Giáo án anh văn 8 (từ bài 1-15)

Listen and read: - Ask students some questions such as: + Do you know where the picture is?. - Ask students to listen the dialogue twice then read in pairs.. - Gets the groups to compare

Unit 1: My friends

Period No 2: Getting started & listen and read.

Teaching date: .200.

I Objectives:

- Ss will be able to use present tense more fluently

- Understand and use some model sentences clearly, exactly

II Language content:

Vocabulary: Seem

phßng gi¸o dôc bØm s¬n trêng t.h.c.s xi m¨ng

Gi¸o ¸n

Structure: What do/ does look like?

To seem + adj + comp

To be (not) adj + enough

III Teaching method:

IV Teaching aids: Textbook, teacher's book, pictures

V Time: 45'

VI Steps of teaching.

1 Getting started - (warm-up)

Sports

- Ask students more questions: Which sports do you like?

- Ask students to use the "network" to practice in pairs

2 Listen and read:

- Ask students some questions such as:

+ Do you know where the picture is?

+ Who are they in this picture?

+ Where is Hoa from?

- Ask students to tick T/F

a Hoa's friend's name is Nien

b Nien is from Thanh Hoa

c Nien is thirteen years old

d Nien is not beautiful

e Nien is going to visit Hoa on summer vacation

- Ask students to listen the dialogue twice then read in pairs

(T: correct mistakes)

- Ask students to find the model sentences: What do/ does + s + look like?

(Teacher explain) : to seem + adj + comp

: to be (not) adj enough + to + V.ing

- Then give some adjective word for Ss to make new sentence

- Ask Ss to practise the model sentences by using given words

- Ask Ss to ask and answer the questions in pairs then call some pairs to find out infront of class (teacher give the right answers)

3 Production:

Ask a student to go to the board to write sentence by using model sentences

4 Homework:

Unit 1: My friendsPeriod No 3 + 4: Speak and Listen.

Teaching date:05/9/2006

I Objectives:

- Ss will be able to describe the apperance and characters of each person

- Develop the listening skill.

- Introducing people and responding to introducing

- Listening to fill in the gap

II Teaching method:

III Teaching aids: Textbook, tape, cassette

IV Time:

V Steps:

1 Presentation:

* New words: Curly ( picture) fair ( explain) slim ( picture)

Bold straight blond

2 Read the dialogue:

- Ask Ss to answer about others in class

What do/ does + S + look like?

- Draw some pictures

- Ask Ss to guess the person in class by the description of teacher Then do the same

Describe more about the VIP in Vietnam

Eg: He's a simple man, he has long beard and bright big eyes Every one in Vietnamand in the world know him Who's he?

3 While - listening:

- Ask Ss to look at the book and listen

- Ask Ss to listen the dialogue again and fill what they hear in the blank

- Then ask each group to read completed dialogues

- Gets the groups to compare the dialogue with their production

- Correct the mistakes and then ask Ss to listen once more

4 Post-listening:

- Ask Ss to work in pairs

- Ask some pairs to practice the dialogue

- Teacher gives new situation and ask some Ss to make up new dialogues

+ Character (n) (explain) + out going (a)

+ Sociable (a) + volunteer (a) explain

+ generous (a) translation

+ resewed (a)

- T/F prediction:

There are people in this passage

Khai dislikes school

Ba's friends never annoy each other

Bao is the most sociable

2 While - Reading:

- Ask Ss to read the text and check their prediction

- Correct their prediction

- Teacher corrects

- Read the text carefully and choose the best answer the qs

3 Post - Reading:

- Ask Ss to talk about their close friends.

- Chain gaine

4 Homework:

- Write E in the notebook

- Prepare next lesson

- Learn by heart vocabulary

Unit 1: My friendsPeriod No 6: Write.

Teaching date: 10/9/2006.

I Objectives:

- At the end of the lesson, Ss will be able to Write a short paragraph abouttheir friend improve the skill of writing

II Teaching method:

III Teaching aids: Textbook.

IV Time: 45'

V Steps of teaching.

1 Pre - writing (warm-up)

- Give a picture and ask Ss to describe

- Ask some Qs about the information about personality

2 While:

- Ask Ss to ask and answer about Tam

What's his name?

How old is he?

Where does he live?

- Ask Ss to do the some ( about Ss in class)

- Ask Ss to use part 2 to write a passage

- Ask some to road out ( T corrects mistakes)

- Ask Ss to write about the person you like best

- Ask Ss to wirte a passage about their partner

3 Consolidation:

Ask Ss to complete sentences using word/cues

a Mai/my friend

b She/13

c She / on TranPhu street with her parents

d She/ beautiful/ and/ short hair/ black eyes

e Binh/ Bach/ her best friends

4 Homework:

- Give information about your self

- Prepare next lesson

Unit 1: My friendsPeriod No 7: Language focus

Teaching date: 18/9/2006.

I Objectives:

- Ss will be able to:

+ Use the simple present tense and the past tense effectively

+ Use structure: (Not) adj + enough + to -infinitive

- Divide class into 2 groups A-B

GA: Write sentences in the present tense

GB: Change into the past tense

2 New lesson:

2.1+2: Complete the passage Then the correct form of the verbs

- Ask Ss to repeat the form of present and past tense Then do exercises

- Ask Ss to read after finishing (one by one or in pairs)

- Give some wrong sentences then ask Ss to correect

2.3: Hang on a picture and ask Ss to practice: asking and answering

- Ask and answer the qs about member in class

- Ask Ss to answer the qs about people in text book's picture

* Use: (Not) adj + enough + to + V (infi) to complete

- Ask Ss to make up sentences, using word cues

Eg: 1 Ba / intelligent/ this test

2 This film/ not intereting/ to see

- Ask Ss to read in silence the sentences provided then do exercise

- Ask Ss to give the structure again

3 Production:

- Ask Ss to play cross word: find verbs pf past tense and present

- Play game: GA: gives a verb ( in past tense or present)

GB: makes up sentences (change the job) < Each right sentence gets 2 marks>

V Homework:

- Write part 4 in the notebook

- Prepare next lesson

a Teaching methods: Communitive

b Teaching aids: Textbook, cassette, picture, poster

c Time: 45 minutes

III Steps of teaching:

1 Getting started ( warm-up)

T: Gives the pictures in the textbook and asks "what is this"

Ss: Answer the questions in Vietnamese

T: - Gives some posters and asks S to match them with the pictures

- Asks Ss to listen and repeat the words in poster

2 Presentation:

* Listen and read:

- Look at the pictures and guess What they are telling

- Listen the tape twice to go topic of the text

* Ss practice the dialogue in pairs:

- Some pairs read out begin class ( correct S's mistakes)

- Corrects guessing and prounciation

Note:

- Hold on Techiques: - Synonym wait some minutes

- Where is it on? : - Translation

- I'm using my cousin's bike tonight (future with "be going to")

- I'm going to see the movie Dream City at 6.45

- Ss answer the qs (a-f) by playing game "lucky number".Then "survey" Nga madethe call she

* Gives "open dialogue" (with other situation)

- To ask Ss to practice in pairs.

IV Home work:

- Practise the dialogue again

- Ask Ss to write the correct answer at home

- Prepare some sentences with "be going to" and new lesson

1 Ways of working: Pairs, groups, individuals

2 Teaching aids: Textbook, some posters, tape, cassette

3 Time: 45 minutes

III Procedures:

1 Pre-speaking:

* Revision:

- Ask Ss to read the dialogue by heart

+ Gives some Qs about the content of dialogue

Ex: - Is Hoa going to see the movie Dream City at 6.45?

- Who arranged a meeting place?

(Eliciting)

2 While-speaking:

T: Introduces about picture in part 2

Asks some Qs: Who made call?

Who invited the other to play chess?

T: - Gets Ss in pairs and fill the blank in open-dialogue

- Gets the groups to compare the dialogue with their prediction

- Correct mistakes then asks Ss to practice the open-dialogue

(in pairs)

- Ask Ss to look at part 1 and give situation

- Divides the class into 4 group and discuss to complete the conversation

- Each group puts the sentences the correct order on the board

T: - Corrects mistakes

- Ask Ss to practise it again

3 Pre-Listening:

- Sets the science

- Hangs the poster and read whe information to fill in blank

4 While - Listening:

- Gets Ss to look at the book and listen to whole dialogue for the first time

- Gets Ss listen to the dialogue again and fill what they hear in the blank

- Gets Ss listen once more to check the information they get

- Gets a pair to read their complete the missing information

- Gets other to give theirs opinions

- Gets the group to compare the dialogue with their prediction

- Corrects the mistakes

5 Post-listening and speaking:

- Play game "lucky number" about part 1, 2, 3

* Questions:

1 Who is going to a pop concert at the City Concert Center?

2 Lucky number

3 What time can Eric and Adam meet?

4 Who can play chess tonight?

5 Lucky number

6 What is Ba going to do tonight?

- By the end of the lesson.

+ Ss will be able to develop reading skill they can understand about

Alexander Graham Bell by them of the lesson

II Teaching produres:

A Warm up:

- Ask Ss to talk about the importance of the telephone

- Use the picture in textbook to introduce Alenxander Graham Bell who

ivented the telephone

B Pre-Reading:

* Pre-teach:

- T: Read once time

- Ask Ss to find the new words and them T write on the board

- Ask Ss to read the passage in silence and check their prediction

- Correct their prediction and correct the false sentences

- T corrects last once

- Ask Ss to read the passage alound and correct their pronunciation

- Ask Ss to put the events in the correct order (work in pair)

- Ask some Ss to answer

- Give correct order and explain structure "Neither nor "

D Port - Reading:

- Ask Ss to tell about Alexander Graham Bell wkthout textbook

- Ask Ss to practise the structure "Neither nor "

E Homework

- Ask Ss to learn by heart vocabulary

- Ask Ss to write a short passage about a scientist that they know

- Ask Ss to prepare new lesson

IV Steps of teaching:

1 Warm up:

- Gives some pictures and asks Ss to predict the content of picture

2 Pre-writing:

- Gives some pictures and posters to help Ss to understand the content of that text

- Ss read a poster "Thang Loi Devivery Service" and find some informations to fill in

to the blank

- Corrects mistakes and then asks Ss to read it

3 While- writing:

- Devices the class into 4 groups and gives some posters

- Asks Ss to read the text ( in silence)

- Gives some new words: stationary -> order -> expaination

- Asks Ss to complete in the posters

- Gets Ss to compare each other

- Asks 4 Ss in each group to write on the board

- Corrects mistakes

4 Post - Writing:

- Gives a poster and Ss to read part 3

- Complete informations in the poster

V Homework:

- Gives a passage and asks Ss to complete in the posters of massage

- Asks Ss to prepare language focus

- To review the way of talking about intention with "be going to"

- The use of adverbs of place: Out side, here

II Content:

- Future with "be going to"

- Adverbs of place

III Methods:

- Communitive and other suitable methods

- Techniques: Ask and answer

Noughts and crosses

HadLikedBoughtGaveWas/wereinvited(Eliciting)

2 New lesson - Language focus:

2.1 Say what the people sentence

- Give an extra board with "noughts and crosses"

- T models: Nga has a movie ticket

-> She's going to see a movie

Note: "Be going to"

- Play the game "Noughts and crosses".

2.2

- Give the "grid"

What are you going to do on the weekend?

Are you going to do You Your partner

See a movie?

Play sports?

Meet your friends?

- Gets questions: "Are you going to ?"

- Gets Ss to answer and tick into "you" column in grid

Eg: Are you going to see a movie?

Yes, / No, I am

- Asks Ss to work in pair ( Ask and answers each other)

Ticks the answers in "your partner" column

- Then gets Ss to practice:

2.3 Complete the box once:

- Play "Network": outside

Adverbs of place

- Introduces the situation: Ba is playing hide

- Gives six pictures in the textbook and asks

- Gives some statements and Ss tick T or F

(Using statements in Ex3 - P.26)

4 Homework:

- Asks Ss to write 10 sentences with "be going to" from the grid in box

- Learn by heart the structure "be going to" and adverbs of place

- Prepare new lesson

Unit 3: At homePeriod No 14: Getting started & listen and read.

Teaching date: 01/10/2006.

I Objectives:

- Say where the things are

- Use the modal verbs to advise

II Content:

- Reflexive pronouns

- Review modal verbs: "Have to" and "ought to"

III Method: Communicative approach.

IV Teaching aids: Teacher's book, picture

V Teaching steps:

1 Warm-up: (getting started)

- Ask Ss some Qs about their house work

- Ask Ss to look at the pictures and descibe.

(Introduce some new words such as: tidy up; sweep)

2 Listen and read (Presentation)

* Set the scene: Give the situation of the dialogue

* Pre teach: + Review the usage of modal: "ought to" and "have to"

+ Introduce some new words:

- Yourself (pro) -> situation

- Cupboard (n) -> explaination

- Steamer (n) -> explaination or picture

- Saucepan (n) -> picture

- Play the tape twice

- Let Ss read in pairs

- Have them practice the dialogue Correct their mistakes

- Play "Rub out and Remember" the word have been introduced

* Practice:

- Divide the class into 4 groups to list what Nam has to do

- Key of each group is given by its leader and get other remark

* Feed back: Ask Yes-No questions

* Production: Ask Ss to write 4 sentences using "ought to", "have to"

- Play chain game with "ought to" and "have to"

3 Homework:

- Being a student and a child/ Write what you "have to" and "ought to" do

- Learn by heart the new words

- Prepare speaking

Unit 3: At homePeriod No 15: Speak.

Teaching date: 01/10/2006.

I Objectives:

- Say where the furniture is put

- Review the prepositions of place

II Teaching aids: Big pictures

III Method: Individual and pairs

IV Teaching steps:

1 Warm-up: Divide the class into 2 parts and play networks with items

clock Thhh

- Hang the 1st picture and ask Ss to call some name of the things in it

- Let Ss work in pairs with model sentenses

A: Where + be + N ?

B: It's/ They're + prepositions + place

(While review the preposition of place)

- Teacher correct Ss' mistakes

2 Practice: Review the structure with: + Let's

+ Yes, let's / Ok+ No I think you should/ ought to / had better

- Hang the second picture and say its requirement

- Divide the class into 4 groups and ask each group to arrange the things in thepicture in their opinion (encourage them to draw)

- Call the leader of each group to say their arrangement

- Teacher asks others to remark and correct mistakes

3 Production:

Things in the kitchen

- Ask some students to talk about the place of the things in their kitchen/ room/ classroom.

living Ask others to remark or give opinion about the situated

4 Homework:

- Remember the things around the house and pre-of place

- Talk fluently about the situated of their own things

Unit 3: At homePeriod No 16: Listen.

Teaching date:08/10/2006.

I Objectives:

- Practise listening skill

- Find out the correct informations of Chinese fried rice

II Content:

III Teaching aids: Text book, picture, cassette

IV Teaching steps:

1 Pre - Listening:

Set the scene by playing the network:

- Hang the picture and ask students to look at it

- Say the content of the listening

- Divide the class into 4 groups and let them predict what are used to make Chinesefried rice

- T collects their predictions or asks students to write their predictions

2 While - Listening:

- Let them listen twice

- Ask students to compare their answers

- Call some students to write their answers and get others to remark

- Play the tape and give the correct answer

Teaching date: 08/10/2006.

I Objectives:

- By the end of the lesson

+ Ss will be able to understand the Safety Precautions in the time

II Teaching produres:

- Brain stormimg: boilingwater fire

electricity

knife

Vietnamese friedrice ingrediance

Danger in the home for children

B Pre-Reading:

1 Pre-teach vocabulary:

- Ask Ss to find the new words, then T write on the board

+ a precaution: (explanation)+ (to) injure: (visual)+ a socket: (realia)+ a scissor (realia)+ an object

2 True/ False prediction: (poster) (close students' book)

Answer: (page 31)

- Ask Ss to predict: True or False

C While - Reading

- Ask Ss to read the text and check their prediction

- Correct their prediction each other

- Teacher corrects last once

- Ask Ss to read the text alound and correct their pronunciation

- Read the text carefully and answer the questions

Why - question (Ex 2: answer the question)

- Ss work in pairs

- Play lucky number to check their answers

D Post - Reading: Discussion/ word cues drill

- Work in groups (check before class )

- Speaking something about safety precautions in the home

- Ask Ss to practise the structure " Why must ?, why mustn't ?"

E Homework

- Ask Ss to learn by heart vocabulary

- Make sentences with them

- Write some safety precautions in the home (5 lines)

- Ask Ss to prepare new lesson

Unit 3: At homePeriod No 18: Write

Teaching date: 08/10/2006.

I Objectives:

- Students will be able to describe the room, kitchen, class base on given words, pictures

II Teaching aids : Pictures, text book.

III The content of language:

1 Grammar: + There is/ are

+ Some preposition of place such as: On, in, at

2 Vocabulary: + Disk rack, lighting fixture, towel rack

- Hang the first picture and ask Ss to describe Hoa's bedroom

- Ask Ss to read the description of Hoa's room in the text book

3 While - Writing:

- Guide Ss the request of writing lesson 2 on page 33

- Hang the second picture and ask Ss to write a description of Hoa's kitchen

- Ask Ss to work in pairs by checking each other

- Ask 2 Ss to write their writing

- Ask some Ss to correct the mistakes

- Teacher gives the correct answer

4 Post - Writing:

- Hang the third picture and ask Ss to describe things in this picture

5 Homework:

- Ask Ss to write a description of a room in their house

- Do exercises in your exrcise book

- Prepare language focus (page 34, 35)

Unit 3: At homePeriod No 19: Language focus

Teaching date: 15/10/2006.

I Objectives:

- To review the way of talking about the reflexive pronouns

- The use of modals: must, have to, ought to

- Why - because

II Content:

- the Reflexive pronouns

- Modals: must, have to, ought to

- Why - because

III Methods:

- Communitive and other suitable methods

- Techniques: Ask and answer

Noughts and crosses

2 New lesson - Language focus:

2.1 Look at the pictures Complete the dialogue Use must or have to and the verbs

in the box

- Ask Ss to read the dialogue in silence - do exercises

- Ask Ss to remember the structures in grammar

S + must + V

- After finished exercise 1 T " check again"

Ex: You must go to school on time

- Ask Ss to correct

2.2 Look at the pictures Use ought to to give advice to these people.

- T "set the sentence" Ex 2 by play game "guess word"

O U G H T T O

- Ask Ss look at the picture and do exercise

- Ask Ss to remember the structures in grammar

S + ought to + V

- T can "check agian" Ex 2

2.3 Complete the dialogues Use the reflexive pronouns in the box.You will have touse some of the reflexive pronouns more than once:

- Ask Ss complete the dialogues Use the reflexive pronouns in the box

- Correct the mistakes if necessary

2.4 Work with a partner Ask and answer questions about Hoa, Nam, Nga and Mrs.Vui using Why - because

3 Production:

4 Homework:

- Asks Ss to write 10 sentences use the "reflexive pronouns"

- Learn by heart the structure "why - because"

- Prepare new lesson

Period No 20: revision and written test

Teaching date:15/10/2006.

I Consolidation:

+ Use the simple present tense and the past tense effectively

+ Use structure: (Not) adj + enough + to –infinitive

+ To review the way of talking about intention with "be going to"

+ The use of adverbs of place: Out side, here

+ the Reflexive pronouns

+ Modals: must, have to, ought to

+ Why – because

II Written Test 45':

Câu I Chọn dạng đúng của động từ trong ngoặc: (2.5 marks)

1 We (visit) our grandparents last weekend

2 Nobody (like) ……… him because he is lazy…

3 He (study) ……… French next school year

4 Mai (have) ……… to do assignment tomorrow

5 They (play) ……… soccer now

Câu II Chuyển những câu sau sang dạng phủ định và nghi vấn: (2.5 marks)

1 She has to do her homework now

Câu III Điền một từ còn thiếu vào các câu sau: (2.5 marks)

1 What ……… you going to do tonight?

2 ……… are they like? They are good looking

3 ………do you go to school every day?

4 He ……… short, black hair

5 What ………you do last night?

Câu IV Đọc đoạn văn Tích đúng (T) hoặc sai (F) Vào các câu sau: (2.0 marks)

Lan and I went camping last week We had alot of fun The weather was cooland windy We spent the most time walking up the hill cooked a very good mealwith food we bought in the morning At the top of hill we came back home at 5 p.m

Tick: 1 Lan and I went camping lats year 

2 We spent most the time eating and drinking 

3 We came back home at 5 p.m 

4 The weather was cool and windy 

Unit 4: our pastPeriod No 21: Getting started & listen and read.

Teaching date:15/10/2006.

I Objectives:

- After learning, Ss will be able to talk about event in the past

- Understand the fact or opinion.

II Preparation:

a Teaching methods: Communitive

skill: - Ask and answer the questions

- Listen and repeat

- Play game "Noughts" and " Crosses"

- Work in pairs

b Teaching aids: Textbook, teacher's book, workbook, cassette, picture

c Time: 45 minutes

III Steps of teaching:

A Getting started ( warm-up)

- Suggest for 4 groups to practise

- Call 4 Ss on behalf of 4 groups go to the board and write the names of thethings that do not belong to the past

B Presentation

* Listen and read

- Introduce the dialogue "Nga's grandma is telling to Nga about Nga's

great-grandma and what the great-great-grandma did"

- Listen the tape oce or twice

* Pre teach

- Introduce new words:

+ Look after (v) = take care of (syn)

+ Equipment (n) Eg: diskwash, washing machine, sewing machine are equipments

+ Great-grandma Question: "what do you call your grandma's mother?"

+ Folktale Eg: "TÊm C¸m" is a folktale.

- Check: Rub out and remember

- Ss listen and read in chorus, to practise pronunciation and intonation

C Practice

1 Practice the dialogue with a partner

- Ask Ss to practise in pairs

- Correct the mistakes of pronunciation and intonation

2 Work with a partner Ask and answer the questions

- T to explain about exercises

- Ask Ss work in pairs

- Check: call one pair ask and answer

- Use the structures: + what like?

+ used to

+ had to

Fact or opinion? Check (V) the boxes

- T to explain "fact" or "opinion"

-Add 3 sentences g, h, i to play game "Nought and Crosses"

D Production

- Each student says 3 -> 5 sentences about habits in the past but do not now (uesd to)

E Homework

- Write 5 sentences talk about habits in the past

- Copy the answers in exercise 2

- Write 5 sentences about "fact" and 5 sentences about "opinion"

- Prepare new lesson

II Content: “ + used to”

“ had to ” “ past simple tense”

III Materials: - Pictures

- Posters

IV Methods: - Communicative

- Pair work, group work

V Procedure:

1 Pre-speaking:

a - Use guessing game

b - Look at pictures, make the list of things you can see

Picture 1:

- Small houses, cottage

- Stack of straw

- Traditional clothes

- Children often play square game at home

- People work on paddy field

- There isn’t any elictricity

- Children don’t go to school

- People raise cattle

- The work sounds hard

- People live in big houses, high buildings

- There are lot of time for entertainment

things

- Life is more interesting, exciting, comfortd

- There in electricity every where

- People cook with gas…

2.While-speaking:

- Work in groups

- Talk about difference between life in the past and now by using “used to”.Ex: -There didn’t use to be electricity

- There is electricity every where

- People used to live in a small house or cottage but now they live in a bighouse or high building

- Children used to play traditional games such as square game, blind man’sbluff, Dragon and snak game, marbles, skip…

- Now they play modern games like computer games

- Children didn’t use to go to school, they used to stay at home and do thechores now they go to school and do what they like

- People used to travel on foot but now they go by car, motorbike or bike

- There didn’t use to be new on modern clothes and shoes

- Now there are many skirts, long dresses, European clothes and shoes

- Life used to be very hard and miserable

- Now life is more and more comfortable and there is a lot of entertainment

………

- Each group will peak aloud their topic

- Check their mistakes or give them assistant if they need

3.Post-speaking:

- Work in pairs

- Tell your partner about things you used to do last year

I used to get up late I get up early

I used to play soccer.

I used to play skip

I used to go school on foot

I didn’t help my mom with housework

I play video games

Ex: I am used to getting up early

I am used to driving on the left

He gets used to having a bath in the morning

5.Homework:

- Write a paragraph to tell about what you often did in the past using“used to”

- Write 5 sentences to tell about what you got familiar with

II Materials: textbook, the stereo, the tape.

III Methods

- Communicative…

- Pair work, group work

IV.Procedure :

1.Pre-listening: work in group

- Play chain game

Ex: S1: I used to live in the mountainous area

S2: I used to live in the mountainous area and I used to play square game

S3: S1 - S2 and I used to get up late

- Let them listen to the story twice

- Ask them to write the letter of the most suitable moral lesson

- Correct answer: Don’t be foolish and greedy

- Let them listen to the tape once more to check the ansswer

3.Post-listening:

- Use transformation speaking

- Play ordering vocabulary:

Earn

Teacher

Travel

HardHappierWork

Stays

My family used to live in the mountainous area, but now we live in thecountry side My father used to work in Hanoi He used to earn a lot of money butnow he stays at home and help my Mom My mother used to a teacher, she used to

be a good teacher she said life used to be very hard, but now we life in morecomfortable and happier

4.Homework:

- Do exercises in the book

- Practice speaking the story

- Prepare new lesson

Unit 4: our pastPeriod No 24: Read.

Teaching date: 22/10/2006.

I Objectives:

- By the and of the lesson, Ss will be able to improve their raeding skill andtheir vocabulary by reading “The lost shoes” story Moreover they can learn a morallesson from the story

- What do you often do in your free time?

- Do you often read stories?

- What kinds of stories do you often read?

like?

-Have you ever read or heard “Tam Cam”

+ Use ordering statements

- Held (hold) = organize

- Harvest (n): when farmers cut rice

- Festival: (Ex:Hue festival)

- Excited: h¸o høc, n¸o nhiÖt

- Prince: king’s son; princess: king’s daughter

- Had none: had nothing

- Fairy (n): bµ tiªn,

- Magically (translation)

- Rags: very old ugly clothes

- Own = have, belong to

- Fitted (v): võa vÆn

- Immediately = at once (adv)

- Fell in love with Sb: love Sb a lot

- Change sth into sth: biÕn c¸i g× thµnh c¸i g×

2 While-reading:

- Let them read softly or whisperedly

- Then ask them to complete the sentences from the story

- Ask them to practice in pairs to ask and answers questions in book

- T gives them a help if they need

- Check and correct

3 Post-reading:

- Use transformation speaking technique

- Read aloud and translate story

Unit 4: our pastPeriod No 25: Write.

Teaching date:29/10/2006.

I Objectives:

- By the end of the lesson, students will be able to improve their writing astory moreover they can learn more words used correctly and complete, perfect thepast simple tense

II Contents : - past simple tense.

- Prepositions of place

III Materials: - Pictures, poster.

- Text book, T and Ss’ book

IV Methods: - Comunicative …

- Pair and group work

V Procedures:

1 Pe-writing:

- Use pre-questions

+ Do you like reading stories?

+ Do you remember any of them?

+ Do you know why the tiger have black stripes?

+ Which story tell you about that?

+ Who is the main character in this story?

- Pre-teach: Vocabulary:

burn (v) Ex: you light the candle and it burns

escape (v) Ex: the criminal often escape from the prison if we aren’t carefulgrazed (v) the buffalo usually grazes grass

tiger (n): (picture) a rope (visual)

servant (n) visual straw (visual)

master (n) visual black stripes (n)

wisdom = intelligence

2 While-writing:

- Look at the book, read the story using the words in the box

- Work in individual

- Compare with your partner

- Ask them to read aloud

- Check and correct

Keys: 1: appeared 5: went

- Ask them to write the story and read aloud

- Check and correct

+ Then ask them to roleplay the tiger and the man

4 Homework:

- Learn by heart new words

- Rewrite the story

- Retell it

- Prepare “language focus”

- Do exercise in exercise book

Unit 4: our pastPeriod No 26: Language focus + Correct the test

Teaching date: 29/10/2006.

I Objectives: - By the end of the lesson, Ss will be able to consolidate the past

simple tense, “used to” and prepositions of time Moreover they can improve theirknowledge by doing some exercises in book and in reference books

II Materials: - Pictures, posters, text book, reference book.

III Content: - Past simple tense.

- Play slap the board technique

T writes the Verbs (infinitive) on the board or V (past) on the board

T asks Ss work in group

- Choose in each group one person and play it

- T reads aloud the verbs in the past or V(ing) anyone who slap the board faster andcorrectly in winner

+Revision:

-The usage and form of past simple tense

-Prepositions of time: in, on, at, after, before …

-Used to

2.Practice:

1)Write the past simple form of each verb

-Ask them to compare with a partner

T checks and corrects

2)Complete the dialogue

-Practice in pairs

-T checks and correct

3)Complete the sentences Use prepositions in the table

a on d at … After

b in e before

c between

4)Complete the dialogue “used to” and the verbs in the box

-Ask them to compare with a partner

-T checks and corrects

-Let them practice the dialogue

(use pictures to set the scene)

3.Consolidation:

1)Put these sentences in Y/N questions and negative sentences

a Jack went to a shop

b He bought some eggs

c He paid for them

d He put them into a bag

e She left her umbrella in train

f Somebody found the book

g The servant opened the door

h She led him into another room

2 Complete these sentences with “used to’ + a suitable verb

a Liz ……… a motorbike, but last year, she sold it

b I rarely eat ice-cream now but I …… it when I was a child

c Jim …… my best friend but we aren’t friends any longer

d There ……… a hotel opposite the station but closed yesterday

e When you live in London, ……… to the theater very often?

3 Complete these sentences with putting “ at, in, on or v ” If no prepositions isneeded:

a It’s a traditional here to celebrate …….the first day of Spring

b A women sitting near me …… dinner spilt her drink all over me

c We meet …… Every Saturday afternoon to go shopping

d The program was shown on TV ……one afternoon

e We all met …… Easter day and went for a walk.

f He painted the whole house … only 3 weeks

g You’ ll be about to see her ……the day afternoon

h I often get my salary …… the fifth of the month

4.Homework:

- Do all exercises in the exercise book

- Do again the exercises in the text book

- Prepare new lesson

II Ways of work: Pairs, groups, teams.

III The produre of teaching:

A Getting started ( warm-up)

Use technique: Matching

- T uses the technique “matching” to review words about school subjects

- Ask Ss work in pairs to train the structure “ How often ….” with those words

->T corrects Ss mistakes if they make

B Listen and read

1 Set the sense:

- Use the picture in the book, ask questions let Ss guess the content of the dialogue

a) what are Tim and his mother doing? -> Ss are talking

b) what are they talking about? -> guess the content

2 Pre-teach

- Proud (of) (a) situation

- Semester (n) explaination <= a half of a school year

3 Practice the dialogue with a partner:

- Gives the model of giving/ writing commands, requests and advice inreported speech

Ex: She asked me to give you this dictionary (request)

Miss Jackson said you should work harder on … (advice)

- Ask Ss work in pairs -> T corrects

* Ask Ss to tick T/F in point 2 (pased on the tape)

- After Ss’ giving -> T gives answer: a-F; b-T; c-F; d-T; e-F; f-T

* Answer the questions (point 3)

- After learning this lesson, Ss will be able to:

+ Develop their speaking skills

+ Review adverbs of manner, frequency using reported speech

II Teaching aids: Textbook, book.

III.Ways of work: Individual, pairs, teams

IV Produres:

1 Warm-up:

Revision: Use the eliciting question to remind Ss of school subjects and adverbs offrequency:

* How many subjects do you study at school?

* How often do you study it/ them?

+ Set the sense:

- Let Ss look at two columns page 48, read in silence and think about theanswers

- T does some as a model, then as Ss to do the same with the rest

Ex: A: When do you do your home work? I do it after dinner

school-> Change the subject: A said that he/ she did his/ her home work after dinner

2 Practice:

- Ask Ss to work in pairs, one asks and other answers

-> Correct their pronunciation as well as grammar ect …

- Get Ss go round the class, ask each other by play “survey”

(Guide Ss to write/ speak in reported speech)

- At home, Ss have to complete the sentences

- Prepare for the next lesson

- By the end of lesson, Ss can comment and report the result of studying

II Teaching aids: Poster, cassette, textbook, teacher’s book.

- Hang the poster and explain the requests of listening lesson

- Devide class into 4 groups

- Asks Ss to predict the dialogue then exchange the prediction each other

2.While-listening:

- Ask Ss to look at the poster and listen to the whole dialogue for the first time

- Ask Ss to listen the dialogue again and complete what they hear in the blank

- Ask Ss to listen again to check the information they get

- Ask to give their opinions

- Ask the groups to compare the dialogue with their prediction

- Teacher corrects Ss’ mistakes

- Teacher gives right answer

3 Post-listening:

- Gets some pairs to practice the dialogue,

4 Homework: - Gives the situation and Ss will make up the dialogue

Unit 5: Study habbitsPeriod No 30: Read.

Teaching date: 05/11/2006.

- T ask some questions to introduce the text such as

+ What do you often do to learn new words?

+ What do you do to remember words?

B Pre-teach:

1 vocabulary:

- mother tongue (n): explaination ; revision (n): situation

- underline (v) : visual ; revise (v)

- highlight (v) : explaination ; in order to (pre)

2 True/ false prediction (close students’ book)

- Ask Ss to predict true or false answer page 50

C While-teaching:

- Ask Ss to read the text and check their prediction

- Corrects their prediction each other

- T correct last one

- Read the text carefully and answer the questions

- T relate to the truth and give some other way of learning (such as word mapping)

1 Learn by heart vocabulary

2 Make sentences with them

3 Write about your ways of learning words you often do at home (5 lines)

II Teaching aids :

- Posters, teacher and Ss’ books

a Play ordering statements:

- T cuts a true letter into many parts

- Ask Ss reorder them to make a meaningful letter

- Let them work in group

- Check and give the model letter to them to compare

b Ask them to look at the letter in the book Use pre questions:

How many parts are there in the normal letter? What are they called?

+ Ask them to identify the sections

+ Ask them to label each section (A, B, C, D) with the correct letter

- Ask them to work in group

- T checks and corrects

- Then ask them to answer these questions:

a What kinds of information you see in Heading and opening?

b What kinds of information you see in body of the letter?

c What kinds of information you see in closing?

* Keys:

a Heading: writer’s address, date

Opening: dear + name or mom, dad, …

b Body of letter: reasons, suggestion, propose…

invitation, make appointment…

there are a few parts in the body of the letter

c Closing: regards, beswishes, with all my love, faithful friends, love…

2 While-writing:

- Let them read again the letter above

- Ask them some comprehension questions:

a Who wrote this letter?

b Where does she live?

c When did she write this letter?

d Who received it?

e Which subjects did Hoa get good grades?

f Was her Math result poor?

g What did her teacher ask her to do?

h What is she going to do?

i What did she promise to her friend?

- Now ask them to look at the information in the box

- Help Lan to write a letter to her penpal Donna in San Francisco

- Let them write a letter

- T doserves and gives them a help if they need

3 Post-writing:

- Call some Ss to read aloud the letter

- Check and correct their mistakes

4 Consolidation:

- Repeat how to write a normal letter

- The form of it

I Objectives: After this part, Ss will know how to:

- Give introduce and advice

- Express obligation

- Write a letter to a friend

II Content: - Advebs of manner

- Model: should

- Command/ request and adverbs in repeated speak

III Methods: - Communicative methods

- Teachniques: gapfill.

IV Teaching aids: - Book, picture

V New lesson: Warm up: (use slap the board)

1 Complete the dialogue:

- Ask Ss to read in silence the dialogue in pairs and do exercise

- Ask Ss to give their answers

- T corrects and gives the keys

- Lets Ss practice speaking in pairs

2 Work with a partner:

- Set the scene : Ask Ss to look at the picture in the blank

- Use the structure: S + should + V (base on the verbs in the box)

- T corrects

3 Work with a partner:

- Asks them to read the model sentence

- Model ask + Object + V(-inf)

tell

- Asks them to change the sentences in to them note book

- Call Ss to read the sentences have changed and corrects

4 Work with a partner

- The request as the same Ex.3 But here we use the sentences with should

- Asks them to come to the board and write the answers

- After learning, Ss will be able to talk about plan in the future and use gerund

II Teaching aids: Cassette, text book, picture.

III Teaching method: Communicative.

IV Language content: Gerund: V-ing

V Procedures:

1 Getting started ( warm-up):

-T gives questions: Do you attend to HCM young pioneer?

What activities are there?

Devide class into 4 group and check the boxes in the text

2 Listen and read:

* Set and scene: Introduce the situation of the dialogue

* Pre-teach: application form: poster of it

hobby : situation -> antonym (like)out door activities: example

- T gives some questions before raeding the dialogue

-who’s talking with whom?

-what does Nga want to do?

-what does the secretary ask Nga to do?

Or use T/ F statement

- Ss listen twice and find the answer or answer T/ F

- Ss practice in pairs

Guide them to use the structure: gerunds: V-ing

* Practice: Give some questions to find information about Nga

What’s her name?

Where does she do? -> practice in pairs

What’s her address?

- Ask Ss to complete the detailes.

3 Production:

Ask Ss give 5 sentences using gerunds

Give a passage and fill the gaps with suitable words or using “V-ing” or “to + V”

II.Teaching aids: Poster, teacher and Ss’ book.

Can you help me?

May I help you?

Of course

Yes, thank you

Respond to assistanceask for favors

offer assistancerespond to favors

- Then ask them to make the two dialogues

a S1: Can you help me?

S2: Of course

b S1: May I help you?

S2: Yes, thank you

- Ask them to look at phrases in the boxes Practise dialogue

- Work in pairs

* Pre teach: do me a favors = help me

ask for favor; offer assistance

respond to favor; respond to assistance

2 While-speaking:

Pre-question: - who are taking part in this dialogue

Dialogue a)

- Who asks for favors?

- Who responds to favors?

- Does she agree to help her?

Dialogue b)

- Who offers assistance?

- Who responds to assistance?

- Ask them to read 2 dialogues to identify the dialogue parter

- Ask them to work in pairs

- Practice dialogues

3 Post-speaking:

- Use information in the box to make similar dialogues with your partner

Ex:

Tourist: Could you do me a favor, please?

Nga: Yes, what can I do for you?

T: Could you show me the way to the police staion?

N: Sure Go ahead this road until the T-junction then turn lelf Go for

about 50 m, it is on your lelf/ rightT: Thank you It’s very kind of you

N: Not at all You are welcome

- Let them practise in pairs

- Observe and give them a help.

Buy some food; find the nearest post office

Wash dishes; repair the bike

Find book; tidy the room

Translate this word; clean the floor

- Ask them to work in pairs

- Check and correct

I Objectives: - Improve listening skill

- Find out the missing words detailes in the text

- Listen to imfomation to fill the gaps

II Teaching aids: Tape, cassette, textbook.

III Teaching method:

IV Procedures:

1 Pre - Listening:

Set the scene:

- Give keys of listening lesson: Unite, peace, right, love, north, south, of, world, place, out, show, stand

- Devide class in to 2 groups and predict words

Then keep of each group is written on the board

2 While-listening:

- Get Ss to look at the text and listen to whole text

- Listen again and fill what they hear in the blank

- Listen once more to check the information they get

- Give keys of missing word (individual)

- Give others to give their opinions

- Get groups to compare with their opinion

- Correct mistake and then play the tape once more

3 Post-listening:

- Read the text individual

- Teach them that song

Unit 6: the young pioneers club

Period No 36: Read.

Teaching date: ………

I Objectives: Practice reading skill, read the text to find the information.

II Teaching procedure:

1 Warm up: Devide class in to 4 groups and use “network” for language item:Work group

- Wordwide -> antonym (very large)

- Although -> antonym (however)

b Give keys of exercise 1 and ask Ss to predict

1907 the beginning of the scout ……

The Y&Y activities

(Using matching) 1909 William Boyce

1910 ………

1994 ………

3 While-reading:

Read the text and check their opinions

Correct their opinion each other

T corrects last one

4 Post-reading: - Speaking something about the Boy scouts

- Compare activities between the Y&Y and the BSA

III Teaching methods:

IV Teaching aids:

- Text book & teacher’s book

-T asks: Do you attend the HCM young pioneer or youth

oraganization?-2 Pre-writing:

- Guide Ss read the notice and explain some new words if nessesary

- T reads the text

3 While-writing:

- Request Ss read the letter from Nga to Linh and find the suitable word tocomplete the letter

- Call one or three students read complete letter

- T correct the mistake if have

- Give Ss correct answer

- Guide Ss look at the dialogue between Hoa and Hoa’s aunt

- Asks Ss write the letter to their parents’ basic on Nga’s letter

4 Post-writing:

- Request Ss work in pair or individual

- Call them read their letters

I Objectives: Revise all structures they’ ve learnt.

- Present simple tense to talk about future activities, events

- Gerund for like and dislike

- Ask for favor and offer assistance

II New lesson:

* Warm up: Call Ss to ask and answer about “hobby” ( in pairs )

1 Work with apartner:

- Look at the table and explain the exercise’s request by using modelsentence

- Ss practice in pairs

Express “simple present” with future meaning

- Ask Ss to rewrite the sentences using the table

2 Look at the table and work (individual)

- Use “find so who” for like and dislike (in pairs) and ask others to repeat

3 Work with a partner

- Devide class in to 2 groups and use “network”

- Ask Ss to do exercises

-Read the dialogues they’ ve done (in pairs)

III Production:

- Give activities and check your opinions

- Give situations to ask for favor and offer assistance

IV Homework:

- Write 5 sentences with like/ love

- Write 5 sentences with hate/ do/ doesnot like

Period No 39: revision and WRITTEN TEST 45'

Teaching date: ………

I Aims: Revise all structures they’ve learnt.

- Past simple tense

- Present simple tense to talk about future activities, events

- Review adverbs of manner; frequency using reported speech

II Written Test 45':

Câu I Em hãy chọn đáp án đúng trong ngoặc để hoàn thành mỗi câu sau.

(3.5 marks)

1 After filling in the from, please (bring/take) it back to me.

2 The tourist needs (finding/to find) the police station because he’s lost money.

3 The three aimr of the scouting program are the (similar/same) for the 21st

century

4 We’re glad to tell you that we (are going/will go) to have intersting activities.

5 Is he able (can join/to join) the Y&Y Green Group?

6 He doesn’t enjoy (playing/to play) basketball.

7 Let him (do/does) what he wants.

Câu II Em hãy chuyển những câu sau sang cách nói gián tiếp, dùng động từ asked , said , hoặc told (2.5 marks).

Câu III Em hãy đặt câu hỏi cho phần gạch chân ở mỗi câu sau (2.0 marks)

1 My brother plays video games twice a week

enroll plant recycle play

1 Hoang likes ……… badminton and table tennis

2 My brother is ……… for the activities for this summer

3 We can collect glass, paper and cans, and send them for ………

4 The Y&Y Green Group are ……… Trees along the sidewalk

The answer keys:

I 1 bring; 2 to find; 3 same; 4 are going; 5 to join; 6 playing; 7 do

II 1 Huy told Duyen to lend him her dictionary.

2 Minh asked her brother to help her with her homework

3 The teacher said they should practise speaking English every day

4 My sister told me that I shouldn't translate each sentence into Vietnamese

5 Mrs Lan told the Ss not to talk during the test

III 1 How often does your brother play video games?

2 How long does Minh usually spend on computer games?

3 How many books are there in the new public library?

4 Who did Hoa play tennis with last week?

IV 1 playing; 2 enrolling; 3 recycling; 4 planting

……

Unit 7: my neihborhoodPeriod No 40: Getting started & listen and read.

New structure with present perfect tense with “for” and “since”

III Teaching aids: Text book, pictures, tape.

IV Teaching methods: Communitive

V Procedures:

1 Getting started ( warm-up):

- Asks Ss to watch the pictures with word cues

2 Listen and read:

- Set scene

- Introduce the present perfect

“I’ve been here since last week”

“We’ve lived here for about 10 years”

- Teacher introduces the new structure about presentation perfect

S + have/ has + past participle

- Introduces the way to use “for” and “since”

Since + piont of time -> since 1990

For + period of time -> for 10 years

- Asks Ss to look the dialogue and plays the tape for the first time

- Gets Ss to listen to the dialogue again

- Teacher gets a pair to read the dialogue in silence and find out the situation words

to fill in the gap Ex 2

- Asks Ss exchange their answer and compare them and gives marks

3 Consolidation:

- Asks Ss to make some new sentences with “for” and “since” in present perfect

4 Homework:

- Asks Ss to learn by heart new structure about present perfect with “for” and

“since” and write 5 sentences

- Prepare new lesson.

…

Unit 7: my neihborhoodPeriod No 41: Speak.

Teaching date: ………

I Objectives: - By the end of the lesson, Ss will be able to say where and how to

send letter, parcel or postcard …

- Develop speaking skill

II Language contents:

- Review + present simple

+ future simple + comparative adjectives

III Teaching aids: - Pictures, poster, cassette.

IV Methods:

- Pairs or groups

V Teaching steps:

(?) - Have you ever send letter?

- What do you do if you want to stamps

contact with your friends?

2 Presentation:

a Pre-speaking:

- From Nextwork introduce new words: - parcel (n)

- airmail (n) open questions

- Make similar dialogues base on prompt words in exercise 2

c Post-speaking: - Ask Ss some questions about the content of the dialogue

Ex: Which is cheaper? surface mail or airmail?

- Ask Ss to practice by using pink poster or imagining

I Objectives: - By the end of the lesson, Ss will be able to improve their listening

skill by listening some advertisements Moreover they can get some moreinformation about advertisements and neighborhood

II Materials: - The tape, the recorder, the picture, posters.

III Methods: - Communicative.

English speaking contest: Cuộc thi nói Tiếng anh

The Newcomer (n) Ngời mới đến

Culture House (n) Nhà văn hóa

Millennium (n) Thiên niên kỷ

Vs = versus (v) Đấu với

Kick off (v) Đá

office

Post-Photographer (n) Thî chôp ¶nh

- Let them guess what Na’s going to do

2 While-listening:

- Before let them listen to the the tape, ask them to do exercise 2 in book

- Then let them listen to the tape

- Check their answer about exercise 1

Key answer: 1 The Newcomer

2 The Town Ground

3 English speaking contest

4 Culture House

- Let them listen once more to ensure

- Check again their pre-guess

- Correct mistakes

Key answer: a-T; b-F; c-F; d-T; e-T; f-No I

- Ask them to give the reason why they think it is True or False

- Some new words: exhibition

province special event real match opening show

3.Post-listening:

- Use transformation speaking

- Ask them to base on the advertisement they see to talk about themselves

- Work in pairs to talk about what they are going to do on the weekend

Ex: S1: Hi

S2: Hello, how are you?

S1: I’m fine And you?

S2: OK What are you going to do on this weekend?

S1: I’m not sure I don’t know what to do and where to do

S2: Why don’t you look at “what’s on this weekend?” in the newspaper.S1: Good idea Let me see

S2: Do you like photo?

Teaching date: ………

I Aims: After fishing the lesson Ss will able to read find out the information.

Read and answer questions

II Language contents:

- Present perfect with for and since

- Comparation with different from …

- New words

III Teaching methods: Communicative.

IV Teaching aids: Text book and teacher’s book.

V Procedures:

A Warm up:

- Asks Ss some questions

Where do you often buy goods? - Do you like shopping?

Is there a big supermarket near your house?

B Pre-teaching:

- Introduces the content of the passage by giving some different oppinionswhen there is a shopping mall opened

- Gives new words:

humid (adj) -> explaination or mimeshooping mall (n) -> picture

special discounts (n) -> situationwider selection of product -> situationresidents (n) -> explaination

C While-reading:

- Requests Ss to read in silence the advertisement and the passage to guess themeaning of new words and structures’s different

- Asks Ss to answer the questions of the text

- Gets Ss to work in pairs and practice new structure different

- Play lucky numbers

D Post-reading:

- Devides the class into four groups

- Asks Ss to discuss then do exercise 1

- Check the boxes true or false

- The leader of each group gives answers

- Corrects and gives marks to each group

E Homework:

- Learn by heart the vocabulary

- Write five sentences about shopping by using new words

- After the lesson Ss will be able to understand and write notices

II Language contents : Write information of a notice

III Teaching methods: Communicative.

IV Teaching aids:

- Text book & teacher’s book

V Time : 45’

VI Procedures:

A Warm-up: Questions

Have you ever enter the meeting?

What is the meeting about?

B Pre-writing:

- Introduce situation on the board:

Gives new words: effect (n) -> explaination

mall (n) -> explaination or picture

contact (v) -> translationhardware (n) picture or situationstore

C While-writing:

1 - Now, how can you write a notice?

- Gets Ss read the notice about the meeting of Tran Phu street residents andanswers

- Asks Ss some questions in the text book

Who enter the meeting? What time does the meeting start?

Where is the meeting?

2 - Use the similar format to write a notice about the English speaking contestbelow

3 - Asks Ss read the notice in silence based on part one to write notice

Suggestion: Name of the meeting, time, place, people attendance.

Requests: Ss read the notice then checks and corrects

D Post-writing:

- Write one or two notice about the your class meeting or your sports club meeting

- Asks Ss to work in pairs or group

- Request Ss write one or two sentences then checks and corrects

E Homework:

- Request Ss to write a notice about the youth organization meeting on next weekend

at school

- Learn by heart the new words

- Prepare the next lesson

I Aims: - By the end of the lesson Ss will be able to use:

+ Present perfect with for and since

+ Comparision with like, (not) as…as; (not) the same as, different from

II Language contents : - Use present perfect with for and since

- Comparision

III Teaching methods: Communicative.

IV Teaching steps:

a Exercise 1: Match each verb to its past participle

- Ask Ss to match each verb to its past participle then compare the result with apartner Call 2 students to go to the board and match

- T corrects and gives the form

b Exercise 2: - Ask Ss to repeat how to use present perfect with “for” and “since”

- Ask Ss to complete the expression use “for” or “since”

- Ask Ss to practice in pairs Then compare the result with each others

- Call ss to read answers

- T corrects and gives the use of “since” and “for”

+ Since: a piont of time

+ For: period of time

c Exercise 3: Ask Ss to give structures of present perfect with positive and negativeform: (+) S + have/ has + PII

(-) S + have/ has + not + PII

- Hang on the pictures and ask Ss to compare two objects in each picture

- Ask Ss to give the structures of comparision and then use the words in the box tocomplete the sentences

………

Unit 8: Country life and city life

Period No 46: Getting started & listen and read.

Teaching date: ………

I Objectives: By the end of the lesson Ss can:

- Talk about the differences between the city life and country life.

- Use present progressive to talk about the future and show changes with “get”and “become”

II Teaching aids: Cassette, poster, pictures, text book.

III Ways of working: Pairs, groups

IV Procedures:

1 Getting started ( warm-up):

- Use “prainstorming” Ss thinks of differences between city and country life

CityNoisyTall buiding

countrypeacefulfresh air

2 Presentation:

* Listen and read: Use picture to set the scene

- Pre teach new vocabulary:

accessible -> explaination

facility -> example

permanently situation

peaceful

- Check “what and where”

- Play the tape twice

3 Practice:

- Ss practise in pairs then practice in front of the class

- Ss answer the questions by playing game: “Lucky number”

- Focus Ss on present progressive + to talk about the future

+ to show changes with get and become

- T gives modal sentences then Ss practise by playing “Nought and crosses”

4 Production:

- Ss play “chaingame” to talk about themselves changes in future

(Ss work in group of two)

5 Homework:

- Write 5 Sentences about their changes of their home village or city in future

- Prepare new lesson

Unit 8: Country life and city life

Period No 47: Speak

Teaching date: ………

I Objectives: Ss will be able to practise:

+ Speaking about changes of the place using comparative adj and presentprogressive with “get” “become”

+ Improve speaking skill

II Language contents:

+ Present progressive with “get” and “become”

+ Comparative adjectives

III Teaching aids:

IV Ways of working:

V Teaching methods:

VI Procedures:

1 Warm-up:

- Hang the two pictures of My Tam: one was 15 years ago and other is now

- Devide class into group of 4

- Get them to discuss in groups and find out the changes between the twopictures

2 Pre-speaking:

- Elicit Ss to remind of using comparative adjectives and the presentprogressive with “get” and “become” to describe My Tam now: Ex: My Tam isgetting more beautiful

- Introduce the two pictures in the text book and explain the request ofexercise

3 While-speaking:

- Ask Ss to talk about the changes of the town

- Devide class into four groups and discuss about changes

- Ss speak out the answers

- Ask Ss to write about the changes of the place where they live

- Ss prepare the text lesson

I Objectives: Ss will be able to practise:

+ Listening to get information

+ Improve listening skill

II Materials: - The tape, the recorder, the picture, posters.

III Methods: - Communicative.

IV Procedures:

1 Pre - Listening:

- Introduce the situation and the request of the exercise

- Let Ss open predict the dialogue then exchange the production each other

2 While-listening:

- Get Ss to look at the book and listen to the whole dialogue

- Ss give out the answers and read a complete dialogue

- Get them to compare with their predictions

- T corrects the mistakes

3 Post-listening:

- Get some pairs to practise the dialogue (play roles)

- T gives the situation and Ss will make up the dialogue

- By the end of the lesson, Ss can:

- Understand the content of the reading text, about the differences of city life and country life

- Improve Ss’ reading skill

II Language Contents:

- Vocabularies

- Comparative

III Teaching aids: Text book, pictures, tape.

IV Teaching methods: Communitive

V Procedures:

1.Warm-up:

- Give two picture of City life and Country life

- Give the question to discuss: “what do you see in each picture?”

- 2 groups discuss 2 pictures

2 Pre-reading:

* Pre teach vocabulary: migrant (n) -> translation

plentiful (a) -> syn struggle (v) -> situation