ieng Anh 8Giao an anh van 8 (tu bai 1-16)

- Week: - Period: - Teaching date: Unit 1: My friends - Lesson 1: - Listen & Read - Language focus * Aim: - Reading the dialogue for details and revision of simple present and simple past tenses * Objective: - By the end of the lesson, students will be able to know more about HoaLan-Nien and to review simple present and simple past tense * Teaching aids: - Text book, cards * Procedure: Contents * Warm-up: (Pelmanism) meet come live think send thought receive met lived received came sent * Pre-reading: Pre-teach vocabulary: - to seem (translation) - a next door neighbor (explanation: a person who lives next to your house) - to look like (translation) Pre-questions: a Is Nien Lan's friend or Hoa's friend? b How old is Nien? c Where does Nien live? d Is she a beautiful girl? * While-reading:  Read the dialogue (p.10)  Check the answers  Read the dialogue again  Answer the questions in exercise on page 11 * Answers: a Nien lives in Hue b No, she doesn't c The sentence is "She wasn't old enough to be in my class" d At Christmas * Post-reading:  Gap-filling: (live-sent-be-come) "Hoa (1) in Hue last year, but now she (2) in Hanoi Yesterday, Hoa's friend Nien (3) Hoa a Teacher's activities Sts' activities - Guide Ss how to - Matching play the game words - Present new words on the board - Guide Ss to read new words - Check Ss' memory by using technique "Rub out and remember" - Give Ss some questions and ask them to answer them - Ask Ss to read the dialogue - Give the correct answers - Ask Ss to read the dialogue again and answer the questions - Call on some students to ask and answer the questions - Correct their mistakes or pronunciation - Ask Ss to use the - Listen and repeat - Copy down - Read new words in chorus - Read the questions and answer them in pairs - Give feed back? - Read the dialogue and check their pre diction - Read the dialogue again and answer the question - Ask and answer the questions - Read the letter Nien (4) Hoa's friend neighbor when Hoa lived in Hue She (5) yourger than Hoa She (6) to Hanoi in December * Homework: Ask students to exercise 1(a) ; 1(b) (page 16) on their notebooks simple present and simple past tense to complete paragraph 1a (p.16) - Provide some verbs so that Ss can use them to fill in the gaps paragraph and fill in the gaps with the suitable words - Week: - Period: - Teaching date: - Lesson 2: + Speak (page 11) + Listen (page 12, 13) * Aim: - Listening for details to complete the dialogue and speak to describe someone * Objective: - By the end of the lesson, students will be able to describe someone and complete the dialogue by listening * Teaching aids: - Text book * Procedure: Contents * Warm-up: (Brainstorming) thin body build Teacher's activities - Ask Ss to think of the adjectives used to describe body build and hair - Show Ss a picture of Mary and ask them to describe her hair, her body build - Explain the structure curly hair * Presentation:  Ex: - She has long blond hair - She is short and thin > Form: S + have / has + adjectives + hair S + be + adjectives * Practice: Word one drill: a He / tall / thin b She / short / shin c He / short / fat d long / black e curly / blond f straight / brown Practice speaking: * Example: S1: This person is short and thin She has long blond hair S2: Is this Mary? S1: Yes Sts' activities - Give the adjectives to describe body build and hair - Describe Mary - Supply the word cues and ask Ss to complete the sentences - Ask Ss to look at six people on page 11-12-Call on a student to describe one person, the others have to guess who he/she is - Give Ss some - Listen and copy down - Complete the sentences based on cues - Look at six people and describe them * Pre-listening:  Present the expressions in the box (p.12)  Explain and read the expression  Gap fill prediction (Dialogues p.12-13)  Give feedback * While listening:  Listen to the tape twice  Compare with their prediction * Post-listening:  Practise the dialogues expressions and make sure they know their mean mgs - Get Ss to guess and to complete four dialogues on page 12-13 - Let students (to) listen to the tape twice - Listen and correct their (prediction) pronunciation - Listen and read the expressions - Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions - Listen to the tape and then check their prediction - Pratise the dialogues - Week: - Period: - Teaching date: - Lesson 3: - Getting started (p.10) - Read (p.13 - 14) * Aim: - Reading for specific information * Objective: - By the end of the lesson, students will be able to know more about Ba's friend * Teaching aids: - Text books * Procedure: Contents * Warm-up: (Chatting)  Look at the pictures (p.10) and answer the questions a What are these students doing? b Do you like soccer / reading books ? c Whom you like playing with? * Pre-reading:  Pre-teach vocabulary: - character (translation) - an orphanage: a place where children without parents live - reserved (adj) - sociable translation - (to) tell jokes: tell a story which makes people laugh - sense of humor (translation) Teacher's activities - Ask Ss to look at four pictures on page 10 and talk about the activities they want to after school or in their free time - Present and give the meaning of new words - Guide Ss to read them in chorus - Check Ss' memory by using technique "What and where" Sts' activities - Look at the pictures and talk about the activities they after school or in their free time - Listen and repeat - Copy down - Listen and read new words in chorus - Read and then write the words again in the correct circles  T / F statements prediction: a Ba only has three friends - Bao, Song, Khai b Ba and his friends have the same characters c Bao-Song-Khai are quite reserved in public d They all enjoy school and study hard  Give feedback: * While reading:  Read the text (p.13)  Check their prediction  Correction: a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai b They have different characters c Only Song and Khai are quite reserved  Multiple choice: (do exercise on page 14) * Post-reading:  Read the text again and answer the questions (exercise p.14) * Homework: - Learn vocabulary by heart - Read the text fluently - Read the - Present the statements statements on the given and guess board which - Set the scene: statements are These statements are True, which are about Ba and his False friends, read them and guess which statements are True / False - Read the text - Ask Ss to open and check their their books and read prediction the text on page 13 - Correct false - Correct their statements mistakes - Read the text - Guide Ss how to again and exercise (p.14) choose the best and give the correct answers on answers page 14 - Let Ss read the text - Read the text again and answer and answer the the questions questions in pairs - Read the answers - Write the and correct the answer on the mistakes board - Week: - Period: - Teaching date: - Lesson 4: - Write (p.15) - Language focus (p.17) * Aim: - Writing about oneself and about other people * Objective: - By the end of the lesson, students will be able to write a paragraph about their close friends * Teaching aids: - Text books * Procedure: Contents * Warm-up: (Kim's game)  Look at the pictures and describe the people in the picture (p.17) a How many people are there in the picture? b What is each person weaning? * Pre-writing:  Read the information about Fam  Answer the questions (exercise p.15) Teacher's activities - Ask Ss to look at the picture (p.17) quickly Then let Ss keep their books closed - Divide the class in to groups The group which Sts' activities - Look at the picture and answer the questions in group * While-writing:  Write a paragraph about Tam based on the answers  Sample: His / Her name is .She is .years old He / She lives at .in .with his .He / She is tall, He / She has short .hair He / She has a lot of friends answers come city the fastest wins the game - Ask Ss to read the information about Tam then answer the questions - Let Ss write a paragraph about Tam, using the information they have just got Write some information about one of their friends, then write a paragraph about him or her - Ask Ss to compare with the paragraph in their books on page 15 - Let Ss write a paragraph about one of their friends - Get Ss to share with their partners and correct if possible  - Read the information and then answer the questions - Write a paragraph about Tam, using the information (individually) - Compare with the paragraph in their books on page 15 - Write a paragraph about one of their friends - Correct the mistakes if possible * Post-writing:  Speak in front of the class about himself / herself * Homework: - Ask students to write another paragraph about one of their family members - Week: - Period: - Teaching date: - Lesson 5: Language - (p.16 - 17) * Aim: - Farther practice in simple present tense and the structure (not) + adjectives enough + to-infinitive * Objective: - By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure (not) + adjective enough + to-infinitive * Teaching aids: - Text book - cards - pictures * Procedure: Contents * Warm-up: (Categories)  Find but the adjectives beginning with the letters given - Example Teacher's activities - Divide the class in to two groups - Ask Ss to find out the adjectives Sts' activities - Find out the adjectives beginning with the letters given + T writes: a b c d + S writes: awful big clever disty * Presentation:  Pre – teach vocabulary - A planet: (ex: the sun, the moon, the earth,…) What are they? - Mars Translation - Mercury - Silly (adj) translation  Revision of simple Present tense * The sunple present tense is used to express an action which is always true stes goes moves is is is * Presentation:  Set the scene to introduce the structure Ex: - Can you hang this picture over there?  No, I am not tall enough to hang the picture over there * Practice: (word cue Drill) a Read English books/v good b Drive a car/ x old c Carry this bag/ v strong d Solve this problem/ x clever * Further practice:  Exercise (page 17) * Homework: - Ask students to write sentences about themselves using the structure: “(not) adjective enough + to infinitive” beginning with the letters given in groups - Listen and - Present and give repeat the meaming of new - Coppy down - Read in chorus words ->individually - Gwide Ss to read new words in chorus - Listen to their - Review the simple teacher present tense - Let Ss exer cise on page 16 - Listen and correct - exercise their pronunciation - Read the - Set the scene to dialogue loudly introduce the structure - Analyse the - Listen and structure and guide repeat Ss to read - Model two cues, the whole class repeats - Let all students, - Practise the work in pairs, one structure in pairs asks, the other answers - Give feed back - Ask Ss to - Practise the exercise on page dialogue 17 in pairs Unit 2: Making Arrangements - Week: - Period: - Teaching date: - Lesson 1: - Getting started (p.18) - Listen & Read (p.19) * Aim: - Reading for details about a conversation on the phone * Objective: - By the end of the lesson, students will be able to use the telephone to make and confirm arrangements * Teaching aids: - Text book * Procedure: Contents * Warm-up: (Matching) Match each object (pictures on page 18) with its name * Pre-reading:  Set the scene  Open prediction a Who made the call? b Who introduced herself? c Who invited the other to the movies? d Who arranged a meeting places? e Who arrange the time? f Who agreed to the time? * While-reading:  Read the conversation  Check their prediction  Matching the phrases with their meanings a Hold on b Is six thirty all right? c Where’s it on? d A bit far from… Nó chiếu đâu? Khá xa… Sáu 30 chứ? Chờ  Comprehension question: a What is Hoa’s telephone number? b Which movies are they going to see? Where? c How is Hoa going to see the movies? d Where are they going to meet? What time? Teacher's activities - Ask Ss to match each object with its name - Show the picture and ask “What are they doing? Introduced: They are talking about going to see a movie - Ask Ss to guess - Let Ss to read the conversation Give the correct answers - Let Ss match the phrases with their meanings - Ask Ss to read the conversation again and answer the questions Sts' activities - Do exercises (p 18) - Look at the picture and answer the questions - Read the question and guess - Give feetback - Read the conversation and check their prediction -Do exercises - Read the conversation and answer the questions * Post-reading:  Practice the conversation, using the frame: S1: … S2: Can I speak ….? This … S1: … S2: I’m going to see … Would you…? S1: Of course But I have to ask…Hold on….OK….says I can go, Where’s it on? S2: At… Movie threatre S1: Let’s go by… S2: OK Let’s meet outside the threatre S1: Is … OK? S2: All right See you at…Bye S1: Bye - Let Ss practice the conversation using the frame given - Practice the conversation - Move around the class and help the students - Week: - Period: - Teaching date: - Lesson 2: + Speak + Language focus 1.2 * Aim: - Practice talking on the phone * Objective: - By the end of the lesson, students will be able to talk on the phone about intensions with “going to” * Teaching aids: - Text books, cards * Procedure: Contents • Warm-up: (Chatting) - Do you have a telephone at home? - How often you make a phone call? - What would you say when you pick up the phone to answer it? - What would you say if you are the caller? * Presentation:  Do exercise on page 20  Question: - Are they talking on the phone? - What they intend to do? - What time are they meeting? Where? - What form of the verbs you use to talk about intent?  Form: S + be + going to + infinitive  Use: Express an intension Teacher's activities Sts' activities - Ask Ss some questions - Listen and answer the questions - Ask Ss to exercise on page 20 - Ask some question to check Ss’ understanding and focus on the structure - Put the sentences in the correct order to make a complete conversation - Listen and answer the questions * Practice:  Word cue drill  Model sentences: - Are you going to see a movie? - Yes, I am / no, I’m not a See a movie b B Play sport c C Meet your friends d D Help your mother e E Do your homeworks f F Watch TV * Further Practice:  Do exercise language focus on phage 25 T: Nga has a movie ticket What is she going to do? S: She going to see a movie a They are going fishing b She’s going to read a new novel c She’s going to her homework d He’s going to watch an action movie on TV tonight e She’s going to give him a birthday present * Production:  Exercise on page 20  Practice the dialogue - Week: - Period: - Teaching date: - Model two cues then ask Ss to repeat chorally  individually - Let Ss practice asking and answering - Ask the whole class to work in pairs - Give an example first - Let Ss work in pairs - Listen and repeat chorally  individually - Practice asking and answering - Practice in pairs - Give feetback - Give feetback - Ask Ss to work with their partners to complete the dialogue Lesson 3: Read    (p 21 - 22)  Aim: Reading the paragraph for details about Alexander Graham Bell  Objective: By the end of the lesson, Ss will be able to know more about Alexander Graham Bell  Teaching aids: Textbook  Procedure: Contents  Warm – up: (Brainstorming) To chat with friend To communicate T’s activities - Let Ss answer the question by coming to the board and write Ss’ activities -Answer the question What is the telephone used for? - Present and given the  Pre - reading: - Listen and repeat  Pre – teach vocabulary: - (to) emigrate : go to another country to live - (to) transmit : (translation) truyền - (to) conduct : điều khiển - (to) demonstrate : chứng minh - a device : thiết bị - a deaf – mute a person who is unable to hear and speak -to come up with : tìm thấy  T/F statements prediction a Alexander G Bell was born in the U.S.A b He worked with deaf- mute patients in a hospital in Boston c Thomas Watson was Bell’s assistant d Bell and Watson introduced the telephone in 1877 e Bell experimented with way of transmitting speech between deafmute over a long distance f Bell demonstrated his invention at a lot of exhibition  While – reading:  Read the text on page 21-22  Check their prediction  Correct the false Statements  Put the events in the correct order (p.22 Exercise 2)  Alexander Graham Bell: Was born in Scotland Went to live in Canada Went to live in the United States Worked with people who could neither speak nor hear Worked with Thomas Watson Success fully demonstrated his invent Invented the telephone  Post- reading: (write- it- up)  Write a paragraph about Bell’s life, using the information in the text 10 meanings of new words - Let Ss repeat the words in chorus then rub out word by word but leave the circles - Get Ss to write the words again in the correct circle -Present T/F statements on the board and ask Ss guess which statements are true and which are false - Read the text - Have Ss correct false statements - Ask Ss to look at the book page 22 - Get Ss to read the event of Bell’s life and put them in the correct order - correct the mistakes - copy down - Listen and repeat the words in chorus - Rewrite the words in the correct circles Read and predict which statements are true and which are false - Give feedback - Listen to their teacher - Read the text again and check their prediction - Read and put the sentences in the correct order - Give feedback - write a paragraph about Bell’s life Unit 15: (Cont) Lesson 3: - Read 1, (p 141, 142) - Week: - Period: - Teaching date: * Aim: - Reading comprehension * Objective: - Ss can know more about how computers work in a university * Teaching aids: - Chart, cardboards * Procedure: Contents T's activties Ss' activities * Warm-up: (Jumbled words) Terpirn = printer Seumo =mouse Recsnc = screen Nimorot = monitor Bdoaryke =keyboard Moseu dap = mouse pad * Presentation: □ Dre-teach vocabulary: - (a) freshman = the first-year student at a college - (a) Jack (translation) - (a) bulletion board = notice board - Skeptical (a) : translation - Impact (translation) □ Checking technique: What and where □ Open - Prediction: Where in the library we get information? How can we store the information? If we want to discuss something, how can we do? - Present Jumbled words on the board - Divide the class into teams - Each team goes to the board to write their answers as fast as possible * While-reading: □ True/ False Statements: ( Read ∆ on page 141 -142)  Answer key: a) T b) T c) T d) F: Students don't have to go to computer rooms Because college campuses now - Elicit words from students - Say words in Enhlish or in - Guide Ss to read VNese - Listen and repeat words in chorus - Check ss'memory - Fill in the circles the right by technique "what with words and where" - Introduce the topic of the test and ask ss to guess what they're going to read - Give feedback - Get Ss to read the text again then read the true/ false statements or true or false 107 - Listen to the questions and give their prediction - Read the text and check their guesses - Read and decide which statements is true or false - Give their answers and correct the false have computer jacks in every part of the university e) T f) T * Dost-reading: □ Comprehension Questions: ( Read on page 142)  Answer key: a) If has no library All the information normally found in a library is now store in the university's computers b) All the information normally found in a library or messages normally found on a bulletin board c) A computer and a telephone d) With a bulletin board on the Internet, a great number of people can get access to the bulletin and exchange information quickly e) (student's answers) statements - Read the questions on page 142 and find the information in the text to answers - Ask Ss to - Compare their exercise on page answers with their 142 partners - Give their answers - Give feedback and for the class correct * Homework: Write the answers in your notebooks Unit 15: (Cont) Lesson 4: - Write 1, (p 142, 143) - Listen (p 141) - Week: - Period: - Teaching date: * Aim: - To get Ss to practice in writing instructions - Listening for details * Objective: - Ss will be able to write a set of instructions on how to use the printer and complete a flow chart * Teaching aids: - picture (p 142, 143) charts * Procedure: Contents * Warm-up: (Bingo) - Monitor, power, keyboard, printer, mouse, T's activties Ss' activities - Call out each word - Write words relating to a screen, in a loud voice computer in their notebooks - Listen to the teacher If anyone 108 * Presentation - reading: □ Dre-teach vocab: Paper input tray Power button picture Icon Output path (To) remove: to put (sth) away □ Checking technique: Matching Exercise on page 142  Answer key: a) b) c) d) e) f) □ Gap-fill To wait (so/ sth) To remove (sth) To turn (a machine) To plug (sth) Load (sth) * While-reading: □ Write the instructions on how to use the printer (Exercise p 143)  Answer key: - Remove the old paper and load the new paper in the paper input tray - Wait for the power button to flash - Have the pages appear on the computer screen - Click the printer icon on the screen and wait for a few seconds * Post-writing: * Pre-listening: □ Pre-teach: has the same words, they cross it out The first student crossing out tất words shout "Bingo" and win the - Use the picture on game page 142 to elicit - Listen and repeat words from - Copy down students - Guide Ss to read words in chorus - Ask Ss to look at exercise on page - Match the words 142 and the with the mumbers in the picture matching - Get some Ss to give their answers and correct - Put the words on the board Correct the mistakes - Fill the gaps with the right words Give their answers - Monitor - Call on some Ss to say out the instructions in their notebooks - Ask ss to write the instructions in their notebooks - Give feedback and correct - Work in pairs to outline the instructions using the pictures and the cues on the page 143 - Put the flow chart 109 - Read their writing before the class > starting/ stopping point (circle) > Questions (triangle) > Answers (oval) * While-listening □ Listen and fill the gaps * Post-listening: on the board and have Ss copy it into their exercise books Get Ss to understand how events are requenced in a flow chart and the meanings of tất the shapes used in the chart - Play the tape and ask Ss to listen - Copy the flow chart - Look at the flow chart and guess the words in the gaps - Fill the gaps with the information they  Answer key: have hears from the a) Do you heve Find a tape machine the correct b) Yes - Compare the change answers with their partners What - Give feedback and - Go to the board to you want to correct write their answers Insert drink d) Take coins Lemon and it soda press button 110 Unit 15: (Cont) Lesson 5: - Language Focus 1, (p 144, 145) - Week: - Period: - Teaching date: * Aim: - Futher practice in using the present perfect * Objective: - Ss can be use "Yet" and "already" to express the present perfect * Teaching aids: - Chart * Procedure: Contents * Warm-up: (lucky numbers) ( Consolidation of tenses) Questions: What does your mother do? What did you last night? Lucky number How often is Hue Festival held? Lucky number What were you doing at c'clock last ninght? Guess what your parents are doing at the moment? Who often cooks in your family? Which grade will you be in next school year? 10 Lucky number Language focus 1: * Presentation □ Set the scens " Ba's mother wanted him to some housework while she was at the market Ba made noets in his diary." Do homework v Tidy the room x Turn off the washing machine v Call and taiiAunt Le to have lunch v T's activties Ss' activities - Write 10 numbers on the board - Tell Ss each number is for a question but - Play game of them are lucky numbers If Ss choose a lucky number, they don't have to answer any question but they'll get paints - Divide the class into teams - Show the chart on - Look at the chart the board and answer the - Ask questions and questions clicit the answers from Ss □ Questions: T- Has Ba done his homework yet? S- Yes, he has already done his homework - Have Ss repeat and 111 T- Has Ba tidied the room yet? S- No, he has't tidied the room yet  Concept check: Present perfect with Yet and Already  Use: Yet: used in questions and negative statements Already: used in opsitve statements * Practice: □ Gap-fill dialogue (exercise p.144) write the sentences on the board - Explain the form and the usage of the - Listen and copy present perfect down - Let Ss exercise on page 144 - Look at Ba's diary and complete the dialogue using Yet - Give feedback and and Already correct - Demonstrate the * Production: dialogue for the * Language Focus (p.144) class T- Has the flight to Vientiane departed yet? - Ask Ss to look at the flight S- Yes, it has already departed information tables - Look at the flinght T-Has the flight from Los-Angeles arrived and ask questions to information and yet? show the models answer the S- No, it hasn't arrived yet questions - Monitor - Take in turns to - Give feedback and ask and answer the questions correct - Demonstrade the exchanges in front of the class * Homework: Write the questions and answers into your exercise books 112 Unit 15: (Cont) Lesson 6: - Language Focus 3, (p 146) - Week: - Period: - Teaching date: * Aim: - Futher practice in comparision of the present perfect and past simple * Objective: - Ss can be use present perfect to express complete and in complete actions and recognine the difference between the present perfect and past simple * Teaching aids: - Charts * Procedure: Contents T's activties * Presentation: Language Focus □ Pre-teach:  Set the scene: I've ever been to Dalat  finished My parents have gone to Dalat for days (incomplete) - Concept check: present perfect tence  Use: - Finished action  indefinite time - Incomplete action  for, since, recently  Form: have/ has + past participle * Practice:  Do excercise on page 146 Answer key Finished action a) b) c) d) e) f) g) Incomplete action v v v v v v Ss' activities - Use Vietnamese to - Listen elicit the models teacher to the - Explain the usage of the present perfect tense - Ask Ss to exercise on page - Look at the table 146 on page 146, read the sentences and check (v) the correct column - Give feedback and correct Give their answers v Language Focus * Presentation: - Put the chart on □ Revision Read Her family moved to Hanoi years ago the board and ask Ss to read the sentences He has never met such an intelligent boy sentences decide 113 the and which before My brother has become more independent since he left home When did the second world war break out? Answer key: 1+4: Past simple  finished action with definite time 2+3: Present perfect  an action taking place from the past to the present * Practice: (Grammar Drill)  Do exercise on page 146  Answer key: see (1) Have you seen Did you see I saw not have (2) We haven't had be (3) My parents have been hear (4) Have you heard the news happen (5) What happened? have (6) He had an accident fall (7) He suddenly fell break (8) and broke arrive (9) Have the plame arrives yet? Yes, it has When did it arrive? It arrived sentence is in the present perfect and is past - Give feedback and which simple correct Give their answers - Ask Ss to exercise on page - Complete the dialogues, using the 146 present perfect or the past simple of the verbs in brackets - Give feedback and correct - Give their answer - Demonstrate the Pronunciation dialogues for the correction class 114 Unit 16: INVENTIONS Lesson 1: - Getting Started (p.147) - Listen and Read 1, (p.147, 149) - Week: - Period: - Teaching date: * Aim: - Reading for details about development of paper and how to produce chocolate * Objective: - Ss can know the origin of paper and talk about the process of producing something * Teaching aids: - pictures (p.147, 148), gird chart * Procedure: Contents * Warm-up: Quiz - who did it? " Who invented .?" Light bulb Humphry Davy, an English scientist, in 1800 Sewing machine  Isaac Meritt Singer Telephone  A.Graham Bell * Pre-reading □ Getting started: - Where are they from? (picture a, b, c, e) - What is the man in picture a) doing? - What is it? (d) □ Answer key: A b) B c) C e) D a) E d) □ Listen and read 1, - To remove - To crush - To liquify -To grind - ground - ground - To manufacture = toproduce - A process  manufacturing process - A mold - Conveyor belt □ Set the scene: Jim - Jones is visiting a T's activties Ss' activities - Divide the class into teams Tell ss Answer the teams raising questions their hands first willhave the right to answer the questions - Get ss to look at the pictureon page 147 and ask them some questions to evaluate how much they understand thepictures - Ask Ss to the matching on page 147 - Give feedback and correct the - Look at the pictures and answer the questions Read the sentences (A E) and match them with the correct pictures Give their answers - Say words in or in - Elicit words from English VNese Ss - Listen and repeat - Guide Ss to read - Copy down - Slap theright word words in chorus on the board - Check vocb by 115 chocolate factory with his class and his technique "Slap the teacher board" * While-reading: - Set the scene to introduce  Matching (Exercise on page 149) - Read thedialogue thedialogue a) E and match the half sentences b) D - Ask Ss to c) C exercise on page - Compare their d) F 149 answers for the e) B - Give feedback and class f) A correct - Copy the grid * Post reading - Read the dialogua - Put the grid on the again and fill in the chocolate Manufacturing Process board grid Answer key: - Go to theboar and The beans are washed, weighed and write their answers cooked - Give feedback and The shells are removed correct The beans are crushed and liqnified Cocoa butter, sugar, vanilla and milk are added The mixture is ground, rolled, and pound into the molds Unit 16: ( Cont) - Lesson 2: - Speak (p.149, 150) - Language Focus ( p.156) - Week: - Period: - Teaching date: * Aim: - Futher practice in using the passive * Objective: - Ss can talk about the inventions the passive * Teaching aids: - tables * Procedure: Contents T's activties Ss' activities * Warm-up: (Bingo) Get Ss to Choose any brainsrorm a list of words and copy Foreman, process, manufacture, remove, crush, liquify, grind, pour, mold, 10 words and write them into their them on the board paper conveyorbelt - Call out the words until someone has ticked all of the words and shouts 116 * Speak 1, 2: * Presentation:  Pre-teach vocab: - Facsimile - Reiuforced concrete - Microphone - X-ray - Loundspeaker - Helicopter  Grammar Awareness Read the dialogue again and pick out tất of the passive sentences This is where the cocoa beans are stored That button cannot be touched Thebeans are washed, weighed and cooked here After the shells are removed into molds * Practice:  Word-cue Drill  Ask and answer questions to fill in the missing information in the tables on page 150 and 156 T.What was invented by Friedrich Koenig? S Printing Press T When was it invinted? S In 1810 S Where was Koenig from? T He was from Germany "bingo" - Have Ss study the meanings of the - Study the meaning inventions using of the invetions Vietnamese - Give instructions - Read the dialogue on page 148 again and pick out all of the passive sentences Give - Review the passive answers in the present and past simple tenses their - Read themodel - Give instructions dialogue on page 149 - Askand answer - Monitor and help questions about the Ss if necessary inventions to fill in - Call on some pairs the missing to demonstrate the information exchenges Correct the - Give feedback mistakes -Complete the table - Model and have Ss * Production: repeat  Making reports - Use the complete table to report what Eg: The printing Press was invented by they have found Friedrich Koenig in 1810 117 Unit 16: ( Cont) - Lesson 3: - Listen 1,2 (p.150, 151) - Read 1, ( p.151, 152) - Week: - Period: - Teaching date: * Aim: - Listening and reading for information about papermaking and inventions * Objective: - Ss can fill in the gaps and order sentences  from listening * Teaching aids: - pictures (p.150) * Procedure: Contents * Pre-listening: (Listen 1, 2) □ Pre-teach vocab: - Procedure (n) - Pulp - Vat - Drain - Roller - Roll * While-listening  Listen (page 150)  Answer key: Simple Same Two hundred Left Rollers T's activties Ss' activities - Elicit words from ss - Guide Ss to read in chorus - Have ss copy - Check vocab by technique "What and where" Saywords in English or VNese - Listen and repeat - Copy down - Inform the topic paper-marking process - Play thetape and ask Ss to fill in the gaps with the words they catch - Give feedback and correct Read the sentences (listen p.150) - Listen and fill in the gaps - Compare their answers with their partners Give their answers * Post-listening - Read and predict - Ask Ss to read the theorder of the  Ordering Prediction senteces (ag) and sentences in the part (Listen p.150) guess the order listen on page - Write the Ss' 150  Answer key: predictions on the c) Paper pulp was placed in the vat board d) Paper pulp was mixed with water - Play the tape - Listen and check again their prediction - Call on Ss to give a) The water was drained their correction e) The pulp fibers were poured out Correct the g) The pulp was cinveyed under the rollers mistakes 118 Read 1, * Pre-reading: □ Pre-teachvocabulary: (Brains Washing machine microwave Household appliances telephone - Microwave (n) - Vacuum (n) - Toaster (n) □ Checking technique "Bingo" * While-reading: □ Matching ( Read p.151, 152)  Questions: + What's the 1ST verse about? + Is the 2hd verse about the appliances used in the kitchen? + What are "Doom, chugga-chug, vroom, boom?"  Match the headings to the verse on page 152  Answer key: + Verse 1: b Appliances that cook food + Verse 2: c Appliances that clean and dry things + Verse 3: a Instrucment invented by Alexander Graham Bell * Post-reading: □ Gap-fill (read 2) □ Answer key: Vacuum Microwave Telephone Hair dryer Washingmachine Toaster - Elicit words from Ss and write them - Say words in on the board English or VNese - Guide Ss to read words in chorus - Listen and repeat - Copy down - Check vocab by technique "Bingo" - Get Ss to read the poem Ask some questions to help ss understand the reading more - Read the poem on page 151 - Listen and answer the questions Match the headings to the - Ask ss to verses exercise on page 152 Give their answers - Give feedback and correct - Ask Ss to exercise on page 152 - Call on Ss to give their answere and correct 119 Read the sentences and fill in the gaps with the inventions taken from the poems - Compare their answers with their partners Unit 16: ( Cont) - Lesson 4: - Write 1,2 (p.152, 153) - Language ( p.155) - Week: - Period: - Teaching date: * Aim: - Futher practice in using the sequence markers * Objective: - Ss can use the sequence markers to describe a manufacuring procedure * Teaching aids: - pictures (p.153) * Procedure: Contents * Warm-up (Jumbled words) Lppu = pulp Ureor = roller Morever = remove Darniver = drain Berifver = fibre Write 1: * Pre-writing: □ Pre-teach vocab: - A log = a thick piece of wood that is cut from a tree - To flatten: to make sth become flat - To refine - Chemically: treated in a chemical process □ Checking technique: Rub out and remember □ Gap-fill (Write p.152) + What is cut into chips? + What are chips mixed with before they are crushed to heavy pulp? + Why is the pulp passed through rollers? + What is the last step in paper-making? □ Answer key: First After this Then Then 3.Next Finally Write 2: □ Ordering pictures: T's activties Ss' activities Present the - Read and reurite Jumbled words on the right words the board - Inform the topic - Elicit words from Ss - Guide Ss to read words in chorns - Check vocab by technique "Rub out and remember" - Ask ss to exercise "write 1" on page 152 Ask some questions to check if they understand the text - Give feedback and the correct - Give instruction 120 - Give words in English or in VNese -Listen and repeat - Copy down - Read the text on page 152 and fill in the gaps with the right sequence makers to descrbe the procedure of paper making Read the completed sentences - Look at the picture 1d The fruit harvest is fermented for to days to kill the beans and turn them brown 2a The beans are dried in the sun 3e The beans are cleared in special machines 4c Thebeans are roasted to bring out the chocolate flavor 5b They are shelled and ground to produce chocolate liquor 6f The liquor is made into chocolate candy or cocoa pouder  Answer key: 6- 2- 4- 1- 5- * While-writing:  Use the sequence makers in exercise "write 1" to link the sentences together in a paragraph  Answer key: 1d, 2a, 3e, 4c, 5b, 6f * Post-writing (Language Focus 4) □ Word cue Drill (exercise on page 155) □ Answer key: Firt, the rice crop is harvested Then the rice plants are threshed Next, the rice grains are husked in the mill to produce brown rice After this, the bran is removed in the mortar and it is finally winnowed toproduce white rice - Ask Ss to put the pictures that describe how cacao beans are processed in the correct order on page 153 - Think of the process of chocolate-making and put the pictures in the correct order - Give feedback and Read the correct statements aloud - Rearrange the sentences on page 153 according to the ordered pictures - Give instructions - Call on Ss to give their answer - Have Ss use the sequence markers to link the sentences together in a paragraph - Give feedback and correct - Link the sentences together in a paragraph - Read their writing for the class - Use the pictures and the word cues on page 155 to write a description of how white rice is produced in the - Give instructions traditional way, - Monitor while Ss using the sequence are writing and help markers if necessary - Call on some Ss to read their writing - Give feedback and correct 121 ... best and give the correct answers on answers page 14 - Let Ss read the text - Read the text again and answer and answer the the questions questions in pairs - Read the answers - Write the and... their meanings - Ask Ss to read the conversation again and answer the questions Sts'' activities - Do exercises (p 18) - Look at the picture and answer the questions - Read the question and guess... Reading and gap filling (1) phoned (2) May 12 (3) speak (4) took (5) name (6) delivery (7) Mr Ha (8) at  Answers Thanh Cong Delivery Service Date: June 16 Time: After midday For: Mr Van Message: