Giáo án tiếng anh 8 hk1 chương trình thí điểm

-Ask Ss work individually to write the e-mail then exchange it with their partners and check for mistakes .If there is time , have them the e-mails ask and answer about afterwards ,[r]

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Preparing date: 11/8/2017 Teaching date: 14/8/2017: 8D 15/8/2017: 8B,E

16/8/2017: 8C Period 1: REVISION

I Objectives:

By the end of the lesson, ss will be able to review the main grammar points and vocabulary of English

II Language content:

a.Vocabulary: vocabulary of themes b.Grammar :

- Tenses: present simple tense, present progressive tense, present perfect tense, future tense, past simple and past progressive tense

- Passive voice III Skills:

skills: speaking, listening, writing. IV Preparations:

Teacher: lesson plan

Students: review all the grammar points and vocabulary in English program IV.

Procedures:

Teacher’s activities Students’

activities

Content I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?

II / Revision : (10 mins) The tenses :

- Present simple - Present progressive - Present perfect tense - Simple future

- Near future - Past simple

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense

III Practice (25 mins)

Exercise : Change these sentences into other tenses ( Present simple , Present

progressive , Present perfect tense, near future , Simple future and Past simple, Past

progressive tense) and add appropriate adverbs of time

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

- Work in pairs to practice changing these sentences into

1 The tenses : - Present simple - Present progressive - Present perfect tense - Simple future

- Near future - Past simple

- Past progressive tense

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1 She is in Grade

2 They are playing soccer She went to Ha Noi last week I will visit my sister next week Mai is going to build a new house - Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class

- Give feedback

Exercise Supply the correct tense of the verbs in brackets

1 Mary and John (be) _ neighbors They (know) _ each other for a long time Mary (move) _ into her house in 1990, and John (live) _ next door since he (come) _ to the area in 1988

2 Today (be) _ Sunday Nga (not go) _ to school She (stay) _ at home She (do) _ her homework now She (do) _ it for two hours

3 I (be) _ in New York I (come) _ here two years ago My friend, Nancy (live) _ here since 1982 So she (know) _ the area very well Trung usually (go) _ to the library three times a week

5 Yesterday I (be) _ busy, so I (not have) _ time to phone you

6 Mrs Trang (not go) _ to work last week She (not be) _ feeling well

7 I (do ) _ all the housework The flat is really clean now

8 How long you (live) _ here? – Since 1997

9 Mr Quang (teach) _ in this school since he (graduate) _ from the university in 1989

10 My brother (leave) _ home 10 years ago I (never meet) _ him since then

11 Where you (spend) _ your summer holiday last year, Tam?

other tenses

Some pairs give the answers in front of the class

St the exercise in person then give the

answers in front of the class

progressive tense) and add appropriate

adverbs of time She is in Grade They are playing soccer

3 She went to Ha Noi last week

4 I will visit my sister next week

5 Mai is going to build a new house

Exercise

IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the tenses above are/ have known/ moved/ has lived/ came is/ doesn’t go/ stays/ is doing/ has done am/ came/ has lived/ knows

4 goes

5 was/ didn’t have didn’t go/ wasn’t have done

8 have you lived

9 has taught/ graduated 10 left/ have met

11 did you spend 12 were/ lived 13 am reading 14 have you known 15 have not seen/ were 16 hasn’t finished 17 saw

18 have you been/ went 19 haven’t eaten

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12 When we (be) _ small, our family (live) _ in the countryside 13 I (read) _ an interesting book at the moment

14 How long you (know) _ Mrs Chi? – I (know) _ here for five years

15 We (not see) _ her since we (be) _ on holiday in Ha Long bay

16 Phuong (not finish) _ her homework yet

17 It’s three years since I last (see) _ Nam

18 You (be) _ away? – Yes I (go) _ to the country last Sunday

19 I (not eat) _ anything for two days

20 They (move) _ to Ho Chi Minh City in 1990 and (live) _ there since then

- T calls some Sts to write their answers on the board -and has other students to give remarks

- Give the right answers IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the tenses above

- Do as the T asks

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Preparing date: 11/8/2017 Teaching date: 15/8/2017: 8D 16/8/2017: 8B,C,E

Period :2

UNIT : LEISURE ACTIVITIES Lesson 1: Getting started

I.Objectives:

By the end of the lesson, students will be able to:

-understand new words and structures in the dialogue -answer the questions after reading the dialogue II

Language contens: 1 Vocabulary:

+ leisure +wool +trick +melody + craft kit +DIY +craft

+It’s right up my street +Vietnamese folk songs

2 Structure: + I like reading comics + Stop reading comics

3 Grammar: Verbs of liking

II Skills: Drill listening, speaking and reading mainly. IV Teaching aids:

1 Teacher’s preparation : -Teacher’s plan of lesson

- Use of teacher and students’ books - Use ;

+cassette and tape +pictures

Students’ preparation : -Textbook

-Sts’ book

V Teaching procedures:

-Management: From beginning to the last of teaching time -New lesson:

Teacher’s activities Students’ activities

Contents 1.Warm up :

-Ask Ss prepare photos or magazine cut-outs about some popular leisure activities including those you often in their spare time

-Ask Ss to describe them in English Then ask them to guess which activities you may enjoy

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doing 2.Presentation :

-Ask Ss open their books to the picture Introduce Mai, Phuc and Nick

-Ask Ss to guess where they are and what they are doing For more able classes ,brainstorm questions with Ss and wire them on the board Questions may include :

+What can you see in the picture ? +Why you think Mai ,Phuc and Nick are there ?

+What are they holding in their hands ?

+What are they talking about ? -Ask Ss read the dialogue in silence to find out new words and structures -Explain new words and structures by asking Ss

-Let Ss give examples

-Ask Ss repeat new words and structures after the teacher

-Have some Ss read aloud before the class

-Let Ss read the dialogue in front of the class

-Ask Ss part a individually -Call Ss read their keys before the class

-Ask Ss read the dialogue again to

part “b” in groups

-Let Ss answer before the class

-Call Ss tick the board

-Ask Ss look at the board and correct

Ss repeat new words and structures after the teacher

Ss work in pair

Ss work in group

Ss work in pair

1.Listen and read : *New words : -trick (n) mưu mẹo -craft (n) đồ thủ công

-craft kit (n) dụng cụ thủ công -wool(n) len

-leisure (adj) thư gãn

-folk songs (n) nhạc dân ca -melody (n) giai điệu -It’s right up street *New structure:

-> Verbs of liking +gerunds -I like reading comics

-I’ll enjoy listening to the melodies

a Circle the correct answer:

->Keys : 1.library 2.book 3.dog 4.craft kit 5.folk music 6.Vietnamese

b Which leisure activities you thinkPhuc, Mai and Nick have ?Tick (V) the boxes Then find the information from the conversation to explain your choice

Phuc Mai Nick 1.pet

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-Let Ss practice part “c” in pairs -Have Ss to practice before the class in pairs

3.Practice :

-Ask Ss work in pairs to match the words / phrases in the box to the photos , then they listen together to check their answers

-It’ s time aloud ,ask Ss to use adjectives to say what they think of these activities eg exciting ,

interesting

-Ask Ss work individually to the task then compare their answers with a partner

Tell Ss they need to look for the surrounding key words in order to complete the task Note that good and satisfied fit both items and Acknowledge the point with Ss who have them the other way round 4.Consolidation :

-Let Ss play a game in pairs talk about a leisure activity Try to keep going for one minute each When the time is up ,find a new partner and talk about another activity 5.Homework :

-Ask Ss learn by heart new words and structures

-Write about the leisure activity

Ss work in pair

languages 6.playing sports 7.helping parents with DIY

*c Answer the questions

-to check out something means to examine something to get more information about it order to be certain that is suitable (on true or safe)

-It’s right up your street ,it is the type of thing that you are

interested in or that you enjoy doing

2 Find words / phrases in the box to describe the photos Then listen to check your answers : playing computer games playing beach games 3.Doing DIY

4.taxting

5.visiting museums 6.making crafts

3.Complete the following sentences with words in the bo 1.satisfied

2 exciting , relaxing 3.fun

4 boring 5.good

*Game : Changing partners Can use :

-describe the leisure activity -say if you have done this activity or not

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Preparing date: 11/8/2017 Teaching date:17/8/2017: 8D 18/8/2017: 8B, C, E

Period :3

UNIT : LEISURE ACTIVITIES Lesson : A closer look

I.Objectives:

By the end of the lesson ,students will be able to : -use the lexical items related to leisure activities -pronounce /br/ and /pr/

II

Language contens: 1 Vocabulary:

+ pricot +bracelet + average +socializing

2 Structure: +I like reading comics +Stop reading comics

III Skills: Drill listening and speaking mainly. IV Teaching aids:

1 Teacher’s preparation : -Teacher’s plan of lesson

Students’ preparation: -Textbook

-Sts’ book

-Management: From beginning to the last of teaching time -New lesson:

Contens 1.Warm up :

-Ask Ss use network to answer the question :

What you often in your free time?

2.Presentation :

-Ask Ss look at their book and read in silence :

-Explain new words

- Use this network to answer :

A Vocabulary :

1.Look at the following pie chart on leisure activities in the US and answer the questions :

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-Let Ss work in pairs to examine the pie-chart closely in order to understand its contents ,including the heading , subheading , figures , colour codes and notes

-Allow enough time for this step Do not give correction

-Then ask Ss to answer the questions that follow the chart -Ask Ss practice before the class : 3.Practice :

-Have Ss to prepare part

individually to complete the task After giving corrective feedback , draw their attention to the part of speech of the words mentioned (eg relaxing comes from the verb relax with-ing added and it refers to the activity)

-Then introduce the concept of gerund ( a noun made from a verb by adding-ing )

-Give Ss some examples where a gerund is transformed from a verb and used as a noun For more able class ,ask Ss to make their own sentences

-Ask Ss to cover the category labels -Have Ss look at the words and try to guess what these words have in common T may elicit from Ss by asking questions

-Ask Ss to work in pairs to complete the task Once they have finished and T has given corrective feedback , encourage them to add more words in each category

-Have Ss work in small groups Allow them enough time 6to think about what their average day may look like (including ,study and work) and how much time is spent on leisure activities If there is plenty of time encourage them to calculate these times as percentages

Ss work in pairs

Ss to make their own sentences

Ss work in small groups

-average (n) trung bình

-socialise (v)giao tiếp tạo mối quan hệ

-communicate (v)giao tiếp

-> The answers :

1 In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities

2.The main activities they did include : relaxing and thinking , using the computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities

3.The most common activities were : watching TV, socializing and communicating and using the

computer for leisure

2/ Complete the table with information from the pie chart

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and put them in a simple pie chart similar to

-Have Ss write down how much time they spend leisure on an

average day and three activities they the most

-Ask Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are

-Have Ss work individually to complete this task Once they have finished

-Ask Ss work in pairs to compare their answers

-Play the recording for Ss to check and then repeat

-Pause the recording to drill difficult items

-Ask Ss to add more words which contain these clutters For a more able class Ss may make sentences with these words and practice saying them

4.Consolidation :

-Have Ss practice the words with the clusters first

-Then ask Ss to repeat the whole sentence If the time allows ask Ss to cover their book and listen to the recording If they hear the word with cluster /pr/ they have to raise up their left hand , if it is cluster /br/ they raise their right hand

5.Homework :

-Ask Ss learn by heart new words and structures

-Write about the leisure activity

Ss work individually

3 Look at the words Match them to the category labels :

1-e 5-d 2-b 6-h 3-f 7-c 4-a 8-g

4 How much time you spend a day on leisure activities ? What are the three activities that you the most ? Share your ideas with a partners

B Pronunciation :

5.Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat

1.apricot 5.princess 2.bridge 6.president 3.bracelet present 4.bread

6 Listen and repeat : ricot jam

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Preparing date: 18/8/2017 Teaching date:21/8/2017: 8D 22/8/2017: 8B, E

Period :

UNIT : LEISURE ACTIVITIES Lesson : A closer look

I.Objectives:

By the end of the lesson ,students will be able to : -understand new grammar :

+Verbs of liking +gerunds +Verbs of liking +to –infinitive -practice by using them to exercises II

Languages contens: 1.Vocabulary:

+ adore +fancy + don’t mind +detest

2.Structure: +He likes playing football +We like to play football 13.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive

III Skills: Drill listening , speaking and writing mainly. IV Teaching aids:

1.Teacher’s preparation : -Teacher’s plan of lesson

2.Students’ preparation : -Textbook

-Sts’ book

-Management ;From beginning to the last of teaching -New lesson :

Contens 1.Warm up :

-Answer teacher’s questions 2.Presentation :

-Explain new grammar :

If we want to follow a verb with

Questions :

+Do you like playing sports ? +Which sports you like best ? ->

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another action, we must use a gerund or an infinitive

-Let Ss read or play the recording in Getting started for Ss to listen and ask them to underlined the verbs of liking followed by

gerunds or to-infinitives that they find in the text

-May ask Ss to cover the text and just listen to identify these verbs -Go through the Look out box with Ss

-Tell Ss that verbs of liking / disliking are often followed by gerunds but verbs such

-Introduce Ss to the Learning tip box where they can differentiate the diffirence in terms of degree these verbs of liking / disliking

3.Practice :

-Ask Ss work individually and then compare the answers with their partner

-Then play the recording for Ss to check their answers

-Have Ss work in pairs to complete this task

-Then give feedback to Ss as a class

Ss to cover the text and just listen to identify these verbs

Ss work in pairs to complete this task

1 Read the conversation in Getting started again Underline verbs that are followed by a gerund :

*Look out :

The verbs :love, like ,hate and prefer can be used with both gerunds and to-infinitive without much change in meaning

-She loves going out with her friends = She loves to go out with her friends * Learning trip :Verbs of liking : -adore (v) quí mến

-love -like -enjoy

-fancy(v) tưởng tượng ,cho -don’t mind

-dislike -don’t like -hate

-detest(v) ghét cay ghét đắng, ghê tởm 2.Tick the appropriate box Then listen to check :

a Followed by gerund only : enjoy , detest and , fancy

b Followed by both gerund and to-infinitive : love, prefer

3 Write the correct form of the verbs :

1 making

2 to watch or watchimg skateboarding

4 learning sitting

4 Write sentences about what you like or don’t like doing in your free time , beginning with the

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-Ask Ss practice in groups of or

-Give Ss to work individually at first and write each sentence on a trip of paper , then in their group mix the strips

-Ask Ss guess who wrote that sentence

-Have Ss quickly familiarise themselves with the e-mail by asking :

+Who wrote this e-mail ? + To whom ?

+What is it about ?

-Have Ss scan the e-mail to find answers

-Ask Ss work individually and compare their answers with a classmate

-Ask Ss to read the e-mail again and answer the questions

4 Consolidation :

-Ask Ss work individually to write the e-mail then exchange it with their partners and check for mistakes If there is time , have them the e-mails ask and answer about afterwards , using the questions in 5b as a guide If there is not enough time , this task can be done as a group –writing task 5 Homework :

-Ask Ss learn by heart new words and grammar

-Give examples with liking verbs

1.I adore I love I fancy I don’t mind I don’t like I detest

5 Look at the following e-mail that Minh Duc wrote to a new penfriend a There are grammar mistakes in his e-mail Can you find and correct them

1 like -> like to / doing 2.enjoy -> enjoy doing

3.don’t like have ->don’t like to have / don’t like having

4.don’t mind to -> don’t mind doing

5.hate spend -> hate spending

6.love eat out -> love to eat out/ love eating out

*bAnswer the questions :

1 The activities Duc mentions in his e-mail are ; playing video games , watching TV , going to the park , playing football , helping his parents , doing homework and eating out with his family

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Preparing date: 119/8/2017 Teaching date: 22/8/2017: 8D 23/8/2017: 8, E

24/8/2017; 8B Period :

UNIT : LEISURE ACTIVITIES Lesson : Communication

I.Objectives:

By the end of the lesson ,students will be able to : - read and understand articals

-practice by using them to exercises II

Main languages: 3 Vocabulary:

+ hang out +protection + weird

+addict +be hookes 2.Structure:

3 Grammar:

II Skills: Drill lreading , speaking and writing mainly. IV Teaching aids:

-Sts’ book

-Management ;From beginning to the last of teaching time -New lesson :

Teacher’s activities Student’s activities

-Ask Ss answer the questions :

-Refer to any words in the Extra

-Questions :

+Do you like reading in your free time ?

+What kind you like best ? +Do you often read articles on the magazine ?

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vocabulary box that Ss not jet know

-Ask Ss to try to guess what the meaning is and how that may relate to leisure activities

-Explain to Ss that they are going to read about some activities teenagers in their free time

-Have Ss cover the text and just look at the photos (with name and country )

-Encourage Ss to guess what these Ss in the photos like doing as leisure activities

-Then set a reading time limit and have Ss speed read the text

-Let Ss close the books and play a memory game dividing Ss into competing groups to tell how much information they can remember from the text

3.Practice :

-Ask Ss if they notice any other particular features of the text Elicit answers Ss by drawing their

attention to the form of the text -Explain that is from webpage and that these abbereviation

-Then have Ss work in pairs to complete the task

-Have Ss write short text or messages

-Have Ss work in pairs or small groups to complete the table

Ss to try to guess

Ss cover the text

Ss work in pairs

-to be hooked on something -to be addicted to something

1 Read the following article on the magazine Teen website

2 Can you understand the

abbreviations in the text ? Use this ‘netlingo’ dictionary if necessary Now add to the dictionary other abbreviations used for online chatting / texting that you know

3.Find information in the text to complete the table

1.Emily :

-hanging out with friends ( window shopping)

-working as a volunteer She loves it

2.Hang :

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-Allow Ss to read the text more closely to fill in the table

-Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring

-Allow plenty of time for this

activities where Ss are encoraged to disuss , give opinions and negotate with each other in order to agree on a mutual list

5.Homework :

-Tell about their lesure activities in their free time

Ss work in groups

Ss encoraged discussion

She adores it It’s easy 3.Linn :

going to community centre , painting , dancing , doing drama She loves it

4.Minh :

-playing football

-helping his aunt in running cooking classes

He likes it It’s fun 5.Manuel:

-playing computer games -doing judo

He’s addicted to it It’s OK

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Period :

UNIT : LEISURE ACTIVITIES Lesson : Skills

I.Objectives:

By the end of the lesson ,students will be able to :

-read for general and specific information about the possible effects of spending too much time on the computer

-talk about good and bad sides of leisure activities II

Main languages: 1.Vocabulary:

+ generation +rely +ban +gaming + virtual +exist +get out

2.Structure: +I think computers are useful +I agree with you

3.Grammar:

III Skills: Drill reading and speaking mainly. IV Teaching aids:

+pictures

-Sts’ book

Ask Ss answer the questions

-Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use them for (eg Watching movies listeningto music,

Questions :

-Do you have a computer / +Doyou like it ?

+What are the benefits of using computers ?

A Reading :

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playinggames,accessing social media, doinghomework )

-Ask Ss give examples of your own use of computers and mobile phones

-Then have Ss work in pairs to discuss the questions Call on some pairs to share their ideas once they have finished their

discussion

-Ask Ss write the ideas on the board

-Ask SS look at the title and the picture and predict what they are going to read Say that they are going to read about a student named Quang

-Encourage to develop their ideas by guesing what Quang’s story is about

-Then ask Ss to read the text and underline any work they don’t know

-Have Ss discuss any unfamiliar words from the text

-Let Ss work individually to choose the best answer They need to be able to explain their choise as well

3.Practice :

-Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the questions

-Have Ss work individually then compare their answers with a partner

-Explain the Language notes

-Ask Ss give examples

Ss give examples

Ss work in pairs

Ss work individuall y

What are the harmful things it may bring us ?

2 Read the text and choose the correct answer :

*New words :

-mind (n)sự suy nghĩ -rely (v) tin

-ban (v)cấm

-gaming (n)đánh bạc

-get out (v)ra ngoài/đi chơi =>

1-B 2-C

3 Write the questions for the answers based on

information from the text Is Quang ‘s garden real ? What is problem with using technology in your free time ? 3.What leisure activities teenagers these days ? 4.What are the benefits of using the computer?

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-Explain to Ss that these speech bubbles are from Quang and his friends Ss may work in pairs or in groups but they will need to say why they think who says what , based on the information from the passage Go through the phrases in the Language notes box with Ss For one of the speech

bubbles , demonstrate how you can use this language

A; In my opinion , computer games train your mind and your memory

B; That so true

-In pairs , have Ss choose a speech bubble and combine it with the language in the Language notes box

-Ask for volunteer to demonstrate their short exchanges

4.Consolidation :

-Before the role-play starts , arrange Ss into groups : the group that play Quang , The group that plays Quang’s parents and the group that plays his teacher

-Ask each group to brainstorm how they are going to express their opinion When they are ready , put Ss into new qroups which contain Quang ,Quang’s parents and Quang’s teacher

-Tell Ss that they can use the language in for their role-play and emphasise that the phrases in the Study skill box should be used in their discuusion

-if the time allows , call on or groups to repeat their role-play for the class

5.Homework :

-Give examples with Language notes

Ss work in pairs or in groups

-Giving an opinion : + I think that + In my opinion -Asking for an opinion : + What you think ?

+ How you feel about that? -Agreeting :

+ I agree with you + That so true + Exactly -Disagreeing :

+I’m afraid I don’t agree + I don’t think so

4 Quang and his parents are talking about how he should spend his free time Decide which statements are from Quang and which are from his parents

-> Keys :

Quang’s parents : Go on and play a sport It’s good for you -Quang : I’ve made lots of friends from the game network

-Quang : I think computer games train my mind and my memory

-Quang’s parents : You see your real friends less and less -Quang : my English is much better because i surf the net Quang’s parents : Sitting for too long in front of the computer makes your eyes tired

5 Role-play : WHAT “S THE SOLUTION?

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Period :

UNIT : LEISURE ACTIVITIES Lesson : Skills

I.Objectives:

-listen for specific information about ways of spending time with friends -write to discuss an opinion about leisure activities

II

+ obesity +irritate + virtual +get out

2.Structure: +I think computers are useful +I agree with you

3.Grammar:

III Skills: Drill listening , speaking and writing mainly. IV Teaching aids:

+cassette and tape +posters

-Sts’ book

Ask Ss answer the question : 2 Presentation :

-Share some of the things you often enjoy doing with friends in your free time

-Ask Ss to tell each other what

they usually with their friends Work in

What you think about computers? A Listening

1 What you usually with your friends in your free time ?

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-Ask some pairs to volunteer to tell the class if they find each other’s answers interesting -Tell Ss that they are going to listen to a radio programme -Ask Ss to look at the questions and underline the key words before T plays the recordimg

-Play the recording as many times as needed

-Ask Ss work individually then compare answers with their partner

3-4 :practice &Consolidation : -Have Ss cover the box and write some of these words / phrases on the board

-Ask Ss where in a paragraph they often see these words and what could be the purpose for using them

-Ask Ss work individually to complete the task and discuss their answers with a partner

Remind Ss that for some gaps there is more than one correct answer

-This task can be done in small groups where each group chooses one question They then agree on an opinion and work together to brainstorm the ideas to argue for thei points Each member will need to write his/her own piece -Remind Ss to use the connectors they have learnt earlier in order to better organise their ideas

5.Homework :

-Ask Ss write a similar paragraph

pair

Ss to look at the questions Ss work individuall y Ss work individuall y

answer the questions

1 The topic of this week’s programme is hanging out with your friends

2.There are main ways : hanging out indoors or outdoors

3 Listen again and complete the table Hanging out with your best friends

What to Why Watching

(1)

than a (2) Making (3) creative

Playing (4) good for your (5) Watching (6)

…

fun

Going to (7) educating yourself B Writing :

Writing to give an opinion -> Organising your ideas : *.Introducing your opinion : +In my opinion

+I believe

*.Explan your opinion :

+ Firstly , secondly, thirdly, finally +besides , also , in addition

* Concluding / summarising your opinion :

+For tree reasons +in short

+As I have noted

4 Complete the following paragraph with the words in the purple box : 1.In my opinion /I believe

2.Firstly 3.Secondly

4.Besides /Also/ In addition

5.For these reasons /In short /As I have noted

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Preparing date: 26/8/2017 Teaching date: 29/8/2017: 8D 30/8/2017: E

7/9/2017: 8B Period :

UNIT : LEISURE ACTIVITIES Lesson :Looking back & project

I.Objectives:

By the end of the lesson ,students will be able to : -use grammar to exercises

-give plently of time to brainstorm ideas for a group activity II

+ thriller +software + addition +

2.Structure: +I like using computers because they are useful +I prefer to live in the city

3.Grammar:

III Skills: Drill reading , speaking and writing mainly. IV Teaching aids:

1.Teacher’s preparation : - Teacher’s plan of lesson

+posters

2.Students’ preparation : - Textbook

- Sts’ book

Contens 1.Warm up :

Use network to practice :

2 Presentation :

-Ask Ss complete this exercise individually or in pairs

-Ask once they have finished they

Ss work in pair

What are you going to join your leisure activity?

A looking back *Vocabulary :

1.Which one is the odd one out DIY

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should be able to explain their answers as well Accept different answers if Ss can explain their decisions logically

-Ask Ss complete this task individually

-Let Ss to give their leys before the class

-Ask one S write the keys on the board

3.Practice & consolidation : -Have Ss work individually to complete the exercise If the time allows ,T may ask Ss to swap their work with each other for peer correction

-Have Ss complete the sentences using their own ideas Remind them to use gerunds or

to=infinitives

-Have some Ss read out their sentences Accept all answers as long as they make sence

-Ask Ss work individually Then compare their answers with a partner

-Ask Ss practice before the class -Call Ss write the keys before the class

-Allow Ss plenty of time to this task For each activity they choose , they should be able to give at least one reason to be protected when they go online

Ss work in pair

Ss work in pair Ss work

individually

Ss work in pair

3.hospital 4.detest 5.boring 6.computer

2 Rearrange the letters to find the name of the activities

1.socialising 2.relaxing

3.communicating with friends 4.doing DIY

5.using computers 6.making crafts *Grammar :

3.Fill the gaps with the correct form of the verbs

1.working

2.learning /to learn 3.seeing

4.doing 5.meeting 6.play

4.Complete the following sentences with your own ideas

5 Read this paragraph from www.thinkuknow.co.uk by CEOP , the UK govement agency that helps protect children from harm online and offline in the UK and internationally Choose the most suitable words / phrases to fill the gaps

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-Ask Ss to complete the self-assessment

-Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered

-Explain that Ss are going to make a poster to promote a group leisure activity

-Place Ss into groups of about Give them plenty of time to brainstorm ideas for a group activity

-Once the groups have chosen their activities

-Next , the groups should design their promotional posters

-Finally ,give each group minutes to present and promote their

activity to the reast of the class 5.Homework

-Ask Ss write a similar paragraph

Ss work in group

1.Firstly 2.Secondly 3.Thirdly 4.In addition 5.In short

*Communication :

6.Choose from the leisure activities in this Unit Explain why you think so Then exchange your ideas with a partner

*Finished

B Project : Join our leisure activity

-Plan a trip to local cultural centre to find out what slasses /clubs /activities are being offered to teenagers Note down as much detailed information about these activities

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Preparing date: 3/9/2017 Teaching date: 6/9/2017: 8E 7/9/2017: D

9/9/2017 : 8B Period :9

UNIT : LIFE IN THE COUNTRYSIDE Lesson : Getting started :It’s harvest time

I.Objectives:

-understand new words and structures in the dialogue -answer the questions after reading the dialogue II

+ expect +herd + load the rice +buffalo-drawn carts

+It’s right up mi street

Structure: +How ‘s your stay in the countryside ?

+I would like to visit the countryside at harvest time III Skills: Drill listening ,speaking ,reading and writing mainly. IV Teaching aids:

-Sts’ book

Contens ! Warm up :

-Rewiew the previous unit by calling on some Ss to act out some leisure

activities The class makes a guess -Then ask Ss to decide which leisure activities are more common in the countryside and why

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the countryside For more advanced classes ,some comparisons of the countryside and the city can be encouraged here

-Ask Ss to look at the title of the conversation and the picture and ask them some prediction questions about what they are going to read

+What is the conversation about ? +Which searon is harvest time in ? +What you think the countryside is like at harvest time ?

+What farmers ? +What the children ? -Encourage Ss to answer the

questions Their answers can be as simple as one word or phrase -Explain new words :

-Play the recording ,Ss listen and read -Ask Ss if their predictions are correct -Ask Ss work independently

-Ask Ss to read the sentences and decide if they are true or false

-Let Ss compare answers with a partner -Have Ss correct the false sentences ,T write the correct answers on the board 3.Practice :

-Ask Ss to try to answer the questions without refering to the conversation first -Then ask Ss refer to the conversation again for the correct answers

-Correct the answers as a class

-Ask Ss to look at the words and make sure they understand their meaning If they not ,ask them to refer to the conversation and have a guess -Then ask them to the exercise When they finish , ask them to check their answers with their partner

-Have Ss work in small groups to

discuss and tick the correct box and look for expressions to support their answer -Ask Ss work independenly to label the pictures

Ss to answer the questions

Ss work in pairs

Ss work independenly

Ss work in pairs

Activities which take place in the countryside :

+load the rice onto buffallo-drawn carts

+fly a kite

+goherding the buffallo

1.Listen and read :

*New words : -expect (v)

-buffallo-drawncarts (n) -herd (v)

-envious (adj)

a.Are these sentences true(T) or false (F) 1.T

2.F :Nguyen joins the boys in herding the buffalloes

3.F :rice is transported home on buffallo-drawn carts 4.T

5.T

b.Answer the following questions

1.He ‘s in the countryside 2.Right on his first day there 3.it’s big and colourful

4.His grandfather

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-Have them compare their answers with a partner

-Write the correct answers on the board -Ask Ss work in pairs to brainstorm some more countryside activities Give them a time limit For examples ,two minutes to make their lists

-Call on each pair to share their list with the class

-Write the combined list of activities on the board and leaves it there to be based in the next activity Before moving on ,T makes sure everybody

understands all the vocabulary on the board

4.Consolidation :

-Divides the class into two teams for this game They can give themselves a relevant team name such as the “horses” and the “buffalloes’ They charades with the countryside activity vocabulary from Activity and the Ss list on the board To increase the fun element , give the teams a time of 10 seconds to guess the activity before it moves to the other team T keeps score on the board and announces the winning team at the end

5.Homework :

-Ask Ss learn new words and graammar by heart

-Make a list ‘ Countryside charades”

Ss work in pairs

Ss work in group Ss work independenly

were in the countryside too c.Complete the sentences with the words in the box 1.colourful

2.move slowly 3.harvest time 4.paddy field 5.herding

6.buffallo-drawn cart d.In groups , discuss and find how Nguyen feels about his stay in the countryside .Tick(v)

the appropriate box Look for expresstions from the conversation to support your ideas :

He likes it :

+It’s more exciting than I expected

+It looks great up there in the sky

+I live more happily and there ‘s still a lot more to explore

2.Match the activities with the pictures

1-e 4-c 2-f 5-d 3-a 6-b

3.Can you think of some more things that children do in the countryside ?Make a list

4.Game :

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12/9/2017 : 8B Period :10

UNIT : LIFE IN THE COUNTRYSIDE Lesson : A closer look

I.Objectives: 1 Knowledge:

-use the lexical items related to the topic of life in the countryside -pronounce correctly words containg the clusters /bl/ and /cl/ Skills: Drill listening and speaking mainly

3 Education: Educate sts to use adjectives to describe the person , the life and the scenery

II

Languages contens: 1 Vocabulary:

+ hay +vast + brave +nomadic

2 Structure: +Vietnamese people are friendly +life in the countryside is boring III Teaching aids:

-Sts’ book

IV Teaching procedures:

Remind Ss of the vocabulary they learnt in GETTING STARTED

before moving on to this lesson which focusses on words describing the countryside

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-Ask Ss listen to the recording and repeat the words Make sure that they pronounce the words with the correct stress pattems

-Explain new words and ask Ss repeat new words

-Nowcheck understanding of these words

-Elicit ideas from the Ss Say “Give mean exampleof something vast” Go through all the words in this way to make sure everyone understands them -Ask Ss work individually

-Let Ss compare their answers with a partner and then discuss as a class There may be some variations in the answers For a more able class

,encourade Ss to explain why they choose that word for the category

3.Practice :

-Make sure Ss understand the

meaning of the verbs first There may be some cofusion abot the difference between /pick/ and /pick up/ is the specific vebs used for collecting fruit ,vegetalbes or flowers through the action is the same as the more general tearm/pickup/

-Ask Ss then work independently or in pairs When they have finished ,let them exchange their answers with a partner/another pair Then T alicts the correct answers

-Ask Ss use the vocaabulary they have learnt in activities and to this exercise

-Ask Ss to look at the sentences and

Ss listen, read and write down in their note book Ss work individually in pairs Ss work individually in pairs

1.Listen and repeat the words *New words :

-hay(adj) cỏ khô -vast (adj) rộng lớn -brave (adj) dũng cảm -nomadic (adj) du mục

2.Put the words in into the appropriate category Some wprds can be used in more than one category;

to

describe

Words

people friendly,brave , boring,nomadic , colourful

life slow,hard,boring ,inconvenient, peaceful,nomadi c,colourful scenery colourful, vast,

peaceful 3.Match the nouns / noun phrases in the box with each verb

=>Keys :

-ride : a horse , a camel -put up : a tent , a pole -collect : hay , water -herd : the buffalloes , the cattle

-pick : wild flowers , apples 4.Use the words from and to complete the sentences .Remember to use the correct form of the => Keys :

1.picking 5.peaceful

2.inconvenient /collect 6.nomadic

3.herd 7.vast 4.ridden/ brave 8.put up/ hard

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decide if an adjective or a verb is missing This narrows down the area of words they need to refer to

-Ask Ss then complete the sentence by themselves

-Let Ss check their answers as a class

-Ask Ss listen and repeat Pause the recording to drill difficult

-Have Ss say the words individuaaly or in small groups

-Have Ss listen and circle the words -Have Ss the activity in pairs and challenge each other to choose the correct words

4.Consolidation

-Have Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first

-Ask Ss listen and repeat 5.Homework :

-Ask Ss to pronounce words fluently -Learn the use adjectives

Ss work

individually in pairs

Ss work

individually in pairs

5.Listen and repeat the words Pay attention to the initial clusters

-/bl/ : blackberry,blind, bloom, blossom

-/cl/ : clothing, climb, click, clay, clock,clear

6.Listen and circle the word you hear

1.blame 2.blast 3.blue 4.clock 5.close

7.Listen to the sentences and repeat

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16/9/2017 : 8B Period : 11 UNIT 2: LIFE IN THE COUNTRYSIDE

Lesson : A closer look I.Objectives:

1 Knowledge:

By the end of the lesson ,students will be able to : -review comparative forms of adjectives -learn comparative forms of adverbs

2 Skills: Drill listening , speaking and writing mainly

3 Education: Educate sts to use new graammar to exercises II

+ donate +densely

2.Structure: + I can get up earlier than usual

+A village is less densely populated known as the countryside 3.Grammar: + comparative forms of adjectives

+comparative forms of adverbs III Teaching aids:

-Sts’ book

Contens 1-2 Warm up –Presentation :

-Remind Ss of comparative forms of adjectives learnt in previuos lesson by asking questions like :

+Which river is longer ,the Mekong or the Red river ?

+Who is the tallest boy in our class ? +Who is the tallest girl in our class ? -Ask Ss exercise Go round and

Ss exercise

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help Ss if necessary

-let Ss exchange their answers Check as a class and write the answers on the board with the full forms of comparisions Keep them for later reference when the

comparative of adverbs is taught

-First revise the different use of an adjective and an adverb.For

example , T writes :

+Life in the city is slow/slowly +He is moving slow/slowly

-Ask Ss to choose the right word for each sentence

-Introduce the comparative form of adverbs by chaning the sencond sentence to

He is moving more slowly than before

-Elicit the formof comparative from Ss before letting them read number in the table

-Then introduce comparatives of irregular adverbs like /fast/ , /hard/,late/,/early/ well/

-Let Ss read number and in the table

3.Practice :

-Ask Ss prepare Ex2 individually -Ask Ss give the keys

-Ask Ss write their keys on the board

Ask Ss prepare Ex3 individually -Ask Ss practice before the class

Ss work

independently in pairs

Ss listen and write down

Ss work

1.higher 2.easier 3.better

4.more exciting 5.more convenient 6.happier

7.more friendly 8.fast

9.safer 10.best

*Comparative of adverbs : 1.more/less +adverb-(than) is the form of comparative for almost all adverbs of manner ending in –ly -Can you walk omre slowly ? I can’t catch up with you

-Hanh acts less responsibly than anyone here

2.Adverb+er +(than) is the form of compararive

adverbs of manner with the same form as adjectives +fast->faster

+hard-.harder +ealy->ealier +late->later

-The rain is coming Let’s run faster

3.Some irregular forms of adverbs of manner

+well->better +badly->worse

-I believe you’ll better in the next test

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-Have Ss this exercise independently

-Check the answers as a class

-Ask Ss independently Walk around and help Ss who have difficulty writing the answers -let Ss check their answers with a partner Check as a class and write the correct answers on the board underlining the comparatives

5.Homework :

-Learn by heart Comparative of adverbs

-Give examples

Ss work

1.more slowly 2.more soundly 3.less traditionally 4.more generously 5.more healthy

3.Finish the sentences below with a suitable comparative forms of

hard ,late,fast,welland badly 1.better 4.harder

2.faster 5.worse 3.later 6.earlier 4.Underline the correct comparative forms to complete the sentences 1.more optimistically 2.more popularly

3.less densely populated 4.more quickly

5.more easily 6.netter

5.Write the answers to the questions below

=> Keys :

1.The countryside is more peaceful than the city

2.A computer works faster at calculus than a human being 3.Life in a remote areas is hader that that in a modern town

4.HoChiMinh City is more expensive than Hue

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19/9/2017 : 8B Period : 12 UNIT : LIFE IN THE COUNTRYSIDE

Lesson : Communication I.Objectives:

1 Knowledge:

- read for spesific information about an unusual lifestyle in the countryside through visitors’ eyes

-practice by using them to exercises

2 Skills: Drill learning , speaking ,reading and writing mainly 3 Education: Educate sts to understand and use new graammar II

+disturb

+beehives 2.Structure:

III Teaching aids: 1.Teacher’s preparation : -Teacher’s plan of lesson

-Sts’ book

Contens 1.Warm up ;

This page looks at online posts which are common features of sicial media sites They allow people to review things or give their opinions about things they also allow others to respond to the posts with their own opinions As such an online dialogue occurs The writing style of online posts is usually short ,informal and honest or direct 2.Presentation :

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-Refer to the words in the Extra vocabulary box

-Ask Ss if they know their neaning if they don’t ,wait until Ss have done the reading -Then ask them to guess the meaning of each word in context

-Explain that Ss are going to read some online posts from people all over the world -Elicit from the Ss where these people live Establish that they all live in big cities They are talking about their

experiences of staying in the countryside They all have very different opinions of the experience

-Now ask Ss to read the posts Check that everybody understands the meaning of each post before moving on

3-4 :Practice & consolidation :

-Ask Ss this exercise independently -Ask them to look for expressions which help them decide their answers

-Then ask Ss compare their answers with a partner and discuss any difference

-Then check answers as a class

-Put Ss into groups of between and -Explain that now they have a chance to reply to each post with their own opinions -Hand out a piece of blank paper for each post

-Have the group write the name of each post at the top eg Bob from London -Ask each S write a short reply to a post and then passes the paper to the person on their left They take the next paper from the person on their right ,They read the reply and then add their own

-Ask Ss refer to the examples as models for their answers Encourade Ss to choose a variety of posts with different attitudes -Ask Ss write down their replies

-Then ask each group to read out one of their reply chains to a post and discuss it as a class

5.Homework :

-Write down your replies

Ss listen and read

Ss write down in their note book

Ss work in groups

countryside” *New words :

-disturb (v) làm phiền -beehives (n) tổ ong -dig hole (n)đào hố

-unforgetable (adv) khơng thể qn/ khó qn/ đáng nhớ

2.What are the attitudes of these people towards their experiences ? Tcik (v) the appropriate box beehives Po siti ve Ne utr al Ne gat ive Dennis from London Julie from Paris Phirun from phnom Penh Yumi from Seoul Emi from Tokyo Lan from Ha Noi Bob from Hong Kong

3.Work in groups Reply to the osts in Write down your replies

Discuss and share your replies with the class -Bob : In my opiniom ,the countryside has benefits that a boring person would never discover

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the reasons for urbanisation Preparing date: 13/9/2017 Teaching date: 16/9/2017: 8E 19/9/2017: D

21/9/2017 : 8B Period : 13 UNIT : LIFE IN THE COUNTRYSIDE

Lesson : Skills I.Objectives:

1 Knowledge:

-read for spesific information about an unusual lifestyle in the countryside Mongolian nomadic life

-talk about what they like or dislike about life in the countryside Skills: Drill reading and speaking mainly

3 Education: Educate sts to read and speak fluently II

+ nomad

+the nomads’ home + put up

+ger

2 Structure: +I think computers are useful +I agree with you

+pictures

-Sts’ book

The content 1.Warm up :

-Write the phrase “Gobi Highlands” on the board and ask Ss if they know what and where it is

-Then write the word Mongolia next to it

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-if possible T shows Ss some pictures and ask Ss to pick the ones they think are of Mongolia

-Ask Ss to read the headings first and make sure they understand their

meanings They then read each part of the passage and choose the correct heading for it if time allows ,ask Ss to underline the words /phrases which help them make their decision -Let Ss exchange their answers -Allow them some time to explain to one another about their choice

-Check the answers as a class

-Ask Ss to read the passage again and underline the words (a-e)

-Have Ss try to guess the meaning of these words ,based on the context -Let Ss complete the task

independently

-Let Ss remember the main information of the passage without having to reread it

-Ask them to read the questions and the exercise independently

-May guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given

Ask Ss individually refer to the

passage and underline atleast one thing they like about Mongolian nomadic life and one thing they don’t like about it They can then start the inteview : +one asks

+other answers

Based on the facts they have underlined

-Encourage them to follow up and talk about as many different details as possible

-To follow up ,T can ask some pairs to report on their likes and dislikes T can

Ss read and write down the new words

Ss to read the headings

Ss complete the task

independently

Ss work in pairs

A Reading :

1.Quickly read the passage and choose the most

suitable heading A,B,C for each paragraph

*New words : - the nomads’ home - put up

- nomad (n) - ger(n) => Key :

1.The importance of cattle to the nomads

2.The nomads’ home 3.Nomadic children’s lives

2.Match the descriptions with the words and phrases from the passage

=> Key : 1-b 4-a 2-d 5-c 3-e

3.Read the passage again and choose the best answer A,B,C or D

=>

1-A 4-B 2-C 5-B 3-A 6-D B Speaking :

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make two list of their likes and dislikes on the board and see which ideas are the most common

*likes :

*dislikes :

-Let Ss move from talking about nomadic life to the coutryside in VN -Ask Ss work in pairs ,discussing which two things they both like and which things they both dislike They can make a list in order to report the class later

-For more advanced Ss and if time allows , let the whole class listen to each list and discuss what they think about these likes /dislikes

5.Homework :

-Write down your reports about likes / dislikes in the coutryside

Ss work in pairs

A;What you like about their nomadic like ?

B;Well, the children learn to ride a horse

A;And what don’t you like about it ?

B;they can’t live

permanently in one place 5.a: Work in pairs Discuss and find :

-two things you both like about the countryside -two things you both dislkie about the countryside

5.b:Report your findings to the class

Example :

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23/9/2017: 8B Period : 14 UNIT : LIFE IN THE COUNTRYSIDE

Lesson : Skills I.Objectives:

1 Knowledge:

-listen for specific information about changes in the countryside -write a short paragraph about changes in the countryside

2 Skills: Drill listening , speaking and writing mainly 3 Education: Educate sts to listen and write fluently II

2.Structure: +I think computers are useful 3.Grammar:

+cassette and tape +posters

-Sts’ book

-Use Netword to ask Ss answer 2.Presentation :

-Give Ss time to look at the changes (A-F) Ask questions to make sure that Ss understand the meaning of the words / phrases

-T plays the recording and Ss tick the changes which are mentioned

-Give Ss time to -Check if they know Ss tick the

-What you like about the coutryside ?

-What don’t you like about the countryside ?

*A Listening ;

1.listen to a boy talking about changes in his village and tck the changes he mentions => Key :

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the word “earthen”

-Ask Ss listen to the recording again (as many times as neede or if time allows ) and complete the exercise -T checks their answers as a class 3.Practice :

-Ask Ss to read the questions first to see what kind of information they need to find

-Let some Ss might be able to answer some questions without listening to the recording again

-Play the recording Ss listen and decide what words / phrase to write down for the answer

-Ask Ss compare their answers with a partner

-Check as a class

-First ,remined Ss of the changes in the villages from the listening passage -Can help by writing the changes in brief on the board as a guide for the writing exercise

For example :

earthen houses ->brick houses -Place Ss into small groups of or Ss in each group work together to decide which rural area they will talk about

-Then Ask them discuss and note down some changes they can find in this area

4.Consolidation :

-Ask Ss use their notes about te changes in a rural area to write a paragraph describing the changes -Can guide their writing by providing them with some key words/ phrases like “the list change is “ or “The change we are most interested in is” If there is not enough time to write the paragraph in class

-Can assign it as homework 5.Homework :

-Write down the changes in the

changes which are mentioned

Ss answer some questions

Ss work in pairs

Ss answer some questions

Ss work in groups

homes

C.Means of transport E.School

F.Visitors

2.Listen again and say if the sentences are true (T) or false (F)

1.F 4.T 2.T 5.T 3.F

3.Listen again and answer the questions in no more than Four words

=> Keys : 1.His parents

2.life outside their village 3.Nearby/ Near the village 4.The way of life

*B Writing :

4.What you think ?

Which changes in the listening do you see as positive ?which do you see as negative ?

Support your opinion with a reason Write it out

Ex :

It’s good for the villagers to have tVs They can now have more fun and learn more about different people and different places

5.Work in groups Discuss and find some changes in a rural areas Make notes of the changes

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countryside

26/9/2017: 8B Period : 15 UNIT : LIFE IN THE COUNTRYSIDE

Lesson :Looking back & project I.Objectives:

1 Knowledge:

By the end of the lesson ,students will be able to : -use grammar to exercises

-give plently of time to brainstorm ideas for a group activity Skills: Drill reading , listening , speaking and writing mainly 3 Education: Educate sts to understand grammar

II

+ thriller +software + addition +

2.Structure: +My father works harder than Lans’ +A lion runs faster than a horse

3.Grammar:

+posters

-Sts’ book

Encourage Ss to complete Looking Back without refering to the previuos sections in the unit Ss should use what they remember from the unit to complete this section

A Looking back *Vocabulary :

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-Ask Ss complete this exercise independently

-Ask Ss look at each picture ,then at the verb that goes with it.Ss write the sentences in their full forms

-Goes round while Ss are writing and helps them with any difficulties When Ss have finished ,T can choose some sentences and asks Ss to write them on the board

-Give feedback If a sentence is incorrect ,ask Ss to correct it -Ask Ss complete this task independently They can then exchange their answers with a partner

-Check as a class

-Ask Ss to read the situations carefully and decide which two things are being compared

-Let Ss may refer to the completed sentences in as a guide for this sentence completion

-Ask Ss complete the exercise independently and then compare their answers with a partner

-Ask Ss work in groups They take turns to ask the questions and note down the answers

-Call the groups then assigns a group representative to report

-Ask Ss to complete the self-assessment

-Let Ss discuss what difficulties remain and what areas

4.Consolidation

-Divides Ss into groups and instructs them on what they have to

Ss complete this exercise independently

Ss to correct it

Ss complete this task independently

Ss to correct it

Ss work in groups

word / phrase may be used for more than one picture

->key :

Picture:peaceful,vast,quiet,pasture, paddy field

Picture b:quiet ,paddy field,harvest time ,rice Picture

c:peaceful,vast,quiet,nomadiclife, inconvenient ,pasture,cattle,horses

2.look at each picture and write a sentence describing each person is doing Use the verbs in

brackets => Keys :

1.A boy is riding a horse 2.A man is herding his cattle/sheep

3.A girl is picking apples (fromn apple tree )

4.A boy is flying a kite

5.The children are around in the fields /countryside

6.A woman is collecting water from the river

*Grammar :

3.Look at the pictures and complete the sentences Use suitable comparative of the adverbs in brackets

1.faster than 2.earlier than 3.better than

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-Hand out two pieces of paper –one for brainstorming ideas

-Have Ss present their countryside pictures in the next lesson when all the groups have given their

presentation ,the whole class can vote for the best

5.Homework :

-Write Exercises in their notebooks

Ss work in groups

4.Read the situations below and complete the sentences with suitable forms of the adverbs in brackets

=> Key :

1 faster than a camel

2 more happily than those in the city

3 more heavily on the weather than people in many other jobs worse than I

5.Work in groups

You are planning a trip to the countryside Wrok together and answer the question :

What will you during the trip ? Write the answers in the table below

*Funished :

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30/9/2017: 8B UNIT 3: Peoples of Viet Nam

Period 16: Lesson 1: Getting stared I/

Objectives

1 Educational aim:

- To use the lexical items related to cultural groups of Viet Nam - To ask and answer different question types

2 Knowledge and skills:

* General language knowledge - Vocabulary :

- Grammatical structures :

Questions: review

3 Skills:Practice listening, speaking, reading, and writing with the lexical items related to the topic Peoples of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam III/ Anticipated problems

- S may forget the use of questions so teacher should repeat them

IV Proceduce1 Class order: Greeting, checking attendance Checking up:3: Neww leson

Content Warm up (5ms)

Play a game “crossword puzzle” T draws the crossword on a big piece of paper Tell Ss that the red word is the key word of the new lesson Divide the class into two teams Ss from each team take turns to solve the puzzle The game finished when a student guesses the red word correctly

Write the unit title on the board Write the words/phrases ‘ethnic’, ‘ethnology’, and ask Ss to guess their meaning T may also show a picture of a typical costume and talk about it with the Ss

Ss give from of each team take turns to solve the puzzle

Solve the crossword puzzle below

1.I like to……buffaloes in the pastures

2.The farmers are very busy during harvest…

3.Have you ever ridden a….? You have to be brave to it 4.People in the countryside are often open and…

5… was loaded onto a cart and transported home

6.I think….life is more

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B Presentation (12ms)

Activity 1: a Listen and read - Ask Ss to open their books to the lesson

- T can ask Ss prediction questions For more able classes,

- T can brainstorm questions with Ss and write them on the board Questions may include:

•What can you see in the picture? •What can you see in the picture? •What can you see in the picture? •Do you know these characters? •Where are they now?

•What are they talking about? - T plays the recording and has Ss follow along

- T introdures

- T may want to ask Ss to track the dialogue with their fingers as they listen to the recording Then come back to the earlier questions and have Ss answer them again Do not give correction at this stage

- Ask Ss to the read the conversation again and the exercise in pairs or in groups

T writes the correct answers on the boards

b Read the conversation again and answer

- T ask ss to work individually to answer the questions

– T calls on some Ss to give their answers

- T correct the answers

c Can you find the expressons in the conversation.? Try to explain what they mean

- Tell Ss to refer back to the

conversation to find the expessions Together with the Ss, elicit the meaning of these four expressions Then give

Ss answer questions as a class

- Ss work individually to answer the questions - Ss compare answers with

1: Listen and read new words

+ Ethnic (adj) thuộc thiểu số + ethnis group : nhóm dân tộc +Curios: adj): tò mò

+Account (v) chiếm

+Custom (n) phong tục, tập quán +Tradition (n) truyền thống +Mostly (adv); Hầu hết

Key: a interesting largest minority southern b Key:

They are in the Museum of Ethonology

They want to know about the ethnic groups of Viet Nam There are 54 ( ethnic groups ) The Viet (or Kinh) have the largest population

5 Yes, they c Key:

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examples For more able classes, have the Ss provide the examples of when these expressions would be used

d Work in pairs Use facts from the conversation to make short role – plays using the expression

Ask Ss to role-play the example conversation in pairs before creating their short role-plays More able Ss can try to extend the conversation

Encourage Ss to use How + as many adjectives as possible

Look out!

- Help Ss distinguish the two words ‘people’ is used as the plural of ‘person’ to refer to men, women, and children

‘peoples’: ethnic groups of people who belong to a particular country, race, or area

C Practice (15ms)

Activity 2: Use the words and phrases in the box to label each picture

T ask Ss work in pairs and label each picture Then let Ss read each

word/phrase correctly Check and correct their pronunciation

D Producion (7ms) Activity Game:

Work in pairs Ask and answer, using these cues

- T gives correction

- T may call on some pairs to talk before the class

F Homeassignment(2ms.) - Leant by heard new words

- Do Ex: in page 17 in workbook

a partner and then discuss as a class

Ss work in pairs

- Ss work in pairs to ask and answer the questions

what sb has just said,or

emphasizing that it is correct How + adj/adv : used to show a strong reaction to sth Used to show you

understand what someone said Used to show that you think something is great

d.

Key: 1.ethnic 2.heritage site

3.stilt houses 4.festivals 5.member 6.terraced fields

Key: Which ethnic group has the smallest population?

Do the Hmong have their own language?

Where the Coho live? What colour is the Nung’s clothing?

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- Preare unit 3: A closer look

Period 17: Lesson 2: A closer look I/

Objectives

- To use the lexical items related to cultural groups of Viet Nam - To pronounce word containing clusters / sk/, /sp/ and / st/ - To use articles a, an and the

2 Knowledge and skills:

articles a, an and the - Pronounciation: /sk/, /sp/ and /st/

3 Skills:Practice listening, speaking, and writing with the lexical items related to the topic Peoples of Viet Nam

- - S may forget grammar , so the T are ready to provide help

Content Warm up

T akss Ss to brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs…

Encourage them to guess and call out as many words as possible

B Presentation Vocabulary

Activity 1: Match

T may explain and give examples of adjectives Ask Ss to give some more T asks Ss to work in pairs to match the

adjectives with their opposites - Ss work in

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- T elicits the answers from the class If there is time, advanced Ss can write the words in sentences (or homework) Activity 2: Use some words from complete the sentences

- T asks Ss to work individually to the task

- T call on some Ss to write on the board - Some Ss may write the answers on the board

- T Checks their answers Activity

- T asks Ss to work in pairs and discuss what the words is for each picture Check the answers with the class For more able Ss, ask them to give other words they know which are related to the life of ethnic

minority people Production

Pronounciation Clusters: /sk/, /sp/, and /st/ Activity 4: Listen and repeat

T Plays the recording and Ss repeat T may pause the recording to drill difficult items T Plays the recording as many times as

necessary Correct Ss ‘ pronounciation Activity 5: Listen again and put in the righr column

- T Plays the recording again Ss listen carefully and put the words in the right columns Note that ‘school’ may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’ - Ask Ss to give other words which

contain these clusters

Activity 6: Listen and read sentences T Plays the recording two or three times T helps Ss all the words with /sk/, /sp/, and /st/ and underline them as assigned E Wrap-up( 4ms)

- Repeat how to read sound /sk/,/ /sp/and /st/ - Have ss to give examples

S: school bag, spend, spider, stand,

pairs

Ss to work individually

Ss to work in pairs

Ss to give other words which contain these clusters

Key: 1.d 2.c 3.g 4.a 5.f 6.e 7.b

Key: 1.written 2.trasitional

3.important 4.simple, basic 5.rich

Key: 1.ceremony 2.pagoda 3.temple (Ly Son)

4.waterwheel (in the north)

5.shawl (of the Thai women)

6.basket (of the Sedang

Key:

/sk/: skatebord, school, basket, task

/sp/: speech, display,crisp, space

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understand

F Homeassignment(2ms.)

- Give examples with sk/,/ /sp/and /st/ - Do exercise A in page 16 in workbook - Prepare: unit A closer look

Ss to work in pairs

Key:

1 The Hmong people I met in Sapa speak English very well 2. You should go out to

play instead of staying here

3. This local speacially is not very spicy 4. Many ethnic

monority students are studying at boarding schools 5. Most children in

far-way villages can get some schooling

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Objectives

- To ask and answer different question types - To use articles a, an and the

2 Knowledge and skills: * General language knowledge - Vocabulary :

articles a, an and the Questions : review

3 Skills:Practice reading, speaking, and writing with the lexical items related to the topic Peoples of Viet Nam

- T: lesson plan, visual pictures

- The topic of the vocabulary may strange to some ss, so the T are ready to provide help IV Proceduce1 Class order: Greeting, checking attendance Checking up:3: Neww leson

- T asks Ss to make questions Yes/No questions and Wh-questions

Eg: Do you go to school by bike?

Tell Ss that this is a review section T may help Ss recall all types of questions and question words they have learned so far

B Presentation Grammar

Questions: review

Activity 1: Read the passage

T Gives Ss about five minutes to read the passage

- T may call on some Ss to read aloud to the class

T Corrects their pronounciation, intonation and stress, and give

- Ss make questions Yes/No

questions and Wh-questions

- Ss read

How far is it from your house to scvhool?

………

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explanation if necessary

Activity 2: Write questions for these answers

- T asks Ss to work in pairs write questions

To check the work, have some Ss come up and write their questions on the board Accept all question variations that are grammatically correct

- T gives correction as a class

Activity 3: complete the questions using the right questions words - T asks Ss to work individually

- Then Ss compare their answers with a partner

Activity 4: Make questions and answer

- Let Ss work in pairs This should be a speaking activity, so encourage Ss to talk with fluency and accurary, and as naturally as possible

While Ss their task, T goes aroud to monitor the whole class

 Article

- T have Ss to read the grammar , - T explains these of the articles, give

exaple

- Ss work in groups or in pairs and write questions for the answers given

Ss work individually to complete the task

Ss work in pairs

2: Write questions for these answers

Suggested answers 1.Who is living in house? 2.How many children they have?

3 Do the grandparents stay at home?

4 How often does Mrs Pha go shopping?

5 How far is Vang’s boarding cshool?/ How far is the town? When does Vang go home? How they live?

8 Would you like to live? ( in a modern flat) in the city? 3: complete the questions using the right questions words

Key: Who Which which Which What

4: Make questions and answer

Questions

1.Who does the shopping in your family?

2 Who is the principal of our school?

3.Which subject you like better, English or maths? 4.What is the most festival in Viet Nam?

5.Which ethnic group has a large population, the Khmer or the Cham?

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- To check ss’s understaning of the usegae,

- T asks Ss to make other example sentences using the articles in the same

*Note :

An hour, an honest person, a uniform, a university

Activity 5: underline the correct article

- have Ss to read the grammar , - T explains these of the articles, give

exaple

- To check ss’s understaning of the usegae,

- T asks Ss to make other example sentences using the articles in the same

*Note :

An hour, an honest person, a uniform, a university

Activity 6: insert a, an, the in gap E.Wrap-up( 4ms)

- Repeat use article a, an and the I have a dog

I am going to have an exam tomorrow The president of USA is Obama

- Make sentences with a, an, and the , questions 2,3,4,5 in page 17,18 in workbook

- Do excise B ( b,c,d) in page 21,22 – VBT

- Prepare unit3 communication

Ss to read the grammar

Ss work in pairs

- Ss make sentences

5 The Khme: 1,260,6000 ( the Cham : 161,700)

 Article

- A: - sử dụng trước danh từ đếm số it

Ex: I need a new pen

- An : sử dụng trước danh từ số it bắt dầu môt nguyên âm

Ex: there is an eraser on the table

- The :

+ sử dụng trước anh từ , danh từ đề cập Ex: there ‘s a festival in my village The festival is very old + sử dụng liên quan tới danh từ, danh từ The Kinh speak Vetnamese + sử dụng trước so sánh tính từ trạng từ

Ex: Lan is the tallest student in my class

5: underline the correct article

Key:

1 a the the the the a

6: insert a, an, the in gap Key:

1 a a/ the the an/ the the an

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6/10/2017: D 10/10/2017: 8B UNIT 3: Peoples of Viet Nam

Period 19: Lesson 4: Communication I/

Objectives

- To ask and answer different question types

- To use the lexical items related to cultural groups of Viet Nam 2 Knowledge and skills:

Questions : review

3 Skills: Practice speaking with the lexical items related to the topic Peoples of Viet Nam

Content A Warm up

B Presentation

Activity 1: Quiz: what you know about the ethnic groups

- T asks Ss to work in pairs to the quiz

- T checks and gives explanation

Activity 2:Write down the names of ethnic groups in the correct boxes - T asks Ss work in groups write down the ethnic groups

- Let them discuss and then write down the ethnic groups in the correct boxes - Encourage them to add other ethnic groups they know of to the list

- T moves around the groups and gives assistance where need

Ss work in pairs

Ss work in groups

Key: B A C B C A

Northwest region

Viet, Hmong, Lao

Northeast region

Viet, Hmong, Nung, Tay

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Activity 3: choose one groups and talk about them

- Bring the class back together - Write on the board subjects that Ss

can talk about in relation to these groups Elicit these subjects if possible

- location - lifestyle - costume

-foods -festivals/ceremonies - marriage/wedding

- T may give some facts and/or show pictures to facilitate the activity

Give Ss time to prepare, and then let them talk in groups

Notes:

Geographical location of some ethnic groups:

•The Viet: all over the country •The Tay, the Nung: North and Northeast provinces

•The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa

•The Hani: Lai Chau, Lao Cai

•The Hmong: Northern mountainous regions, Nghe An

•The Pathen: Ha Giang, Tuyen Quang •The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An…

•The Bahnar: Gia Lai, Kon Tum, Binh Dinh, Phu Yen

•The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa

•The Giarai: Gia Lai, Kon Tum, Dak Lak

•The Brau: Kon Tum

•The Khmer: Mekong Delta provinces •The Cham: Ninh Thuan, Binh Thuan, Tay Ninh, An Giang…

•The Sedang: Kon tum, Quang Ngai,Quang Nam

D Production

? Make up sentences with questions Ex:

Ss: Where The Hmong live in Viet

Ss work in groups

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Nam?

Which of the groups has the largest peoples?

Ss: the Thai …………

E Wrap-up( 4ms)

- Repeat the use of question words - Ss make sentences

F Homeassignment(2ms.)

– Do Ex: C in page 19 in workbook - Prepare: Unit Skills

Self experience:

……… ……… ………

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9/10/2017: D 12/10/2017: 8B UNIT 3: Peoples of Viet Nam

Period 20: Lesson 5: Skills 1 I/

Objectives

- To read a passage about the life of an ethnic group - To talk about the life of ethnic groups

2 Knowledge and skills: * General language knowledge

- Vocabulary : cannal, dig , weave, ornament, worship - Grammatical structures : Questions : review

3 Skills:Practice reading and speaking with the lexical items related to the topic Peoples of Viet Nam

- Ss: vocabularies related to the topic Peoples of Viet Nam III/ Anticipated problems

B Before -reading Activity 1

- T gives Ss time(3 ms) to discuss the two questions in pairs and then as a class

- T encourages Ss to make guesses if they are not sure

- Then call on Ss to read the questions from exercise aloud As the Ss read the questions aloud,

- Ask Ss to read the text and underline any words they don’t know

- T may let Ss read in chorus once Then, call on some individuals to read aloud to the class - Check their pronunciation and intonation Explain the new words and clarify anything difficult

While reading Activity

- T ask Ss to read the passage and the task - T checks the answers as a class

- T explains new words

Ss work in pairs

1.Work in pairs Answer the questions

Key

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Activity 2: Post -reading

T asks Ss to work in groups answer the questions

+Is the thai well- known for being unique, colorful ?

+Is bread main food for the Thai people?

- Call on some groups present in front of the class

- T corrects Speaking

Before- speaking Activity 1:

T Divides the class into two groups, each preparing to talk about one ethnic group

Otherwise, Ss may work in pairs; each of them talks about one ethnic group

T goes around to assist if necessary Then ask some volunteers to present to the rest of the class

While -speaking Activity 1:

Post- speaking

Activity 1

Let Ss talk about their own ethnic group T may ask them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs, etc

- T can also encourage Ss to talk about changes in the life if their people over time

E.Wrap-up( 4ms)

- Repeat the use of question words - Ss make sentences

F Homeassignment(2ms.) - Learn by heart new words

– Do Ex: D (1,2) in page 20,21 in workbook - Prepare: Unit Skills

Ss to work in groups

+ weave(v): dệt + ornament (n) đồ trang sức

+worship (v): tơn kính

3.Answer the questions Key:

1 Yes, it is

2.their main food is rice It is well known for being unique, colourful and strong

4 Thai women They worship their ancestors

4 read some facts about the Bru-van Kieu people and Khmer people

Work in groups Choose one of the the two ethnic groups and talk about it

5 Talk about your own ethnic group

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Objectives

- To listen for specific information about a trditional dish - To write the recipe for a traditional dish

2 Knowledge and skills: * General language knowledge - Vocabulary :

3 Skills:Practice listening and writing with the lexical items related to the topic Peoples of Viet Nam

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’ III/ Anticipated problems

- S may have difficulties in writing so teacher should help them

Test 15’

I Use the adjectives in bracket in their correct forms of comparison to complete the sentences ( 5pts)

1 A village is much ……… a city in size (small)

2 Of the three types of cattle in Mongolian desert, the sheep is…… (slow) A city has ……… activities than the countryside ( interesting) 4. Some people think country folk are ……… city people ( friendly) 5. Which one is ……… , the city or the countryside? (noisy)

II Insert a question word to complete each of the following questions (5pts) 1……… of your parents will go to the meeting?

- My mother will

2.……… is it from the center to the Museum of Ethnology? – It is about kilometers

3.……… is the Hoa Ban Festival of Thai people held? - In Luar February

4……… the Odu people live? - Mainly in Nghe An provine

5.……… colour is the symbol of luck for the Hoa people? - Red (is)

Key:

I smaller than the slowest 3, more interesting than more friendly than noisier

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Content A Warm up(3ms)

T: Have you made of sticky rice ? Ss: No, I haven’t

T: IS it a traditional cake? S: Ys, it is

Listening (10ms)

B Before- listening Activity 1:

T asks Ss to disscus the two questions in pairs

While -listening Acticity

- T Plays the recording once or twice - T Asks Ss to listen carefully and tick True or False according to what they hear in the passage

Activity 2

- T plays the recording again

-Ss write down the words as they listen -T:plays the recording again for them to check

T correct as a class Audio script:

Five-couloured sticky rice is an important traditional dish of many ethnic minorities in the northern mountainous regions People call the dish five-coloured sticky rice because it has five coulours:

red,yellow,green,purple and white The things that create the colours are not chemicals but natural roots and leaves The five colours of the dish represent five elements of life according to

Vietnamese beliefs: yellow is earth, red is fire, green is plants, white is metal, and purple or black is water People believe that these five elements create harmony between heaven and earth Five-coloured sticky rice is usually

Ss work in pairs

Ss: No, I haven’t

Ss: Ys, it is

1 Answer the question 2 Listen to the passage and tick Tor F

1.T 2.F 3.T 4.F 5.F

3 Listen again and complete the sentences

Key:

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made and enjoyed at Tet, in festivals and ceremonies, on special occasions, and whenever the family has guests Writing (13ms)

Before –writing Activity 1

- Tell Ss to read the notes carefully While -writing

Activity 1

Have Ss write full sentences to show the steps to cook the rice Make sure that they use proper connectors

first/firstly, second/secondly…and pay attention to spelling and punctuation T may collect some Ss’ writing papers and mark them, then give comments to the class

T may ask Ss to write a paragraph as homework( in the form of a letter to a pen friend, for example)

Post -writing:

- T calls on some ss to read their answers

- T corrects the mistakes E.Wrap-up( 3ms)

- T asks Ss to repeat main contents of the lesson

- Do ex: 1,2 in page 15 in workbook

Ss work in pairs

Ss to write a paragraph as homework

Ss: repeat

4 Read the notes on how to make yellow sticky rice 5 Change the notes into cooking stepts to show a foreign visitor how to make yellow sticky rice Sample cooking steps: This delicious dish is really easy to make First, you need to soak the rice in water for at least five hours Then rinse the rice and drain it well Next, add the turmeric extract and mix it well Then wait for 10 minutes After that, add the coconut and salt

Remember to mix it well Finally, steam the rice for 30 minutes Check that it is fully cooked You can serve this dish with chicken. Self experience:

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Period 22: Lesson 7: Looking back + project I/

Objectives

To Revise the knowledge they’ve learnt about the topic “ Peoples of Viet Nam” 2 Knowledge and skills:

- Grammatical structures : Questions articles

Skills:Practice speaking, and writing with the lexical items related to the topic Peoples of Viet Nam

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’ III/ Anticipated problems

- S may forgot some vocabularies so teacher should repeat them

Content A Warm up (5ms)

T have Ss play “ jumbled words - csmuteos -> costumes

- thecni -> ethnic - iticaivies -> activities B Presentation

Vocabulary (12ms) Activity

- Let Ss repeat the words as a class to practice pronounciation

Activity 2:

- T corrects as a class

- Let Ss read the sentence aloud C Practice

Grammar (22ms)

- Ss can comple this exercise individually in pairs

- Ss can the exercise by themselves or in pairs

Vocabulary

1 Complete the sentences with the words/ phrases from the box

1 Cultural groups communal, activities costumes, diverse ethnic

5.unique

2 Use the correct form of the words in brackets to finish the sentences

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Activity 1

- Let Ss read the passage aloud Clarify any difficulties

- Call on some Ss to give their answers

- T corrects

Activity 2

- Tell Ss to read the sentences care - fully and try to find the error

relating to articles in each sentence

- Ss can work in pairs or individually

Activity 3

- Ss complete this task individually - T gives correction

E.Wrap-up( 4ms)

- T asks Ss to repeat main contents of the lesson

Ss: repeat

Do ex: E (1,2 in page 22 in workbook

- Ss the task in pairs or individually

5.traditional

Grammar

3 Make questions for the underlined parts in the passage

1 What are these houses built on?

2.Where is the entrance? 3.Which house is the largest, tallest and most elaborate building in the village? 4.What is it used for?

5 Who can sleep in the house? 4 Each sentence has an error Find and correct it 1.a->the

2.a->the 3.an->the

4.the semi-nomadic life->a semi-nomadic life

5.an->the

5.Fill each gap with a, an, or the to complete the passage 1.an 2.a 3.the 4.the 5.the 6.the

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19/10/2017: 8B REVIEW 1

Period 23: Lesson 1 I/ Objectives

1.Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3

2 Knowledge and skills:

* General language knowledge: Lexico & grammar of unit 1,2, - Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/

+Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam - Grammatical structures

+ Review: Verbs of liking+ V-ing/ to Infinitive +Review:

+ Prepositions of places *Skills:

- Intergrated language skills + Listening skill

+Writing skill: write words, complete the sentences, complete the description with the correct form of the verbs

+speaking skill

- Practice skills: improve skills of doing different types of exercises: skills of taking notes…

II/ Preparation

- T: lesson plan, handouts of practice exercises ,… - Ss: Revise old lesson at home

Note ; types of exercises III/ Anticipated problems

- S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures :

content Warm up

T: Do you like to live in the countryside?

S: Yes, I

T: What leisure activities you know in the countryside?

S: Swimming, flying the kite, herd the bufallow, …

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best?

S: I like swimmimg best Activity

Pronunciation Activity 1

- T plays the recording and Ss repeat - Plays the recording as many times

as necessary Pause and correct Ss’ pronunciation

Activity

2 Play the recording two or more times, if necessary Help Ss recognise all the words with /sk/, /sp/, /st/,/br/,/pr/,bl/ and /cl/ then underline them as instructed T may sk Ss to read the sentences as a class, or individually Check

pronunciation and intonation

Vocabulary Acvtivity 1

- Ss the task individually and then share their answers with a partner - Check Ss’ answers

Activity 2

-Ss this exercise individually T may ask some Ss to write their answers on the board

-T corrects as a class

Grammar Activity 1

- T asks ss to work individually

- Ss this individually and compare their answers with a partner

- Call some Ss to go to write their

Ss work in pairs

Ss the task

individually

Ss this exercise individually

Pronunciation

1.Listen and repeat the following words and phrases 2 Listen to the sentences and underlined the words with / sk/, / st/, / br/, / bl/ andf / cl/ Key:

1.I used to climb trees when I was small

2.How can we improve our speaking skills?

3.How annoying, the stadium has closed!

4.I want to buy a blue skirt for my mother

5.‘ On a dark day, I saw a witch riding a broom in the sky… Vocabulary

3 Organise these words and phrases into pairs of opposites and write themm in the blanks Key:

peaceful – noisy hard – easy

boring – exciting forget – remember

traditional – modern country life – city life

love – hate majority – minority

4.put a verb in the correct form in each gap…

Key

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answers Other Ss comment - T corrects as a class

Activity 2

- Ss the task individually T checks Call some Ss to read the whole passage

Wrap up

T: Use the part 4" giving your opinion " to repeat this lesson

Ss: repeat

Homeassignment(1ms.)

Do ex: E (1,2, 3,4) in page 24, 25 in workbook

Ss this exercise individually

Grammar

5.Complete the sentences with the correct comparative form of adverbs from the adjectives Key:

1.later 2.more 3.more fluently 4.better 5.more simply 6.faster 7.more carefully

6 fill each blank with an article (a, an, or the ) to complete the passage Key: 1.a 2.an 3.the 4.the 5.the 6.a

……… ……… ………

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18/10/2017: D 21/10/2017: 8B Period 24- review 1

Lesson I/ Objectives

* General language knowledge: Lexico & grammar of unit 1,2, - Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/

+Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam - Grammatical structures

+ Review: Verbs of liking+ V-ing/ to Infinitive +Review:

*Skills:

- Intergrated language skills

+ Reading skill: Read and tick T or F write questions + Listening skill: listen to the passage and choose +Writing skill: write a paragraph

+Speaking skill

II/ Preparation

- S may have difficulties in their writing so the teacher will go round the class and give any help

IV/ Procedures :

content Warm up

T: Do you often write a letter to friends?

S: Yes, I

T: What is it about?

S: It is about leisure activities Reading

Activity

- T akss ss to read the letter

- T clarifies anything they not understand fully

- Ss read the lettet once or

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a T ask Ss the task individually, then check with a partner

-T correct

b T ask Ss the exercises in pairs -T corrects as a class

Speaking Activity 2

-T ask Ss work in pairs and talk about what their family members like to in their free time Encourage them to talk as much as possible, using the verbs of liking they have learnt After some time, T may let Ss swap pairs and continue to talk T goes round and gives assistance if necessary

Listening Activity 1

T Plays the recording once or twice - Ss listen and choose their answers - Plays the recording again for Ss to check their answers Explain the new words or anything difficult if

necessary Writing Activity

- Before writing, have Ss brainstorm ideas about life in the countryside:

twice

Ss the task individually

Ss the exercises in pairs

a Tick True or F

Key: 1.T 2.T 3.F 4.T 5.F b Write questions for the underlined phrases in the letter

Key:

1 Which museum does Kim love to visit on Saturday afternoon?

2 How many (clay and store) objects are ondisplay at the museum?

3 What can you learn in this museum/Da Nang Museum? Speaking

My dad likes to play chess with his neighbors

- My mom likes making special food and cakes for us She hates sitting aound

Key: 1.B 2.A 3.A 4.C 5.B

Sample writing:

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advantages, disavantages, what they like and dislike, etc… Then explain the writing task Also have them

brainstorm words and phrases they may need for writing

- Give Ss time to the writing task Then collect their papers to check out of class

Sample writing:

Wrap up

T: Use the part 4" giving your opinion " to repeat this lesson

Ss: repeat

Homeassignment(1ms.)

Do ex: E (6,7,8) in page 26, 27 in workbook

- Preparing: unit getting started

Ss the exercises in pairs

countryside has many good points Firstly, country folk are

friendlier than city folk Secondly, life is slower and simpler than in the city The food is fresher and the air is cleaner Finally, there are lots of traditional activities that we can in the

countryside such as horse-riding, swimming in the river or kite-flying. For these reasons, I like country life.

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23/10/2017: 8B

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I.Objectives

1 Educational aim

- To assess student’s progress in learning English, evalate their ability( language knowledge ans skills)

- Based on the test results, T can make approprite adjustment to their methods of teaching in each class so as to impro the quality of English teaching and learning

2 Knowledge and skills: - Lexico/ vocabulry:

+Vocabulary: on some certain topics that have been studied - Grammatical structures

+ Verbs of liking+ V-ing/ to Infinitive + comparative form of adjectives, adverbs + questions

+ articles

*Testing Sts’ skills: + Listening skills + Reading skills + writing

MATRIX

Nhận biết Thông hiểu Vận dung Tổng

KQ TL KQ TL KQ TL

Listening

4

2

Language focus 16

16

4

Reading

4

1

Writing

6

Total

2

20

34

10

% 20 % 50% 30 % 100%

% Trắc nghiệm KQ

20.% 40 % 60 %

% Tự luận 10% 30% 40 %

TOT DONG SECONDARY SCHOOL TEST 1(45 minutes)

Full name: Subject: English Period :25 Class: .………, October…… 2017

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Bài nghe KT tiết VER1.mp3

Question I Listen to the passage and choose the correct answers: (1m) 1.What percentage of Britain’s population dream of living in the country ?

A 28 B 18 C 80

2.English village communities are often small and ……… A close B poor C unknown People in English villages use private transport ……… A a little B less C more

4.The environment of English villages is ……… A spoil B not spoilt much C not safe

Question II Listen to the passage again and complete the sentences.(1 m) Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent of Britain’s (1)……… dream of living in the countryside In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and (2) ……… city life

English village communities are often small and close They are warm and usually welcoming Maggie, who lives in North Yorkshire, says: “ Village life is (3) ……… and safe for the kids There is a great sense of community here It is more relaxing and you can’t tell who has money and who doesn’t” People in the English (4) ……… use private transport more, and the environment hasn’t been spoilt much

1 ……… … ……… 3……… ………

Question III Find the word which has different sound in the part underlined ( m)

1 A wanted B washed C decided D needed

2 A beds B months C walks D books

3 A pictures B watches C washes D brushes

4 A homework B brother C open D judo

Question IV Choose the best answer ( 2m )

1 My dad doesn’t mind……… my mom from work every day

A pick up B picked up C picking up D picks up

2 Using computers too much may have harmful effects …… your minds and bodies

A on B to C with D onto

3 I love the people in my village They are so……… and hospitable A friendly B vast C slow D inconvenient The ……… …… people in the village are very friendly

A ethnic minority B majorities C ethnic minorities D ethnic cultures Can you speak English ……… My English is not good

A slow B more slowly C quickly D more quickly Viet Nam is ………… Multicultural country with 54 ethnic groups A a B an C the D A and C 7.Which ethnic groups has the largest population in Viet Nam?

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8.The Lao are one of ……… many Thai- speaking peoples A the B a C an D A and C Question V Give the correct form of the following verbs: ( 1m)

1 Children in this village love kites on summer afternoons (fly) The children used to _ a long way to school (go) They a nomadic life for six years (live) 4.The Hmong boys like _ the game “danh quay” in spring ( play) Question VI

1 Read the passage, and then decide whether the statements that follow are True (T) or False (F) : (1 m)

In my opinion, using the computer as your hobby can be harmful to both your health and your social life Firstly, sitting all day in front of the computer can cause health problems such as eye-tiredness and obesity Secondly, you may get irritated easily Besides, if you use the computer too much, you will not have time for our family and friends In short, computers should only be used for a limited time

1 Using the computer too much can make your eyes tired ……… We still can spend a lot of time with our family and friends ……… According to the writer, we can use the computer for a long time

4 Computers should only be used for a limited time

3 ……… ……… Question VII Reorder the words to make the meaningful sentences.

a Use the adjectives in brackets in their correct forms of comparison to complete the sentences (1m)

1/ The countryside is ……… than the town ( beautiful) 2/ The Mekong River is ……… ………the Red River (long)

b Rewrite the second sentence so that it has a similar meaning to the first one (2 m) Tea is cheaper than coffee

F Coffee ……….……….……….……….……….………

2 I adore listening to music every day

F I enjoy….……….…….……….……….……….……….….………

The red car is more expensive than the black one

F The black car….……….……….……….……….……….………

No one in my group is more intelligent than Long

F Long……….……….…….……….……….……….….……….………

THE END

Đáp án thang điểm chấm: A- LISTENING :

Question I: ( 0,25đ/ câu đúng)

1 C 2.A 3.C 4.B

Question II: ( 0,25đ/ câu đúng)

1 population noisy wonderful countryside B- USE OF LANGUAGE

Question III ( 0,25đ/ câu đúng)

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Question IV ( 0,25đ/ câu đúng)

1.C 2.A 3.A 4.B

5.B 6.A 7.A 8.A

Question V ( 0,25đ/ câu đúng)

flying Go have lived playing/ to play C.READING

Question VI: ( 0,25đ/ câu đúng)

1 Read the text again and write True (T) or false (F) T F F 4.T

D WRITING Question VII:

a Mỗi câu 0.5 điểm/ câu 1.more beautiful

2 longer than

b Mỗi câu 0.5 điểm/ câu

1 Coffee is more expensive than tea I enjoy listening to music

3, The black car is not as expensive as the red car Or The black car is cheaper than the red car Long is the most intelligent in my group Self experience:

……… ……… ………

23/10/2017: 8B UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 26: Lesson 1: Getting started I/

Objectives

1 Educational aims

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Accep: (v) Pass down(v): sharp (adj)\ generation ( n - Grammatical structures :

3 Skills:Practice listening, speaking, reading, and writing with the lexical items related to the topic customs and traditions”

- Ss: vocabularies related to the topic ‘ customs and traditions” III/ Anticipated problems

- S may forget vocabularies so teacher should repeat them

Teacher’s activites Student’s activites

T asks Ss to take part in a small game Ss work in two big groups A and B A student from group A calls out the name of an ethnic group in Viet Nam, then points at one student from group b This student has to call out the name of another ethnic group The game stops when a group cannot give out the name of any ethnic group or when time is up The group with more ethnic groups wins

B Presentation Activity 1

T asks Ss to open their books and look at the picture and the phrase under Who can you see in the picture? What you think the people in the picture are talking about?

- T introdures new words

a T ask Ss work independently to find the words with the given meanings in the dialogue Allow them to share answers before discussing as a class Remember to ask Ss to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board

- Ss answer the questions as a class

Ss work

independently to find the words with the given meanings

1 Lisrten and read -Accep: (v) chấp nhận - Pass down(v): truyền cho -sharp (adj)\ , xác - generation ( n): hệ

a Find a word… Key:

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b T ask Ss read the conversation again to this exercise Ask for Ss’ answers as well as the explaination for their choices Write the correct answers on the board

c Have Ss read the questions to make sure they understand them Ask them firstly to answer the questions without reading the dialogue Ss exchange their answers with a classmate Now ask them to check their answers by reading the dialogue again Call some Ss to write their answers on the board Confirm the correct answers

d T ask Ss this in pairs Ask for Ss’ answers and their explanations

Summarise the answers

Activity

a Have Ss look at the pictures Ask them what they see in each of them Now tell Ss that in the box are some customs and traditions of VietNamese people Ss read these and identify any new words they not know Explain the new words so that Ss understand the customs and traditions Ss this activity in pairs Call some Ss to give

in the dialogue

Ss’ answers as well as the explaination for their choices

Ss exchange their answers with a

classmate

Ss work in pairs

Ss to give their

4.sharp 5.social 6.table manners b Tick true or False

Key: 1.T

2.F( There are also social ones.)

3.T

4.F( There are a lot of customs for table manners in the UK c Answer the questions 1.It’s eating dinner at p.m sharp

2.He’s surprised

3.They both refer to doing something that develops over time

4.A custom is something accepted A tradition is something special and is passed down through the generations

5.They should find

information about a custom or tradition

D Find these sentences… Key:

1 have to: It’s an

obligation- you have no choice

2 should: it’s a suggestion or advice- it would be best to follow it

2 a Match the pictures with the customs

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their answers and write them on the board Confirm the correct answers b Individually Ss decide if the

pictures show customs or traditions and compare their answers in pairs Their answers may differ Have some Ss give the answers to the class and explain their choice

3 Game: Organise a competition for this activity Ss work in groups of five or six Set a time limit of five minutes Ss write down as many local customs and traditions as possible

D.Wrap-up( 4ms)

T asks Ss to practice saying ‘ customs’ and traditions in Viet Nam

Ss: on the first day of every Lunar month , we to the pagoda

E Homeassignment(2ms.) - Leant by heard new words

- Do Ex: 1,2 , in page 28,29 in workbook

answers

Ss work in pairs

b Write C (custom) or ( tradition)…

Suggested answers:

1.C C or T C 4.T

5.C 6.C T C or T 3 game

……… ……… ………

Period 27: Lesson 2: A closer look 1

I/

Objectives

1.Educational aims

- To use the lexical items related to the topic “customs and traditions”

- To pronounce words containing the clusters/ spr/, / str/ correctly in isolation and in context

2 Knowledge and skills

* General language knowledge

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3 Skills:Practice listening, speaking, and writing with the lexical items related to the topic customs and traditions”

- S may forget vocabularies so teacher should repeat them

Teacher’s / Students’ activites Content

Warm up( 5ms)

T Asks Ss to call out some customs and traditions they remember from thr previous lesson

Ss: on the first day of every Lunar month , we to the pagoda

+ we have dinner at pm B Presentation (10ms) Vocabulary

Activity 1

Draw Ss’ attention to the Watch out! Box Explain to them the words ‘custom’ and tradition’ can be

countable or uncountable Remember to come back to this point after

finishing exercise C Practice (20ms) Activity1

Have Ss look at the table in the book Make sure that they understand what to Ss complete the exercise

individually and then compare their anwers with a partner Call some Ss to give the answers Write them on the board Confirm the correct answers Now have Ss read the sentences again to see if the word ‘custom’ or

‘tradition’ in each sentence is countable (C) or uncountable (U) Ask for Ss’ answers

Activity

Have Ss read the sentences in again and complete the expressions Then Ss

Ss complete the exercise individually

Ss work n pairs

1.Match the first halves of the sentences (A) with the second halves (B)

Key: 1.e 2.d 3.a 4.g 5.b 6.c 7.f

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compare their answers with a partner Call one or two Ss to write the

complete expressions on the board Activity

Ask Ss to work in groups to this activity T may prepare some pieces of big-size paper for the groups to write their answers on When they finish, Ss stick their paper on the board Ss read and comment on each other’ sentences Activity

Ss individually complete the sentences with their own ideas, then share their sentences with a partner Ask for Ss’ answers and write them on the board Don’t say if they are right or wrong Then play the recording for them to check the answer and repeat the words Play the recording as many times as necessary

Activity Clusters: / spr/ and / str/ Ss complete the words under the pictures with / spr/ , / str/ and then compare their answers with a partner

- Have Ss write the sentence on the board

- T plays the recording for them to check the answers and repeat the words

T explains neư words Activity 6:

T plays the recording to this exercise

- Ask for Ss’ answers

- Plays the recording again for Ss to repeat the sentences Asks ss to read aloud

D Production (4ms)

T Asks Ss to write the words has / spr / nnad / str/

S: / spr/: spring, spring role… / srt/ : structure, struggle… E Wrap-up( 4ms)

- Repeat how to read sound /spr/, /str/

Ss work n pairs

Key: 1.custom 2.tradition

3.according 4.tradition

5.with 6.of 7.doing

3.Read the customs and traditions Make sentences

4.Now complete the sentences

Pronunciation

Clusters: / spr/ and / str/

5 Complete the words u7nder the pictures

1 str str spr spr

str str spr spr

- Straw (n) rơm, rạ

- astronaust(n) nhà du hành vũ trụ

- frustrated ( adj) nản chí - espresso (n) cà phê - newsprint (n) giấy in báo 6 Listen and circle the words / spr/ and / str/

Key: 1.strictly 2.strangers,spread 3.streets

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- Have ss to give examples S: straw, street,

F Homeassignment(2ms.) - Leant by heard new words

- Do Ex: A2, B2 in page 28,29 in workbook

……… ……… ………

Preparing date: 22/10/2017 Teaching date: 2410/2017: 8E 25/10/2017: D

Period 28: Lesson 3: A closer look 2 I/

Objectives

1.Educational aims

- To use the lexical items related to the topic “customs and traditions” - To use should and shouldn’t correctly and appropriately to give advice - To express obligation and necessity using the correct form of have to Knowledge and skills:

* general language knowledge - Vocabulary : gotta , slipper

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3 Skills:Practice reading, speaking, and writing with the lexical items related to the topic customs and traditions”

-S may forget advice so teacher should prepare some pictures about should, shouldn’t IV Proceduce1 Class order: Greeting, checking attendance Checking up:3: Neww leson

Your brother is going out with a friend The weather forecast says it’s a hot sunny day Give him some advice

-Encourage Ss to express their advice freely

B.Presentation

- T gives form of should and shouldn’t to

have to and the usage

Activity

T Asks Ss to look at the pictures and quickly describe what they see - Have them complete the sentences and then compare the answers with a friend Elicit Ss’s answers Confirm the correct ones

Activity

- Have Ss read the situations in A to make sure they understand them Ss this activity in pairs Ask for Ss’s answers

Ss listen and copy down

Grammar

* Should or shouldn’t to express advice

(+) S + should + V( infi) (-) S + shouldn’t + V( infi) (?) should + S + V( infi) Ex: you should learn harder

You shouldn’t eat green gruit Should you morning exercise? * Have to to express obligation or necessary

(+) S + have/ has to + V (infi) Ex: I have to ccok dinner

(-) S + don’t/doesn’t have to + V(infi) Ex: she doesn’t have to wear a

company uniform

(?) Do / Does + S + have to….? Ex: Do you have to clean the house? 1 Look at the pictures and complete the sentences with should or

shouldn’t

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- For a more able class, have Ss give some other advice for the situations Ss may write their advice on a big piece and show it to the class -Have Ss to express obligation or necessarity

- Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions

- Have Ss read the information about have to T may want to add that must is also used to express obligation One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must Give one example:

We must clean the house before Tet because we think it will bring luck

Then have Ss read the Remember! box Answers any questions from Ss If time allows, ask Ss to give examples with the grammar points discussed

Activity

- Ss this exercise individually, and then compare their answers with a classmate Checks Ss’s answers and confirm the correct ones

Activity

Ss this exercise individually and give T their answers

Activity

- Have Ss quickly read the e-mail - Ss this exercise individually

and then compare the answers

3 Match

Key: 1.b 2.c 3.e 4.d 5.a

3 Complete the sentences with the correct form of have to

Key:

1.have to 2.have to 3.has to 4.had to, don’t have to 5.does…have to 6.didn’t have to 4 Choose A or B to convey the meaning of the first sentence Key: 1.B 2.A

3.A 4.B 5 My is going ….

Shouldn’t give-> should give Has to->have to

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with a classmate Ask one or two Ss to write their answers on the board Have them explain their answers as well

Activity 6

T asks Ss work in pairs to this task Ask some pairs to write their advice and obligations on the board Other Ss give comments and vote for the best advice and obligations Then they can add some more This is an open activity so encourage Ss to express their ideas as long as the advice and obligations are

appropriate

C Wrap-up( 4ms)

- Repeat should and shouldn’t , have / has to

- Have ss to give examples D Homeassignment(2ms.) - Leant by heard new words - Do Ex: 4,5,6 in page 30 in workbook

- Prepare unit 4: Communication

Didn’t have to-> don’t have to Have use-> have to use

Should worry->shouldn’t worry 6 Work in pairs

……… ……… ……… Preparing date: 24/10/2017 Teaching date: 26/10/2017: 8E 26/10/2017: D

26/10/2017: 8B Period 29: Corectng of test No1

I.Objectives

To provise Ss with a chance

- To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves

- To review and consolidae their knowledge and skills - To adjust their plan of learning English

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General knowledge : Students revise the main grammatical items and vocabulary they have learnt in units

II Teaching aids

T: lesson plan Marked test papers… Ss: pens and notebooks

III Anticipated problems

Ss may not remember vocabularies and structures , so T should repeat them VI Procedure

Content T: Delivers the market test

papers to Ss

T: have Ss exchange their parers to discuss the correct answers

+ Then get Ss identify the key point to remember

+ provide more pracrice on some typical items / skills at which may Ss are still bad at

………

T askss Ss to summarize the main point to remember T: asssigns homework: give some suggestions

Ss: get back their marked test papers

Ss:

+ liste to T and take notes

+ Idetify and correct the mistakes by themsleves under T’s control

Ss: listen and take notes

Question I: ( 0,25đ/ câu đúng)

1 C 2.A

3.C 4.B

Question II: ( 0,25đ/ câu đúng) population noisy

3 wonderful Countryside B- USE OF LANGUAGE

Question III ( 0,25đ/ câu đúng)

1.B 2.A 3.A 4.B

Question IV ( 0,25đ/ câu đúng)

1.C 2.A 3.A 4.B

5.B 6.A 7.A 8.A

Question V ( 0,25đ/ câu đúng) flying Go

3 have lived playing/ to play C.READING

Question VI: ( 0,25đ/ câu đúng)

1 Read the text again and write True (T) or false (F).

1 T F F 4.T

D WRITING Question VII:

a Mỗi câu 0.5 điểm/ câu 1.more beautiful

2 longer than

b Mỗi câu 0.5 điểm/ câu

1 Coffee is more expensive than tea I enjoy listening to music

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red car

Or The black car is cheaper than the red car

4 Long is the most intelligent in my group

……… ……… ………

31/10/2017: 8B Period 30: Lesson 4: Communication

I/

Objectives

- To use the lexical items related to the topic “customs and traditions” - To ask about and describe different customs and traditions

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3 Skills:Practice Listening, reading, speaking, and writing with the lexical items related to the topic customs and traditions”

-S may forget advice so teacher should prepare some pictures about should, shouldn’t IV Proceduce1 Class order: Greeting, checking attendance Checking up:3: Neww leson

Go through the Extra vocabulary with Ss If Ss not know any word in the box, quickly teach it T can teach the words

B Presentation (10ms) Acytivity 1

In pairs Ss look at the pictures and discuss the differences between them Encourage them to use the extra vocabulary Some suggested differences are:

C Practice (22ms) Activity

- T asks Ss to work in pairs to decide if the statements are true or false

- Have some Ss write their answers on the board Do not confirm the correct answers now

Activity

-T plays the recording for Ss to check their answers

Ss listen and copy down

Ss work in pairs

Extra vocabulary

- prong(n): chống đầu đũa

- culery (n) đồ ăn (thìa,rĩa, dao) - palm (n): lòng bàn tay

- tray (n):cái khay, mâm - mat (n): chiếu

- host (n): chủ nhà (nam) - hostest (n) chủ nhà (nữ)

1 Look at the picture below in pairs discuss the different

between them

- In the first picture, people are sitting on the mat to have the meal In the second picture, they are sitting around the dinning table. - In the first picture, people are using rice bowls and chopsticks In the second picture, they are using cutlery

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- Ss listen to the recording twice If there are any incorrect answers, have Ss explain why the sentences are false

Activity 4

Airm of activity is to provide Ss with some Vietnames table manners

- Ss may know them all but may lack the language to talk about them

- This activity also help Ss brainstorm more ideas for the next activity

- - Ss work in pairs discuss if they follow the same table manners in their family They may add some ,more ideas for the next activity

Activty 5

-T asks Ss to work in pair and role play They continue the

conversation in the book or make up their own After some time, call some pairs to act out the

converation in the class - Other Ss give comment D Wrap-up( 4ms)

-T: asks Ss to repeat table manners

Ss work in pairs

Ss to work in pair

3.Now listen to Nick giving a presentation on table manners in Britain and check

Key

1 F: ( you hold the folk in the left hand and knife in the right)

2T

3.F ( There is also a spoon and a folk for dessert)

4.T

5.F ( you should verver use your culery to take more food from the serving dish- use the serving spoon) F (F ( you should brak off the bread with your hands)

7 F ( guests have to wait until the host or hotess starts eating

8 T

4.Work in pairs Discuss if you are follow these table manners in your family Are there other table manners you follow

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- Ss : repeat

F Homeassignment(2ms.) - Leant by heard new words

- Do Ex: speaking in page 31 in workbook

- Prepare unit 4: skills

……… ……… ………

Objectives

- To use the lexical items related to the topic “customs and traditions” - To read for specific information about family customs and traditions -To talk about customs and traditions

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+ have/ has to

3 Skills:Practice reading, speaking, and writing with the lexical items related to the topic customs and traditions”

- T: lesson plan, visual pictures , projects,

-S may have difficulty in talking, so teacher should help them

* Let’s play “ Jumbles words - ocssumts-> cusstoms

- dittoinasr-> traditions B Presentation

Reading Pre- reading Activity 1

- Have Ss look at the pictures and anwer the questions in pairs - T gives correct answers While- reading

Activity 1

Ask Ss to read the passage quickly and tell if Mi is writing about her family or her society Elicit the answers from Ss Activity 2

It is the first time this type of reading exercise has appeared in the textbook, so T should instruct Ss on the way to it: - Read the statements and underline the key words, e.g in statement 1, the key words are ‘name’ and ‘Italian dish’ - Begin with statement 1; read through the passage quickly and locate the key words

Ss work in pairs

1 Look at ythe pictures and answer the questions

Picture 1: A family is celebrating a birthday

Picture 2: People are making Chung cake

Picture 3: A family is at an amusement park

2 Read Mi’s presentations on customs and traditions …

She’s writing about her family

3 Now decide in which paragraph each detail below is mentioned Write A, B or C

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- Stop to read the part that includes the key words more carefully to make sure the information matches

- T may model with the first statement Ss work individually then compare their answers with a classmate before giving the answers to T

Activity 3

- Ss read the passage again to answers Ss compare the questions Ss can

underline parts of the text that help them with the answers Ss compare their answers before giving the answers to T Ask them to give evidence when giving the answers

Speaking

Before- speaking Activity 1

- In pairs, Ss take turns to ask each other the three questions about their own

family customs and traditions T can move about the class, facilitating where necessary and assessing how Ss are doing

While -speaking Activity 1:

Now two pairs of Ss join together One pair interviews the other One S

interviews and the other notes down the answers in the table Then, the second pair interviews the first pair

- Ss spend a few minutes preparing the findings to the whole class

- If there is not much time, T may just have Ss complete activity Ss interview each other in pairs and report the findings to the whole class

After -speaking

- T asks Ss to talk about customs and traditions in my country

Ss work in pairs

1.C A C B A B 4 Read the text again and answer the questions

1.They are: having lunch together on the second day of Tet, spending Sunday

together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October 2.They usually go to the cinema or go for a picnic together

3 They don’t remember They made five-coloured sticky rice served with grilled chicken

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Ss: We go to the pogada on the first day each month , on New Year

……… C Wrap-up( 4ms)

-T: asks Ss to repeat customs and traditions

- Ss : repeat

D Homeassignment(2ms.)

- Do Ex:reading 1,3 in page 32,34 in workbook

……… ……… ………

Objectives

- To use the lexical items related to the topic “customs and traditions”

- To listen to get specific information about a traditional dance of ethnic group in Vit Nam

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3 Skills:Practice listening, speaking, and writing with the lexical items related to the topic customs and traditions”

T: Have you ever danced? Ss: Yes, I

T: When did you dance? Ss: I danced last summmer

B Presentation Listening

Before -listening Activity 1

- Ss look at the picture and share what they know about this tradition with a partner Elicit Ss’ answers and have them share as much information as possible Write the name of the

traditional dance on the board: The xoe dance

While listening

Activity Tell Ss that they are going to listen to Mai’s presentation on the xoe dance and complete the table Play the recording once Ask for Ss’ answers and write them on the board If all the answers are correct, move to the next activity If Ss are not sure about their answers, play the recording again for Ss to check Make changes to the answers on the board but not confirm the correct ansers now

Activity 2

- Without listening to the recording again, Ss decide if the sentences are true of false

- Ss work in pairs

1 look at the picture What tradition you thing this is

2.Listen to Mai’s presentation and

complete the table with no more than three words…

Key:

happy and wealthy private gatherings 30

the circle dance social

fire

the music

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If they meet any difficulty doing this, play the recording again Have Ss compare the answers for both and

If there is not much time, Ss can skip activity

Writing

Before -wrting Activity 1

In this writing part, Ss are asked to write a description of a traditional Japenese dance, the Obon dance

- Ss work in pairs and make sentences using the given information This activity can provide scaffolding for the next

activity If time allows, Ss are encouraged to write down the full sentences; otherwise, they make full sentences orally T should move around to give comments as there may not be enough time for checking with the whole class

With classes they need more support, T may ask Ss to activity more carefully Ask some Ss to write the sentences on the board and check them with the whole class Then have Ss write the description at home and bring it back in the next lesson

While writing

Activity Ss write their descriprion individually based on the sentences they have made, beginning with the given sentence Ss may also write this in groups on big pieces of paper

After writing Activity 1

Ss or groups exchange their descriptions to spot any mistakes Share them with the whole class T may collect some Ss’ work to mark at home or ask them to review the descriptions as homework In this case, remember to ask for Ss’ revised work in the next lesson

Note that the audio script provides a good model of a written description of a dance This structure can be used to describe the

- Ss work in pairs

3 Listen again and tick True or False

1 T F

F T T

Writing

4 Work in pairs Read about atradition …

5.Imagine that you are joining a writing…

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Obon dance

C.Wrap-up( 4ms)

-T: asks Ss to repeat customs and traditions

- Ss : repeat

D Home assignment(2ms.)

- Do Ex: ,2 in page 35 in workbook + C reading- in page 36- VBT

……… ……… ………

Period 33: Lesson 7: Looking back + Project I/

Objectives

To Revise the knowledge they’ve learnt about the topic “ customs and traditions ” 2 Knowledge and skills:

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3 Skills:Practice speaking, and writing with the lexical items related to the topic “customs and traditions”

Teacher’s activites Student’s

activites

T let’s play “ network”

B Presentation (8ms) Vocabulary

Activity

T asks Ss to this activity individually

Have Ss compare their answers with a partner Ask some Ss to write their sentences on the board

T and other Ss give comments C Practice( 23ms)

Activity 2

T asks Ss to Ss this activity individually, Have Ss compare their answers with a partner Ask some Ss to write their sentences on the board

T and other Ss give comments Activity

- Set a time limit for this activity Within three or five minutes, Ss write down as many family and social customs and traditions in the wordwebs as possible

- Draw four wordwebs on the board and have two Ss write their answers on the board

- T and other Ss comment on the answers This is an open activity, so accept all the answers provided that they are right

Grammar

Ss work individually in pairs

1 Complete the sentences with the word form

Key: respect

workshipping wrap host

cutlery generations 2.Write sentences with the following expressions

3 Complete the

following wordweb with the customs and

traditions you know

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Activity 4.

have Ss to work individually Ss this exercise individually

Asks Ss to share the answers with a classmate T Checks their answers

Activity

-T guides Ss underline mistake and correct - Ss underline one mistake in each sentence and correct it They are also encouraged to explain their correction

- T Elicits the answers from Ss D Production (10ms)

Communication Activity

-T Asks Ss to work in groups

- Ss work in groups to play the game One student is the group secretary Group members take turns to choose one of the scenario for each other The secretary writes down the advice each member gives Finally, the group votes for the person giving the best advice Or: Ss work in groups, discuss and write down the advice for all the scenarios on a big piece of paper When time is up, they present the results to the class Afterwards, the class votes for the best advice

Finished!

Ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice

Project

Customs and traditions: How they have changed

Tell Ss that customs and traditions may change over time Ask SS if they know any custom or tradition that has changed Elicit Ss’s answers Some customs and traditions that may have changed are those celebrating weddings and the Tet holiday, throwing house-warming parties…

- Ss work in groups to the project following the instructions in the book Answer Ss’s questions if there are any Remember to have Ss present their findings in the next lesson and vote for the best

Ss work in pairs

sentences , using should or shouldn’t and a verb from the box

Key: shouldn’t wait 2. shouldn’t use

shouldn’t break should follow

shouldn’t touch 5 Underline one mistake in each of the following sentence Correct it

Key:

1.has to -> have to 2.should -> shouldn’t 3.have to has -> have to have

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E.Wrap-up( 4ms)

-T: asks Ss to repeat customs and traditions F Homeassignment(1ms.)

- Do Ex: D writing in page 38-VBT - Prepare unit 5: getting stared

- Ss : repeat

……… ……… ………

9/11/2017: 8B UNIT 5: FESTIVALS IN VIETNAM

Period 34: Lesson 1: Getting started

I/

Objectives

- To use lexical items related to the topic “ festival in Viet Nam ” - To write compound sentence using conjuntions and , but, or , yet So 2 Knowledge and skills:

- Vocabulary : oriental , royal counrt music performance, regret, swing, wrestl - Grammatical structures :

3 Skills:Practice speaking, and writing with the lexical items related to the topic “ ” II/ Preparation:

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam ” III/ Anticipated problems

-S may have difficulty in talking, so teacher should help them IV Proceduce

1 Class order: Greeting, checking attendance 2 Checking up:

3: Neww leson

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Introduction

Teacher writes “Tet festival” on the board and asks two groups pf five students to come to the board Group A writes what VietNamese people should and group B writes what VietNamese people shouldn’t during the Tet festival

Ask Ss to add any names of any other festivals in Viet Nam that they know or have been to Ask them which of the festivals they would recommend to foreigners and why

B Presentation Activity

- Ask Ss to open their books and look at the picture and the heading Which festival should I see? Ask them some questions:

Where are Duong and Peter? What are they doing?

What might they be talking about? - Ss answer the questions as a class - T corrects

- T introdures new words

* T checking new words by slap the board

a First, play the recording and have Ss work independently Play the recording once or twice more Pause the recording at the appropriate places if Ss need help with comprehension Then allow Ss to share their answers with a classmate before discussing as a class

b First, ask Ss not to look at the conversation to answer the questions, then have them open their books and check their answers

Ss listen read and wrte down

1 Listen and read

+oriental : (adj) thuộc phương đông

+royal counrt music performance nhạc cung đình

+regret (v) hối hận

+swing (n) nhún nhảy, + wrestl (n) môn đấu vật a.Tick True or False

Key: 1.T 2.T 3.F 4.F 5.T

b Read the convesation again and answer the questions

1.In April They can see a grand opening ceremony, ao dai fashion show Dem Phuong Dong or oriental night show, royal court music performances…and sporting activities

2.Duong’s family prepares a five-fruit tray and make jam and chung cakes

3 Because there are so many interesting things to see and enjoy, it would take too long to describe them

4 In Bac Ninh, on 12th of the first lunar month

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c.Ask Ss to look at the dialogue again and underline the phrases Have Ss use the context to try to explain when they may use the phrases Correct them if necessary

d In pairs, have Ss role-play,

practicing the phrases in c Call on a few pairs to perform to the class Activity

- Have Ss work in pairs, matching the words with the pictures Then check their answers Afterwards, have Ss repeat the words chorally Correct their pronunciation if necessary Ask for translationto check their

understanding if necessary Activity

- Have Ss work independently, match the names of the festivals with the appropriate pictures, then cross-check with a partner

Finally, check Ss’answers Activity

- Ask Ss to work in pairs, matching the descriptions of festivals with their names Check Ss’s answers -T: asks Ss to practice saying ‘ festival in Viet Nam

4 Home work

- Do Ex A in page 36-SBT

- Prepare unit 5: A closer look

-Ss work in pairs

Ss work in pairs

- Ss : repeat

C Can you find the follơwing expressions in the conversation? Try to explain their meaning Key:

1 Used as suggestion or to give advice

2 (It/that) Sounds + Adj: used to give your first impression of what you hear

3 To stress that it is worth spending time or money doing something

4 To show surprise and to check that something is really Ok to

2 Use the words from the box to balel the pictures

Key: a ceremony b anniversary c reunion d procession

e carnival f performance 3.Match the words with the pictures of festival

Key: d a

c b e

4 Match the festival in with their describle

Key: c b e 4. d a

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……… ……… ………

Period 35: Lesson 2: A closer look 1 I/

Objectives

- To use lexical items related to the topic “ festival in Viet Nam ” - To stress correct muti-syllable words with –ion and –ian ending 2 Knowledge and skills:

3 Skills:Practice listening and writing with the lexical items related to the topic “festival in Viet nam ”

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam” III/ Anticipated problems

-S may have difficulty in listening, so teacher should help them IV Proceduce

1 Class order: Greeting, checking attendance 2 Checking up: Practice communication 3: Neww leson

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activites Warm up (5ms)

T asks S to play a game: (5ms): groups Goup A : write nouns related to festivals - ceremony, chung cake, renuion Group B: write verbs related to festivals Perform, celebrate, make, prepar, B Presentation (10ms)

Vocabulary

Now have Ss open their books and work independently on and then, ask them to share their answers with one or more partners If necessary, ask for translation of some words or phrases in the box to check their understanding Then check Ss’s answers

Activity 1

Have Ss work in pairs to match verbs with nouns on a piece of paper then swap the answers with another pair to check Afterwards, check Ss’ answers

C Practice (15ms) Activity 2

Activity 3

- Have Ss work in pairs to match verbs with nouns

- Call Ss to write on the board - T corrects

Pronunciation (9ms) Activity

Stress of words ending in –ion and –ian a Ask Ss to look at the word list T asks ‘What you notice about the endings? How many syllables does each word have? Have Ss answer and sum up: Model stress in different words with the ending –ion, and –ian Ask Ss to look at

Ss work

1.Match the words to their meanings

Key: c e a b 5.d

2 Complete the sentences using the words in 1

Key:

1 commemorate

2 worship3 preserve ritual

5 performance 3 Match the nouns with each verb

Key:

1 WATCH…a ceremony, a show

2 HAVE…(all can fit)

3 WORSHIP…a god, a hero PERFORM…a ritual, a ceremony, a show

Pronunciation

Stress in words ending-ion and –ian

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the rules in the Remember! box Discuss this rule with the class and elicit some pronunciations from Ss

b Play the recording and ask Ss to listen and repeat the words, paying attention to the stress on the syllable immediately before the ending –ion or –ian Play the recording as many times as necessary Audio script:

Compe’tition Commemo’ratio n

Preser’vation Con’fusion Mu’sician Vege’tarian Activity

- Play the recording and ask Ss

individually to mark the stress patterns Then ask Ss to work in small groups to read out the sentences Go around to help Ss Call some Ss to practice in front of the class Correct their pronunciation if

necessary Ask Ss to listen and repeat the sentences while listening to the recording Activity 6

- Have Ss work individually to mark the stress patterns

D Production (5ms)

- T asks Ss to write the words edning – ion and- ian

Ss: -ian: musician Historicial, libraian… - ion: qouestion, attention,

compqtition…

-T: use to repeat the words edning – ion and- ian

4 Home work (1ms.)

- Do Ex B (1,3,4) in page 37,38- SBT - Prepare unit 5: A closer look

-individually in pairs

Ss work in pairs

Key:

They are all words with more than two syllables They end with the suffix –ion or –ian 4b Now listen and repeat the words

5.Now listen and stress the words

6 Read a the following sentences and mark (‘) Key:

1 com’panions

partici’pation at’tention his’torians tra’dition

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Period 36: Lesson 3: A closer look 2

I/

Objectives

- To use lexical items related to the topic “ festival in Viet Nam ”

- To write compound sentences using conjuntions because, if , yet, so and conjuction adverbs however, nevertheless, moreever, therfore, otherwise

- To wite complex sentences subordinators because , if , when, always, even though 2 Knowledge and skills:

3 Skills:Practice speaking and writing with the lexical items related to the topic “festival in Viet nam ”

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam’ III/ Anticipated problems

-S may have difficulty in simple and compound sentences , complex sentences , so teacher should help them

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1 Class order: Greeting, checking attendance 2 Checking up: Practice acloser look 1 3: Neww leson

Content Warm up

Simple sentences and compound sentences review

Rules:

A simple sentence is one

independent clause Notice that a sentence that has two verbs as in the sentence/enjoy playing and look forward to It every weekend or two nouns as in My mother and I go shopping every weekend is still a simple sentence because it has only one clause

A compound sentence is two or more independent clauses joined together Each clause is of equal importance and could stand alone They can be joined with

conjunctions and , but, on, so, yet, or conjunctive adverbs however, nevertheless,moreover, therefore, otherwise

Grammar

Simple sentences and compound sentences: review

1 Ask Ss to work in pairs Then have Ss answer before checking with the whole class

2 Have Ss work individually and check with another S Finally, T check Ss’s answers with the whole class

3 Ask Ss to look at the rules in the Look out! box Tell them the use of punctuation in formal language when we write a compound

sentence using conjunctive adverbs

Activity

Ask Ss to look at the rules in the

Ss work in pairs

Key: S C C S S

Key:

1 At the Mid-Autumn Festival we carry beautiful lanterns, so it’s a memorable childhood experience During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as well

3 The Hung King’s sons offered him many special foods, but Lang Lieu just brought him a Chung cake and a day cake

4 To welcome Tet we decorate our house with peach blossoms, or we can buy a mandarin tree for a longer lasting display

5 The Huong Pagoda festival is always crowded, yet we like to go there to pray for good fortune and happiness

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Look out! box Tell them the use of punctuation in formal language when we write a compound

sentence using conjunctive adverbs

Ativitty

Tell Ss to read the grammar box Complex sentences carefully Go through the grammar point with the class to make sure everybody understands Explain the meaning of the subordinators, translting if necessary If time allows, ask Ss to give examples using the grammar point Then ask Ss to work

individually to match the clause and check with one or more partners Finally, T corrects as a class

Activity 5

- Have Ss work individually to add the subordinators Then as a class Discuss the reason for using each subordinator Activity

Have Ss work in pairs to complete the sentences Ask Ss to swap their sentences with other pairs and cross- check Have some Ss read out their answers If the classroom has a projector, show some

answers and check them with the whole class

-T: use to repeat the words edning – ion and- ian

Ss work in pairs

1 Chu Dong Tu and Giong are both legendary saints;

however/nevertheless, they are worshipped for different things Tet is the most important festival in Viet Nam; therefore , most Vietnamese return home for Tet Tet is a time for us to worship our ancestors; moreover, it is also a time for family reunion

4 The Khmer believe they have to float lanters; otherwise, they may not get good luck

5 The Hung King Temple Festival; nevertheless/ however, it has become a public holiday in Viet Nam since 2007

Complex sentences 4.Match

1.b d e f a c

5 Fill each blank with one suitable…

Key: Because If When While

When Although/ Even though

6 Use your words Suggested answers:

1 , I have never been there

2 , we shouldn’t miss it , you should visit Giong Temple

4 , they take a lot of photos

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4 Home work

- Do Ex B (5,6) in page 39- SBT - Prepare unit 5: Communication Self experience:

……… ……… ………

Period 37: Lesson 4: Communication

I/Objectives

1 Educational aims - To talk about a festival

- To listen for specific information about a festival 2 Knowledge and skills:

- Vocabulary : bamboo archway, green rice flakes, coconut, clasped hands, floating lanterns

3 Skills:Practice speaking and listening with the lexical items related to the topic “festival in Viet Nam ”

-Ss may have difficulty in understanding the meaning of vocabularies so teacher should help them

IV Proceduce

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2 Checking up: Practice acloser look 2 3: Neww leson

Before Ss open their books, ask them if they have been to / seen a festival by the Khmer T can say Today, we are going to listen to an interview with a Khmer Festival What questions might the

interviewer ask?

B Presentaion (15ms) Activity

-T Asks Ss to look at the pictures and answer the questions

a What are the things in the pictures?

b Do you know the festival at which they appear?

Ss: bamboo, green rice, potatoes, coconut, …

-T asks Ss to guess meanings new words

- T Plays the recording and let Ss check their guesses

- Ss: Listen and check

Activity

- T Asks Ss to work in pairs, making full questions based on the given question words and giving as many answers as possible based on what

- Ss repeat and copy down

Ss work in pairs

1 Look at the pictures Discuss the following questions with a partner and write the right words under the pictures

+ bamboo archway (n) mái vòm tre

+green rice flakes(n): cốm +coconut (n) : dừa

+clasped hands : vỗ tay

+ floating lanterns : dèn hoa đăng / dèn lồng trôi sông

2 Now listen to an interview a TV reporter and a man about afestival to check your answer

Key: a

1 bamboo archway green rice flakes potatoes coconuts

5 pia cake clasped hands lanters dragon boat race b Ooc born boc festival

3.Listen to the interview again and complete the table below with the answers

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they can remember from the previous listening

- T Plays the recording again for Ss to answer If Ss haven’t been able to answer all the questions, play the recording another time

- Call on some Ss to give their answers

- T Checks the answers with the whole class

D Production (6ms) Activity

- Before the role-play begins, give Ss a little time to decide which festival to talk about and assign roles Note that Ss could also invent a festival

- Use the example in and the listening in as models - When everyone has finished,

ask some groups to role-play in front of the whole class -T using the questions in to repeat the lesson

- Ss listen and remember 4 Home work (1ms.) - Do Ex C in page 40- SBT - Prepare unit 5: Skills

Ss work in pairs

Where is the festival held? When is the festival held?

Who the people worship at the festival?

What activities people at the festival?

Key:

1 Soc Trang

14th, 15th evenings of the 10th lunar month

Moon God

have a worshipping ceremony float paper lanterns

hold dragon boat races

3 Role-play in group of three One of you is areporter, two of you are locals: an interview about a local festival….

Example:

A: Good morning Can I ask you some questions about this festval?

B: Yes, of course

A: What is the festival called?

B: It’s………… It’ s held in……… A: Who you worship at the

festival?

C: We worship…………

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Period 38: Lesson 5: Skills 1 I/Objectives

- To read for specific information about a festval - To talk about a festival

- Vocabulary : procession, incense, bamboo swingss, lion dances, wrestling - Grammatical structures :

3 Skills:Practice speaking and listening with the lexical items related to the topic “festival in Viet nam ”

-Ss may have difficulty in talking , reading so teacher should help them IV Proceduce

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T hangs the picture Hung temple and asks Ss to answer

- What is this? - Where is it?

- When does it take place? 2 Reading (5ms)

B Before- reading Activity 1

- In small groups, have Ss look at the pictures and answer the questions, but don’t check the answers with the class C While -reading (20 )

Activity

-T Gives Ss two minutes to skim the passages and check their answers in Explain that to skim , they must move their eyes very quickly over the text to get a general idea of the subject

Activity 2

- T gives Ss one minute to scan the passages to find the words

- Explain that to scan they must move their eyes quickly over the text to look for specific information, rather than reading every word

- Ask Ss underline or circle the words they find with a pencil T may help Ss work out the meanings of these words from the context

:+ procession (n) đám rước + incense (n) hương nhang + bamboo swings: đu tre +lion dances : múa sư tử +wrestling (n): đấu vật

- Then check with the whole class Activity 3

- T asks ss Ss to read the text again and answer the questions (5’) Ask Ss to note where they found the information that helped them to answer the questions

- Ss can compare with a partner

SS: Answer

Ss work in pairs

whole class

Ss work in pairs & can compare with a partner before discussing them as a class

1 Before are pictures from websites about festival in Viet Nam Work in groups to answer

2 Now read the information about these festivals to check 3.Find words / phrases in the passages that have similar meanings

Key: emperors features joyful from overseas

hiking scenery 4 Read the information again and answer the questions

Key:

1 The Hung King Temple festival takes place from the 8th to 11th day of the third lunar month

2 Incense, specialities such as Chung cakes, day cakes and five-fruit trays

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before discussing them as a class D Post- reading

T asks Ss to answer the questions T: Where ‘s the Hung Temple ? Ss: It’s in Phu Tho

T : Do people worship The Hungs? Ss: Yes they

Speaking: (14ms) Before -speaking Activity 1.

a First, ask Ss to work in pairs,

choosing one of the two places: Huong Pagoda or Hung King Temple to go to Remind Ss to give a reason for their choice like in Example 1

Now, ask Ss to think about what to take with them Ask them to use the suggestions in the pictures Encourage them to add any other items they think necessary and give reasons Go around to help Ss

While -speaking

b Ask Ss to report their decisions to the class and decide which location is more popular Remember to ask Ss to say why the chosen location is more popular

Post -speaking

-T asks Ss to talk in group about a festival in your local

T : repeat the lesson 4 Home work (1ms) - Learn by heart new words

- Do Ex D (1,2) in page 41,42- SBT - Prepare unit 5: Skills

Ss work in pairs

Ss: work in group

4 People join in a procession and make offerings of incense, flowers, fruit and candles Ss’s own answers

Speaking

4 a Work inpairs

1 Whch place you prefer? Explain your choice

Ex:

I prefer to go to Huong pagoda because I really want to travel along Yen Stream by coat How about you?

2 What things you take with you?

Why? Ex:

I think we should take a bottle of water because we’ll need it when we’re climbing the mountain

B now report your decision to the class Which location is more population and why?

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Period 39: Lesson 6: Skills 2 I/Objectives

- To listen for specific information about a festval - To write about a festival they like or have been to 2 Knowledge and skills:

* General language knowledge - Vocabulary

3 Skills:Practice listening and writing with the lexical items related to the topic “festival in Viet nam ”

-Ss may have difficulty in writing so teacher should help them IV Proceduce

1 Class order: Greeting, checking attendance 2 Checking up: Practice skills 1

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Write the word ‘hero’ on the board as the centre of a word web Ask volunteers to come up and add any words or phrases to the word web connected with the topic of ‘heroes’ Accept all ideas and don’t correct anything Then tell Ss they are going to listen to a passage about a Vietnamese hero and open the books

Listening

Before- listening Activity

- Ask Ss to work in pairs, describing the picture and then answer the questions

While listening Activity 1

- Tell Ss that they are going to listen to a tour guide giving information about the Giong Festival

- T Asks them to read the questions carefully and try to predict the answers based on what they know

- Remind them to pay attention to key words in the options Play the recording and ask Ss to circle the right answers

- Call on some Ss to give their answers T Checks their answers with the whole class Activity 2

- Have Ss underline key words in the questions Play the recording

- Ask them to write answers on a piece of paper If necessary, play the recording again for Ss to check the answers Then select Ss to read out their answers to the class Elicit any corrections from the class as you write their answers on the board

Writing

Before- wrting

Activity Set a time limit for Ss to brainstorm ideas and write their notes Move around, helping ss with ideas where necessary, While -writing

Activity Ask Ss to refer back to the reading

Ss work in pairs

Ss to work in pairs

1.Work in pairs. Desrible the picture and answer

2 Listen to a tour guide giving information about the giong Festval and circle the correcdt answer A, B or C

Key: B A C 3 Listen to the talk again and write answers to the questions below

Key:

1 He is a mythical hero, why grew from a three-year-old child into a giant overnight

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passages in Skills for useful language and ideas, and note some necessary expressions and language as well as connectors they may need on the board

Ask Ss to work individually to write a first draft Display all or some of the articles on the wall/ board Other Ss and T give comments Ss edit and revise the articles as homework

Post -writing

- T call on some Ss to give their writing , T corrects the mistakes

T : use to repeat the lesson 4 Home work

- Learn by heart new words - Do Ex E (1,) in page 43- SBT - Prepare unit 5: Skills

Ss to work individuall y

3 A religious ceremony There is a cheo performance

5 This festival shows the love for our motherland and the preservation of our cultural heritage

Period 40: Lesson 7: Looking back + project

I/Objectives

To Revise the knowledge they’ve learnt about the topic “ customs and traditions ” 2 Knowledge and skills:

3 Skills:Practice speaking, and writing with the lexical items related to the topic “festivals in Viet nam ”

-Ss may have difficulty in vocabulary and grammar so teacher should help them IV Proceduce

1 Class order: Greeting, checking attendance 2 Checking up: Practice skill 2

3: Neww leson

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T: Have you been to a festival? S: Yes, I have

T: What is the name of the festval? S: Giong festival

B Presentation (8ms) Vocabulary

Activity 1

Ask Ss to work individually, then compare their answers with a partner Ask some Ss to write their answers on the board

Ask Ss to work individually, then check answers with a partner Check Ss’ answers Ask some Ss to write answers on the board

Grammar Activity 3

- ask Ss to them individually first Then Ss check their

answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment

Activity 4

- ask Ss to them individually first Then Ss check their

answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment

Communication ( 12ms)

Ss work in pairs

Vocabulary

1 Rearrange the letters to baleb the pictures.

2.Complete the text about the Kate Festival with the word in the box incense offering pray Lantern crowds cheering Grammar

3 Choose the correct answer ethnic commemorates respect ritual

ancient procession perform performances

4 Use your own words/ edies to complete the sentences

Key: if Even though Because While

When

Suggested answers:

1 When the Lim festival begins, people come to see the quan ho singing performance

2 Because we have many festivals in January, we call it the month of fun and joy

3 If you go to the Hue festival, you can enjoy an ao dai show

4 Even though/ Although sticky rice is very tasty, it’s hard to eat it

everyday

5 While/ When we are boiling chung cakes, we ofen listen to our

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Activity

First, ask Ss to the task

individually to sort the words and phrases for the two festivals Then check their answers as a class

T : repeat simple sentences and compound sentences, complex sentences

4 Home work( 1ms)

- Do Ex E (2) in page 43- SBT - Prepare test 45’

Ss work in pairs

Communication

5 Put the following things and activities in the correct columns

New Year festival

Mid-Autumn festival

Family reunion Mooncakes Visiting

relatives

Lion dance Firework

displays

Floating lanterns

Kumquat

Welcome-the-moon party The first-footer Hang Nga and

Cuoi stories Self experience:

25/11/2017: 8B

Period 41 : English test No - 2

I.Objectives

- To assess student’s progress in learning English, evalate their ability( language knowledge ans skills)

- Based on the test results, T can make approprite adjustment to their methods of teaching in each class so as to impro the quality of English teaching and learning

2 Knowledge and skills: - Lexico/ vocabulry:

+Vocabulary: on some certain topics that have been studied - Grammatical structures

+ Verbs of liking+ V-ing/ to Infinitive + comparative form of adjectives, adverbs + questions

+ articles

*Testing Sts’ skills: + Listening skills + Reading skills + writing

MATRIX

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KQ TL KQ TL KQ TL

Listening

4

2 Language focus 12

4

16

4

Reading

8

2

Writing

4

Total 16

4

8

4

36

10

% 40 % 40% 20 % 100%

% Trắc nghiệm KQ

40.% 20 % 60 %

% Tự luận 20 % 20% 40 %

TOT DONG SECONDARY SCHOOL TEST 1(45 minutes) N2 Full name: Subject: English Period :41 Class: .………, November…… 2017

MARK COMMENT

32 Track 32.mp3

A LISTENING:

Question I Listen to the conversation between Duong and Peter Then tick True (T) or False (F) : (1)

Peter will come to Viet Nam in spring

Peter wants Duong to recommend somewhere to go Peter doesn’t want to come to the Hue Festival

4.Duong recommends Peter to see the Hue Festival, the Lim Festival, and to celebrate the Tet holiday with his family

Question II Listen to the conversation again and answer the questions (1 p) 1.Where will Peter come in spring ?

……… 2.When is the Hue Festival held?

……… 3.What does Duong’s family to welcome Tet?

……… Where is The Lim Festival held?

……… B USE OF LANGUAGE:

Question III Find the word which has different sound in the part underlined (1 p)

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2 A populated B loaded C harvested D lived

3 A community B computer C museum D customs

4 A minority B ethnic C tradition D religion

Question IV Choose the best answer ( 2p)

1 You should information about a custom or tradition A finds B found C finding D find

2 A custom is something that has become an way of doing things A to be accept B to accept C accepting D accepted In the UK, there are lots of customs for table manners For example, We use a knife and fork at dinner

A have to B are having C has to D having to 4.In Viet Nam, you _ use only the first name to address people older than you A should B must C shouldn’t D have to

5 At the Mid-Autumn Festival ,kids can sing, dance, and enjoy moon-cakes ; , every child likes it very much

A However B Moreover C Because D Therefore In 2010, Ha Noi its 1000th anniversary.

A celebrated B commemorated C worshipped D remembered Tet is an occasion for family in Viet Nam

A visitings B Meeting C reunions D seeings

8 spring comes, many Vietnamese villages prepare for a new festival season A While B When C Nevertheless D However

Question V Give the correct form of the following verbs: ( 1p) 1.They (live) here for 20 years old

2 He used (go) fishing when he was a child

3 When I came, the whole family (have) ……… dinner around a big dining table Children should (take)……… things from adults with both hands C-READING:

Question VI:1 Read and complete the passage with words in the box (1.0 point)

traditional includes preparation therefore Tet is the biggest festival in Vietnam To celebrate Tet, Vietnamese people make many tasty (1)… … ….foods The most important food (2)… … …Chung cakes, sausages, boiled chicken, spring rolls, and sticky rice Chung cake is made of sticky rice, pork, green beans, and other spices, wrapped in green leaves; (3)…… … , this cake needs a lot of (4)…… … This cake can be kept for a long time, even though the weather is often humid during Tet Other significant foods that cannot be missed to worship the ancestors are sausages, spring rolls, and sticky rice Because sausages are difficult to make, people often buy them from famous suppliers However, sticky rice and spring rolls are easier to prepare and must be served immediately after they are cooked, so they are often made at home

2 Read the passage and answer these questions below (1point)

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1 Is TET holiday celebrated on the second day of the Lunar New Year in Viet Nam? - ……… What the Vietnamese often some weeks before the New Year?

-……… Who people often visit on TET holiday?

- ……… How many kinds of dishes are served in the reunion dinner?

-……… …

D-WRITING: Question VII Combine each pair of sentences to make one sentence, using the words given in brackets (2p)

1.Lang Lieu couldn’t buy any special food He was very poor (BECAUSE)

……… … 2.During Tet, Vietnamese people buy all kinds of sweets They make Chung cakes as well.(SO) ……… … 3.The Hung King Temple Festival was a local festival It has become a public holiday in Viet Nam since 2007.(HOWEVER)

……… … 4.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes Every child like it very much.(THEREFORE)

……… …

Đáp án thang điểm chấm: A- LISTENING :

Question I: (mỗi câu 0,25p)

1. T T 3.F T

Question II: (mỗi câu 0,25p)

1 Peter will come to Viet Nam in spring In April

3 Duong’s family prepares a five-fruit tray and makes jam and makes Chung cakes In Bac Ninh

B- USE OF LANGUAGE

Question III (mỗi câu 0,25p)

1.B 2.D 3.D 4.A

Question IV (mỗi câu 0,25p)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V (mỗi câu 0,25p) have lved to go 3.was having take C.READING

Question VI: (mỗi câu 0,25p)

1 Read and complete the passage with words in the box

1.traditional 2.Includes therefore preparation

2 Answer the following questions: (mỗi câu 0,25p) 1.No, It isn’t

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3 People go to visit their neighbors, friends and relatives Many different kinds of dishes are served

D WRITING

Question VII: (mỗi câu 0,5p)

1.Lang Lieu couldn’t buy any special food , because he was very poor

2.During Tet, Vietnamese people buy all kinds of sweets, so they make Chung cakes as well

3.The Hung King Temple Festival was a local festival; however , it has become a public holiday in Viet Nam since 2007

4.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes; therefore , every child like it very much

……… ……… ………

30/11/2017: 8B UNIT 6: FOLK TALES

Period 42: Lesson 1: Getting started I/

Objectives

- To use lexical items related to the topic “ folk tales ” - To use the past continous tense correctly

- To use an exclamatory sentence with the correct intonation 2 Knowledge and skills:

- Vocabulary : legend, folk tales, ,plot, genre, brave, magical, fary tale, cinderella, stepsister, stepmother

3 Skills:Practice listening, speaking, and writing with the lexical items related to the topic “folk tales ”

- T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems

-S may have difficulty vocabulary , so teacher should help them IV Proceduce

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activites Warm up

- Write the Unit title on the board ‘ Folk Tales’/ Elicit any information Ss know about folk tales by asking about types by asking about types of folk tales they know their favourite folk tales and characters - Ask Ss to guess what the picture might show or what the conversation might be about Let Ss open their books and check their answers

B Presentation Activity 1

- Ask Ss questions about the picture: Where are Duong and Nick? What are they doing?

What are they talking about?

- T may ask Ss to guess what Vietnamese legend Duong would suggest for Nick’s project

- T may also ask Ss to share any famous Vietnamese legends they have read: Have you ever read or been told a famous Vietnamese legend?

What is its title? What is it about?

What are the main characters in it? - Play the recording Ss listen and read T can play the recording more than once Then come back to the questions and have Ss answer them Do not give correction at this stage

- T introduces new words

a First, have Ss work independently Then ask them to share answers before discussing as a class

b Have Ss work in pairs to match the

- Ss to guess what the picture might show or what the conversation might be about

Whole class

work in pairs

1 Listen and read - T introdures new words + legend (n) truyện thần thoại

+ fole tales: (n) truyện dân gian

+imaginary (adj) tưởng tượng

a Read the conversation and choose…

Key: B C

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words to their meanings Then ask them to share answers before discussing as a class

c Again, ask Ss not to look at the book and try to remember the information about the legend of Lac Long Quan and Au Co, and complete the table Then ask Ss to open their books and check their answers

d Have Ss discuss the question in pairs Then, draw Ss’ attention to the structure, meaning and use of exclamatory

sentences by analyzing the instruction and examples in the Remember! box Write the following on the board:

Elicit the first answer from the Ss Then give Ss a minute to write out the rest of the sentences Check the answers with the class

Activity

- Have Ss quickly match the types of

work in pairs

b Match the words to their meanings

Key: c 2.d 3.a 4.b

C find the information in the conversation to complete the table

title Lac Long Quan, Au Co Genre Legend Main

character

Lac Long Quan, Au Co, and their sons

plot -Lac Long Quan married Au Co

-Au Co gave birth to one hundred baby boys

-Lac Long Quan missed the sea

-Lac Long Quan took fifty of their sons to the sea

-Au Co took the others to the

mountains d What does this sentence from the conversation

Key:

1 handsome/man = What a handsome man (he is)

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stories with their definitions Then play the recording for Ss to check their

answers Now put Ss into pairs to think of an example of each type of story You can add a time limit to increase the fun - - Ss raise their hands when they have

completed their lists Check them with the class

Audio script:

1.A very old, tradition story from a

particular place that was originally passed on to people in a spoken form – fable 2.An ancient story about brave people or magical events that are probably not true – fairy tale

3.An imaginary story typically involving magic or fairies, usually for children – folk tale

4.Traditional, imaginary story that teches a moral lesson; typically using animal characters – legend

Activity Game: Guess the story a Have Ss work independently, filling in the table with the information of the legend, folk tale, fable or fairy tale they know

b First, model this activity with a more able student Then ask Ss to work in pairs T may go around to help Ss Call some pairs to practice in front of the class 4 Wrap-up( 4ms)

-T: asks Ss to practice saying ‘ folk tales”

- Ss : repeat

5 Homeassignment(1ms.) - Learn by heart new words - Prepare unit 6: A closer look

work in pairs

( it is )!

3.good/news=

3.What good new (it is) ! lovely/dogs= What lovely dogs ( they are) !

5.brave/women= What brave women ( they are )! Match the words with their definitions Listen ,check, repeat

Key: C D B A

3 work in pairs

Interview each other and try to guess the title of the story

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02/12/2017: 8B UNIT 6: FOLK TALES

Objectives

- To use lexical items related to the topic “ folk tales ” - To know adjectives describe characters in fold tales

- To use an exclamatory sentence with the correct intonation 2 Knowledge and skills:

- Vocabulary wolf, hare, fox , toroise, orgre, eagle, , evil, cunning, greeddy, mean, fierce, cruel, brave, wicked, generous

3 Skills:Practice listening, speaking, and writing with the lexical items related to the topic “folk tales ”

-S may have difficulty vocabulary, pronunciation, so teacher should help them IV Proceduce

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Warm up (5ms)

T: Have you ever read folk tales? S: yes , I have

T: Which story did you read? S: I read Tam and Cam

T: What is Tam like?

S: She’s kind and hardworking? T What about Cam?

S: She is lazy and cruel B Practice (12ms) - T introdures new words

- T asks Ss to read aloud the new words

- Call on some Ss to read in front of the class

Checking new words : slap the board C Practice

Vocabulary (13ms) Activity

- First, have Ss work independently - Then, ask them to share their answers with one or more partners

-T may wish to ask Ss to call out some folk tales that include one of these characters If there is enough time - T can ask them Ss to write their answers on the board

Activity

- Have Ss work independently

- Ask them to share their answers with one or more partners Then ask Ss to categorise the creatures into typically ‘good’ and ‘bad’ There may be some disagreement in the class Encourage this – it is good for discussion If time

Whole class

Ss to write their answers

Ss to work in pairs

Woodculter: (n) : tiều phu, người đốn củi

Knight (n) hiệp sĩ Princess(n): công chúa Witch (n) phù thuỷ

Giant (n): người khổng lồ wolf (n): chó sói

hare(n):con thỏ fox( n): cáo tortoise ( n): rùa eager (n): diều hâu ogre(n): yêu tinh

evil (adj) xấu xa đạo đức cunning(adj): xảo quyệt greeedy(adj): ngu ngốc wicked (adj): xấu xa, độc ác Cruel(adj): độc ác

Mean(adj):keo kiệt Fierce(adj): rữ 1.These are popular characters in folk tales Match…

Key: G C E B H A

D F

2 These creatures are popular characters in folk tales Match…

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allows, the same exercise with the character vocabulary

Activity 3

- Have Ss complete the table individually

- have some Ss write their answerson the board before checking with the whole class - T may ask for translation of some

adjectives to check their understanding

Pronunciation (10ms)

Intonation in exclamatory sentences Activity

-T may play the recording as many times as necessary Remind Ss that they use falling intonation for exclamatory sentences

Activity 5

- Fist Ask Ss to work in pairs, practise saying the sentences Call some Ss to practise in front of the class

- Ask Ss to listen while T plays the recording T may pause after each sentence and ask them to repeat chorally

- - T corrects their pronunciation 4.Wrap-up( 4ms)

-T: asks Ss to repeat adjectives describle chracters

- Ss : repeat

- T repeats Intonation in exclamatory sentences

5 Homeassignment(1ms.) - Learn by heart new words

- Do Ex B (1,2,3,4) in page 45-SBT - Prepare unit 6: A closer look

Ss to work in pairs

H D

3.a The adjectives in the box are often used to describe characters in folk tales Put them into

correct columns

Positive Negetive Cheerful

Generous Kind brave

Cruel Mean Evil Greedy Wicked Fierce cunning

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……… ……… ………

02/12/2017: 8B UNIT 6: FOLK TALES

Period 44: Lesson 3: A closer look I/ Objectives

- To use lexical items related to the topic “ folk tales ” - To use the past continuous tense correctly

- To distinguish between the past continuous tense and the simple past tense 2 Knowledge and skills:

* General language knowledge - Vocabulary

3 Skills:Practice speaking, and writing with the lexical items related to the topic “folk tales ”

-S may forget the past simple tense, so teacher should help them IV Proceduce

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A Warm up (3ms)

T: What were you doing when I came ? S: I was watcing TV

T What film did you watch last night? S : I watch…

B: Presentation (10ms) Activity 1

a - Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part Either expain or elicit from Ss the form and use of the past continuous tense

b Before Ss read the rules and the examples, see of you can elicit any rules from them Then ask Ss to read the Grammar box Draw Ss’ attention to the use of the past continuous tense by analyzing the examples in the Grammar box Then ask some more able Ss to give some examples

- Ask Ss to the grammar exercise individually - Remind them to look back at the Grammar box and use a dictionary if necessary

Whole class

1a Read part of the conversation from getting sated Pay attention to the underlined part

Past continuous Form

(+) S + was + V-ing S+ were + V-ing (-) S + wasn’t + V-ing S+ weren’t + V-ing (/?) was + S + V-ing.? Were + S+ V-ing?

*Short answer to Yes/ No questions:

(+) Yes + S + was / were (-) No, + S + wasn’t / weren’t

b when you the past continuous? Can you think of the rule?

The use:

-We use the past continuous to dfescible an action that was in progress when at a started time in the past Ex: At 7p.m my family was watching TV

-We use the past continuous to descible an action that was in progress when another shorter action happened ( this shorter action is expressed by the simple past)

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- Then have Ss compare answers in pairs before checking with the whole class Activity 3

a Ask Ss to the grammar exercises individually, using the suggested words to write sentences to describe what was happening in each picture

- Remind them to look back at the grammar box if necessary

-Then have Ss compare answers in pairs before checking with the whole class -Ss compare answers in pairs

b First, model this activity with a more able student Then ask Ss to work in pairs T may go around to provide help Call some pairs to practice in front of the class

Look out!

Ask Ss to read the Look out! box Draw Ss’s attention to this use of the past simple tense by analyzing the instruction and examples in the Grammar box T may give a comparison between the simple past tense and the past continuous tense Then ask some more able Ss to give some examples

Activity

- Ask Ss to the grammar exercise individually Remind them to look back at the Grammar box and the Look out!

Ss work n pais

A fairy appeared while she was crying

Key:

was wearing were you doing was doing ran

was not/wasn’t waiting 3.aComplete the following sentences by putting the verbs in brackets in the correct form

Key:

1.The servant was spinning in the woods

2.The girl was picking flowers by the side of the road

3.The knights were riding (their ) horses to the castle 4.Cinderella was dancing with the prince

5.Saint Giong was flying to heaven

6.The orge was roaring with anger

3 b Use the past contious and suggested words to write sentences to describe what was happening in each picture

Key:

What was the girl doing? She was picking flowers by the side of the road What were the knights doing?

They were riding ( their ) horses to the castle

What was the orge doing?

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box Then have Ss compare answers in pairs before checking with the whole class

D Production (10ms) Activity 5

a - T may the first sentence as an example for Ss then have them the exercise individually

- Then have Ss compare answers in pairs before checking with the whole class b Have Ss discuss the question in pairs. Then ask Ss some pairs to give their answers to the whole class T may give comments or invite comments from other Ss

Activity 6

a Ask Ss to the grammar exercises individually, guessing what their partner was doing at the times on the clocks Remind them to make a note of their guesses

b Now model this activity with a more able student Then ask Ss to work in pairs T may go around to provide help Call some pairs to demonstrate in front of the class

4.Wrap-up( 4ms)

-T: asks Ss to repeat form and the use of past continuous tense

- T ask Ss to give examples T : give examples

5 Homeassignment(1ms.)

- Learn by heart form and the use of past continuous tense

Ss work i n pais

-Ss compare answers in pairs

Ss work n pais

- Ss : repeat

What was Saint Giong doing?

He was fying to heaven 4 Use pastcontinuous Key:

1 was walking, stopped, had

2 was lying, heard, needed

3 heard, was following, started

4 dropped, ate were dancing, left was missing/missed, decided

5 a Read the table and put the verbs in brackets into the past simple or the past continuous

Key:

was shining was sleeping

went were fying

opened fell 6a.Guess what your partner was doing last Sunday at these times Ex: I think Minh was having breakfats at 7a.m last Sunday

b Ask your partner to chect your guess

A: were you having at a.m last Sunday?

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- Do Ex B ( 5,6, 7) in page 46, 47-SBT - Prepare unit 6: Communication

……… ……… ………

05/12/2017: 8B Period 45: Feedback of English test – No2

I.Objectives

* General knowledge : Students revise the main grammatical items and vocabulary they have learnt in units

Ss may not remember vocabularies and structures , so T should repeat them VI Procedure

Teacher’s / Students’ activites Content

T: Deliver the market test papers to Ss Ss: get back their marked test papers

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T: has Ss exchange their parers to discuss the correct answers

+ Then get Ss identify the key point to remember

+ provide more pracrice on some typical items / skills at which may Ss are still bad at ………

Ss:

+ listen to T and take notes

T asks Ss to summarize the main point to remember

T: asssins homework: give some suggestions

Exercise 2(1.25pts)

1.Tipping is not a custom in Viet Nam, so you don’t have to tip if you don’t want to In some countries, tipping is usual thing In Brazil, the standard tip in restaurants is 10 per cent

4 However, this is usaully inculded in the bill

5 At hotels, a 10 to 15 per cent service charge is included in the bill

Question I: (mỗi câu 0,25p)

2. T T 3.F

4 T

Question II: (mỗi câu 0,25p) Peter will come to Viet Nam in spring

2 In April

3 Duong’s family prepares a five-fruit tray and makes jam and makes Chung cakes

In Bac Ninh B- USE OF LANGUAGE

Question III (mỗi câu 0,25p)

1.B 2.D 3.D 4.A

Question IV (mỗi câu 0,25p)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V (mỗi câu 0,25p) have lved to go 3.was having take C.READING

Question VI: (mỗi câu 0,25p)

1 Read and complete the passage with

words in the box

1.traditional 2.Includes therefore preparation

2 Answer the following questions: (mỗi câu 0,25p)

1.No, It isn’t

2 Some weeks before the New Year, the Vietnamese clean their houses and paint the walls

3 People go to visit their neighbors, friends and relatives

4 Many different kinds of dishes are served D WRITING

Question VII: (mỗi câu 0,5p)

1.Lang Lieu couldn’t buy any special food , because he was very poor

2.During Tet, Vietnamese people buy all kinds of sweets, so they make Chung cakes as well

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4.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes; therefore , every child like it very much

……… ……… ………

07/12/2017: 8B UNIT 6: FOLK TALES

Period 46: Lesson 4: Communication I/

Objectives

- To use lexical items related to the topic “ folk tales ”

- To talk about a legend/ folk tale / fairy tale/ fable ( its plot Main characters,etc) 2 Knowledge and skills:

- Vocabulary scream , swallow, granny - Grammatical structures :

3 Skills:Practice speaking, with the lexical items related to the topic “folk tales ” II/ Preparation:

- T: lesson plan, visual pictures , projects

- Ss: vocabularies related to the topic ‘ folk tales ” III/ Anticipated problems

-S may have difficulty in speaking, so teacher should help them IV Proceduce

1 Class order: Greeting, checking attendance 2 Checking up

3: Neww leson

TEST 15’

I Put the verbs into correct form: past continuous or past simple(5pts)

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I (work)……… on the computer

3.I(watch)………a festival on TV while my wife (tell)………… our sons a fairy tale Lan and Nga (make)………dinner when Hoa ( arrive)………

5 When I last ( see)……… them, they (try)………to find a new house near their work

II Combine each sententences to make one sentence, using the words given in brackets.(5pts)

1.We won’t hold the festival It costs too much money (If) ………

2.The girl worked hard Her stepmother wasn’t happy (athough) ………

3.The prince saw sleeping beauty He kissed her on the forehead (When) ………

4.He is not a Buddhist, he decided to eat as a vegetarian ( Because) ………

5.He has been living 15 km away from Nha Trang He has never been to Nha Trang Canival ( However)

……… Key:

I 5đ động từ chia 0,5đ

was listening , rang were … doing , was working was watching , was telling was making , arrived

saw, were trying II 5đ Mỗi câu 1đ

1 We won’t hold the festival if it costs too much money

2 Although the girl worked hard, her stepmother wasn’t happy

3.The prince saw sleeping beauty when he kissed her on the forehead Although he is not a Buddhist, he decided to eat as a vegetarian

5.He has been living 15 km away from Nha Trang , however, he has never been to Nha Trang Canival

T : what fairy tales they liked to read when they were little

S: Tam and Cam

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beginning, in the middle and at the end if a fairy tale.

Before -speaking (10ms) Activity 1

a First help Ss understanding the meanings of the words in Extra vocabulary by using pictures or examples

- Then have Ss work independently, looking at the pictures and putting parts of the fairy tale in order

- Tell Ss that the pictures are in the correct order but the text (a-h) is jumbled Give Ss a time limit to keep a lively pace to the lesson - Call on Ss to give their answers

- T corrects

While- speaking (20ms) Activity 1.

b Allow Ss to work in pairs, comparing their answers and discuss any differences

- Then discuss as a class Activity

Ask Ss to work in groups of six,

in turn retelling the fairy tale to their group members in their own words Set a three- minute time limit per story and have one group member keep time

- Then Ss can choose the best storyteller in their group

Post -speaking (5ms) Activity

- Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale

-Encourage them to have fun and be creative - Choose a student from each group to read the ending to the whole class After each student has finished, invite some comment from Ss in other groups

- T makes comments and corrects Ss’s mistakes if there are any Finally, T may have Ss vote for the best fairy tale ending 4 Wrap-up( 4ms)

T:asks Ss to repeat ending for the fairy tale 5 Homeassignment(1ms.)

- Learn by heart new words

Whole class

- Ss putting parts of the fairy tale in order

Ss to work in pairs

Ss to work in groups

- Ss : repeat

1 a) Look at pictures Then put parts of the fairy tale in order

- granny : = grandmother - scream (v) hét lên, gào thét

(n) tiếng gào rú - swallow (v) nuốt (thức ăn)

Key: h a e f 5.d 6.c 7.b 8.g

b Work in pair Compare your answers with a

partner’s Discuss any different

2.Work in groups In turn, retell the fairy tale to your members in your own words.

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- Do Ex C ( 1,2,3) in page 48-SBT - Prepare unit 6: skills

……… ……… ………

Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E 07/12/2017: D

12 /12/2017: 8B UNIT 6: FOLK TALES

Period 47: Lesson 5: Skills 1 I/ Objectives

- To use lexical items related to the topic “ folk tales ” - To read for specific information in a fairy tale

- Vocabulary : starfruit tree, ripe, forune, repay , fill - Grammatical structures :

3 Skills:Practice reading and speakingwith the lexical items related to the topic “folk tales ”

-S may have difficulty in reading, speaking, so teacher should help them IV Proceduce

3: Neww leson

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Warm up (5ms)

T Have you ever read a folk tale? S Yes, I have

T: What’s the title ? Ss: Cây khế T: What is it about ?

Today we are going to read the starfruit tree?

Reading (20ms) Before- reading Activity

- Ask Ss to scan the passage to find where the words fortune, srarfruit tree, ripe, filled, load and repay are in the story

- T helps Ss work out the meanings of these words from the context

 Checking new words by “ slap

the board” While- reading Activity 1

- T may set a longer time limit for Ss to read the story again and answer the questions

- Ask Ss to note where they found the information that helped them to answer the questions Ss can compare answers before discussing them as a class

Activity

-First, have Ss work independently, completing the details of the fable The Starfruit Tree

- Then allow them to share answers before discussing as a class

Speaking ( 15ms) Before -speaking Activity 1

Ss to work in pairs

1 Read the fable The

Starfruit tree Then find the following words and underline them in the story

Key:

fortune – a large amount of money

starfruit tree – tree with green fruit shapped like a star

ripe – ready to be eaten filled – put gold into the bag until there is no more space repay – pay back

load – something that is being carried

Key:

1 He gave his younger only a starfruit tree

2 The eagle promised to repay him in gold He offered to swap his

fortune for his brother’s starfruit tree

4 He filled a very large bag and all his pockets with gold

He was dropped ( by the eagle ) into the sea

3 Now change the detail of the fable

Key: greedy time fortune gold

swapped dropped

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First, ask Ss to work individually to read every story summary T may help with any new vocabulary Whlie- speaking

Activity1

- Now ask Ss to work in pairs, asking and answering about the stories in T goes around to provide help if necessary After finishing, T may call some pairs to practice in front of the class

Post- speaking

6 Game: Who am I?

- T reminds Ss of the words to describe characters or creatures in fairy tales/legends/fables

- Then, ask Ss to play this game in groups of about five Each member chooses a character in any of the stories in

Ss: work in groups

- The others ask Yes/No questions to discover who that person is For example, ‘

- T may go around to provide support if necessary

4 Wrap-up( 4ms)

-T: asks Ss to retell the starfruit tree

5 Homeassignment(1ms.) - Learn by heart new words

- Do Ex D ( 1,2,) in page 49 -SBT - Prepare unit 6: skills

Ss to work in pairs

- Ss may refer to the words and phrases in A Closer Look

- Ss : retell

4.Read the story summaries below Decide which story you would like to read

5.Work in pairs Ask and answer questions about the story

6.Game: Who am I?

For example, ‘Are you evil?’ Do you live in a castle?’ Do you have long hair?’

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Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E 12/12/2017: D

12 /12/2017: 8B UNIT 6: FOLK TALES

Period 48: Lesson 6: Skills I/ Objectives

- To use lexical items related to the topic “ folk tales ” - To listen for specific information in a fairy tale

- To write a narrative of legend / folk tale/ fariy tale/ fable 2 Knowledge and skills:

3 Skills:Practice listening and writing with the lexical items related to the topic “folk tales ”

-S may have difficulty in listening, writing, so teacher should help them IV Proceduce

3: Neww leson

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Ask Ss to look at the pictures and make some guess about the fairy tale The Princess and The Dragon Ask them: What/Who you think may be the main characters in the fairy tale? What may happen in the fairy tale?

B Before -listening (5ms) Activity

- First, have Ss cover the right side of the page where the story is written out in the green box

- Ask Ss to read the statements carefully and underline the key words

While- listening (15ms) Activity 1

- T Plays the recording and ask Ss to correct the statements

- ask two or three Ss to write their answers on the board Play the recording again for Ss check their answers

Activity (5ms)

- Ask Ss to read the story carefully - Play the recording again and have Ss find the missing words as they listen Ss can share their answers with their

partners

- T may play the recording more times until Ss have chosen all their answers Call some Ss to write their answers on the board

Writing

Before -wrting (5ms)

Activity Ask Ss to make notes about one of their favourite fairy tales or invent their own fairy tale Remind them that they not have to write full sentences While- writing (10ms)

Activity 1

Ask Ss to refer back to the reading passage in Slills for useful language and ideas, and note some necessary expressions and language on the board

Ss cover the right side of the page

Ss listen Ss to write their answers Ss may work in pairs to discuss

Ss to work individuall y to write the first draft

*Listening

1 Listen to fairy tale the princess and the dragon and correct the following

staements Key:

1 Once upon a time, there was a king, a queen and a princess.

2 Once night an ugly orge captured the princess and put her in his tower,

3 One day a dragon heard the princess cry for help

4.At the end of the story, the dragon married the princess

2 Listen again fill the missing words

Key: castle give gold

with anger breath strong back

*Writing

3 Make notes about one your favorite fairy tales.

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Ask Ss to work individually to write the first draft T can display all or some of the stories on the wall/ board Other Ss and T give comments Ss edit and revise their stories as homework

Post wrting

4.Wrap-up( 4ms)

-T: asks Ss to retell notes about one of fairy tales

5 Homeassignment(1ms.) - Learn by heart new words - Do Ex D (3)) in page 49 -SBT

- Prepare unit 6: Looking back + project

- Ss : retell: tittle, main

characters, plot

(beginning, midle, end)

b Swrap stories with your classmates and read other’s stories

……… ……… ……… Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E 13 /12/2017: D

12 /12/2017: 8B UNIT 6: FOLK TALES

Period 49: Lesson 7: Looking back + project I/Objectives

To Revise the knowledge they’ve learnt about the topic “ folk tales ” 2 Knowledge and skills:

3 Skills:Practice speaking, and writing with the lexical items related to the topic “ folk tales ”

-Ss may have difficulty in vocabulary and grammar so teacher should help them IV Proceduce

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B Presentation

- Ask Ss to “ Jumble word” Geledn-> legend

Fblae -> fable

Aifry ltae-> fairy tale C Presentation Vocabulary Activity (5ms)

- Ask Ss to think of as many examples of different types of stories as

possible

- Then ask Ss to say their examples in front of the class

Activity (5ms)

- Ask Ss to these exercises individually at first Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a

record of their original answers so they can use that information in their self- assessment

Activity (5ms)

- Ask Ss to these exercises individually at first Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a

record of their original answers so they can use that information in their self- assessment

Grammar

Activity (5ms)

- first, model this activity with a more

Ss work in pairs

1 Think of an example for each type of story in the box

2 Write the correct under the picture

Key:

witch hare knight orge fairy 6.tortoise giant dragon 3 Put the words in the box into the correct columns

Characters Personality Woodcutter Witch Dragon Fairy Giant Hare Emperor Tortoise Knight Orge Eagle Budha Cruel Kind Generous Mean Wicked Cheerful Fierce Evil Cunning Brave greedy Grammar

4 What were they doing? Work in pairs, ask and answer questions

Key:

2 A: Was Mrs Lan doing the gardening?

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able student Then ask Ss to work in pair

- T may go around to provide help it=f necessary

- Call some pairs to practice in front of the class

Activity (5ms)

- Model these activities with a more able S first - Then ask Ss to work in pairs

- T may go around to provide help if necessary - - Call some pairs to practice in front of the class Activity 7(5ms)

- Ask Ss to the task individually to number the lines of the

dialogue

- Ask them to check their answers with the whole class

- Ask Ss to practise saying the dialogue with their parents E.Wrap-up( 4ms)

-T: asks Ss to repeat grammar

F Homeassignment(1ms.) - Do Ex E ( 1,2) in page 51 -SBT - Prepare unit 6: Review

-Ss work in pairs

Ss work in pairs

- Ss : retell:

3 A: Was Mr Hung writing a letter?

B: No, he wasn’t He was reading a newspaper

4 A: Were Hoa and Hai playing table tennis?

B: Yes, they were

5 A: Was Duong listening to music?

B: No, he wasn’t He was watching TV

6 A: Was Mai doing her homework?

B: No, she wasn’t She was sweeping the floor

5.What were they doing at the following times Work in pairs 6.Work in pairs Make

exclamatory sentences

Ex: What a lovely shirt you’re wearing

Communication

7.Number the lines of the dialogue in the correct order Key

D I A C F H j B G 10 E

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Preparing date: 04/12/2017 Teaching date: /12/2017: 8E /12/2017: D

/12/2017: 8B REVIEW 2

Period 50: Lesson 1 I/ Objectives

* General language knowledge: Lexico & grammar of unit 4.5.6 - Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: / spr/ and / str/

+Vocabulary: fairy tales, festivals, customs and traditions - Grammatical structures

+ Review: should and shouldn’t, have to, complex sentences, past simple , past continous *Skills:

- Intergrated language skills + Listening skill

+Writing skill: choose the best answer, complete the sentences, complete each sentence Put the verbs into the correct tense

+speaking skill:

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- S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures :

3: Neww leson

content Warm up(3ms)

T: What were you doing at o’clock last night?

S: I was watching TV

T: what were you watching at 7o’clock last night?

S: I was watching news Presentation (7ms) Pronunciation Activity 1

1a Ask Ss to this exercise individually, and then to share their

answers with a partner before giving T the answers T writes the correct answers on the board

b Ask Ss to work in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible T may around to provide help Activity

- In order to this exercise correctly, Ss have to be able to pronounce the words correctly themselves

- T may let Ss it in groups and

encourage them to read the words out loud among themselves - Then T plays the audio and checks them as a class, encouraging Ss to repeat the words Vocabulary

Activity (5ms)

- Ask Ss to this exercise individually and then share their answers with a partner T may ask a student to write

Ss work in pairs

1 Underline the words with /spr/ with /str/ and cirlce the words

Key:

1 What fresh strawberries they are!

2 What lovely spring flowers they are!

3 What a cunning sprite it is! What a brave instructor he is!

5 What a noisy street it is! 2 Circle the word with a different strees pattern from the others

Key:

1.A bam’boo 2.B ‘cultural

3 A compe’tition C presen’tation D ‘heritage Vocabulary

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his/her answers on the board Then T checks the answers with the whole class Activity (5ms)

- After Ss this exercise individually, T quickly checks Ss’answers

Activity (5ms)

- Elicit the form and use of have to, and should Ask Ss to tell the differences between the uses of don’t have to and mustn’t

-T may call a student to the exercise on the board while other Ss also these Check Ss’ answers Ask them for explanations if necessary

Activity (5ms)

- Elicit the use of some connectors in compound sentences and complex sentences

- Ask Ss to tell the differences between the forms and uses of compound

sentences and complex sentences

- T may ask a S to write his/her answers on the board T checks the answers with the whole class

Activity (5ms)

- Elicit the form and use of the past continuous tense

- Ask Ss to tell the differences between the use of simple past tense and the past continuous tense

- T may call a S to the exercise on the board while other Ss also this Check Ss’ answers - Ask them for explanation necessary

Activity (5ms)

- Ask Ss to this exercise in pairs After checking their answers, ask some pairs to act out the conversations

4 Wrap-up( 4ms)

-T: asks Ss to repeat grammar

Ss work in pairs

- Ss : retell:

D B 6.B Use the words in the box to complete the sentences Key: legend cunning ever generous kind

Grammar

5 Read and match the notice

Key:

1 B A E D C

6 Complete

Key: Although otherwise

While Moreover

however

7 Put the vebs in brackets into past simple or the part continuous

Key: were you doing was watching was telling happened

were setting off

8 Choose the most appropriate response to complete the conversation Key:

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5 Homeassignment(1ms.) - Do Ex 1,2 in page 52 -SBT - Prepare unit 6: Review (skills) Self experience:

……… ……… ………

Preparing date: /12/2017 Teaching date: /12/2017: 8E /12/2017: D

/12/2017: 8B review 2

Period 52- Lesson I/ Objectives

- To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3 ,4,5,6

* General language knowledge: *Skills:

- Intergrated language skills

+ reading skill: Read and tick T or F

+ Listening skill: listen to the passage and choose +Writing skill: write a letter

+speaking skill

II/ Preparation

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IV/ Procedures :

3: Neww leson

content A Warm up

B Presentation Skills

Reading Activity

- Ask Ss to them individually and check their answers with a partner before giving their answers to T to confirm the correct answers

Speaking Activity

a Ask Ss to this activity individually, making nites of six tips about the social customs in his/her country Remind Ss that they may use the given ideas as well as their own ones b Ask Ss to work in pairs, taking turns to tell each other their tips They may discuss to choose the most appropriate tips

Listening Activity 3

Play the recording once or more for Ss to listen and choose their answers Then check their answers

Writing Activity

Encourage Ss to use the ideas they provided in the speaking section T may brainstorm the language necessary for writing and note some necessary expressions and language on the board Give Ss time to the writing task Then collect their papers to check out of class E.Wrap-up( 4ms)

-T: reminds skills

- Ss : Listen and remember F Homeassignment(1ms.)

- Do Ex 5,7,8 in page 554,55 -SBT

Ss to them individually

Ss to work in pairs

Key: T F F T

T

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……… ……… ………

/12/2017: 8B Period 52 - REVISION FOR THE 1ST TERM TEST

I/ Objectives

- To revise and practice the language Ss have studied and the skills they have practiced since Unit 1,2,3,4,5,6

* General language knowledge: Lexico & grammar of unit 1,2,3,4.5.6 - Lexico/Vocabulary

+ Mono- vowel

+Vocabulary: adjectives, nouns - Grammatical structures

+Review: Comparative and superlative of short adjectives + Modal verbs: must, should, shouldn’t

+ Will/ won’t

+ The present progressive , the present simple + There is/ There are

*Skills: Listening, writing and speaking skill II/ Preparation

III/ Anticipated problems

- S may forget some vocabularies , grammar so the teacher should be ready help them IV/ Procedures :

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2 Checking up 3: Neww leson

Review

1 Put the following words into the appropriate column, then mark the stressed syllable (1 point)

competition strangers district companion pedestrian

2.Draw the intonation for each question (1 point) What a beautiful day it is! Are you going to the cinema? Did you take part in the festival? Why you want to come here? When did you return?

II Vocabulary and Grammar

1 Choose the best answer A, B, C or D to complete each sentence (1point) While I …………the performance, I met one of my old friends

A watched B was watching C watch D am watching You should buy the blue sweater It suits you ……… than the red one

A good B well C better D the best

3 The ………… of quan ho singing has been recognized as a world heritage A preservation B procession C song D performance Saint Giong was unable to talk, smile, or walk ……… he was three years old

A even though B because C while D if

5 It’s a rule, so everyone ………strictly follow it

A doesn’t have to B shouldn’t C has to D should

6 The 54 ethnic peoples of Viet Nam are…………, but they live peacefully

A similar B unlike C diverse D like

7 I detest……….so early in the morning

A get up B getting up C gets up D to get up

8 Both my brother and I help ……… our family’s goats We feed them on the pastures by the edge of the village

A herds B to herd C herding D to herding

9 Lang Lieu couldn’t buy any special food……… he was very poor

A although B when C while D because

10 The girl was crying when a fairy………

A appears B was appearing C appeared D is appearing 2 Identify a mistake in each sentence and correct it (1 point)

Viet Nam is an multicultural country with 54 ethnic group

………

/ion/ /str/

……… ……… ……… ………

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We speak English fluent now than last year

……… We broke with tradition by make sponge cakes for the Mid-Autumn Festival instead of mooncakes

……… You has to take off your hats when you go to the pagoda

………

I don’t like this performance although it’s too boring

………

III Reading

Read the fairy tale Cinderella and the tasks below.

Once upon a time there was a young girl called Cinderella Cinderella was living happily with her family when her mother died Her father married an evil widow with two daughters Cinderella’s stepmother and two stepsisters mistreated her She had to wear old clothes and work hard while the sisters wore fancy clothes and had fun A good witch helped Cinderella She turned Cinderella’s old dress into a beautiful gown Cinderella went to a party and a handsome prince politely invited her to dance with him He fell in love with her and wanted to find out who she was Cinderella left the party in a hurry and didn’t tell the prince her name but she left a glass slipper, and the prince used that to find her They got married and lived happily ever after

1 Answer true (T) or false (F) (1 point)

True False a Cinderella was living happily with her family when her

mother died

b Her father married a kind woman

c Her stepmother and two stepsisters were very kind to her d The prince got married to the girl who fitted the left glass slipper

2 Answer the questions (1 point)

1 What did Cinderella’s father when his wife died?

……… How did Cinderella’s stepmother and two stepsisters treat her?

……… Who turned Cinderella’s old clothes into a beautiful gown?

……… What did the prince use to find Cinderella?

……… What happened in the end?

……… IV Writing

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1 We won’t hold the festival It costs too much money (IF)

à ………

2 The tortoise was running The hare was sleeping (WHILE)

à ………… ………

3 The girl worked hard Her stepmother wasn’t happy (ALTHOUGH)

à ………….………

4 The Buffalo- fighting Festival took place in Do Son last Saturday There were so many people (BECAUSE)

à ……… ………

2 Read the situation and complete the sentences with the right compararive form of the adverbs in brackets (1 point)

1 A lion can run 100km/hr while a horse can run 80km/hr (fast)

à A lion can run………

2 They are both good at speaking English, but Hung speaks better than Nam (badly)

à Nam speaks English ………

3 The Eagle team performed more successfully than the Tiger team (successfully)

àThe Tiger team performed………

4 A sports car goes faster than an ordinary car (slowly)

à An ordinary car goes………

Key

I Pronunciation: (2 points)

1 Put the following words into the appropriate column, then mark the stressed syllable (1 point)

/ion/ /str/

com’panion compe’tition

‘strangers ‘district pe’destrian 2 Draw the intonation for each question (1 point)

1 What a beautiful day it is!

2 Are you going to the cinema? Did you take part in the festival? Why you want to come here? When did you return?

II Vocabulary & Grammar

1 Choose the best answer A, B, C or D to complete each sentence (1point)

1 B C

2 C B

3 D B

4 A D

5 C 10 C

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2 fluent more fluently

3 by make by making

4 has to take off have to take off

5 although because

III Reading

1 Answer true (T) or false (F) (1 point).

1 T F F T

Answer the questions: (1 point)

1 He married an evil widow with two daughters they treated her badly

3 A good witch did

4 He used a glass slipper that Cinderella left behind

5 Cinderella and the prince got married and lived happily ever after IV Writing

1 Combine each pair of sentences to make one sentence, using the words given in brackets (1 point).

1 We won’t hold the festival if it costs too much money / If it costs too much money, we won’t hold the festival

2 The tortoise was running while the hare was sleeping /While the hare was sleeping, the tortoise was running

3 Her stepmother wasn’t happy although she worked hard / Although the girl worked hard, her stepmother wasn’t happy

4 Because the Buffallo- fighting Festival took place in Do Son last Saturday, there were so many people /There were so many people because the Buffallo-fighting Festival took place in Do Son last Saturday

2 Read the situation and complete the sentences with the right compararive form of the adverbs in brackets (1 point)

1 A lion can run faster than a horse Nam speaks English worse than Hung

3 The Tiger team performed more successfully than the Eagle team An ordinary car goes more slowly than a sports car

……… ……… ……… Preparing date: /12/2017 Teaching date: /12/2017: 8E /12/2017: D

/12/2017: 8B Period 53 - The first term test

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/12/2017: 8B Period 54: The 1st term Test correction

I.Objectives

* General knowledge : Students revise the main grammatical items and vocabulary they have learnt in units

Ss may not vocabularies and structures , so T should repeat them VI Procedure

Test content T: Delivers the market

test papers to Ss

T: have Ss exchange their parers to discuss the correct answers + Then get Ss identify the key point to remember

+ provide more pracrice on some typical items / skills at which may Ss

Ss: get back their marked test papers

I.Comments on the test 1.General comments

*Ss’ common mistakes + vocabularies……… + structure:……… + Skills: ……… A.LISTENING

Task 1: 1.25pts

Yes No

1. 

2. 

3. 

4. 

5. 

6. 

Task 2: 1.25pts

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are still bad at

……… ……

T ask Ss to summarize the main point to remember

T: asssin homework: give some suggestions

Ss:

+ liste to T and take notes

I Choose the correct option for each gap to complete the sentences: 1.5pts

1.B; A; D; C; A; B

II Find and correct mistakes (1.0pt) 1.B mustn’t to -> must; 2.B has to -> have to ;

3.B.come-> came; 4.A.couldn’t bought -> couldn’t buy

C READING

I Read and complete the passage with words in the box (1.25pts)

1.traditional 2.includes therefore preparation; missed

II Read the passage and decide whether the sentences are true (T) or false (F) 1 T T T F T

D WRITING

I Rewrite the sentences (1.25pts) A rooster crows very early before

the sun rises in the morning

2.Would you fancy playing a game of tennis now?

3.How much these trainers cost? 4.Which costume you prefer, the Tay’s or the Pathen’s?

5 I was watching Da Nang

Fireworks Festival on TV and my brother was listening to an English program on the radio

II Order the words to make meaningful sentences (1.25pts)

1.Sitting in front of a computer all day can cause health problems

2.We live a different life from many other people: a nomadic life

3 We wanted to see the President clearly ,so we stood in the front line

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5 Nowadays teenagers rely more on technology than in the past

III Consolidation IV Homework

I LISTENING:

Part Listen and complete the sentences (5.0 points) Little Pea ‘s father was a ………

2 Little Pea ‘s mother ………… when she was young

3 Little Pea had to the housework all day after her father got married …… The prince wanted to ………… a girl from Little Pea village

5, The Prince found Little Pea’s ………… shoe

Part 2: Listen again and decide if the statement are T of F (5.0 points) 1.When he died , he left his two sons a house

2.The eagle promissed to repay him a gold and told him to make a bag to carry it When he got home he wasn’t rich

4 Older brother offered to wrap his fortune for the starfruit tree 5.The eagle didn’t get tired and dropped him into the sea

II USE OF ENGLISH: ( 2.0 points))

A Choose the best answer A, B, C or D to complete the sentences: (2.0 points) While I ………… the performance, I met one of my old friends

A watch B was watching C watch D am watching They love ……… with their friends

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A appeared B is apprearing C appears D was appearing Chaul Chnaim Thmay is the biggest ………… of the Khmer people

A festival B ceremony C practice D celebration The prince was……… - He always gave things to other people A handsome B generous C humble D thoughtful Among the …………, the Tay people have the largest population

A groups B majorities C ethnic minorities D ethnic culture So many people nowadays are …… computers and smart phones

A bored with B afraid of C worried about D addited to

The volunteers have to work much ……… usual to save the dying animals from the forest fire

A as hard as B more hard than C harder than D the hardest

9 ………… is the most interesting park in Ha Noi? I think It’s Thong Nhat park A Which you think B Which you think

C What you think D What you thick

10.Lang Lieu couldn’t buy any special food ………… he was very poor A although B even though c while D because B Give the correct forms of the verbs in the brackets (1.0 point)

1 We (break) ……….…… with tradition by travelling to China at Tet last year (Worship)……… ancestors is one of the core traditions of Vietnamese people

3 While I (watch)……… the performance, I met one of my friends He was wearing shorts, so he ( not allow) ……… to go in to the temple The girl was crying when a fairy (appear)………

III Reading

Read the fairy tale Cinderella and the tasks below.

Once upon a time there was a young girl called Cinderella Cinderella was living happily with her family when her mother died Her father married an evil widow with two daughters Cinderella’s stepmother and two stepsisters mistreated her She had to wear old clothes and work hard while the sisters wore fancy clothes and had fun A good witch helped Cinderella She turned Cinderella’s old dress into a beautiful gown Cinderella went to a party and a handsome prince politely invited her to dance with him He fell in love with her and wanted to find out who she was Cinderella left the party in a hurry and didn’t tell the prince her name but she left a glass slipper, and the prince used that to find her They got married and lived happily ever after

1 Answer true (T) or false (F) (1.0 point)

True False a Cinderella was living happily with her family when her

mother died

b Her father married a kind woman

c Her stepmother and two stepsisters were very kind to her d The prince got married to the girl who fitted the left glass slipper

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2 Answer the questions (2.0 points)

1 What did Cinderella’s father when his wife died?

……… How did Cinderella’s stepmother and two stepsisters treat her?

……… Who turned Cinderella’s old clothes into a beautiful gown?

……… What did the prince use to find Cinderella?

……… What happened in the end?

……… IV WRITING

Exercises 1: Combine each pair of sentences to make one sentence, using the words given in brackets (2.0 points)

1.The Buffalo- fighting took place in Do Son Saturday There were so many people ( because)

……… 2.We won’t hold the festival It cost too much (if)

………

3 Tet is the a time for us to worship our ancestors It’s also a time for family reunion ( moreover)

………

4 The Nha trang Sea festival is famous for the impressive streets carnival It has attracted thousand of foreign visitors ( therefore)

……… 5.The girl worked hard Her stepmother wasn’t happy (although)

……… Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first sentence (2.0 points)

1 Mai enjoys writing short stories when she has free time

-> Mai is ……….……….……….……….……….……… Jill doesn’t run as fast as Tom

->Tom runs……….……….……….……….……….……….……….……… No one in the class is more intelligent than Peter

-> Peter ….……….……….……….……….……….……….……….……… They are both good at speaking English, but Hung speaks better than Nam (badly) -> Nam speaks English ……… 5 A sport car goes faster than an ordinary car ( slowly)

-> An ordinary car………

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Keys

I LISTENING

Part Listen and complete the sentences (1.0 point)

poor farmer died again choose lost Audio script:

The Lost shoe

Once a poor farmer had a daughter named Little Pea After his wife died, the farmer married again His new wife had a daughter, Stout Nut Unfortulately, the new wife was very cruel to Little Pea Little Pea had to chores all day This made Little Peas ‘s father very upset He soon died of broken heart

Summer came and went In the fall, the village held its harvest festival That year, everyone was excited because the prince wanted to choose his wife from the village Stout nut’s mother made new clothes for her, but poor Little Pea had none.

However, before the festival started, a fairy appeared and magically changed Little Pea’s rags into beautiful clothes.

As Little Pea ran to the festival, she dropped one of her shoe and lost it When the prince found the shoes, he decided to marry the girl who owned it Of cource the shoe fitted Little Pea, and the prince immediately fell in love with her.

Part 2: Listen again and decide if the statement are T of F (1.0 point) F T F T F

Audio script:

Once upon a time , there were a rich man living in a village When he died , he left his two sons a fortune But the elder brother gave his brother only a starfruit tree When the fruit was ripe, an eagle came and ate the fruit The young brother begged the eagle not to. The eagle promissed to repay him a gold and told him to make a bag to carry it The eagle took him on its back to a place of gold There, he filled the bag with gold When he got home he was rich The elder brother was surprised, so he asked his brother to explain After hearing the story, he offered to wrap his fortune for the starfruit , and his kind

brother accepted When the eagle came, the elder brother asked it to take him to the place gold The greedy brother filled a large bag and all his pockets with gold On the way home, because the load was too heavy, the eagle got tired and dropped him into the sea. II USE OF ENGLISH:

A Choose the best answer A, B, C or D to complete the sentences: (1.0 point) B C 3.A A 5.B 6.C 7.D 8.C A 10 D

B.Give the correct forms of the verbs in the brackets (1.0 point)

1 broke worshipping was watching didn’t allow appeared III.Reading

1 Answer true (T) or false (F) (1 point).

1 T F F T F

Answer the questions: (1 point)

1 He married an evil widow with two daughters they treated her badly

3 A good witch did

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5 Cinderella and the prince got married and lived happily IV WRITING

Exercises 1: Combine each pair of sentences to make one sentence, using the words given in brackets (1.0 point)

1 Because the Buffalo- fighting took place in Do Son Saturday, there were so many people / There were so many people because the Buffalo- fighting took place in Do Son Saturday

2.We won’t hold the festival if it cost too much./ If it cost too much.,we won’t hold the festival

Tet is the a time for us to worship our ancestors, moreover ,it’s also a time for family reunion

4 The Nha trang Sea festival is famous for the impressive streets carnival, therefore, it has attracted thousand of foreign visitors

5.Although the girl worked hard, her stepmother wasn’t happy / Her stepmother wasn’t happy although the girl worked hard

Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first sentence (1.0 point

1 Mai is interested in/ fond of/ keen on writing short stories when she has free time Tom runs faster than Jill

3 Peter is the most intelligent (student/ boy) in the class Nam speaks English worse than Hung

5 An ordinary car goes more slowly than a sport car

……… ……… ……… Date of preparing: 25/12/2016

Date of teaching: Week:

…… December……….2016 Group leader’s comments ……… ……… ……… .……… Self experience:

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