Giáo án bài giảng tiếng Anh lớp 8

Objectives: - To give ss further practice: Past simple tense, simple future, comparative and superlative of long adjs, adverbs of manner, exclamations - Skill: + Target skill : speaking

Date of planning: Period 1: Revision & 15 minute test

I Objectives:

- To give ss further practice: Past simple tense, simple future, comparative and superlative of long adjs, adverbs of manner, exclamations

- Skill: + Target skill : speaking

+ Other skills : Reading, writing, listening

- Main teaching points: To help ss improve the structures above

- By the end of the lesson ss will be able to improve their knowledge and

do exercises fluently

II Teaching aids:

- Teacher: Teacher’s book, lesson plan

- SS : Textbook, school things

III Procedures:

1.Warm up:(2) past simple tense

Elicit forms from ss

simple future

2 New lesson: (24)

Stage Teacher’s & students’

activities Content of the lesson2.1 Practice 1

Past simple tense

Yes, S + did

No, S + didn’t(+) S + will /shall +Bare V(-) S + will /shall not +Bare V(?) Will /Shall+ S + bare V?Yes, will / shall

No, S + will/shall + notS1+ be + more adj + than + S2

S + be+ the most +adj

S + V (tense) + ( very) + adv of manner

What + (a /an) + adj + N/s / unc!

3 Test 15 minutes:

Question I: Give the correct form of the verbs in brackets.(5ps)

1 She enjoys ( learn) English

2 I am interested in ( listen) to music

3 Don’t worry! We ( wait) for you

4 Minh (not go) to school yesterday because he ( catch) a cold

5 How often you ( play ) soccer?

?

6 When I (be) a child, I often (go) fishing

7 At the moment Thoa (sit) in Dr Khoa’s surgery.He (check) her teeth Question II: Rewrite the following sentences in such a away that it means

exactly the same as the sentence printed before it (5ps)

1 What is your daughter’s age, Mrs Mai? How ?

2 You shouldn’t eat too much meat You’d

3 I get to work in half an hour It takes

4 How much is this dictionary? How much does ?

5 Do you have a more exspensive computer than this? Is this ?

4 Keys:

QI: 1 learning 2 listening 3 will wait 4 didn’t go/caught

5 do you play 6 was/went 7 is sitting/is checking QII: 1 How old is your daughter, Mrs Hoa?

2 You’d better not eat too much meat

3 It takes me half an hour to get to work

4.How much does this dictionary cost?

5 Is this the most expensive computer you have?

5 Homework: (2)

- Learn structures by heart

- Check the test again

- Prepare unit one: Getting started + Listen and repeat

****************************************************************

Date of planning:

Lesson 1: Getting started + Listen & Read

I Aims and Objectives:

- Helping ss to understand the content of the dialogue, structures :S + be (not) + adj + enough ( for obj) + to V, and review simple present tense, simple past tense

- Vocabulary: To in troduce to ss some vocabulary: a next – door

neighbor, enough(adj), (to) look like, (to) seem,(to) smile

- Skill: + Target skill : Speaking

+ Other skills: Listening, reading, writing

- Main teaching points: S + be (not) + adj enough ( for obj) + to V

- By the end of the lesson Ss will be able to describe people & using

ENOUGH to talk about one’s ability

II Preperation:

- Teacher: posters, teacher’s book, lesson plan, radio, tape script

- Ss : textbook, schoolthings

III Teaching process:

1 Check up: (2’)

- Ask two ss to write form past simple tense & simple present tense

2 Lead in:(2’)

Have ss look at the pictures and describe some groups of their friends’favorite activities

+ What are these students doing?

+ What time of the day do you think it is?

+ Do you like soccer/reading books?

+ What about Lan and Hoa? Let’s come to our new lesson today

T elicits words from ss

T models, ask ss to read inchorus, individually and give meaningCheck understanding: Ro + R

T shows pictures(Hoa, Lan, photo of Hoa and Nien) and elicit qs & answer from ss Who is this? It’s Hoa

Who is this? It’s Lan What are they talking about? They are talking about Hoa’s photograph

Ask ss to listen to the tape carefully (3 times) to get the detail of the text and find out the pronunciation

Pair work- students ask & answer questions (p 11)

- T monitors take notes and give the correct answers

T asks questions to draw student’s attention to structures and

vocabulary

“Pick out the words and expressions describing Nien“

What is this sentence into VNamese?

What comes after “enough”? to VWhat comes before” enough”? adjElicits form from ss

Elicits use from ss: To express someone has enough ability to do something

-Ask some ss to practice in front of the class

- T monitors takes notes & correct

- enough(adj) explanation :đủ

- (to) seem ( translation): ờng nh

d A next door neighbor ( explanation): ngời hàng xóm

- to look like (situation): trông giống nh

- (to) smile ( miming ): mỉm cời

- Learn vocabulary and structure by heart, write full answer for the Qs

- Describe the people in their family photograph , using words and

expressions already learnt in Tieng Anh 6 + 7

Hoa’s photograph

- Students bring their photos to class (preparing for speaking pratice in lesson 2)

I Aims and Objectives:

- Helping ss know how to describe one’s appearance & listen for specific information

- Vocabulary: To introduce to ss some vocabulary: curly, blond, fair,

straight, beard, moustache, bold = bald

- Skill + Target skills: Speaking, listening

+ Other skills: Listening, reading , writing

- Main teaching points: Structure:

What + do/does + S + look like? S + be + Adj

to describe one’s appearance

- By the end of the lesson, Ss will be able to use adjs & structures to describe one’s appearance and improve their speaking and listening skills

II Teaching aids:

- Teacher: Posters, teacher’s book, casset, tape script

“In daily life, we always have to communicate with other people Thus, it

is imprtant to know the adjs & structures to describe one’s appearance Today we will deal with this matter”

3 New lesson:(36’)

Stage Teacher’s & students’activities Content of the lesson

T elicits words from ss

T models, ask ss to read inchorus,

individually and give meaning

Check understanding: Ro + R

T shows pictures of some people-

asking some questions

What are they? What are they

like/What do they look like?

Describe their hair and

appearance ;Using structures: S +

have/has + adj + hair

- the moustache, translation: ria

- bold = bald (adj), picture : hãi ®Çu

- fair (adj), antonym:

T tells Ss that they will learn more

adj to describe people

T calls some Ss (having the physical

features similar to those given in the

boxes) to the front of the class

T asks Ss to look at 6 pictures in the

text book and call on a student to use

the adjs given in the boxes & the

verb HAVE to describe one person,

the others have to guess who he / she

Lan : Is this Mary?

Hoa : Yes

Build Hair Tall,

short,fat, slim, thin, muscular,

Long, short, straight, curly, bold, black, blond, brown, beard, moustache, wavy, …

Example: This person is very short and fat She has short hair She is a famous singer Who is she?

=> She is My Linh

T shows 3 or 4 pictures of famous

people Some pairs of Ss practice the

dialogue with these pictures OR: T

asks Ss to show the photos they

brought to class (homework of lesson

1)- Ss practice describing people in

the photos

T calls one student to describe

another student in class; other Ss

guess who that person is

-T monitors, takes notes and corrects

4 Summary:(2’)

- repeat the structure to describe a one’s appearance

I Aims and Objectives:

- Helping ss know how to describe one’s appearance & listen for specific information

- Vocabulary: To introduce to ss some vocabulary: curly, blond, fair,

straight, beard, moustache, bold = bald

- Skill + Target skills: Speaking, listening

+ Other skills: Listening, reading , writing

- Main teaching points: Structure:

What + do/does + S + look like? S + be + Adj

to describe one’s appearance

- By the end of the lesson, Ss will be able to use adjs & structures to describe one’s appearance and improve their speaking and listening skills

II Teaching aids:

- Teacher: Posters, teacher’s book, casset, tape script

“In daily life, we always have to communicate with other people Thus, it

is imprtant to know the adjs & structures to describe one’s appearance Today we

will deal with this matter”

3 New lesson:(36’)

T reviews the expressions for greetings- explaining when to use them

Ss read these expressions (p 12)

Ss read the 4 conversations (pp 13) and try to guess and complete four dialogues, using the given expressions

12-T asks Ss to get ready to listen to the tape and check if their

answers(words in the blanks) are correct

Guessing:

1, how do you do

2, nice to meet you

3, come and meet

4, It’s pleasure to meet you5,come and meet

6, nice to meet you

Key:

1, I’d like to meet you

2, nice to meet you

3, I’d like to meet you

4, It’s pleasure to meet you5,come and meet

Ss work in groups of 3 or 4 and practice introducing to people

T monitors takes notes and correct their pronunciation and grammar mistakes

Date of teaching

25/08/2011

Lesson 4: Read

I.Aims and Objectives:

- Helping ss know more about describing people by reading a text

- Vocabulary: sociable, character, generous, hard – working, reserved, orphanage, outgoing, sense of humor

- Skill + Target skill: Reading

+ Other skills: Listening, speaking, writing

- Main teaching points: Reading for specific information

- By the end of the lesson ,Ss will be able to understand the vocabulary, the content of the text and know more about Ba’s friend

II Teaching aids:

- Teacher: teacher’s book, lesson plan, poster

- Ss: textbook, schoolthings

III Procedures:

1 Check up:(3’ Ask one ss to describe a famous person & the rest guess

2 Lead in:(2’) Today , you’re going to read a text about Ba’s friends What are their characters? Now we will deal with this matter

T elicits words from ss

T models, ask ss to read inchorus, individually and give meaningCheck understanding: Ro + R

T asks question about Ss’ friends:

do you have many friends? What are they like? What do they like doing in their free time?

Ask ss to look at the statements which are about Ba and his friends and ask them to guess which

- an orhanage: tr¹i trÎ må c«i

- outgoing(adj): dÔ tÝnh ,cëi më

- the sense of humor:cã khiÕu hµi h ư íc.

-ns d They all enjoy school and study

T gives the correct answersAsk ss to read the text and complete the information about Ba and his friends

Ss work in group of four

- T monitors, takes notes and give the correct answers

Ask Ss to work in pairs to do the exercises 1 (page 14)

- T monitors, takes notes and give the correct answers

Ask ss to work in pairs, ask and answer about the Qs in exercise 2 (p14)

- T monitors, takes notes and give the correct answers

Answer keys: a.F b.F c F d.T

* Read the text find suitabe adjs to fill in the table

character favorite

activitiesBa

BaoKhaiSongAnswer:

character Favorite

activities

Ba -not as

outgoing/sociable as Bao-with a sense

of humor

-telling jokes

Bao -Sociable,

kind, generous, hard-working

-doing volunteer work

Khai - reserved in

public

-playing soccerSong -reserved in

public

-going the local library

3.3Post-reading:

( 8’)

Ask ss to work in groups of 4 or 5

Each student describes one friend

in the group (character & favorite activities)

Representatives of some groups describe their group members

Other Ss guess who they are

- T monitors, takes notes and give the correct answers

4 Summary:(2’) Repeat the content of the dialogue

I.Aims and Objectives:

- Helping ss to write themselves and about other people

- Developing writing skill

- Vocabulary: -adjectives (about human character and appearance)- Review

- Skill + Target skill: Writing

+ Other skills: Reading , listening, speaking

- Main teaching points: Writing about oneself and about other people

- By the end of the lesson,Ss will be able to write a paragraph to describe about themselves and about other people

II Teaching aids:

1 Check up:(3’) - Have one ss to rewrite vocabulary

- Ask one ss to retell the content of the text

2 Lead in:(2’) You know how to describe people Today we’ll learn how to

write a paragraph about yourself and about your friends in formal writing

3 New lesson:(36’)

Stage Teacher’s & Students’ activities Content of the lesson

3.1Pre –

writing:

(11)

Set the

sence:

3 2

While

writing:

(17’)

- Have ps write adjs about characters

of a person

* Ask ss to read the information

about Tam then answer some

questions

- Have them work in pairs

- Call some pairs to practice in front

of the class

- Ask ss if they understand the text

or not

* Ask ps to write a similar form for

their partners Use the following

questions as prompts

a) What is his/her name?

b) How old is he/she?

c) What does he/she look like?

d) What is he/she like?

e) Where does he/she live?

f) Who does he/she live with?

g) Who is/ are his/her friend(s)?

- Call some ss to ask and answer

these questions in front of the class

* Have ss write a paragraph about

I Revision vocabulary:

* Net work:

Character

II writing:

1) Read the information about Tam a) P1 What his name?

P2 His name is Le Van Tam

b) P1.How old is he?

P2 He is fourteen

c) P1 What does he look like?

P2 He is tall and thin He has short black hair

d) P1 What is he like?

P2 He is sociable, humorous and helpful

e) P1 Where does he live?

P2 He lives at 26 Tran Hung Dao street

f) P1 Whom does he live with?

P2 He lives with his mother, father and elder brother

g) P1 Who is his friend?

P2 Ba and Bao 2) Fill in similar form for your partner

Name:

Appearance: Character: Address: Family: Friends: Age:

4 Summary: (2’)

- Retell how to write a paragraph

5.Homework:(2’)

Have ss write a similar paragraph about one of their family members

Prepare unit one: part language focus

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Date of planning:27/08/2011

Date of teaching:29/08/2011

Lesson 6 : Language focus I.Aims and Objectives:

- To give ss further practice in :Simple tenses

Present simple to talk about general truths Using structure: “(not) adj + enough + to infinitive” to talk about one’s

abilities

- Vocabulary: Revision

- Skill + Target skill: speaking

+ Other skills: Reading , listening, writing

- Main teaching points: Simple tenses, (not) adj + enough + to infinitive

- By the end of the lesson ,Ss will be able to use simple tense to talk

about general truths & using the structure: (not) adj + enough to talk

about one’s abilities

-II Teaching aids:

- Elicit form from ss

-Elicit use from ss

- Elicit form from ss

-Elicit use from ssAsk ss to do EX 1,2 ( p16)

- T monitors, takes notes

& give the correct answers

I Present simple and past simple tenses:

Form: (+) S + Vs / Ves /Vies / bare V(-) S + don’t / doesn’t + bare V

(?) Do / Does + S + bare V? Yes, S + do / does

No, S + don’t / doesn’t

It is used to express an action which is always true

Form: (+) S + Ved / irregular verbs(-) S + didn’t + bare V

(?) Did + S + bare V? Yes, S + did

No, S + didn’t

It expresses an action which happened

& completed in the past.

1 Exercise 1 (page16)Keys: a, 1- is living, 2- sent, 3- was, 4- is

b, 1- are, 2- came, 3- showed, 4- introduced

- T monitors, takes notes

& give the correct answers

II Exercise 3 Questions: Page 17

- Ask ss to make up 5 sentences individually (using: enough)

- T monitors, takes notes

III (not) adjective + enough+ to - infinitive

S + be (not) + adj + enough + ( for obj) + to V

It expresses someone has enough abiltity to do sth

Keys: a not big enough

b not old enough

c strong enough

& give the correct answers

d good enough 3.Summary: (2’)

Repeat the use of present & past simple tense, the use of enough

4.Home work:(2’

Do exercies in the language focus again

Pepare Unit: Getting started + L & R

*************************************************************

Date of planning:30/08/2011

Date of teaching:03/ 09/2011

Unit 2: Making arrangements

Period 8: Lesson 1: Getting started, Listen and read.

I Objectives:

- 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

- T hangs the picture and asks Ss to guess what objects they are

- T presents some news words

a, an answering machine d, a telephone directory

b, a mobile phone e, a public telephone.

c, a fax machine f, an address book.

- T asks one Ss to match each object with its name Others can make any corection or addition

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

* 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

4 Consolidation:

.- T asks to match each sentence below with its difinition

a.an answering machine

b.an address book

c.a public telephone

d.a fax machine

e.a telephone directory

f.a mobile phone

1.To send fax2.to leave and take message3.To find someone’s telephone numbers4.To make a phone call in the street telehone box5.To write addresses and phone numbers

6.To make a phone call anywhere you like

5 Homework:

- Do ex 1 ( workbook)

- Practice the dialogue

- Learn new words

Date of planning:04/09/2011

Date of teaching:06/09/2011

Unit 2: Making arrangements

Period 9: Lesson 2: Speak

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:

* Pre- speaking :

- 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.

- Ask some quetions to check Ss’ understanding

- 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.

- Use: Express an intention

e do your homework

f wath TV

- Model two cues then ask Ss to repeat chorally then individually

- Ask some Ss to practice asking and answering

- Ask the whole class to work in pairs

*Post- speaking : Role play

- set thescene “ Ba and Bao are making arrangements to play chess ”

- Ask Ss to work in pair to complete the dialogue

4 Consolidation:

- Revise the structure Going to

5 Homework:

- Review the use of the structure

- Do the Ex 2,3 in the workbook

Date of planning:06/09/2011

Date of teaching:09/09/2011

Unit 2: Making arrangements

Period 10: Lesson 3: Listen

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:

* Pre- listening:

- Ask Ss to look at the form of the telephone message pn 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

* Post- Listening:

- Get Ss to repeat some sentences in the tapescript

- Remind Ss the key points

4 Consolidation:

- Revise the structure Going to

5 Homework:

- Review the use of the structure

- Do the Ex 2,3 in the workbook

Date of planning:07/09/2011

Date of teaching:09/09/2011

Period 11 : Lesson 5: Read

2 Oral test:

- Homework correction.

3 New lesson:

A Warm- up: Brainstorming:

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

* Possible answers:

- 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.

What is the telephone used for?

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.

Period 12: Lesson 5: Write.

A Warm- up: Jumbled words:

1 mcuestor = customer 3 ayddmi = midday

2 essgmea = message 4 nifurretu = furniture

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 a 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 gabs 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

* Post- writing:

- Give feedback:

* Answers:

Date: ( )

Time: ( )

For: Nancy Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30. Taken by: Lisa 4.Consolidation : - T revives Ss the way of writing a message in English Date :

Time :

For :

Message :

Taken by :

5 Homework:

- Ask Ss to write the message on their notebook

Date of planning:10/09/2011

Date of teaching:12/09/2011

Unit 2: Making arrangements

Period 13: Lesson 6: Language Focus.

- 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.

2 Language focus :

- 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

- Give feedback: a, upstairs d, outside

- Review all key grammar points

- Prepare the next lesson: Unit 3

- Textbook, cassette and tape

III Teaching procedure:

1 Organization:

- Which team remembering more verbs is the winner.

* Answer: a, wash dishes d, cook

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 grandmas ’ house.

- Give form ( ought to +inf )

Ex : We ought to go now

- You ought to study harder for your next exam

3 Post- reading:

- Use the picture cues drill

a, do the washing up d, cook

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

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:

* 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.

* 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

* 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

- Textbook, cassette and tape

III Teaching procedure:

3 New lesson:

A Warm- up: Bingo:

- Ask Ss to write down on their notebooks 5 things you 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 win the game

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

- 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:

c, Garlic and green peppers d, Ham and peas

+ 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.

* Post - reading:

Discussion:

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

a Safety precautions in the street.

Danger in the home for children

4.Consolidation :

- T revives Ss some new words :soket,match,saty

- Some precautions in home

Pre: Unit 3: At home.

Period 18: Lesson 5: Write.

A Warm- up: Chatting:

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

 which room is this?

 What’s this? Where is it?

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

+ Answer:

This is Hoa , s kitchen There is a refrigerator in the right corner of the room Next to the refrigerator are the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window and beneath the selves On the selves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there is a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers.

- Ask Ss to share and correct their own writing

A Warm- up: String:

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

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 do you 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

- Form: We use I with 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.

- 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

4

2.0

2.5

5

2.5 III.Langua

ge focus

3 0.9

7

2 1

10

3.0

2.5

5

2.5 2.5 Total

3 0.9

16 6.6

5 2.5

24

10

IV Teaching procedure:

I’m writing to tell you something about my family There are four people

in my family : my grandmother, my parents, and I.My grand mother will be 80 next week but she is still fine and can look after herself My father is a doctor, he works in a hospital all day Sometimes he has to stay there overnight My mother

is a teacher She teaches in a secondary school near our house To me, my mother is the most beatiful woman in the world and she is the best cook, too.We are a happy family I love my family very much

Well, I think that’s enough about us Please write to me soon and tell me about yours

>……… c/Does Huong’ father work hard?

>……… d/What does Huong think of her mother?

>……… e/What does Huong want Lan to do?

>………

III Choose the best answer(3.0®)

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 Scotland

8 Who the telephone?

A invent B inventing C invention D invented.9.There is a bed the desk and the wardrobe

10.I wrote this letter

IV.Write the complete sentences with the words/phrases povided 2.5d

1.This/my bedroom

2.There/desk/left corner/room

3.Near/desk/a wardrobe

4.on the right side/room/door

5.Bookshelf/on/wall/above/bookshelf/a clock

I.4x 0,5 =2.0 ms

An : 877.119

Ba: Could I speak to An, please ! This is Ba

An :Hello, Ba How are you ?

Ba : I’m fine And you ?

An :Great ! Me too

Ba :Would you like to come to my house for dinner at 6.30 p.m ?

An :That’s a good idea See you then.Good bye

Ba :God bye

II.5 x 0.5 = 2.5

1.She is writing to tell Lan something about her family

2.She is still fine and can look after herself

3.Yes, he is (He works all day in the hospital and even at night)

4.To her, mother is the most beautiful woman and the best cook in the world 5.She wants Lan to write to her soon and tell her something about Lan’s family

2.There is a desk on/to/by the lelf of the room

3.Near the desk, there is a wardrobe

4.On the right side of the room, there is a door

5.There is a bookshelf on the wall and above the bookshelf is/there is a clock

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.)

Date of planning:27/09/2011

Date of teaching:29/09/2011

Unit 4: Our past.

Period 20: 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:

+ 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

- 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 ?

4.Consolidation:

-T revise Ss Past simple tense

(+) S + V(past) + O(?) Did + S + V(past) ?(-) S + did not(didn’t) + O

Unit 4: Our past.

Period 21: Lesson 2: Speak

I Objectives:

- To help Ss practice speaking about past habit

-To help Ss develop their listening skill

- 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 in

- 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 ?

- Further practice in doing exercises

- After the lesson ,Ss will be able to check the system of their knowledge

-T asks Ss some questions :

What do you think about the last test ?what marks can you get ?

One does ex 4

-Others can make any correction or addition

-T explains and corrects

-T gives keys and marks

IV.Keys and marks

I.4x 0,5 =2.0 ms

An : 877.119

Ba: Could I speak to An, please ! This is Ba

An :Hello, Ba How are you ?

Ba : I’m fine And you ?

An :Great ! Me too

Ba :Would you like to come to my house for dinner at 6.30 p.m ?

An :That’s a good idea See you then.Good bye

Ba :God bye

II.5 x 0.5 = 2.5

1.She is writing to tell Lan something about her family

2.She is still fine and can look after herself

3.Yes, he is (He works all day in the hospital and even at night)

4.To her, mother is the most beautiful woman and the best cook in the world 5.She wants Lan to write to her soon and tell her something about Lan’s family

2.There is a desk on/to/by the lelf of the room

3.Near the desk, there is a wardrobe

4.On the right side of the room, there is a door

5.There is a bookshelf on the wall and above the bookshelf is/there is a clock

2.Listening

* Pre- listening:

- Teach some new words :

to lay - laid - laid amazement

+ 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