Giáo án Tiếng anh lớp 8 thí điểm bản đẹp (năm học 2015 - 2016).

Date of preparing: 11/ 08/ 15 Date of teaching: 17/ 08/ 15 (class 8a2, 8a1) Period1 REVISION THE 7TH FORM I Objectives: By the end of the lesson, Ss will be able to: - Review all main what they have studied in the 7th form - Practice doing some exercises II Teaching aid: Textbook, chalk, paper test III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … IV Procedures Activities Contents 1.Purpose : Activity (25 minutes) - This activity focuses students on the revision things they’ve studied in the 7th form 2.Instruction: You give main contents you have studied in the 7th form Task : - Work individually Suggested questions: How many tenses have you studied? What are they? What is active/ passive sentence? How to change an active into passive? …  I Tenses Present tenses: simple/ cont./ perfect Ex - Nam goes to school everyday - He is writing a letter - They have built that house for months Past : simple/ cont Ex - My mother bought me a new shirt yesterday - We were having dinner when Lan came yesterday Future : simple/ cont Ex - We will travel to HN next weekend - We will be traveling by this time next month II Passive voice Active: Someone does something Passive: Something is done (by agent) Ex - The cat eats the mouse => The mouse is eaten by the cat - Lan does her homework everyday => Lan’s homework is done everyday III Main structures although + a clause of concession => despite + N-phrase/ V-ing Ex - Although he is poor, he is the best student in our class =>Despite being poor, he is the best student …… used to + V = usually + V-ed/ V2 (past habit) Ex My father used to smoke a lot but now he isn’t any more Activity (18 minutes) be/ get + used to + V-ing (present habit) Ex Lan is used to getting up early Degree of comparisons a Equality: as … As b Comparative: er…than/ more … than c Superlative: the …est / the most … ………… 1.Purpose : - This activity focuses students on practicing doing exercises 2.Instruction: You practice doing different exercises Task - Work individually, pairs/ groups  I Correct verbs form/ tense There (be) accidents on this street in the past days Is this the first time you (visit) our beautiful country? Scientists (find) cures for many illnesses in the last 50 years My uncle's health (improve) since he (leave) India I (buy) a new shirt last week but I (not wear) it yet I (not see ) Lan since we (leave) school II Change into passive She read the letter many times last night  _ Hoa met Tim at the market yesterday  _ She didn’t introduce me to her mother  _ My father planted this tree  Thu helped him his homework  They didn’t invite me to the birthday party  they built that house in 1972  _ Mr Smith has taught us French for two year They didn’t look after the children properly 10 Nobody swept this street last week III Rewrite sentences with: although/ despite She felt sick She went to work (though) => I was really tired I couldn’t sleep (even though) => He is very rich He isn’t happy (although) => She couldn’t answer the question She is very intelligent (though) => He tried He was not successful (though) => His life is hard He determined to study well => Consolidation (2 minutes) Homework (1minutes) Teacher’s remarks ss retell main contents - Review all by yourself - Prepare: Unit Lesson1 Getting started Date of preparing: 15/ 08/ 15 Date of teaching: 21/ 08/ 15 (8a1, 8a2) Period2 UNIT1 LEISURE ACTIVITIES LESSON1 GETTING STARTED I Objectives: By the end of the lesson, Ss will be able to: - use the lexical items related to the topic" leisure activities" - Listen and read for specific information about different leisure activities - Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … IV Procedures Activities Contents Purpose : (INTRODUCTION) Activity (7 minutes) - This activity focuses students on the theme of unit Instruction: - You give the meaning of the words “leisure activities" - Ss guess what the conversation of Mai, Phuc & Nick might be about Task : - Listen carefully, observe the picture & answer the questions - Work individually Suggested questions: What can you see in the picture? Why you think Mai, Phuc & Nick are there? What are they holding? What are they talking about? Can you guess what they like doing in their free time? Purpose : (task 1) Activity (15 minutes) - This activity focuses students on the content of the conversation of Mai, Phuc & Nick Instruction: - Listen to the tape & try to correct the answer - Listen, guess the meaning of the words, repeat, take notes - Explain the answers, give example Task - Work individually, pairs, Exe  a Circle the correct answer bookstore book dog craft kit folk music Vietnamese b Tick the boxes the leisure activities Mai, Phuc & Nick have Phuc Mai Nick Pet training X Making crafts X Reading X x Listening to music X Playing sports X Helping parents with DIY projects x Learning languages x x x c, Answer check out sth: means to examine sth or get more information about it in order to be sure that it is suitable right up one’s street: (right) up your ˈstreet ( especially BrE ) ( NAmE usually (right) up your ˈalley ) ( informal ) very suitable for you because it is sth that you know a lot about or are very interested in ex This job seems right up your street 1.Purpose : (task 2, 3) Activity (20 minutes) - This activity focuses students on reviewing some words related to the topic leisure activities 2.Instruction: - You guess & write the words/ phrases under each picture - Ss listen, repeat & check Task: - Work individually/ GW  Exe 2.Matching: playing computer games playing beach games doing DIY texting visiting museum making crafts ? What you think about these games? (exciting/ i9nteresting/ …) Exe Complete the sentences … satisfied relaxing/ exciting fun boring good Exe4 Game (explain how to play, then ask ss practice at home) Consolidation Ss practice saying as many words about leisure activities as possible Ex playing board games/ reading… (2 minutes) Homework (1minutes) Teacher’s remarks - Learn new words/ workbook: B1, 2, - Prepare : A closer look Date of preparing: 18/ 08/ 15 Date of teaching: 22/ 08/ 15 (8a1, 8a2) Period3 UNIT1 LEISURE ACTIVITIES LESSON2 A CLOSER LOOK I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives - Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … IV Procedures Activities Contents Purpose : (INTRODUCTION) Activity - This activity focuses students on reviewing leisure activities (5 minutes) Instruction: - You names as many leisure activities as possible Task : - Listen carefully, repeat new voc - Work in chorus/ individually Activity (10 minutes) Purpose (Task1) - This activity focuses students on studying the pie chart of leisure time on an average day Instruction: - You study the pie chart then answer some questions: What is the pie chart about? Where can you find the information? What the different colors sections of the chart refer to? How are these sections calculated? What does the note tell you? What are the source tell you? … Task : - Listen carefully, repeat new voc - Work in chorus/ individually *Voc - socialize (v) - communicate (v) *Answer: In 2012, people in the USA spent 5.1 hours a day on sport & leisure activities The main activities they did include watching TV, socializing & communicating, reading participating in sports, exercise & recreation, using computer for leisure and thinking The most common activities were watching TV, socializing & communicating and using computer for leisure Activity 12 minutes Purpose (Task 2, 3, 4) - This activity focuses students on practicing more about the part of speech of the words the category labels… Instruction: - You exercises as directed Task : ind/ GW  Exer2 Complete the table… Name of activity Name of activity Verb Verb Relaxing relax socializing Socialize Using Use communicatingC communicate Thinking think Watching watch …… Exe3 Matching Ex B Reading: a novel, poetry, e B f a d h c g *Add more words to the category: Activity 15 minutes Purpose (Task 5, 6) - This activity focuses students on practicing the clusters /br/ & /pr/ Instruction: - You complete the words under the pictures then listen & check Task : - You listen carefully on how to pronounce the clusters /br/ & /pr/ then as directed - Work ind/ GW  /br/ : bridge, bracelet, bread, broccoli, … /pr/ : apricot, princess, president, present… Ss practice saying as many words about leisure activities as possible Ex playing board games/ reading… Consolidation (2 minutes) Homework (1minutes) Teacher’s remarks - Learn new words/ workbook: B - Prepare : A closer look Date of preparing: 18/ 08/ 15 Date of teaching: 24/ 08/ 15 (8a1, 8a2, 8a5) Period4 UNIT1 LEISURE ACTIVITIES LESSON3 A CLOSER LOOK I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives - Practice doing exercises with verbs of liking II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … Activities Contents Purpose : (INTRODUCTION) Activity - This activity focuses students on reviewing some information form (5 minutes) the last lesson Instruction: - You say aloud your leisure time on an average day: how much time you spend a day on leisure activities? What are the activities that you the most? … Task : - Give one by one / individually Activity (25 minutes) Purpose : (Task 1, 2, 3, 4) - This activity focuses students on reviewing how the gerund is form & its functions grammatically Instruction: - You give the form & its functions of gerunds Task : - Give one by one / individually Grammar: Verbs of liking + gerunds/ to V ex She loves going out with her friends = She loves to go out with her friends (If we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are followed by only gerunds: enjoy; fancy; detest…)  Exe1 Underline verbs that are followed by a gerund (in getting started): Activity (12 minutes) Consolidation (2 minutes) Homework (1minutes) Love to watch ; enjoy listening ; liked reading *Learning tips: degree of the verbs of liking - adore (v) thích, tôn sung, yêu thiết tha… - detest (v) ghét cay ghét đắng - fancy (v) mến, thích Exe2 Tick the box Followed by V-ing Followed by V-ing/ toV Love X ẹnjoy X Detest X Prefer X Fancy X *Listen & check Exe3 Write the correct form of the verbs => making to watch/ watching skateboarding to learn/ learning sitting Exe4 Write about you (free answers) Purpose : (Task 5, 6) - This activity focuses students on reviewing the use of verbs of liking through an e-mail & writing another e-mail Instruction: - You study the Duc’s e-mail, find out mistakes then correct - You answer the questions related to the e-mail - Write another e-mail to your friend Task : - work individually/ in pair  quick familiarize with the e-mail: who wrote the e-mail? To whom? What is it about? … Exe5a Find mistakes – correct => like =>like to do/ like doing enjoy do=>enjoy doing like have=> like to have/ having mind to do=> mind doing hate spend=> hate to spend/ spending love eat=> love eating/ love to eat Exe5b Answer The activities Duc mentions in his e-mail are: playing video games, playing football, helping … The activities he enjoys the most are playing football with his friends & eating out with his family Exe6 Write an e-mail (based on the questions in 5b) Ss exchange the writing- check for mistakes - Learn new words/ workbook: B4, 5, - Prepare : Communication Teacher’s remarks Date of preparing: 20/ 08/ 15 Date of teaching: 25/ 08/ 15 (8a5, 8a1, 8a2) Period5 UNIT1 LEISURE ACTIVITIES LESSON4 COMMUNICATION I Objectives: By the end of the lesson, Ss will be able to: - Talking about good and bad sides of leisure activities - Practice reading a forum for friends around the world to share how they spend their free time - Language practice: to be hooked on sth; to be addicted to sth => For better understanding of how to spend time for leisure activities Ss are aware of taking part in good and useful leisure activities - Practice doing exercises in Group work, pair work II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … Activities Contents Purpose : (INTRODUCTION) Activity - This activity focuses students on reviewing how to use of some verbs (5 minutes) of liking Instruction: - You make sentences with liking verbs Task : - individually work Activity (20 minutes) Purpose (Task 1, 2) - This activity focuses students on some extra vocabularies Instruction: - You try to guess the meaning of these words in extra voc & tell how they may relate to the leisure activities Task : - individually work / pairs *Voc - window shopping = hang out - to be hooked on sth: bị mắc vào , ham mê vào - to be addicted to sth: bị nghiện làm … - To sound + adj ( weird / strange / challenging…) *Exe1 Read the following article on the magazine…and find out what they like doing in their free time - Ss read, remember and try to say aloud - Ss in each team takes turns to say aloud *Exe2 Can you understand the abbreviations in the text… moro WBU J4F DYLI … tomorrow What about you? Just for fun Do you like it? … Note: These abbreviations are informal language that is used on line and in texting message - add some more abbreviations you know, then write a short text or message in which you use your abbreviations & send to each other – if time left Activity (17 minutes) Purpose (Task 3, 4) - This activity focuses students on finding out the activities that are mentioned & how the felling of each person in the forum Instruction: - You read the forum more closely, then complete the table as directed Task :PW or GW Exe3 Find the information from the text to complete the table Who? What activity is mentioned? What does he/she think of it? Emily - Hanging out with friends She loves it ( window shopping) - working as a volunteer Hang Cloud watching She adores it It is easy Linn Going to the community center, She loves it painting, dancing and doing drama Minh - Playing football He likes it It’s fun - helping his aunt in running cooking classes Manuel - playing computer games He’s addicted to it - doing judo It’s ok Exe4 Work with your partner and put the activities in in order from the most interesting to the most boring Then compare the ideas with other pairs …… (free) 10 61T A closer look Grammar Past continuous 1a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part Either expain or elicit from Ss the form and use of the past continuous tense b Before Ss read the rules and the examples, see of you can elicit any rules from them Then ask Ss to read the Grammar box Draw Ss’ attention to the use of the past continuous tense by analyzing the examples in the Grammar box Then ask some more able Ss to give some examples Ask Ss to the grammar exercise individually Remind them to look back at the Grammar box and use a dictionary if necessary Then have Ss compare answers in pairs before checking with the whole class Key: was wearing were you doing was doing ran was not/wasn’t waiting 3a Ask Ss to the grammar exercises individually, using the suggested words to write sentences to describe what was happening in each picture Remind them to look back at the grammar box if necessary Then have Ss compare answers in pairs before checking with the whole class Key: − − − − − − The servant was spinning in the woods The girl was picking flowers by the side of the road The knights were riding (their ) horses to the castle Cinderella was dancing with the prince Saint Giong was flying to heaven The orge was roading with anger 84 62T b First, model this activity with a more able student Then ask Ss to work in pairs T may go around to provide help Call some pairs to practice in front of the class Key: What was the girl doing? She was picking flowers by the side of the road What were the knights doing? They were riding ( their ) horses to the castle What was the orge doing? It was roaring with anger What was Saint Giong doing? He was fying to heaven Look out! Ask Ss to read the Look out! box Draw Ss’s attention to this use of the past simple tense by analyzing the instruction and examples in the Grammar box T may give a comparison between the simple past tense and the past continuous tense Then ask some more able Ss to give some examples Ask Ss to the grammar exercise individually Remind them to look back at the Grammar box and the Look out! box Then have Ss compare answers in pairs before checking with the whole class Key: was walking, stopped, had was lying, heard, needed heard, was following, started dropped, ate were dancing, left was missing/missed, decided 5a T may the first sentence as an example for Ss then have them the exercise individually Then have Ss compare answers in pairs before checking with the whole class Key: was shining was sleeping went were fying opened fell b Have Ss discuss the question in pairs Then ask Ss some pairs to give their answers to the whole class T may give comments or invite comments from other Ss Suggested answer: Be happy/content with what you have 6a Ask Ss to the grammar exercises individually, guessing what their partner was doing at the times on the clocks Remind them to make a note of their guesses 85 b Now model this activity with a more able student Then ask Ss to work in pairs T may go around to provide help Call some pairs to demonstrate in front of the class 86 Communication Introduction Before Ss open their books, ask them what fairy tales they liked to read when they were little Now get Ss to think about how fairy tales are structured t can say: Today, we are going to some activities with a fairy tale Please think of what information is normally at the beginning, in the middle and at the end if a fairy tale Little Red Riding Hood 1a First help Ss understanding the meanings of the words in Extra vocabulary by using pictures or examples Then have Ss work independently, looking at the pictures and putting parts of the fairy tale in order Tell Ss that the pictures are in the correct order but the text (a-h) is jumbled Give Ss a time limit to keep a lively pace to the lesson b Allow Ss to work in pairs, comparing their answers and discuss any differences Then discuss as a class Key: h e 5.d 7.b a f 6.c 8.g Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words Set a three- minute time limit per story and have one group member keep time Then Ss can choose the best storyteller in their group Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale Encourage them to have fun and be creative Choose a student from each group to read the ending to the whole class After each student has finished, invite some comment from Ss in other groups Then t makes comments and corrects Ss’s mistakes if there are any Finally, T may have Ss vote for the best fairy tale ending 87 64T Skill Reading Ask Ss to scan the passage to find where the words fortune, srarfruit tree, ripe, filled, load and repay are in the story T helps Ss work out the meanings of these words from the context Key: fortune – a large amount of money starfruit tree – tree with green fruit shapped like a star ripe – ready to be eaten filled – put gold into the bag until there is no more space repay – pay back load – something that is being carried T may set a longer time limit for Ss to read the story again and answer the questions Ask Ss to note where they found the information that helped them to answer the questions Ss can compare answers before discussing them as a class Key: He gave his younger only a starfruit tree The eagle promised to repay him in gold He offered to swap his fortune for his brother’s starfruit tree He filled a very large bag and all his pockets with gold He was dropped ( by the eagle ) into the sea First, have Ss work independently, completing the details of the fable The Starfruit Tree Then allow them to share answers before discussing as a class Key: greedy fortune swapped time gold dropped Speaking First, ask Ss to work individually to read every story summary T may help with any new vocabulary Now ask Ss to work in pairs, asking and answering about the stories in T goes around to provide help if necessary After finishing, T may call some pairs to practice in front of the class Game: Who am I? First, remind Ss of the words to describe characters or creatures in fairy tales/legends/fables Ss may refer to the words and phrases in A Closer Look Then, ask Ss to play this game in groups of about five Each member chooses a character in any of the stories in The others ask Yes/No questions to discover who that person is For example, ‘Are you evil?’ Do you live in a castle?’ Do you have long hair?’ T may go around to provide support if necessary 88 65T Skill Introduction Ask Ss to look at the pictures and make some guess about the fairy tale The Princess and The Dragon Ask them: What/Who you think may be the main characters in the fairy tale? What may happen in the fairy tale? Listening First, have Ss cover the right side of the page where the story is written out in the green box Ask Ss to read the statements carefully and underline the key words Play the recording and ask Ss to correct the statements Then ask two or three Ss to write their answers on the board Play the recording again for Ss check their answers Key: Once upon a time, there was a king, a queen and a princess Once night an orge captured the princess and put her in his tower, One day a dragon heard the princess cry for help At the end of the story, the dragon married the princess Audio script: Once a upon a time, there was a king and a queen who lived in a castle with their beautiful daughter One night an ugly orge captured the princess and put her in his tall, dark tower The king and the queen were very sad They promised to give gold to the knight that rescued the princess Many knights wanted to rescue her But they all ran away when they research the tower and saw the orge roaring with anger One day a dragon was flying over the tower when he heard the princess cry for help Then dragon rescued the princess from the tower and gently put her on his strong back They flew back to the castle The king and the queen were so happy The dragon turned into a handsome prince and married the princess They all lived happy ever after Ask Ss to read the story carefully Ss may work in pairs to discuss what may be missing by using the information they heard in Play the recording again and have Ss find the missing words as they listen Ss can share their answers with their partners T may play the recording more times until Ss have chosen all their answers Call some Ss to write their answers on the board Key: castle give gold with anger breath strong back Writing Ask Ss to make notes about one of their favourite fairy tales or invent their own fairy tale Remind them that they not have to write full sentences a and b Ask Ss to refer back to the reading passage in Slills for useful language and ideas, and note some necessary expressions and language on the board 89 Ask Ss to work individually to write the first draft T can display all or some of the stories on the wall/ board Other Ss and T give comments Ss edit and revise their stories as homework 90 66T Looking back This is review section of the unit, so encourage Ss not to refer back to the unit pages Instead they can use what they have learnt during the unit to help them answer the questions That will help T and Ss see how far they have progressed, and which areas need further practice Vocabulary Ask Ss to think of as many examples of different types of stories as possible Then ask Ss to say their examples in front of the class and Ask Ss to these exercises individually at first Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment Key: witch hare knight orge fairy 6.tortoise giant dragon Characters Personality Woodcutter Cruel Witch Kind Dragon Generous Fairy Mean Giant Wicked Hare Cheerful Emperor Fierce Tortoise Evil Knight Cunning Orge Brave Eagle greedy Budha Grammar first, model this activity with a more able student Then ask Ss to work in pair.T may go around to provide help it=f necessary Call some pairs to practice in front of the class Key: A: Was Mrs Lan doing the gardening? B: No, she wasn’t She was cooking A: Was Mr Hung writing a letter? B: No, he wasn’t He was reading a newspaper A: Were Hoa and Hai playing table tennis? B: Yes, they were A: Was Duong listening to music? B: No, he wasn’t He was watching TV 91 A: Was Mai doing her homework? B: No, she wasn’t She was sweeping the floor and Model these activities with a more able S first Then ask Ss to work in pairs T may go around to provide help if necessary Call some pairs to practice in front of the class 92 67T Communication First, ask Ss to the task individually to number the lines of the dialogue Then ask them to check their answers with the whole class After finishing, ask Ss to practice saying the dialogue with their partners Key: D I A C F H J B G 10 E Finished! Finally ask Ss to complete the self-assessement box Indentify any difficulties and weak areas and provide further practice Project Entries in my diary Ask Ss to read the fairy tale Sleeping Beauty Each student may make notes about the main characters and the plot of the fairy tale Ask each student to imagine he/she is one of the characters and write two or more entries in the diary from the point of view of this character Remind Ss to study the given example carefully because it may help them understand what they should Note the use of the past simple and the past continuous in the example If there is enough time, T may let Ss complete the project in class Otherwise, Ss can complete the project as homework When Ss have finished their entries, ask them to display their work on the wall/board T may choose some of the entries and ask Ss to read out and take questions from the class Praise all attempts at creativity 93 68T Review ( Unit 4-5-6 ) Introduction The aim of this review is to revise the language Ss have studied and the skills they have practiced in Units 4,5 and T may ask Ss what they have learnt so far in terms of language and skills Summarise their answers and add some more information if necessary LANGUAGE T may use this language review section as a self-test Ss the exercises in 30 minutes and then T checks their answers with the whole class Otherwise, T can conduct each activity separately Pronunciation 1a Ask Ss to this exercise individually, and then to share their answers with a partner before giving T the answers T writes the correct answers on the board Key: What fresh strawberries they are! What lovely spring flowers they are! What a cunning sprite it is! What a brave instructor he is! What a noisy street it is! b Ask Ss to work in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible T may around to provide help In order to this exercise correctly, Ss have to be able to pronounce the words correctly themselves T may let Ss it in groups and encourage them to read the words out loud among themselves Then T plays the audio and checks them as a class, encouraging Ss to repeat the words Key: 1.A bam’boo 2.B ‘cultural A compe’tition C presen’tation D ‘heritage Vocabulary Ask Ss to this exercise individually and then share their answers with a partner T may ask a student to write his/her answers on the board Then T checks the answers with the whole class Key: A B C 94 D B 6.B After Ss this exercise individually, T quickly checks Ss’answers Key: legend cunning ever generous kind Grammar Elicit the form and use of have to, and should Ask Ss to tell the differences between the uses of don’t have to and mustn’t T may call a student to the exercise on the board while other Ss also these Check Ss’ answers Ask them for explanations if necessary Key: B A E D C 95 69T Elicit the use of some connectors in compound sentences and complex sentences Ask Ss to tell the differences between the forms and uses of compound sentences and complex sentences T may ask a S to write his/her answers on the board T checks the answers with the whole class Key: Although otherwise While Moreover however Elicit the form and use of the past continuous tense Ask Ss to tell the differences between the use of simple past tense and the past continuous tense T may call a S to the exercise on the board while other Ss also this Check Ss’ answers Ask them for explanation necessary Key: were you doing was watching was telling happened were setting off Everyday English Ask Ss to this exercise in pairs After checking their answers, ask some pairs to act out the conversations Key: C A B D E Skills Reading Ask Ss to them individually and check their answers with a partner before giving their answers to T to confirm the correct answers Key: T F F T T Speaking a Ask Ss to this activity individually, making nites of six tips about the social customs in his/her country Remind Ss that they may use the given ideas as well as their own ones b Ask Ss to work in pairs, taking turns to tell each other their tips They may discuss to choose the most appropriate tips 96 Listening Play the recording once or more for Ss to listen and choose their answers Then check their answers Key: A A B C Audio script: After living in France for a few months, I realized that I really should stop trying to be so polite all the time The French seem to find it annoying if you say things like “ I’m awfully sorry” because they feel you are wasting their time It must seem to them that the British spend their whole time apologizing! the French don’t really make ‘small talk’ either Chatting to strangers such as a taxi drivers or shop assistants, espically politely, is seen as rather stranger And there is another interesting difference People at dinner parties in France will expect to take part in a serious discussion The guests are often asked their opinions on ‘big issues’ British people enjoy discussions about house prices and education However, they are sometimes surprised if their guests want to talk about anything serious, such as politics or art Writing Encourage Ss to use the ideas they provided in the speaking section T may brainstorm the language necessary for writing and note some necessary expressions and language on the board 97 98 [...]... minutes) - This activity focuses ss on the information from the conversation between Nick & Nguyen 2 Instruction: - You listen to the conversation & do exercises as directed 3 Task : - Listen carefully / Work individually/ small group  *Voc - expect ed (v): - load- ed (v): - buffalo-drawn carts (n): - go herding the buffalo - envious (a): thèm muốn, ghen tị - explore – d (v) - wish (v): - transport- ed... convenient 8 fast 22 3 better 6 happier 9 safer 10 best 2 Comparative form of adverbs ( adverbs of manner) Ex: Nhung writes more carefully than Lam -> Tung writes less carefully than Nhung (How does Nhung write? How does Tung write?) -> Form: S1 + Vchia + more + long adv than + S2 short adv +er - Almost adverbs of manner ending in ly Adj + ly -> adv Ex: - easy -> easily - happy -> happily - bad -> badly - clear... 1 Purpose : (Reading) - This activity focuses students on practicing reading skills 2 Instruction: - You try read the text & check your answers, then do exercises as directed 3 Task : do individually 35 I Reading: Exe1 Work in pairs Answer the questions *Vocabulary - belong to (v): - dig-dug-dug (v): - canal (n): - poultry (n): - bamboo item: - weave (v): /wi:v/ - unique (a): - ornament (n): 1 They... ( 18 minutes) 1 Purpose (Listening: task 2, 3) - This activity focuses students on practicing listening skills 2 Instruction: - You read the 2 questions, underline the key words before listening - You listen again & complete the table 3 Task : - individually work-compare- say aloud Exe2 Listen to the radio programme and answer the questions * Voc - suggest – ed (v): gợi ý - basically (adv): về cơ bản, ... horse - Ss retell form of comparative of Adj./ Adv - Ss make sentences with adj./ adv - Learn new words 23 (1minutes) Teacher’s remarks - Prepare : Communication Date of preparing: 08/ 09/ 15 Date of teaching: 15/ 09/ 15 (8a1, 8a2, 8a5) Period12 UNIT2 LIFE IN THE COUNTRYSIDE LESSON4 COMMUNICATON I Objectives: By the end of the lesson, Ss will be able to: - Discuss and share their replies with friends -. .. city or the countryside? Activity 2 (15 minutes) 1 Purpose : (Task 1) - This activity focuses ss on practicing reading skills 2 Instruction: - You read the online posts & then answer the questions 3 Task : - Work individually/ pairs * Vocabulary: - disturb – ed (v) - beehives (n) - experience (n) - home- made products (n) - dig – dug- dug (v) *Questions: What could Dennis do? Is this the most interesting... lesson - Learn new words/ workbook: C Speaking - Prepare : Skills 2 Date of preparing: 23/ 08/ 15 Date of teaching: 31/ 08/ 15 (8a5, 8a2, 8a1) Period7 UNIT1 LEISURE ACTIVITIES LESSON6 SKILLS 2 I Objectives: By the end of the lesson, Ss will be able to: - Practice writing to discuss an opinion about leisure activities - Practice listening for specific information about way of spending time with friends -. .. contents of the lesson - Learn new words/ workbook: C Speaking - Prepare : Looking back + project Date of preparing: 26/ 08/ 15 Date of teaching: 04/ 09/ 15 (8a1, 8a2, 8a5) Period8 UNIT1 LEISURE ACTIVITIES LESSON7 LOOKING BACK + PROJECT I Objectives: By the end of the lesson, Ss will be able to: - Knowledge: Revise the knowledge they’ve learnt about the topic “Leisure activities” - Skills: Practice reading,... Instruction: - You say aloud the benefits/ affects of using the Internet/ mobile phone - You answer the question in 1 3 Task : - individually work  Benefits Bad affects - a fast and convenient way to get - harmful to eyes 13 and send information - tired and dizzy …… ……… - Waste of time and money… Exe1 What do you usually do with your friends in your free time? - We play badminton/ football/ listen to music… -. .. complicated; … - Learn new words/ workbook: part B - Prepare : Communication Date of preparing: 22/ 09/ 15 Date of teaching: 30/ 09/ 15 (8a5, 8a2, 8a1) Period19 UNIT3 PEOPLES OF VIETNAM LESSON4 COMMUNICATION I Objectives: By the end of the lesson, Ss will be able to: 1 Skills: - Review WH- Q and use articles “a, an, the” - Use the lexical items related to cultural groups of Viet Nam - Practice speaking