Giao An 8 HK1- U 5-8

Week 10 Unit 5 STUDY HABITS Period 28 Lesson 3 Listen Preparing Date: Aim: Practice listening to a dialogue. Objective: By the end of the lesson, Ss will be able to listen for specific information to fill a report card. Skill: Listening, Speaking and Writing. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 12’ I. Warm up: Shark’s food R E P O R T C A R D  II. Pre-listening: 1. Pre-teach vocab. 1. attendance (unc.): 2. to miss: 3. behavior (unc.) 4. cooperation (unc.) 5. participation (unc.) 2. Predicting the missing information: - Setting up the activity. - Giving instructions. I have a noun that has 10 letters and it tells you about your study at school. Now guess the letters to make that noun. If you have a right letter, the boy still stands here. If you have a wrong letter, the boy will go down and will be shark’s food. - Having Ss. play the game. - Eliciting, Modeling and Checking pronunciation & meaning Explanation: The days you are in class to study. Explanation: you aren’t in class. Translation: How can we say “hành vi, cử chỉ” in English ? Translation: How can we say “sự hợp tác” in English ? Translation: How can we say “việc tham gia” in English ? - Checking memory. R . O . R - Giving instructions. Look at Nga’s report and predict the missing information. - Running through the report card. - Carrying out the activity. - In turns, each S. guess the letter to make the noun. - Taking part in building the lesson. - Repeating in chorus and individually. attendance to miss behavior cooperation participation - Copying new words in notebooks - Doing the exer. individually & then comparing with a partner. 55 15’ 10’ 3’ III. While-listening: 1. Correction of the prediction: Keys: 1. 87 2. 5 3. S 4. C 5. A 6. A 7. B 8. Miss Blake. 2. True (T) or False (F) statements a. Miss Blake met Mrs. Chen in the evening. b. Sarah’ s grades are good. c. Miss Blake has some books which Sarah can borrow. d. Sarah should listen to the Spanish radio programs to improve her listening. IV. Post-listening: Mapped – dialogue Mrs. Chen Sarah • Sarah ? Are you …… ? • I got ……… ………. Today. • Don’t worry. You …… very…. But you …… to ………… your English ……. • Yes, I’m …… What’s……… ? • Oh ! Is …… a … … … ? • Yes, I’ll … my ……. V. Homework: Writing about Sarah’s study at school. Model: Sarah studied very well this semester. Her speaking and reading are excellent and her writing is ……… - Letting Ss to listen to the tape twice. - Letting Ss to listen to the tape the third time - Giving instructions. Listen to the tape and write T or F - Letting Ss to listen to the tape twice. - Correcting & conducting feedback. - Asking Ss some questions to map the dialogue between Mrs. Chen and Sarah. • How do you say to know that S.O is at home ? • How do you answer if you are home ? • How do you say to tell S.O that you got a report card ? • How do you say to know that the report card is good ? • How do you say if the report card is good. But having one thing to improve ? • How do you say to promise that you will try hard. - Modeling. - Monitoring & assisting. - Asking Ss to practice in close pairs and open pairs. - Setting the task for Ss. - Giving instructions. Write a passage about Sarah’s study at school by using the information from the report card. - Modeling. - Listening to the tape and checking the prediction. - Listening & comparing the answers with a partner. - Listening to the tape and writing T or F individually, then comparing with a partner. - Correcting if necessary. - Answering the questions to map the dialogue. • Are you home ? • Yes, I’m here. • I got your report card. • Is it a good report ? • Don’t worry. You worked very well but you need to improve … • I’ll do my best. - Repeating in chorus & individually. - Practicing speaking in close pairs & open pairs. - Listening & taking note in notebooks. 56 Week 10 Unit 5 STUDY HABITS Period 29 Lesson 4 Read Preparing Date: Aim: Practice reading a text for details. Objective: By the end of the lesson, Ss will be able to know how language learner learn vocabulary. Skills: Reading, Speaking, Listening and Writing. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 12’ I. Warm up: Brainstorming learning by heart translating Ways of learning English words II. Pre-reading: 1. Pre-teach vocab. 1. mother tongue (unc): 2. to underline: 3. to highlight: 4. to stick: 5. revision (unc): 6. to come across: 2. True (T) or false (F) prediction: a. All language learners write the meaning of new words in their mother tongue. b. Some learners write examples of words they want to learn. c. Every learner tries to learn all new words they come across. - Setting up the activity. - Giving instructions. Think of the way of learning English vocabulary. - Writing Ss’ ideas on the board. - Eliciting, Modeling, Checking pronunciation & meaning. Example: Vietnamese is our mother tongue. Mime: I underline the words. Mime: I highlight the words. Mime: I stick a paper on the board. Explanation: I often have the revision of my old lessons before preparing new lessons. Translation: How do we say “baét gaëp” in English ? - Checking memory: R . O . R - Giving instructions You are going to read a passage about the ways of learning vocabulary. Work in pairs to predict which sentences are True and which are False. - Modeling. - Writing Ss’ prediction on the board. - The whole class carry the activity. - Taking part in building the lesson. - Repeating in chorus & individually. mother tongue underline highlight stick revision come across - Copying new words in notebooks. - Doing the exer. individually & then comparing with a partner. 57 15’ 12’ 1’ d. Many learners only learn new words that are important. III. While-reading: 1. Correction of Ss’ prediction: Keys a. F b. T c. F d. T 2. Answering the questions: (Exer. 2 Page 50) Keys: a. No, they didn’t. b. Because they want to remember how to use the word in the right way. c. In order to remember words better, some learners even write each word and its use on a small piece of paper and stick it somewhere in their house. d. Because they only want to learn important words. e. Revision is necessary in learning words. f. I should find out the best way of learning words. IV. Post-reading: Gap-filling Language learners learn words in many ways. Some ……(1)…… write the meaning of the words in their ……(2)……. Some others write example sentences with new ……(3)…… Some learners …(4)……… or ……(5)… the important words that they want to learn. But ……(6)…… is necessary in learning words. V. Homework: Writing the ways of learning English words. - Giving instructions. Read the passage silently and check the prediction & then compare the answers with a partner. - Giving feedback. - Giving instructions. Read the passage again and answer the questions in the exer. 2 on page 50. - Modeling. - Monitoring & assisting. - Correcting & conducting feedback. - Asking Ss. to practice asking and answering the questions in pairs. - Giving instructions. Complete the summary by using the suitable words from the passage. - Modeling. - Monitoring & assisting. - Giving feedback Keys: 1. learners 2. mother tongue 3. words 4. underline 5. highlight 6. revision. - Setting the tasks for Ss. - Giving instructions. Write the way of learning English. - Reading the passage silently to check the prediction individually. - Comparing with a partner. - Doing the exer. individually, then comparing the answers with a partner. - Correcting if necessary. - Practicing asking & answering. - Doing the exer. individually & then comparing with a partner. - Correcting if necessary. - Taking notes in notebooks. 58 Week 10 Unit 5 STUDY HABITS Period 30 Lesson 5 Write Preparing Date: Aim: Practice writing a letter to friends. Objective: By the end of the lesson, Ss will be able to know the form of a friendly letter and practice writing a letter to friends. Skills: Writing, Speaking, and Reading. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 15’ I. Warm up: Chatting Questions: • Have you ever written to someone ? • To whom do you usually write ? • What do you write about ? II. Pre-writing: 1. Pre-teach vocab. 1. the Mid Autumn Festival: 2. to celebrate: 3. a postcard: 2. Presenting the form of a letter: • The correct parts of a letter. a. Heading – writer’s address and the date. b. Opening – Dear ……, c. Body of the letter d. Closing – Your friend / Regard / Love. 3. Comprehension questions: - Asking Ss some questions dealing with writing letters. - Eliciting, Modeling, Checking pronunciation & meaning. Explanation: What do you call the Tet for children in August ? Translation: How can we say “toå chöùc kæ nieäm” in English ? Realia: What do you call it in English ? - Checking memory: R . O . R - Asking Ss to label the parts of the letter with Hoa’s letter. - Modeling. - Monitoring & assisting. - Giving feedback. - Reminding Ss how to write a letter. - Giving instructions. Read the letter of Hoa silently - The whole class taking part in answering the questions. - Taking part in building the lesson. - Repeating in chorus and individually. the Mid Autumn Festival to celebrate a postcard - Copying new words in notebooks. - Doing the exer. individually and then comparing with a partner. - Reading Hoa’s letter and answering the questions. 59 15’ 8’ 2’ a. What is Hoa pleased to hear ? b. What did Hoa receive a few days ago ? c. What subject is Hoa good at ? d. What subject did she need to improve ? e. What is she going to celebrate in Hue ? III. While-writing: 1. Answering the questions: a. Did Donna have an enjoyable Mother’s Day ? b. What did you receive last month ? c. Which subjects did you get good grades ? d. What did your teacher tell you to improve ? e. What are you going to celebrate in a few weeks ? What is that called in Vietnam ? f. Where are you going with your aunt and uncle ? by how ? when ? g. What will you send to your friend ? 2. Writing the letter: IV. Post-writing: Model: 24 Tran Phu street, Vinh Long, Vietnam, Nov. 20, 2006. Dear Donna, Thanks for your letter. I’m please to hear you had an enjoyable Mother’s Day. I received my second semester report lat month. I got good grades for Geography physics and Math, but My teacher told me to improve my English & History. ……… V. Homework: Writing the complete letter in notebooks. and answer the questions. - Modeling. - Monitoring & assisting. - Correcting & conducting feedback. - Giving instructions. Answer the questions by using the given information about Lan’s letter to Donna, her pen pal. - Modeling. - Monitoring & assisting. - Giving feedback. - Giving instructions. Imagine you are Lan. Write a letter to your penpal Donna in Sans Francisco by using the given information. Work in 4 groups. - Modeling. - Monitoring & assisting. - Correcting & conducting feedback. - Asking one or two Ss to read out the letter in front of class. - Setting the task for Ss. - Giving instructions. Write the complete letter in your notebooks. - Working in pairs to answer the questions. - Correcting the mistakes if necessary. - Working in 4 groups to write a letter to Donna in posters. - Hanging the posters on the board. - Correcting the mistakes with the teacher. - One or two Ss read out the letter. - Taking notes in notebooks. 60 Week 11 Unit 5 STUDY HABITS Period 31 Lesson 6 Language focus 3 – 4 Preparing Date: Aim: Practicing commands, requests and advice in reported speech. Objective: By the end of the lesson, Ss will be able to use reported speech with commands, requests and advice. Skill: Speaking, Writing and listening. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 13’ I. Warm up: Word square P R O N O U N C E R R E O U V L N E A A Q L B I P C D F K T S Y O T S E M E S T E R I R P W R I T E K T C E P L U N C E F A S K D G A M K B H Y L R A E W D V D II. Presentation: 1. Set the scene: -- - Setting up the activity. - Giving instructions Work in pairs to find out 10 words about study in the word square, then compare in two groups. - Modeling. - Giving instructions. Work in 2 groups, Ss from each group write the correct words on the board. The group has more and correct words is the winner. - Monitoring & assisting Ss. - Feeding back. - Congratulating. - Setting the scene by situation. The teacher asks Ss “Please open your books” and “you should keep silent.” Because Nam is talking, he can’t hear what the teacher asked. So he asks Lan what the teacher said. How can Lan answer ? - Presenting the new target language. - Checking concept. Meaning: Tell me the Vietnamese meaning of 2 sentences. Form: How can we form these patterns ? - Carrying out the activity in close pairs, then in 2 groups. - Each group writes the words on the board. • Possible answers. Pronounce, semester, write, ask. Practice, read, speak, study, listen, report card - Choosing and congratulating the winner. - Listening to the teacher and taking part in building the lesson. - Answering the questions to show how to understand the new patterns. 61 “Please open your books” and “You should keep silent” What did teacher said ? The teacher asked us to open our books. 15’ 10’ 2’ 2. Target language: • The teacher asked us to open our books. • He said we should keep silent. Form: S + asked / told + O + to - inf. … S + said + S + should + inf. … Use: reporting a comment or an advice. III. Practice: Word cue drill. • Comments & Request: a. Please wait for me outside my office. b. Please give Tim his report card for this semester. c. Can you meet me next week ? • Advice: a. Tim should spend more time on Spanish pronunciation. b. Tim should practice speaking Spanish everyday. c. Tim should listen to Spanish on TV. IV. Production: Writing Model: 1. She asked me to read an English story. 2. He asked me to buy a new book. 3. They told us to do the homework. 4. The teacher asked you to give her your report cards. 5. She said you should improve your speaking and listening. 6. He said I should try my best. V. Homework: Copying the exer. 3 & 4 in notebooks. Use: what do we use the patterns for ? Pronunciation: Do we say [a:skid ] or [ a:skt ] ? - Giving instructions. Imagine you are Tim and Tim’s mother. Report the comments, requests and advice of Miss Jackson. - Modeling. S 1 :What did the teacher ask you ? S 2 : She asked me to wait for her outside her office. S 1 : What did the teacher say ? S 2 : She said you should spend more time on Spanish pronunciation. - Monitoring & assisting. - Correcting & conducting feedback. - Giving instructions. Work in 4 groups to write as many as reported speeches possible. In 5 minutes, which group has more and correct sentences is the winner. - Modeling. - Monitoring & assisting. - Feeding back. - Evaluating. - Setting the task for Ss. - Giving instructions. Copy the reported speeches of the exer. 3 &4 in your notebooks. - Copying the patterns in notebooks. - Listening & taking part in model with the teacher. - Practicing in 2 groups. - Practicing in close pairs, then open pairs. - Working in 4 groups to write as many reported speeches possible in posters. - Hanging the posters on the board after 5 minutes. - Correcting the mistakes with the teacher. - Congratulating the winner. - Taking notes in notebooks. 62 Unit 6: THE YOUNG PIONEERS CLUB Aim: Helping students: - Talk about the future. - Ask for favors and offer assistance. - Write a letter telling about the future plan. Language focus: 1. Simple present tense with future meaning. 2. Gerund 3. Modal verbs: may, can, could. Unit Allocation: Lesson 1 Listen and Read Language Focus 1 Listening & reading the dialogue for details and practice the present tense with future meaning. Lesson 2 Speak Practice asking for favors and offering the assistance. Lesson 3 Listen Listening to the story for details. Lesson 4 Read Reading the passage about the Boy Scout of America. Lesson 5 Write Writing a letter about a future plan. Lesson 6 Language focus 2 -3 Further Practice using the prepositions of time, the simple past & structure with: Used to Kiểm tra của tổ chuyên môn Duyệt của Ban Giám Hiệu 63 Week 11 Unit 6 THE YOUNG PIONEERS CLUB Period 32 Lesson 1 Listen & Read – Lang. focus 2 Preparing Date: Aim: Reading for details and practicing the gerunds Objective: By the end of the lesson, Ss will be able to know about Nga’s details and use the gerunds. Skill: Reading, Writing, Speaking and Listening. Aids: Text book, posters for doing the exer. Procedure: Time Content Teacher’s activity Students’ activity 5’ 15’ I. Warm up: Chatting • Questions: 1. What do you usually do in the summer ? 2. Do you often take part in any activity programs for the summer ? 3. What activity do you like most ? II. Presentation: 1. Pre-teach vocab. 1. to enroll: 2. an application form: 3. to fill out: 2. Set the scene: 3. Guiding questions: a. When was Nga born ? b. Where does she live ? c. What does she like ? - Asking Ss some questions about their activities in the summer. - Eliciting, Modeling, Checking pronunciation & meaning. Translation: How do we say “ñaêng kí” in English ? Visual: What do call this in English ? Mime: I fill out the blanks. - Checking memory: R . O . R - Setting the scene. Nga is enrolling for the summer activities. Work in pairs to answer the questions. - Writing Ss’ prediction on the board. - The whole class take part in answering the questions. - Taking part in building the lesson. - Repeating in chorus and individually. to enroll an application form to fill out - Copying new words in notebooks. - Listening to the teacher & predicting the answers in pairs, then in groups. (books shut) - Giving teacher the prediction. 64 [...]... dialogue - Answering the questions to show how know the new lesson • Could you do me a favor ? • Sure What can I do for you ? • I need a favor-No problem - I’m sorry I’m really busy • Dialogue 2: Receptionist: May I help you ? Tourist: Yes Can you show me the way to the nearest bank ? Receptionist: Sure Turn left and then turn right at the first corner It’s on your right Tourist: Thank you very much... Ngoc: Thank you very much That’s very kind of you Asking for favors - Can / could you help me please ? - Could you do me a favor ? - I need a favor - Can / could you Responding to favors - Certainly / of course / sure - No problem - What can I do for you ? - How can I help you ? - Setting the scene Mrs Ngoc is carrying heavy bags, but she’s hurt her arm so she needs some help - Modeling the dialogue -... Lan: They start at 8 am and finish at 5 pm a stadium to support - Copying new words in notebooks 8 - Listening & trying to understand the new lesson - Checking concept Form: Meaning: Tell me the Vietnamese meaning of the dialogue S + V1 (s / es) Form: What tense do we use in the Use: Expressing an action that happens in dialogue ? Use: Are these activities at present the future or future ? Pronunciation:... Setting up the activity Guessing the words The definition of the - Giving instructions Listen to the definitions of the words and give the correct word 86 Students’ activity - Listening to the definitions and giving the words individually 1 2 3 4 5 6 13’ A place where you can buy everything A place where you can buy vegetables and fruits A place where you can buy books A place where you can come to... Can you show me the way to the nearest bank ? You: Sure Go straight ahead Then turn left It’s on your right Tourist: Thanks very much - Giving instructions A tourist wants to go to a police station because he lost money Work in close pairs to make a dialogue - Modeling - Monitoring & assistance - Giving feedback 2 Practicing offering & responding to assistance You: May I help you ? - Giving instructions... a letter about a future plan, using “be going to” Skill: Aids: Writing, Reading, and Speaking Text book, posters Procedure: Time 5’ 15’ Content Teacher’s activity I Warm up: Chatting - Giving instructions Imagine, you are going to join the • Questions: Young Pioneer and Youth 1 What are you going to do ? Answer the 2 Are you going to help poor Organization questions people ? 3 What are you going to... activity Students’ activity - Asking Ss some questions 1 Do you often help another people ? 2 What do you often do to help them ? 3 Do you often need any help ? 4 What do you say to get one’s help ? 15’ II Pre-speaking: Dialogue build • Dialogue 1: Mrs Ngoc: Could you do me a favor ? Hoa: Sure What can I do for you ? Mrs Ngoc: Can you help me carry my bags ? I’ve hurt my arm Hoa: Certainly I’ll help you Mrs... much Offering assistance - May I help you ? - Do you need any help ? - Let me help you Responding to assistance - Yes That’s very kind of you - No Thank you - No Thank you I’m fine I can manage III While-speaking: 8 • • - Setting the scene A receptionist wants to help a tourist who needs to go to the nearest bank - Modeling the dialogue - Asking Ss to practice the dialogue in 2 groups & then in close... • nessbusiman - > businessman • plainex - > explain • ganizaortion - > organization II Pre-reading: 1 Pre-teach vocab 1 to encourage: 2 citizenship (unc.) 4 coeducational (adj.) 5 to lead - led - led: 6 to establish: Teacher’s activity Students’ activity - Setting up the activity - Giving instructions Arrange these letters to make a meaningful words Work in 2 groups In turns, each group write... for Translation: How do we say cultural “thuộc về văn hoá” in English ? 73 3 a stadium: 4 to support: Picture: What do you call it in English ? Translation: How do we say “ủng hộ” In English ? - Checking memory: R O R 2 Set the scene: Mai: Where do we collect and empty garbage ? Lan: At Dong xuan market Mai: When do we collect and empty garbage ? Lan: On January 9th Mai: What time do we start and finish . Helping students: - Talk about the future. - Ask for favors and offer assistance. - Write a letter telling about the future plan. Language focus: 1. Simple. dialogue between you and your aunt who is busy cooking meal. - Setting the task for Ss. - Giving instructions. Make the dialogue between you and your aunt