Who is his friends? (Ba and Ba)

* While- writing:

- Ask Ss to write a paragraph about Tam, using the information they have just got

- Ask Ss to practice individually

- Ss compare with the paragraph in their books P.15

- Ss practice writing about one of their friends after writing some informationabout him or her

- Get ss to share with their partners

* Post- writing:

- Ask each S to write a similar paragraph about him/herself

- Move around the class and help Ss , then ask some Ss to speak in front of the class

4 Consolidation:

- Remind Ss some key notes when writing a paragraph to describe someone

5 Homework:

- Ss write a paragraph about one of their family members

- Prepare :Language focus

II Preparation:

- Textbook, sub- board

III Teaching procedure:

A Warm- up: Categories:

- Ask Ss to find out the adjs beginning with the letters that the T gives:

- Divide the class into two groups, give 4 letters at the same time, Ss are to find out 4 adjs beginning with the 4 letters given

S writes: old poor quite rich

- The team which finishes first gets one mark

B Presentation:

1 Pre teach vocabulary:

Checking : Slap the board.

2 Revision of the simple present tense:

- Review simple present tense: formation, uses

- Focus on one of the uses of the simple present: It is used to express an action which is always true

- Give Ss five verbs: be - move - set - rise - go

- Ask Ss to complete the dialogue between Ba and Tuan, his young cousin

- Get Ss to work in pair

- Call some pairs to practice the dialgue aloud

- Correct their pronunciation

3 Structure: (not) adj enough + to-infinitive

- Ask Ss to hang the picture on the board and ask:

“How do I say and how do you answer?”

+ Can you (10 this (2) over there?

No, I (3) not (4)(5) to (6) the (7) over there

* Answers: T: Can you hang this picture over there?

S : No, Iam not tall enough to hang the picture over there

- Form: “(not) + adj enough + to- infinitive.“

- Meaning: “(cha/ không) đủ để làm gì.“

- Ask Ss to practice with the Ex 4 P.17 in the textbook

- Ask Ss to practice in pairs

- Give feedback: a, not big enough.

b, not old enough

P:15/09/2007 Unit 2: Making arrangementsT:18/09/2007 Period 8: Lesson 1: Getting started, Listen and read.

I Objectives:

- To help Ss study some new words about telephoning

- After the lesson, Ss will be able to use the telephone to make and confirm arrangements

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

A Warm- up: Getting started:

- Ask Ss to match each object (pictures on P.18) with its name

* Answers:

a, an answering machine d, a telephone directory

b, a mobile phone e, a public telephone.

c, a fax machine f, an address book.

- Give the definition of these objects on a poster and ask Ss to match the object with its definition

* Definition:

1, to send fax.

2, to find someone’s telephone number.

3, to write addresses and telephone number.

4, to make a phone call in a street telephone box.

5, to leave and take messages.

6, to make phone call anywhere you like

B Presentation:

* Pre- reading:

- Give some questions for Ss to guess:

a Who made the call?

b Who introduced herself?

c Who invited the other to the movie?

d Who arranged a meeting place?

e Who arranged the time?

f Who agreed to the time?

- Give feedback

* While- reading:

- Ask Ss to listen to the conversation

- Get ss to read the conversation

- Ask Ss to answer the given questions above

1 Comprehension questions:

- Give Ss some more questions and ask Ss to work in pairs to answer them

a What is Hoa’s telephone number?

b Which movie are they going to see? Where?

c How is Hoa going to see the movie?

d Where are they going to meet? What time?

- Get some pairs to ask and answer those questions

2 Matching the phrases with their meaning:

b, Is six thirty alright? 2, Khá xa

c, Where is it on? 3, Sáu giờ ƒ€ đợc chứ?

d, A bit far 4, (Cầm máy) chờ nhé

4 Consolidation:

* Post- reading:

- Ask Ss to play the roles of two Ss who are talkinhg on the phone making arrangements

- Ss can change the information if needed

- Let Ss work in pairs

- Call some pairs to practice

5 Homework:

- Ask Ss to write a similar dialogue into their notebook

- Prepare: Speak

P:15/09/2007 Unit 2: Making arrangementsT:20/09/2007 Period 9: Lesson 2: Speak.

I Objectives:

- To develop speaking skill

- After the lesson, Ss will be able to talk on the phone about intentions with

A Warm- up: Chatting:

- Talk to Ss about using telephone

 Do you have telephone at home?

 How often do you make a phone call?

 What would you say when you pick up the phone to answer it?

 What would you say if you are the caller?

B Presentation:

- Ask Ss to do Ex 1 on P.20

- Ss work in pairs

- Call some Ss to give the answers

- T corrects and gives the right ones:

b - f - j - a - i - c - e - k - g - h - d.

- Call some pairs to read the ordered dialogue aloud

- Give some more questions to check Ss ‘ understanding and focus on the structure Going to

Are they talking on the phone? (Yes)

What do they intend to do? (They intend to go to the pop concert.) What time are they meeting? (They are meeting at 7.15)

- Form: S + be + going to + infinitive.

- Give some examples to make clear

- Ask Ss to make a similar dialogue between Ba and Bao

- Call some pairs to practice speaking aloud

4 Consolidation:

- Revise the structure Going to

5 Homework:

- Review the use of the structure

- Do the Ex in the workbook

- Prepare: Listen

P:22/09/07 Unit 2: Making arrangementsT:24/09/07 Period 10: Lesson 3: Listen.

I Objectives:

- To help Ss develop speaking skill

- After the lesson, Ss will be able to complete a telephone message by

listening

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

A Warm- up: Telephone transmitting:

- Divide Ss into two teams

- Choose six volunteers from teams

- The volunteers stand in two lines The T shows the first S in each line a telephone number

- He whispers it to the next person in his line.The second whisper to the third until the last one

- The last S shouts out the number, if it is as the same as the number T shows, that team wins the match

B Presentation:

* Pre- listening:

- Ask Ss to look at the form of the telephone message on P.21 and set the scene

- Have Ss guess the message

- Let Ss work in pairs

- Give feedback

* While- listening:

- Get Ss to listen to the tape twice and fill in the message

- Ask Ss to compare with their guess

- Call some Ss to give the answers

- T plays the tape once again and pauses at each information for Ss to check

- T gives answers:

kingston junior high school

Date: Time:

For: The principle

Message: Mr Mary Nguyen wanted to see you at

9.45 in the morning.

Telephone number: 64683720942

4 Consolidation:

* Post- Listening:

- Get Ss to repeat some sentences in the tapescript

- Remind Ss the key points

5 Homework:

- Do Ex in workbook

- Prapare: Read

T:25/09/07 Period 11: Lesson 4: Read.

I Objectives:

- To help Ss practice reading about an inventor and his inventions

- After the lesson, Ss will be able to know more about Alexander Graham Bell

A Warm- up: Brainstorming:

- Let Ss answer the questions by coming to the board and write:

* Possible answers:

What is the telephone used for?

- to have a message - to call someone.

- to make arrangements - to talk to a person who lives far away.

- to get information at the airport or railway station quickly.

to demonstrate: minh ho¹

a device: dông cô

a deaf- mute: ngêi c©m ®iÕc

+ Checking:What and where

- Get Ss to repeat aloud

- Give T/ F statements prediction:

a, Alexander G.Bell was born in the USA.

b, He worked with deaf-mute patients in a hospital in Boston.

c, Thomas Watson was Bell’s assistant.

d, Bell and Watson introduced the telephone in 1877.

e, Bell experimented with ways of transmitting speech between mutes.

deaf-f, Bell demonstrated his invention at a lot of exhibitions.

* While- reading:

- Ask Ss to read the text on p.21-22 and check their prediction

- Have Ss correct the false sentences

- Ask Ss to look at the book p.22

- Get Ss to read the events of Bell’s life and put them in the correct order

- Ask them to compare with their partners

+ Alexander Graham Bell:

1 was born in Scotland.

2 went to live in Canada.

3 went to live in the USA.

4 worked with people who could neither speak nor hear.

5 worked with Thomas Watson.

6 successfully demonstrated his invention.

7 invented the telephone.

T:27/09/07 Period 12: Lesson 5: Write.

I Objectives:

- To help Ss develop the writing skill

- After the lesson, Ss will be able to write a telephone message

A Warm- up: Jumbled words:

5 rvseice = service.

B Presentation:

* Pre- writing:

- Talk to Ss about taking a telephone message

- Have you ever taken a telephone message?

(Yes/ No)

- What should be mentioned in the message when you take a message?

( Date, time, who sent, to whom, content)

- Teach some new words:

a customer: khách hàng delivery: phân phát/ vận

chuyển

stationery: hàng tạp hoá to pick Sb up: đón ai

* Checking:What and where

* While- writing:

- Ask Ss to read the message and fill in the gaps in the passage on P 23

- Let Ss work in pairs

- Ask Ss to read the passage 2 to get information and write the message

- Let Ss work individually, then compare with their partners

* Answers:

Thanh Cong Delivery Service

Date: June 16 Time: After midday.

For: Mrs Van Message: Mr Nam called about his stationery

order He wanted you to call him at 8634028.

Taken by: Mr Toan

- Ask Ss to write another message.

- Set the scene: “Tom phoned Nancy, but she was out Lisa, Nancy’s sister took the message for Nancy Help Lisa to write a message.”

- Ask Ss to read the dialogue between Lisa and Tom then write the message

- Let Ss work in pairs

For: Nancy.

Message: Tom called about playing tennis this afternoon He

will come over to pick you up at 1.30.

Taken by: Lisa.

5 Homework:

- Ask Ss to write the message into their notebook

- Prepare: Language focus

T: /10/07 Period 13: Lesson 6: Language Focus.

B Presentation:

1 Language focus 1:

- Explain the task and ask Ss to practice this Ex in pairs.

- Call some Ss to write their answers on the board

- Ask the rest to practice orally

- Give the right answers:

a, They are going to go fishing.

b, Trang is going to read the new novel.

c, Van is going to do her homework in Math.

d, He is going to see the movie on TV tonight.

e, Hien is going to attend a birthday party.

- Ss copy the right answers

2 Language focus 2:

- Set the scene and ask Ss to practice speaking with the given questionnaire

What are you going to do on the weekend?

Are you going to You Your partner see a movie?

play sports?

meet your friends?

help your parents?

do your homework?

watch TV?

- Call some pairs to practice in front of the class

- Give some remarks

3 Language focus 3:

- Explain the way to practice

- Ask Ss to revise some adverbs of place given in the textbook

- Get Ss to practice in groups

- Call some Ss to give the answers

- Review all key grammar points

- Prepare the next lesson: Unit 3: Getting started , Listen and repeat

T: 04/10/07 Period 14: Lesson 1:Getting started, Listen and read.

I Objectives:

-To help Ss study the subject of housework

- After the lesson, Ss will be able to understand the dialogue and use model verbs to talk about the housework

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

- Which team remembering more verbs is the winner

b, make the bed e, tidy up

c, sweep the floor f, feed the chicken.

B Presentation:

1 Pre- reading:

- Teach the new words:

a steamer: nồi hầm chore: việc vặt trong nhà

a cup board: chạn bát đĩa a sink: bồn rửa bát.

a sauce pan: xoong/ nồi nấu canh.

* Checking:What and where

2 While- reading:

- Play the tape twice for Ss to practice listening

- Ask Ss to practice reading the dialogue in pairs

- Call some pairs to read aloud

- Present the use of the model verbs

- Give form: Has/ Have to + infinitive = must + bare infinitive

- Ask Ss to list the things Nam has to do

- cook the dinner

Nam has to - go to the market to buy fish and vegetables.

- call his aunt, Ms Chi and ask her to meet his mother at grandma’s house.

3 Post- reading:

- Use the picture cues drill

a, do the washing up d, cook

b, make the bed e, tidy my room

c, sweep the floor f, feed the chicken.

- Ask Ss to practice in pairs with example exchange:

S1: What do you have to do?

S2: I have to do the washing up.

- Call some pairs to practice

4 Consolidation:

- Remind Ss the model verbs

5 Homework:

- Review the key points

- Prepare the next lesson: Speak

P:06/10/07 Unit 3: At home.

T:08/10/07 Period 15: Lesson 2: Speak.

I Objectives:

- To help Ss develop their speaking skill

- After the lesson, Ss will be able to use the prepositions of place to talk about the positions of furniture in the house

II Preparation:

A Warm- up: Kim“s game:

- Divide the class into 2 teams

- Show the picture of the kitchen on p.28 to Ss

- Ss look at the picture quickly in 30 seconds

- Take away the picture and ask Ss to write down as many things as they can remember Which team having more things wins the game

B Presentation:

1 Pre- speaking:

- Ask Ss the positions of the items in the pictures

Where is the clock? It’s on the fridge

Where is the fruit? It’s in the bowl.

Where are the flowers? They are on the table.

Where is the rice cooker? It’s next to the bowl of fruit.

Where is the cupboard? It’s on the wall, above the counter.

Where are the knives? They are on the wall, under the cupboard Where is the dish rack? It’s on the counter, next to the bowl of fruit.

2 While- speaking:

- Get Ss to work in pairs, talking about the position of each item

E.g: The calendar is on the wall, above the stove.

The knives are on the wall, under the cupboard.

- Ask Ss to look at the picture and talk about their ideas

- Ask Ss to practice in pairs

- Call some pairs to practice

- Give some remarks

4 Consolidation:

3 Post- speaking:

- Ask Ss to practice speaking:

+ If they agree, they may use:

OK.

You are right.

+ If they disagree, they may use:

No, I think we’d better/ ought to put

I think it should be

- To help Ss develop their listening skill

- After the lesson, Ss will be able to identify the right item by listening

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

1 Organization:

- Date : 8A1:

.8A2:

2 Oral test:

- Homework correction.

3 New lesson:

A Warm- up: Bingo:

- Ask Ss to write down on their notebooks 5 things they can eat

- Prepare a list of food Then call out each word in a loud voice

- Ss listen carefully If anyone has the same things, they cross them out The first S crossing out all 5 things shout “bingo” and wins the game

* Suggested list of food: chickens, beef, cake, candy, noodles, garlic, bread, rice,

B Presentation:

* Pre- listening:

+ Predictions:

- Get Ss to look at P.30 to guess 4 things they use to cook the “Special

Chiness Fried Rice’

- Give feedback

* While- listening:

- Ss listen to the tape and check their predictions

- Play the tape again for Ss to listen through

- Call some Ss to give the answers

- Give feedback:

-To help Ss develop the reading skill

- After the lesson, Ss will be able to understand the safety precautions in the house and practice using Why - because

+ Checking: Slap the board.

- Ask Ss to read the statements and guess which is true, which is false

- Give T/F statements prediction basing on the part in textbook

- Give feedback

* While- reading:

a Reading the text.

- Ss read the text and check their prediction

- Ask Ss to correct if the statements is false

b, Comprehension questions:

- Ask Ss to work in pairs to find out the answers of the given questions

- Ask Ss to give their answers by both orlly and in writing

- Give answers:

a Because children often try to eat and drink them.

b Because the kitchen is a dangerous place.

c Because playing with one match can cause the fire.

d Because children often try to put ST into electrical sockets and electricity can kill.

e Because the dangerous objects can injure or kill children.

4 Consolidation:

* Post - reading:

Discussion:

- Ask Ss to work in groups, discussing about the topic

a Safety precautions in the street.

b Safety precautions at school.

5 Homework:

- Practice in Why questions with Because- answer

- Do exercises in the workbook

-Prepare:Write

Danger in the home for children

P:13/10/07 Unit 3: At home.

T:16/10/07 Period 18: Lesson 5: Write.

I Objectives:

- To help Ss develop the writing skill

- After the lesson, Ss will be able to write a description of a room in their house

A Warm- up: Chatting:

- Ask Ss something about the room on P.32:

 which room is this?

 What’s this? Where is it?

- Ask Ss to read the description of Hoa ’ s room, then ask some

comprehension questions:

a What is there on the left of the room?

There is a desk.

b Where is the bookself?

It is above the desk.

c What is there on the right side of the room?

There is a window.

d Where is the wardrobe?

It is beside the window and opposite the desk.

* While- writing:

- Ask Ss to describe Hoa’s kitchen, using the given cues

- Ss practice writing individually

- Ask some Ss to give their own writing on the board while the others read it aloud

- Ask Ss to share and correct their own writing

4 Consolidation:

* Post- writing:

- Ss talk about their partners about their room/ living room/ kitchen

5 Homework:

- Ss write a description of their room or living room

- prepare: Language focus

P:13/10/07 Unit 3: At home.

T:18/10/07 Period 19: Lesson 6: Language focus

I Objectives:

-To help Ss revise the grammar points in the unit

- Further practice on the reflexive pronouns, the modals and Why - Because

A Warm- up: String:

- Give the word and ask Ss to form another word by taking the last letter of the previous word

Example: English - high - hello - on -

B Presentation:

a The modals: have to / must:

- Ss read the dialogue between Nam and Mrs Vui again and find out the sentences which contain the modal: have to

- Revise the list of things Nam has to do

- Give form: Has/ Have to + infinitive = must + infinitive

- Give Ss 7 words : feed - empty - tidy - sweep - clean - dust - do

- Ask Ss to look at the pictures and complete the dialogue between Nga and Lan

- Ss practice in pairs

- Give key: have to do - must tidy - have to dust - must sweep - have to clean

- must empty - must feed

- Ss copy and practice reading again

b, The modal: ought to:

- Set the scene: “ Hoa is very sad because she failed her English test What doyou say to advise her? ” - “You should study harder”

- another way: “You ought to study harder”

- Use: ought to as well as should is used to give advice to someone

- Form: ought to + infinitive

- Ask Ss to give advice to people in the pictures.

- Get Ss to give answers orally

- Key: b You ought to get up earlier.

c, You ought to eat more fruits and vegetable.

d, You ought to see the dentist.

c The reflexive pronouns:

- Set the scene: You do your homework and noone helps you What do you say?

I do my homework myself

- Used to emphasize a person or a thing

E.g: She cut herself

John saw himself in the mirror

- Give Word Cues Drill

d Why - Because:

- Set the task, and ask Ss to revise the way to practice

- Ask Ss to practice orally

- Call some pairs to practice aloud

- Correct and remark

4 Consolidation:

- Remind Ss the key points

5 Homework:

- Revise and do the Ex

- Prepare: Next 45’ test

P:20/10/07 Test 45 minutes.

T:22/10/07 Period 20

I Objectives:

- To check Ss’ understanding after three units learnt

-To encourage Ss to learn heartily

- To draw out the most suitable methods for teaching and learning

8

3,2

1,2

3

1,2

3

1,2

9

3,6

2

0,8

8

3,2

IV Teaching procedure:

I Choose the best answer(3,2®)

1 Mary will here at Christmas

2 It’s very difficult the exam

3 What are you going at weekend?

4 Did it in the morning?

5 Alexander G Bell was born the USA

8 Who the telephone?

II Give the correct tense of the verbs in the blanks.(Chia động từ).(1,6đ)

1 Last year, we ( live ) in Nha Trang

2 She ( visit ) her friends next month

3 Minh ( not / wear ) shoes everyday

4 He (learn) English at the moment

III Fill in the gap with suitable reflexive pronouns:(Điền 1 đại từ phản thân).(1,6đ)

1 We protect from the rain with an umbrella

2 She likes to look at in the mirror

3 The dog hurt when it jumped over the fence

4 I must learn to control

IV Read, then answer the questions: Đọc đoạn văn rồi trả lời câu hỏi (2,0đ)

a/What are your neighbors like? >………

b/Do they like to talk against one another? >………

c/Are some of them officials? >………

d/Why mayn’t other get angry? >………

e/What do they do if someone is ill? >………

V/Rewrite these sentences.(Viết lại những câu sau dùng từ gợi ý).(1,6đ).1.We were late for school because of the heavy rain

Becaue it……….2.The ladder is too short to reach the window

The ladder isn’t……… 3.Is it necessary for them to learn hard?

Do they……… 4.Learning English is not very difficult

It’s not………

Answers:

a/My neighbors are very friendly.

b/No, they don’t

c/Yes, they are

d/Because they speak softly

e/If someone is ill ,they call a doctor to attend to take him……possible

4 Consolidation:

- Collect all testing papers

- Give some remarks

5 Homework:

- Revise the grammar points

- Prepare for the next lesson.(Unit 4: getting started+ listen and read.)

P:20/10/07 Unit 4: Our past.

T:23/10/07 Period 21: Lesson 1: Getting started, Listen and read

I Objectives:

- By the end of the lesson, Ss will be able to tell the activities people used to

do in the past

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

A Warm- up: Getting started:

- Ss look at the picture on P.38 and write the names of the things that do not belong to the past

the light fixture the modern clothing/ school uniform

B Presentation:

* Pre- reading:

- Teach the new words:

grandma

+ Checking: R.O.R

- Give T/F statement prediction:

a Nga used to live on a farm.

b Nga’s grandmother didn’t go to school

c She has an easy and happy life when she was young

d There wasn’t any modern equipment at her time

e The lost shoe is a short story

- Ask Ss to give the answers to the given questions in textbook in pairs

- Call some Ss to give their own answers

- Give the right answers:

a She used to live on a farm

b Because she had to stay at home and help her mom to look after her young

brothers

and sisters

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

d Her great grandma used to lit the lamp and her great grandpa used to tell stories

e She asked her grandma to tell her the tale The lost shoe

- Give feedback

- Ask Ss to do the Ex 3 in textbook

Fact Opinion

c Mom had to do everything without the help of modern equipment X

- eat too much candy ?

- forget to do the homework ?

5 Homework:

- Do the Ex in workbook

- Prepare the next lesson.(Speak)

Period 22: Lesson 2: Speak.

I Objectives:

- To help Ss practice speaking about past habit

- By the end of the lesson, Ss will be able to use USED TO to talk about the things they used to do

- Recall the conversation between Nga and her grandma, then ask:

Where did Nga’s grandma always live? - She always lived on a farm

- Ask: “ Another word for always lived ?” - Used to live.

- Ask Ss to use USED TO to make question and answer:

Where did Nga’s grandma use to live? - She used to live on a farm + Form: S + USED TO + infinitive

S + didn’t use to + infinitive.

Did + S + use to + infinitive ?

+ Use: used to express a past habit, or an action usually happened in the past

* Practice:

- Give Word Cue Drill:

a live / Hue / Hanoi

- Did you use to live in Hue ? - No, I used to live in Hanoi

b have / long hairs / short hairs

- Did you use to have long hairs? - No, I used to have short hairs

c get up / late / early

d walk to school / go by bike

e study / evening / early morning

* Production:

- Compare two pictures on P.40, using “USED TO” to talk about the actions inthe past

- Elicit some ideas so that Ss can talk about them

a Where did they use to live in the past ? And now ?

- They used to live in small houses Now they live in big houses or buildings

b How did they travel ?

c What’s about electricity ?

d What’s about their life / work ?

e Did children use to go to school ?

f What’s about their entertainment ?

T:25/10/07 Unit 4: Our past.

Period 23: Lesson 3: Listen.

I Objectives:

-To help Ss develop their listening skill

- By the end of the lesson, Ss will be able to understand the main idea of a story by listening

II Preparation:

- Textbook, cassette and tape

III Teaching procedure:

A Warm- up: Pelmanism:

- Divide the class into two teams Each team chooses two numbers, if they

match:

E.g: run - ran ; that team gets 1 mark

- if not, turn the card over again and ask the next team Continue until all the cards are finished

B Presentation:

* Pre- listening:

- Teach some new words :

+ Checking : What and Where

- Get Ss to predict the moral lesson of the story

a Don’t kill chickens

b Don’t be foolish and greedy

c Be happy with what you have

d It’s difficult to find gold.

- Give feedback

* While- listening:

- Have Ss listen to the tape twice, then check their prediction

Answer: b Don’t be foolish and greedy

- Play the tape twice and pause at each sentence for Ss to repeat

- Call some good Ss to retell the story (in Vietnamese is OK)

- Sum up the main content of the story

- Prepare the next lesson.(Read)

P: 18/10/08 Unit 4: Our past

T:21/10/08 Period 24: Lesson 4: Read

.

I Objectives:

-To develop Ss’ reading skill

- By the end of the lesson, Ss will be able to understand and retell the story

“The lost shoe”

A Warm- up: Brainstorming:

- Name some folk tale that you have read

* Pre - reading:

- Teach the vocabulary:

immedietely

+ Checking: ROR

- Give T / F statement predictions:

A, Little Pea’s father is a poor farmer.

B, Her father got married again after his wife died.

C, Her new mother was beautiful and nice to her.

D, She worked hard all day.

E, She didn’t have new clothes to take part in the festival.

- Ss guess which sentence is true, which is false Then compare with the partners

* While - reading:

- Have Ss read the story The lost shoe and check their prediction, then correctthe false ones

+ Give the comprehension questions:

- Ss work in pairs to answer the questions in Ex 2 on P 42

- Give feedback

- Give correct answers:

a She was a poor farmer’s daughter.

b She made her do the chores all day.

c A fairy appeared and magically changed her rags into beautiful clothes.

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

e Ss’ answers.

+ Gap filling: Complete the sentences with words given from the story

- Ask Ss to wprk in pairs, filling the blanks with suitable words from the story

d marry/ choose e New clothes f Lost

- Ss copy the answers

4 Consolidation:

* Post - reading:

- Ask Ss to work in pairs to tell the story again in details

5 Homework:

- Rewrite the story

- Prepare the next lesson.(Write)

T:27/10/09

Period 24: Lesson 5: Write

I Objectives:

- To develop Ss’ writing skill

- By the end of the lesson, Ss will be able to use Simple Past Tense to write a folktale

A Warm- up: Chatting:

- Ask Ss some questions about imaginary stories

Do you want to read imaginary stories ?

Name some of them.

Which story do you like best ?

Have you ever read the story How the tiger got his stripes ?“ ”

B Presentation:

* Pre - writing:

- Teach some new words:

+ Checking: matching

+ Reading: read and complete the story

- Ask Ss the meanings of the verbs in the box

- Have Ss work in pairs using suitable verbs to fill in the blanks

- Give feedback and the right answers

+ Comprehension questions:

- Ask Ss to work in groups of four, answering the following questions:

a Where was the man ?

b What did the buffalo do when the tiger appeared ?

c What did the tiger want to know ?

d What did he do before going home ? Why ?

e What did he do when he returned ?

- Get Ss to ask and answer questions

* While - reading: