giao an tieng anh 8 2008 2009 du

Difficulties of Farmers’ life.. Aims : By the end of the lesson , ss will be able to give ss further practice in using the present progressive tense, and compartive and superlative adje[r]

(1)

Unit 1: my friends

I Aims: helping students : - to introduce people

- to respond to introductions - to descibe people

- to write about themselves and other people II. language focus:

1 present simple to talk about general truths (not) adjectives + enough + to infinitives attributive and predicative adjectives III Allocation:

Lesson Listen and read 1+2

Language focus Reading for details a conversation and revision of simple present and simple past tense

Lesson Read 1-

Getting started Reading a text for details about Ba ,s friends

Lesson Speak –2

Listen a, b, c ,d Listening for details to complete the dialogue and practice in descibing someone

Lesson Write 1-

Language focus Writing about oneself and about other people Lesson Language focus - Further practice in simple present and “not adj + enough + to – infinitive “ IV vocabulary:

Verbs Annoy Rise seem

Adjectives

Blond slim

Curly sociable Fair straight Generous volunteer reserved

(2)

Period 2nd lesson 1: listen and read (page : 10, 11) Date of preparing

language focus 1

(page: 16) 05.09.05

I Aim: at the end of the lesson ss will be able to to know more about Hoa, Lan, Nien and to review simple present and simple past tense

II. Teaching aids: text book , cards III. Proceduce :

Step : organization

Class Date of teaching Absent students 8C 08/9/05 8D 07/9/05

Teacher,s activities Students,activities

Step 2: Warm up .( Pelmanism)( 5m)

-Prepare 12 cards with numbers on one side and the verbs on the other

- Make sure the verbs are mixed up

Stick the cards on the board so students can only see the numbers Devide students into two teams ans ask them to choose two numbers Turn the cards over and see if they match If not, turn the cards over again and ask the next team

meet come live think send receive received met came lived thought sent step 3: new lesson

1 Pre- reading ( 10m) * pre teach -vocabulary to seem (translation) a next door neighbor to look like (translation)

 Checking : Rub out and remember

b, pre- questions Give students some questions and ask them to work in pairs to answer them

- Is Lien Lan,s friend or Hoa,s friend?

- How old is Nien?

- Where does Nien live?

- Is she a beautiful girl?

- Give feedback

2 While- reading (20m)

 checking the pre- questions:

Ask the students to read the dialogue between Hoa, Lan and Nien on page 10 and check if their answers are correct or not

* Answers 1- She is Hoa’s friend 2- She’s twelve years old 3- She lives in Hue 4- Yes, she is

 Comprehension questions

Ask students to read the dialogue again and answer the questions in exercise on page 11 (work in pairs)

Group work

T- Whole class Ss: pair work Hoa’s friend Twelve Hue Yes

Ss read and check

(3)

* Answers: 1- Nien lives in Hue 2- No, she doesn’t

3- The sentences is “She wasn’t old enough to be in my class”

4- At Christmas

- Call on some students to ask and answer the questions

- Ask them to work in close pairs * Gap- filling

- Ask students to use the simple present and simple past tense to complete paragraph (a) on page 16 - Provide some verbs so that students can use them to fill in the gaps

* Answers (1) lived (2) lives (3) sent (4) was (5) is (6) comes

- Ask students to work individually and then compare their answers with their partners’

- Give feedback

3 Post- reading (7m)

* Writing:- Give students some cues and ask them to use the simple present or present tense to write

a, Lan / Hoa’s best friend

b, They / same class / Quang Trung School c, Last year / Hoa / to school first time

d, Lan / show / around / introduce / to her friends - Let students discuss with their partners

- Choose some answers and correct them in front of the class

Step 4: homework

ask ss to exercise (a); 1(b) * Evaluation:

- good pelmanism and pre questions

Individual work

Pair work T- Whole class

Lan is Hoa’s best friend They are at the same class in Quang Trung school Last year Hoa went to school for the first time Lan showed her around and introduced her to many new friends

Period 3rd lesson 2: speak (page : 11) Date of preparing

listen (page: 12, 13 ) 07/9/05

I Aim: at the end of the lesson ss will be able to describe someone and complete the dialogue by listening

II Teaching aids: text book , pictures III. Proceduce :

Class Date of teaching Absent students 8C 09/9/05 8D 09/9/05 Teacher ,s activities Students, activities Step 2: warm up (7m)

(4)

- ask ss to think of the adjectives used to describe T- whole class body build and hair

thin curly

* possible answers

- fat -

straight

- slim -

long

- tall -

short black / dark

- overweight - color

blond / fair - slender

brown grey

Step : new lesson 1 presentation:

- show ss a picture of Mary and ask them to describe her hair, her body build

T- whole class eg: she has long blond hair

she is short and thin  form :

S + have / has + adjectives + hair S + be + adjectives

ss answer and then copy down

2 practice:  word cue drill

- prepare cards so that ss can drill easily - Model two cues then ask ss to repeat

chorally then individually Ss listen and repeat

- Ask some ss to practice asking and ss practice in open pairs answering

- Ask the whole class to work in pairs ss practice in closed pairs

a he / tall / thin He is tall and thin

b she / short / slim She is short and slim

c he / short / fat He is short and fat

d long / black She has long black hair

e curly / blond She has curly blond hair

f straight / brown She has straight brown

 practice speaking:

- show the pictures of people / or ask ss to look at people on page 11-12

- call on a student to describe one person, the

others have to guess who he / she is T- whole class eg: S1: This person is short and thin

She has long blond hair S2: Is this Mary?

Body

(5)

S1: yes

- go on until people on the poster are described 3 pre listening:

-ask ss to exercise “listen a, b, c, d “ on p 12-13 ss work individually

- give ss some expressions and make sure they know their meanings

- get ss to guess and to complete four dialogues on p 12-13 , using the given expressions

- give feedback 4 while listening:

- let ss to listen to the tape twice

ss listen

- get ss to work in pairs to complete the dialogues ss compare to check their prediction

and compare with predictions  answer key:

- I,d like to meet you

- Nice to meet you

- It,s a pleasure to meet you

- Come and meet

- How you do? 5 post listening:

- ask ss to practice speaking the dialoges

- call some ss to play roles of Nam- Hoa-Thu; ss practice in open pairs Khai-Mrs Lien- Mrs Vui; Ba-Bao-Grand mother;

Mr Lam-Mrs Linh- Mr Thanh and practice the Dialogues

- correct their pronunciation

- let ss to work in pairs to practice the dialogues ss work in closed pairs step 4: homework

ask ss to write a paragraph about a famous person or their friend or their classmates  Evaluation :

Period 4th lesson 3: getting started (page : 10) Date of preparing

read

(page: 13,14) 11/9/05

I. Aim: at the end of the lesson ss will be able to know more about Ba’s friends by reading a text for specific information

II. Teaching aids: text book , poster III. Proceduce :

Teacher, activities Students, activities

Step 2: warm up (7m) (chatting)

(6)

school or in their free time - Give them some questions + What are these students doing?

+ What time of the day you think it is? + Do you like soccer/ reading book? + Whom you like playing with ? step 3: new lesson

1 Pre- reading.

*pre teach vocabulary.

A character (translation)

An orphanage : ( a place where children without ss: choral, individual parents live)

Reserved (a) (translation) Sociable (a) (translation)

To tell jokes(tell a story which makes people laugh Sense of humor (translation)

* Checking vocabulary: what and where ss work in groups

- Write the words on the board, put one word in each circle

- Have students repeat the words in chorus then rub out word by word but leave the circles

- Go on until all the words are rubbed out

- Point to each circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in the correct circles

* T/ F statements predictions.

- Stick the poster of T/ F statements on the board

- Set the scene: These statements are about Ba and ss listen his friends, read them and guess which statements

are true , which are false

- Get students to work in pairs ss work in pairs Ba only has three friends_ Bao , Song, Khai

2 Ba and his friends have the same characters Bao, Song and Khai are quite reserved in public They all enjoy school and study hard

- Give feedback

2 While reading

- Ask students to open the book and read the text on p.13 ss read and check - Let students check their prediction

- Ask students to correct false statements ss work individually * Correction:

1 Ba has a lot of friends but he spends most of his time with Bao, Song and Khai

2 They have different characters

3 Only Song and Khai are quite reserved

* Multiple choice.

- Get students to exercise on page 14

- Ask them to work in pairs to choose the best answers Ss work in pairs - Explain the meaning of the phrases

* Comprehension questions

- Ask students to work in pairs to exercise on p 14

- Let students read the text again and answer the ss read the text again questions And answer the qts * Answers

(7)

c Khai likes reading

d Jis jokes sometimes annoy his friends

e Bao spends his free time doing volunteer work at a local orphanage

- Call on some pairs of students to ask and answer the questions

3 Post reading

- Ask all the students to work in closed pairs ss work in pairs

- Ask students to work in groups and talk to one ss work in groups Another about their friends, using the adjectives they

have just learnt to describe

step 4: Homework

- Ask students to write a paragraph (about 80 words) about one close friend * Evaluation:

Period 5th lesson 4: write (page : 15) Date of preparing

language focus 3 ( pagve: 17)

12/9/05

I Aim: at the end of the lesson ss will be able to write a paragraph about their close friends and about themselves

II. Teaching aids: text book , pictures III. Proceduce :

Teacher,s activities

Step 2: warm up (7m) Kim,s game

- Ask students to look at the picture on page 17 quickly (for 20 seconds) Then let them keep their books closed

- Devide students two questions, the group which answers correctly the fastest wins the game

1 How many people are there on the picture? (four) What is each person wearing?

- The woman is wearing a red shirt and green skirt - The man who is standing beside the car is wearing a pink shirt and blue trousers

- The boy is wearing blue shorts and a white shirt Step 3: new lesson

1 Pre- reading.

* Reading:

- Ask students to read the information about Tam then answer some questions

1 What is his name ? (Le Van Tam) How old is he ? (14)

Students, activities

Group work

T- whole class Read the text

(8)

3 What does he look like? (He is tall and thin He has short black hair)

4 What is he like? (He is sociable, humorous and helpful)

5 Where does he live with? (He lives with his mother, father and an elder brother)

6 Who is his friend? ( Ba and Bao)

2 While- reading:

- Let students write a paragraph about Tam, using the information they have just got They have to work individually

- Ask students to compare with the paragraph in their books on page 15

- Ask students to write some information about one of their friends, then write a paragraph about him or her - Get students to share with their partners and correct if possible

* Sample

His/ Her name is She is years old He/ She lives at in with his grandmother, his parents and his younger sister, Mai He/ She is tall and slender He/ She has short black hair He / She rather shy but his/ her close friends are and

3 Post- reading

-Ask each student to write a similar paragraph about himself/ herself

- Move around the class and help students, then ask some students to speak in front of the class about himself/ herself

step 4:Homework

Ask students to write another paragraph about one of their family members

* Evaluation:

Individual work

pair work

Individual work Pair work Write

Write individually

Period 6th lesson 5: language focus + (page:16,17) Date of preparing

(9)

I Aim: at the end of the lesson ss will be able to use simple present tense to talk about general truths and write some sentences using the structure (not) + adjectives enough + to- V

II. Teaching aids: text book , cards, pictures III. Proceduce :

Class Date of teaching Absent students 8C 16/9/05 8D 16/9/05 Teacher,s activities

Step 2: warm up (7m) Categories - Ask students to find out the adjectives beginning with the letters that the teacher gives

- Devide the class into two groups

- Give four letters at the same time, students are to find out four adjectives beginning with the four letters given

Example:

T writes: a b c d S write : awful big clever dirty Step 3: new lesson

1 Presentation

* Pre- teach vocabulary

A planet: (ex: the sun, the moon, the earth What are they ?)

Mars (translation) Mercury (translation) Silly (a) (translation)

* Checking vocabulary: slap the board

* Revision of Simple Present Tense - Review simple present tense : formation, useage

- Focus on one of the usage of Simple present tense It is used to express an action which is always true

2 Practice

- Give students to complete the dialogue between Ba and Tuan, his young cousin - Get students to work in pairs

* Answers

1 sets goes moves is is is - Get students to practise the dialogue in pairs - Correct their pronunciation Focus on the pronunciation of verbs ending with s,es

3 Presentation 2.

- Set the scene to introduce the structure (not) +adj enough +to- verb

Teacher is to ask students to hang the picture on the board “How I say and how you answer?Complete the exchange.”

-Can you (1) this (2) over there ? -No I (3) not (4) (5) to (6) the (7) over there

* Answers

T: Can you hang this picture over there ? S: No, I am not tall enough to hang the

Students,activities

T- Whole class Group work

Write on the blackboard

Listen and guess Group work Team work

T- whole class Pair work

pair work

(10)

picture over there

Form : (not) + adjectives enough + to- V

4 Practice.

I Word- cue drill

a Read English books / good - Can you read English books ?

- Yes, My English is good enough to read English books

b Drive a car / old

c Carry this bag / strong d Solve this problem / clever

- Model two cues, the whole class repeats, then ask some students to repeat individually

- Make sure students remember the exchange, then ask a new student / give a new cue

- Let all students work in pairs, one asks, the other answers

5 Further Practice

- Ask students to exercise on page 17 in pairs

Give feedback and ask students to practise the dialogue

* Answers

a Not big enough b Not old enough c Strong enough d Good enough

step 4: Homework

- Ask students to write five sentences about themselves using the structure

* Evaluation:

Read the dialogue in pairs

whole class

pair work

- Can you drive a car ?

- No, I am not old enough to drive a car

- Can you carry this bag ?

- No, I am not strong enough to carry this bag

- Can you solve this problem ? - No, I am not clever enough to solve this problem

Unit 2: making arrangements

I. Aims: helping students :

- to talk about intensions

- to use telephone to make and confirm arrangements

- to take a telephone message II. language focus:

1 going to talks about intensions and activities in the future adverbs of place

III Allocation:

Lesson Listen and read

1+2 Reading the conversation about making and confirming arrangements Lesson Speak 1-

Language focus 1- Going to talks about intensions Lesson Read -2 Reading for details about Alexander

(11)

Lesson Language focus

+ listening Listening for details and practicing adverbs of place IV vocabulary:

verbs Adjectives Nouns

Agree Arrange Conduct Demonstrate Emigrate transmit

Commercial Countless mobile

Assistant Deaf –mute Device

Directory Exhibition Experiment Fishing rod Message Stationary

Period 7th lesson 1: getting started (page : 18) Date of preparing

listen and read (page: 19) 19/9/05

I. Aim: at the end of the lesson ss will be able to use the telephone to make and confirm arrangements by reading for details about a coversation on the phone II. Teaching aids: text book , poster, pictures

III. Proceduce : Step : organization

Teacher ,s activities Students, activities Step 2: warm up (7m)

- ask ss to match each object (pix on p 18) with its ss match one by one on the name

board  answers:

a an answering machine b a mobile phone

c a fax machine

d a ttelephone directory e a public telephone f an address book - give feedback

T- whole class

- give the definitions of these objects on a poster and ask ss to match the object with its definitions

(12)

2 to find someone,s telephone number to write addresses and telephone numbers to make a pphone call in a street telephone box to leave and take messages

6 to make phone call anywhere you like

* answers: a-5 b-6

c-1 d-2

e-4 f-3

Step : new lesson 1 pre- reading:  open prediction:

-setting the sence: Hoa and Nga are talking on the phone

They are talking about going to see a movie” ss

work in pairs

- ask ss to guess: a who made the call?

(Nga)

b Who introduce herself?

(Nga) c Who invited the other to the party?

(Nga) d Who arranged a meeting place?

(Nga) e Who arranged the time?

(Hoa) f Who agreed to the time?

(Nga)

- give feedback 2 while - reading:

 checking the prediction:

- ask ss to read the conversation between Nga and Hoa on page 19 and give them feedback

ss work individually  comprehension questions:

- give ss some qts and ask them to work in pairs to answer them

ss work in pairs * questions:

a What is Hoa,s telephone number?

b which movie are they going to see? Where? c how is Hoa going to see the movie?

d where are they going to meet? What time? *Answers:

a her telephone number is 3847329 b they are going to see the movie Deam City at Sao Mai theater

c Hoa is going by bike

d They are going to meet outside the theater at 6.30

- get some pairs of ss to ask and answer the qts

ss work in open pairs - let all ss work inpairs

(13)

 matching:

-ask ss to match the phrases with their meanings

ss work individually a hold on

1 Nó đợc chiếu đâu? b Is the six thirty all right? Khá xa

c where,s it on? 3

Sáu 30 đợc chứ?

d a bit far from

(cầm máy)

3 post - reading role play:

- ask ss to play the roles of two ss who are talking on the phone making arrangements

- let ss work in pairs teacher moves around the class and helps the ss

ss work in pairs step 4: homework

ask ss to write a similar dialogue on their notebooks * Evaluation:

Period 8th lesson 2: speak (page : 18)

Date of preparing

language focus 1-2 (page : 19)

20/9/05

I. Aim: at the end of the lesson ss will be able to talk on the phone about intensions with going to

Teacher ,s activities Students, activities Step 2: warm up (7m)

Chatting

- talk to ss about using telephone

ss answer Do you have a telephone at home?

How often you make a phone call?

What would you say when you pick up the phone To answer it? What would you say if you are the caller? Step : new lesson

1 presentation:

(14)

work in pairs to put the sentences in the correct order to make a complete conversation

*answer: b- f- j- a- i- c- e- k- g-h –d

- ask some questions to check ss, understading and T- whole class

focus on the structure going to ss answer are they talking on the phone?

(yes) what they intend to do?

(to go to the pop concert)

what time are they meeting? Where?

(inside the center at 7.15)

what form of verbs you use to talk about intentions

(be going to)

* form: S+ be + going to + infinitive

ss answer and copy down * use: express an intention 2 practice:

* Word cue drill Model sentences:

Are you going to see a movie? Yes, I am / No, I,m not

- Model two cues then ask ss to repeat chorally ss listen and repeat then individually

- Ask some ss to practice asking and answering ss work in open pairs

- Ask the whole class to work in pairs then closed pairs a see a movie

b play sports

c meet your friiends d help your mother e your homework f watch T.V

 further practice:

- ask ss to exercise language focus on p 25 They ss work in pairs have to work with a partner and say what the people

are going to

- give an example first

T: Nga has a movie ticket What is she going to do? (she is goning to see a movie)

- Let ss work in pairs ss work in closed pairs

- Give feedback T – whole class

* answers:

a they are going fishing

b she is going to read the new novel c she is going to her homework

d he is going to watch an action movie on T.V tonight e she is going to give him a birthday present

3 production:  role play:

- setting the sence: Ba and Bao are making arrangement to play chess

(15)

- ask ss to work with partners to complete the dialogue ss work in closed pairs

- give feedback

- ask ss to play the roles of Ba and Bao to practice the dialogue

- ask ss to make the similar arrangements and practice talking with a partner

step 4: homework

ask ss to write things that they intend to next week * Evaluation:

Period 9th lesson 3: read (page : 21-22) Date of preparing

24/9/05

I. Aim: at the end of the lesson ss will be able to read the paragraph for details to know more about Alexander Graham Bell

II. Teaching aids: text book , poster, pictures of Bell III. Proceduce :

Class Date of teaching Absent students

8C 27/9/05

8D

27/9/05

Step 2: warm up (7m)

Teacher ,s activities Students, activities Brainstorming

- let ss answer the questions by coming to the board ss play in two groups and write

to chat with friend to communicate what is the

telephone used for?  possible answers:

- to have a message - to call someone - to make arragements

- to talk to a person who lives far from

- to get information at the airport or railway station quickly

Step : new lesson 1. pre- reading:

*pre teach vocab: (7m)

(16)

-(to)demonstrate: biểu diễn (translation) -device(n) : thiết bị, máy móc (translation) -deaf-mute(n): tật vừa câm,vừa điếc (explanation: a person who is unable to hear and speak) *checking vocab: what and where

-have ss repeat the words in chorus then rub out word by word but leave the circles Remember to let ss

repeat before and after rubbing out each word Ss listen and repeat -go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups  T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess) true and which are false (statements on page 22)

a, Alexander Graham Bell was born in the USA b, he worked with deaf-mute patients in a hospital in Boston

c, Thomas Watson was Bell,s assistant

d,Bell and Watson introduced the telephone in 1877 e, Bell experimented with ways of transmitting speech between deaf-mutes over a long distance

f, Bell demonstrated his invention at a lot of exhibitions -give feedback

2 while- reading: (15m)

 checking the prediction: ask ss to read the text on page 21-22 and check their prediction

have ss correct false statements

ss read and check,correct guess read correction

a F He was born in Edinburgh in Scotland

b F He worked with deaf-mute patients at

Boston University

c T

d F He introduced telephone in 1876

e F He enperimented with his ways of

transmitting speech over a long distance

f T

 ordering:

- ask ss to look at the book page 22

get ss to read the events of Bell,s life and put them in

the correct order ss work individually - ask ss to compare with partners ss: pair work

answers: 1-d; 2-e; 3-a; 4-g; 5-c; 6-b; 7-f 3 post -reading : (8m) write it up

-get ss to write a paragraph about Bell,s life, using the

information from the text ss work individually -let ss swap their writing and correct ss work in pairs step 4: summay (1m)

? who was Alexander Graham Bell? (he was the first person who invented Step : homework (1m) the telephone) Ask ss to write the paragraph into their notebooks

 Evaluation: Good setting the sence

Period 10th lesson 4: write

(17)

Date of preparing 26/9/05

I. Aim: at the end of the lesson ss will be able to write a telephone message II. Teaching aids: text book , cards

Class Date of teaching Absent students 8C

29/9/05 8D

28/9/05

jumbled words

-write the words whose letters are in a random order on the board

- divide the class into two groups Ss from two ss go to the board and write groups go to the board and write the correct words ( in two groups)

-the group which writes more correct words first wins the games

1 mcuestor = customer 2 ayddmi = midday 3 essgmea = message 4 nifurretu = furniture 5 rvseice = service

Step : new lesson 1 pre- writing:

* chatting: (2m)

- talk to ss about taking a telephone message T- whole class ? have you ever taken a telephone message?

? when you take a message, what should be

mentioned in the message? (date,time,who sent,to whom,content)

* pre teach vocab: (8m)

-customer (n) (explanation: a person who comes

to buy something at a shop) ss listen and repeat chorally, - delivery (n) (translation) individually, then copy - stationary (n) (example: pens, rulers , envelopes

papers, )

- (to) pick someone up (translation)  checking vocab: rub out and remember

- get ss to copy the words into their books and then ss copy, then close notebooks ask them to close the books

- rub out the new words one at a time Each time you rub out a word in English, point to the vietnamese

translation and ask “what is this in English?” Ss follow instructions When all the English words are rubbed out, go

through the Vietnamese list and get ss to call out the English words

( if there is time, get ss to come to the board and write the words again)

2 while -writing: (18m)  reading and gap filling:

(18)

passage on page 23

- let ss work in pairs ss: work in pairs answers:

1, phoned 2, Mary 3, speak 4, took 5, name 6, delivery 7, Mr Ha 8, number

- ask ss to read the passage on page 23 to get ss : read the passage information and write the message ss: work individually - let ss write then share with a partner ss : work in pairs

 answers:

Thanh Cong Delivery Service Date: June 16

Time: after midday For: Mrs Van

Message: Mr Nam called about his stationary order He wanted you to call him at 86334082

Taken by: Mr Toan 3 post - writing: (10m)

- ask ss to write another message

- Set the sence: “ Tom phoned Nancy, but she was out Lisa , Nancy,s sister took a message for Nancy Help Lisa to write a message

- let ss work in pairs ss work in pairs - monitor and give feedback

 answer: Date : Time: For: Nancy

Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30 step 4: homework

ask ss to write the message on their notebooks * evaluation:

Period 11th lesson 5: listen + language focus (p 23-24, 26) Date of preparing

27/9/05

I. Aim: at the end of the lesson ss will be able to complete telephone message by listening and further practice in adverbs of place

II. Teaching aids: text book , poster. III. Proceduce :

* telephone transmitting: ss: work in groups - divide ss into two groups

(19)

- the volunteers stand in two lines The teacher

shows the first student ( in each line ) a telephone number - he / she whispers the telephone number to the next

person in his / her line

- the second student whispers to the third until the last one

- the last student shouts out the number, if it is right, that group wins the match

Step : new lesson 1 pre- listening:

-ask ss to look at the form of the telephone message on p.21 ss listen and set the sence: “ a womwn phoned the principal of

Kingston juior high school, but he was out”

- have ss guess the message ss guess in pairs - give feedback

2 while- listening:

- ask ss to listen to the tape twice and fill in the message

compare with their guess ss listen and check * answers:

Kingston junior high school Date:

Time:

For: the principal

Message: Mrs Mary Nguyen wanted to see you at 9.45 in the morning

telephone number: 64683720942

3 presentation:

Jumbled words: (with answers) tdeousi = outside erhe = here

2 siiden = inside stupairs = upstairs ss work in groups hetre = there wonstairds = downstairs

- write the words whose letters are in a

random order on the board and tell them they are adverbs of place

- divide the class into two teams Ss from two teams go to the board and write the correct words

- the team which writes more crrect words first wins the games

- make sure ss to know the meanings of these adverbs ss copy (both E and V) 4 practice:

- ask ss to exercise on p 26 ss work in pairs

- setting the sence:” Ba is playing hide and seek with his cousin, Tuan Use adverbs of place to complete the speech bubbles”

ss work in pairs

- give feedback * answers:

(20)

b no, he isn,t here

c he isn,t upstairs and he isn,t downstairs. d Perhaps he,s outside.

e No, he isn,t there

f I,m not outside, I,m inside , Ba.

- ask some ss to read out the speech bubbles ss work in open pairs step 4: summary

ask ss to write sentences about your house, using adverbs of place eg: my room is upstairs

 Evaluaton:

- good listening lesson

- good jumbled words

Unit 3: at home

IV Aims: helping students :

- to describe places and situation

- to ask and give for reason

- to write a description of the room V. language focus:

1 refexive pronouns

2 modals: must, have to, uoght to why – because

VI Allocation:

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought to Lesson Speak Talking about the position of furniture

in the kitchen and bathroom Lesson Read

Language focus Reading for details about safety precautions in the home and further practice in why- questions with because answers

Lesson Language focus Further practice in reflexive pronouns Lesson Language focus

+ listening Further practice in why questons and answers – because Lesson Write 1-2-3 Writing a description of a room

IV vocabulary:

(21)

Injure

destroy BeadWardrobe Chore Cup board Knife match

Object Precautio n

Rice cooker Rug Safety

Sauce pan Scissors Sink Soket steamer

Period 12th lesson 1: listen and read ( page : 27,28) Date of preparing

language focus 1

(page: 34) 02/10/05

I. Aim: at the end of the lesson ss will be able to read the the dialogue for details and practice the modal verbs: must, have to, ought to

Class Date of teaching Absent students 8C 05/10/04 8D 06/10/04 Teacher ,s activities Students, activities Step 2: warm up (7m)

Kim,s game

- show pixs ( getting started) to ss

ss look at the pixs quickly

- ask them to look at the pixs qiuckly in 30 seconds and try to remember the verbs in the pixs as many as possible

ss work in groups

- which group remembering more verbs is the winner * answers:

a wash dishes / the washing up b make the bed

c sweep the floor d cook

e tidy up

f feed the chiken Step : new lesson 1 presentation:

 pre- teach vocab: (use the pix of the kitchen) -steamer : noi hap

(22)

-sauce pan -chore -sink

 checking vocab: rub out and remember

- get ss to copy the words into their books and then ask ss copy the new words in their

them to close their books notebooks

- rub out the new words one at a time Each time T rubs ss follow T,s instructions

out a word in English, points to the Vietnamese translation and ask “ what,s in English?” when all English words are rubbed out , go through the Vietnamese list and get ss to call out the English words or rewrite the words

 presentation dialogue:

- set the sence of the dialogue between Nam and his

mother Mrs Vui ss listen

- get ss to listen to the dialogue while looking at thebooks ss listen and repeat - ask ss to complete the list of the things nam has to T- whole class

- cook dinner

Nam has to - go to the market to buy fish and vegestables - call his Aunt Chi, ask her to meet his

mother at gradma, s house

form: has / have to + infinitives = must + inf

Ss anwer and copy down Meaning: ph¶i

Use: to say that is nesessary to sth 2 practice:

picture cue drill:

exchanges:

what you have to do? I must the washing up

- Model two cues then ask ss to repeat chorally then ss listen and repeat individually

- Ask some ss to practice asking and answering ss practice in open pairs

- Ask the whole class to work in pairs ss practice in closed pairs a the washing up

b make the bed c sweep the floor d cook dinner e tidy my room f feed the chickens

3 further practice: gap filling (language focus 1)

- go through verbs given ( language focus 1)

- ask ss to look at the pixs and complete the dialogue ss work in pairs betwwen Nga and Lan, using must or have to together

with the verbs given * answers:

(23)

(7)must feed

- ask ss to work in pairs, practicing the dialogue step 4: homework

ask ss to write the things they have to on Sundays eg: On Sunday morning, I have to tidy my room, I have to help my parents the housework

On Sunday afternoon, I have to On Sunday evening, I have * Evaluation:

Period 13rd lesson 2: speak

(page : 28 – 29) Date of preparing 04/.10/05

I. Aim: at the end of the lesson ss will be able to use prepositions of places to talk about the positions 0f furniture in the house

Jumbled words:

- write the words whose letters are in a ss play in two groups random order on the board

- divide the class into two teams Ss from two teams go to the board and write the correct words

sihcon = cushion fofece- bteal = coffee-table

3 pelotehen = telephone 4 hcuoc = couch

5 rotese = stereo 6

Ticpure = picture Step : new lesson 1 pre - speaking:

 pre- teach vocab

ss: choral , individual

- rug (n) (picture)

- calender (n) (pix)

- counter (n) (pix)

- knife – knives (n) (pix)

- dish rack (n) (pix)

(24)

 checking vocab: matching ss match pictures with their

(using the pictures)

meanings one by one  presentation:

- ask ss the positions of the items in the pictures (pix of kitchen)

where is the clock?

(it is above the fridge

the fruit?

(in the bowl)

the flowers?

(on the table) where is the rice cooker?

(next to the bowl of fruit)

cup board?

(on the wall, above the counter)

knives?

( on the wall, under the cup board)

dish rack?

(on the counter, next to the bowl

of fruit )

2 while - speaking:

- ask ss to work in pairs, talking about the positions of each item

Ss work in closed pairs eg: the knives are on the wall, above the stove

3 further practice:

- setting the sence: “ Mrs Vui bought new furniture ss listen her living room, but she cannot decide where to

put it You should help her to arrange the furniture - ask ss to practice speaking

ss work in groups of or * possible answers:

- let,s put the magazines on the shelf above the books - O.K and I think we ought to put the coffee table

between the couch and the armchair

- you are right And let,s put the T.V next to the coffee table

(25)

listening text: ( the description of Hoa, bedroom) / ss work individually, then compare

with partners step 4: summary

remind some prepositions of place step 5: homework

(26)

Period 14th lesson : read (page : 31-32) Date of preparing

language focus 4 (page: 36- 37) 08/10/05

I. Aim: at the end of the lesson ss will be able to understand the safety precaution in the house and use why questions with answers because

II. Teaching aids: text book , pictures, realias III. Proceduce :

Brainstorming

Ss write on the board in

two groups

Drug

electricity fire

Boiling water gas

knife Step : new lesson

1 pre- reading:

 pre- teach vocab:

- precaution (n) (translation)

- socket(n) (realia)

- match (n) (realia)

ss: choral, individual

- object (n) (translation)

- safety (n) (translation)

- (to) destroy (translation)

- (to) injure (pix)

 checking vocab: Slap the board

- Put the new words on the board

- Call on ss in both sides to the front of the class standing at equal distance from the board

- call out one of the meanings in aloud voice ss work in group

- two ss must run forword and slap the word, the student who slaps the correct word first is the winner and gets a mark

- go on with the next ss

 T/F statements prediction: (6m) Danger in the

(27)

ask ss to work in pairs and guess which statements are ss work in pairs (guess) true and which are false

a It is safe to leave medcine around the house b Drugs can look like candy

c A kitchen is a suitable place to play

d Palaying with one match cannot start a fire

e Putting a knife into an electrical socket is dangerous f Yuong children not understand that many

household objects are dangerous -give feedback

 checking the prediction: ask ss to read the text on page 31and check their prediction

have ss correct false statements

ss read and check,correct guess read correction

a F It is safe to keep medcine in locked

cupboard

b T

c F A kitchen is a dangerous place to play

d F Paying with one match can start a fire

e T

f T

 comprehension questions:

lucky numbers : exercise , p 32 and language focus

- ask ss to work in pairs to find out the answers of these ss work in closed pairs questions

- ask ss to answer in two groups

ss play in two groups * Answers:

a because children often try to eat and drink them b because the kitchen is a dangerous place

c because playing with one match can cause the fire d because children often try to put something into electricial sockets and electricity can kill

e because the dagerous objects can injure or kill children 4 post reading:

- ask ss to work in groups, disscussing about the topic ss work in groups a, safety precautions in the street

b, safety precautions at school step 4: homework language focus 4 * Evaluation:

Period 15th lesson 4: language focus (page : 35-36) Date of preparing

10/10/05

I. Aim: at the end of the lesson ss will be able to use the reflexive pronouns II. Teaching aids: text book ,

(28)

8C 13/10/05 8D 12/10/05

Brainstorming:

Tidy up cook

clean the floor ss write on the board in two

groups Do homework

water plowers

Repair machine fix the T.V set

Paint the house Step : new lesson 1 presentation:

- setting the sence: ( you your homework and no one helps you What you say?

I my homework myself

T_ whole class

- explain the reflexive pronouns

- form : we use I with myself ss copy down

you

yourself he

himself she

herself it

itself we

ourselves you

yourselves they

themselves

- use:

+ we use a reflexive pronoun when the subject and object are the same

+ to use emphasize a person or a thing eg; you can it yourself

Things you can

(29)

2 practice: Word cue drill

Model sentences: Did you your homework? Yes I did it myself

- Model two cues then ask ss to repeat ss listen and repeat chorally then individually

- Ask some ss to ptactice asking and answering ss work in pairs

- Ask the whole class to work in pairs ss work in closed pairs a you/ / homework

b he / fix / washing machine c Mary / cook / dinner

d These students / paint / the pictures e You / / your chores

3 futher practice:

 complete the dialogue:

- ask ss to fill in the blanks with suitable reflexive ss work individually pronouns or emphasis pronouns

- give feed back

- ask ss to practice speaking in pairs

ss work in closed pairs * answers:

a himself b ourselves

c myself ; yourself

d himself ; herself ; themselves e yourselves

f

step 4: summary

remind the reflexive pronouns step 5: homework

ask ss wrtie sentences with reflexive pronouns and sentences with emphasis pronouns

(30)

Period 16th lesson : listen + language focus (P.30,35) Date of preparing

11/10/05

I. Aim: at the end of the lesson ss will be able to identify the right item by listening and further practice in modal verb: ought to

II. Teaching aids: text book , III. Proceduce :

Class Date of teaching Absent students 8C 14/10/05 8D 14/10/05 Teacher ,s activities Students, activities Step 2: warm up (7m) bingo T – whole class

- Ask ss to write down on their notebooks things ss write they can eat

- prepare a list of food then call out each word ss listen in aloud voive

- ss have to listen to the teacher carefully Ss listen carefully and cross the If anyone has the same things, they cross words

them out.the first person crossing out all things shouts “ bingo” and wins the game

* suggested words: chcken, beef, cake, cady, garlic, noodle, bread, rice, ham, peas,

Step : new lesson 1 pre listening:(5m)

 prediction:

- get ss to look at page 30 and guess things they ss work individually then use to cook the “ Special Chinese fried rice” compare with partners - give feedback

2 while listening:(5m)

- ss listen to the tape and check their predictions ss listen and check - give feedback ss: individual work * answers: a, fried rice, b, pan pair work c, garlic and green peppers d, ham and peas

3 presentation:(5m)

- setting the sence: “ Hoa is very sad because ss listen and answer she failed her English test What you say to

advice her?” you should study harder

-ask: “can you tell me another word for “ should” “ ought to “ checking:

-use: “ought to “ as well as “should” is used to

give advice to someone ss listen, answer and take notes form: ought to + infinive

meaning: nªn 4 practice: (10m) picture drill

- ask ss to give advice to people in the pix (p 35) ss; pair work * answers:

a, I failed my English test you ought to study harder b I,m late.

(31)

You ought to eat more fruit and vegetables d My tooth aches

You ought to see a dentist

- get ss to practice changes in pairs 5 production: (10m)

noughts and crosses ss: work in groups His tooth/ ache Hoa / late My room/

untidy The floor/ dirty Bao/overweight She / thin My English/

bad Her grades / bad The washing machine/not work

* answers:

a his tooth aches He ought to go to the dentist,s b hoa is late She ought to get up earlier

c my room is untidy You ought to tidy your room d the floor is dirty You ought to clean it

e bao is overweight He ought to eat less meat and exercise more often

f she is thin She ought to eat more

g My English is bad You ought to practice more h Her grades are bad She ought to study harder i The washing machine doesn,t work.

You ought to fix it Step 4: summary (2m)

- remind the modal verbs: should and ought to Step 5: home work (1m)

Ask ss write some advice when your friend feels sick  Evaluation:

- good bingo

- good presentation

- noughts and crosses is a bit long

(page : 32-33) Date of preparing

15/10/05

I. Aim: at the end of the lesson ss will be able to write a description of a room II. Teaching aids: text book , poter

Wordsquare ( preposition)

- ask ss to find some words of preposition

(32)

F D N I H E B O

R A E N E X T O

O P P O S I T E

M U U N D E R O

- divide the class into two groups

- ask ss to go to the board and write the words ss

write on the board they can find

- the group which has more words is a winner * answers:

 opposite, under, to , next to  behind, near, in

 from, on, in up, to to

Step : new lesson 1 pre - writing: * pre- teach vocab: - towel rack ( pix)

- lighting fixture( picture) - beneath ( antonym)

* checking: rub out and remember

- rub out the new words one at a time Each time T rubs ss follow instructions out a word in English, points to the Vietnamese translation

and ask “ what,s in English?” when all English words are rubbed out , go through the Vietnamese list and get ss to call out the English words or rewrite the words * reading:

- ask ss to read the description of the Hoa,s room, ss read and answer

then ask some comprehension questions (answers) a what is there on the left of the room?

a, a desk b where is the bookself?

b, above the desk

c what is there on the right side of the room? c,

a window

d where is the wardrobe?

d, beside the window and opposite

the desk 2 while- writing:

(33)

* possible answer: this is Hoa,s kitchen

there is a refrigerator in the right conner of the room next to the refrigerator is a stove and oven

on the other side of the oven, there is a sink and next to the sink is a towel rack

the dish rack is on the counter, to the right of the window and beneath the shelves

on the shelves and on the counter beneath the window, there are jars of sugar, flour and tea

in the middle of the kitchen, there is a table and four chairs

the lighting fixture is above the table, and beneath the lighting fixture is a vase with flowers

-ask ss to share with partners

ss compare with partners

- correct the mistakes from some descriptions ss

listen

3 post -writing: * Exhibition:

ask ss to write a description of a living room ss work in groups ask ss to display their writing

ask ss to write a description of their bed room * Evaluation:

-

Period 18th

review

Date of preparing 117/10/05

I. Aim: at the end of the lesson ss will be able to review - present simple to talk about general truths

- simple past tense

- going to to talk about intentions and activities in the future

- modal verbs: must, have to, ought to

- some structures with enough, reflexive pronouns, adverbs of place, II. Teaching aids: text book ,

(34)

Step : new lesson

 present simple and past simple

complete the paragraph Put the verbs in brackets ss

work individually, then into the correct form

compare with partners

Vichai is my pen pal He (be) (1) 14 (is)

years old He (live) (2) in a town house with (lives) his family in Bangkok, Thailand.Yesterday I (receive)

(3) his letter In the letter he said I uauslly (received)

(have) (4) boiled rice for breakfast, and (have

chiken with fried rice or a bowl of noodles for lunch

In the evening, I (eat) (5) the food my mother (eat) (cook) (6) her food (be) (7) the best in

(cooks) (is)

the world Last week, I (write) (8) a letter to (wrote)

him I (introduce ) (9) myself and (send) (introduced) (10) him a photograph of my family

(sent)  structure with enough“ ”

combine two sentences into one, using structure with “enough”

1 The weather wasn,t very warm.

The weather wasn, warm enough we couldn,t go swimming

(for us) to go swimming He wasn,t very experienced

He wasn,t experienced enough he couldn,t the job

to the job The tea isn,t strong.

The tea isn,t strong enough to It won,t keep us awake

keep us awake

4 The ice is quite thick We can walk on it The ice is thick enough (for us) to walk on

5 It wasn,t very warm

It wasn,t warm enough (for us) to We couldn,t sit in the garden

sit in the garden

 going to future:

make up questions for the following statements Use the words in brackets

1 I,m very thirsty (what / you / drink ) what are you going to drink? We,re going to the cinema (what / you /see/) what are you going to see? My brother,s going to university in September what is he going to study?

( what / he / study) Ba is working hard for his exams ?

(35)

(when / he / have exams)

5 Hoa,s not going by bicycle.(she /go /bus) Is

she going by bus?

6 we aren ,t going to have a meeting on Friday Are you going to have a meeting on (you / have a meeting / Saturday?)

Saturday?  complete the following sentences with

haveto or must

a Many children in Britain wear uniform (must)

When they go to school

b you really work harder for the coming exam (have to ) c many boys and girls in my school

(must) wear glasses because they are short- sighted d you put knives out of children,s reach

(must) e we haven,t got much time we hurry.

(have to )

f sorry We go or we,ll miss the last train (must) g I my homework every day

(have to)

 you are giving advice to a friend Use ought to or ought not to

a Your friend has a bad headache Advise him to go To the doctor

You ought to go to the doctor

b your friend is going to visit China Advise him you ought to learn Chinese to learn a few Chinese words before he goes

before going

c your friend is always watching T.V He,s going you ought not to watch T.V

to have final exams Advise him not to it you

ought to study harder

d your friend begins smoking Advise him to stop you

ought not to smoke Smoking

it is harmful to your health Step 4: homework

Do some exercises in the workbook ( from unit to 3)  Evaluation:

The first test on English

time: 45 minutes

I. Choose the best answer by underline the suitable words or phrases

0 The weather ( is / was / will be / has been) nice yesterday.

1 A person who cannot speak or hear is called ( a character / a deaf / a blind / a deaf-mute)

2 I am living on the 2nd floor Peter is living ( downstairs / upstairs / outside / inside) on the 3rd one

3 The earth (move / moving / is moving / moves ) around the sun, doesn, it?

(36)

4 She is going ( see/ to see / to seeing / seeing ) the movie at this evening Could you (give / take / like / want ) a message? I want to leave your Mum a

message

6 I am sorry but I can,t ( to play / playing / play / played) chess tonight.

7 You must ( put / cover / include / reach ) the sockets so that children won,t be killed

8 What is Mary doing, Mom? – She is looking at ( her / hers / she herself / herself ) in the mirror

9 Students have (to doing / / to / to be done ) their homework after class 10.Each year, ( fire / match / kitchen / soft drink ) destroys homes and injures

children

II. Combine each of the following pairs of sentences into one sentence, using (not ) adjective + enough + to infinitive “ “

1 I,m very tired I can,t go to school today The table was very heavy We couldn,t move it

3 Mr Brown isn,t rich He can,t buy a car Those shoes are large You can wear them

7 Our old flat was too small We couldn,t live in it

III Complete the paragraph with the prepositions given: on , in , behind , under , next to, betwwen

There are some nice things (1) the living room there,a small table (2) two armchairs There,s a sofa (3) the windown The telephone is next to the sofa There,s a clock (4) the wall and there,s big picture (5) it In front of the door, there are some plants

III. Write a paragraph about your close friend or pen pal Using the following questions as prompts

a What is his / her name? b How is he / she?

c How did you know him / her?

(where and when did you meet him / her?)

d where does he / she live?

e Who(m) does he / she llive with ?

f What does he / she look like? g What is he / she like?

h What does he / she like doing in his / her free time?

i Who is / are his / her close friends? j Does he / she often write to you?

etc

IV Read the letter and put T (true) or F (false) or DS ( doesn, t say) next to

the sentences : Dear Tuan,

I arrived in Australia a week ago and already I think that my English is improving! I,m living in a small flat near the centre of Sydney It,s cheap and quite comfortable. In your letter you ask what I am going to to improve my English Well,

tomorrow I,m going to visit the language centre to see what English classes they offer there in the evenings Of coure, I,m going to read every day I am going to spend a lot on cassettes because listening is so important!there are some good bbokshops here, so I, m also going to look for some other books to read before bedtime I,m going to write a diary in English- that,s a good way to learn English.

How are you getting on? I was sorry I had to leave in the middle of the course are you going to write to me again?

Hope to hear from you all soon

Nam .T Nam arrived in Australia a

week ago

2 .Nam is going to have a lesson tomorrow afternoon

3 .Nam is learning English in his hometown

4 .He is please with his new flat .His English is getting better

6 .he, s going to spend much time listening English

7 .he,s going to spend much time speaking English

8 .Nam thinks writing a diary is a good way of learning English

(37)

1 what,s Lan,s family name? where does she live ? with

whom? How far is it from her house to

school?

4 how old will she be on her next birthday?

5 what ,s her telephone number?

 answers:

( 0,2points for each correct answer )

1 a deaf – mute Upstairs

3 Moves

To see Take

6 play

Cover Herself

9 To 10.fire ( 0,2 points for each correct answer)

1 I,m not fine enough to go to school today the table is not light enough (for us) to move Mr Brown is not rich enough to buy a car those shoes are large enough (for you) to wear our flat is not big / large (for us) to live in III ( 0,2 points for each correct answer)

1.in

Between

Next to 4.on

5.under IV 2,0 points

V (0,25 points for each correct answer)

1 DS F

3 T 4.T

5.F

6.T 7.T

8.DS VI ( 0,4 points for each answer)

1 Nguyen 2.in HL City with her parents

3.6kms 13

5.033871310

listening text: I have a new friend Her name is Lan, Nguyen Thi Lan She is living with her parents in HL City She is very beautiful and clever She is at the same age as me.she will celebrate her birthday party next Sunday for her 13 years old age She learns at Nguyen Trai school It,s far from her house ,about kilometers, so she usually takes a bus to school I often phone her I,m going to phone her to say happy birthday to you here is her telephone number: 033871310” ”

Unit 4: our past

I. Aims: helping students :

- to talk about the past events

- to express feelings

- to distinguish betwwen facts and opinions

- to write a short imaginarystory II. language focus:

(38)

5 modals: must, have to, uoght to why – because

III Allocation:

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought to Lesson Speak Talking about the position of furniture

in the kitchen and bathroom Lesson Read

Language focus Reading for details about safety precautions in the home and further practice in why- questions with because answers

Lesson Language focus Further practice in reflexive pronouns Lesson Language focus

+ listening Further practice in why questons and answers – because Lesson Write 1-2-3 Writing a description of a room

IV vocabulary:

verbs Nouns

Injure

destroy BeadWardrobe Chore Cup board Knife match

Object Precautio n

Rice cooker Rug Safety

Sauce pan Scissors Sink Soket steamer

Period 20th lesson 1: getting started (page : 38-39)

Date of preparing

listen and read

22/10/05

I. Aim: at the end of the lesson ss will be able to tell the activities people used to in the past by reading the dialogue about the life of many years ago

Class Date of teaching Absent students 8C 25/10/ 05 8D 25/10/ 05 Teacher ,s activities Students, activities Step 2: warm up (7m)

Getting started:

- ask ss to look at the picture on page 38 and write ss write on the board into2 groups

the names of the things that not belong to the past

* answers:

- the T.V

- the radio

(39)

- the modern clothes / school uniforms Step : new lesson

1 pre reading: (15m) * pre- teach vocab :

- (to ) look after (synonym)

copy down

- equipment(n) (example)

- great grandma(n) (explaination)

- tranditional: (adj) (translation)

- folktale (n)

(ex: Tam Cam is a folktale - what – be – S – like?(what was life like then?) * checking vocab: what and where

-get ss to write the words again in the correct circles ss play in two groups  T/F statements prediction: (6m)

a Nga used to live on a farm

b Nga ,s grandma didn,t go to school

c She has an easy and happy life when she was young d There wasn,t any modern equipment at her time e “ The lost shoes” is a short story

-give feedback

T- whole class 5 while- reading: (15m)

 checking the prediction: ask ss to read the text on page 38-39 and check their prediction

have ss correct false statements ss read and check,correct guess read correction

a F Grandma used to live on farm

b T

c F She had a hard life

d T

e F It is an folktale

* comprehension questions: a) – e) p 39

-ask ss to work in pairs, asking and answering questions ss work in pairs * answers:

a She used to live on a farm

b Because she had to stay and help her Mom to look after her younger brothers and sisters

c She used to cook the meals, clean the house and wash the clothes

d Her great grandmother used to lit the lamp and great grand-father used to tell stories

e She asked her grandma to tell her the tale ” The lost shoes”

- give feedback

(40)

- ask ss to work in open pairs and closed pairs  Facts or opinion:

- explain the meaning of fact and opinion.give an example ss listen and answer the book has lots of beautiful pictures (F)

I like the book

(T)

- ask ss to read the statements part on p 39 and decide which is a fact and which is an opinion

ss work individually and then *answers :

compare with partners

a F b F c F d

F e.T f T

- give feedback

6 post - reading:(8m) * survey

Did you use to name

- get up late

- ride bicycle too fast

- eat too much candy

- forget to homework

- give feedback

step 4: summary ( “used to “ )

step 5: homework: rwrite the result of their survey  Evaluation :

Period 21st lesson 2: speak 1-

(page : 40 ) Date of preparing

23/10/05

I. Aim: at the end of the lesson ss will be able to use “ used to” to talk about the things they used to do, the difference between life in the past and at present IV. Teaching aids: text book , pictures, cards

V. Proceduce : Step : organization

Jumbled words:

- write the words whose letters are in a ss play into two groups random order on the board

- divide the class into two teams Ss ss go the board and write from two teams go to the board and

write the correct words

(41)

2 menttaenterin = entertainment 3 rkmaet = market

4 permasuekt = supermarket

Step : new lesson 1 pre - speaking:

* recall the conversation between Nga and her mother ss listen and answer , then ask : “ where did Nga,s grandma always live?”

“ she always lived on a farm”

ask “ another words for “always lived”? answer: “ used to live ”

ask ss to use used to to make question and answer “ where did Nga,s grandma use to live?”

“ she used to live on a farm” * form:

ss copy down S + used to + infinitive S + didn,t + use to + infinitive

Did + S + use to + infinitive? * use: used to express a past habit, or an action

usually happened in the past * meaning: thờng / hay làm 2 while - speaking:

* activity 1: (using the picture on p 40) ss

work in groups of or

ask ss to work in groups to speak about the difference between life in the past and life at present, using “ used to”

- elicit some ideas so that ss can talk about them

a where did they live in the past? And now?

People used to live in small houses

now they live in big houses andbuildings b how did they travel?

People used to walk Now they can go by car or motorbike c what,s about the electricity?

Now there is electricity everywhere d what,s about their life / work?

People used to work hard all the time

now they have lots of time for entertainment

e did children use to go to school?

Most children stay at home Now they all

go to school f what,s about their entertaiment?

Children used to play tranditional games

(42)

outdoors Now they have a lot of modern games- video games * activity 2:

ask ss to talk about life, perhaps using some topics ss work in groups living condition, fashion, entertainment, habits,

working condition, travel, - give feedback

( for weaker ss, using the word cue drill: ( ss follow instructions)

swim / river / swimming pool walk / go by mortobike or car

get up late / early and morning execises play soccer / play computer games) 3 post reading:

ask ss to talk about the things they used to lastss speak in front of the class year (2/ p.42)

step 4: summary

remind the structure with “used to “ step 5: homework:

write about the things they used to last year

eg: ‘ Last year, I used to get up late Now I get up very early and morning exercises ”

* Evaluation:

Period 22nd lesson 3: read

(page : 41 – 42) Date of preparing 25/10/05

I. Aim: at the end of the lesson ss will be able to read the story “ The lost shoe” to understan the details and retell it

II. Teaching aids: text book , cards, poster III. Proceduce :

Pelmanism ss work in groups

- prepare 12 cards with numbers on one side and the verbs ( infinitives and past forms )on the other - make sure the verbs are mixed up Stick the cards on the board so ss can only see the numbers

(43)

two numbers

- turn the cards over and see if they match:

Eg: - did, give them one mark if not, turn the cards over again and ask the next group

- continue until all the cards are finished

make come hold run lose Find fall

lost made ran found came held fell

Step : new lesson 1 pre- reading:

 pre teach vocab:

- cruel (adj) (translation)

ss : choral, individual, copy

- upset (adj) (synonym)

- fairy (n)

( translation)

- magical (adj)  magically (adv)

- rag (n)

(realia)

- (to) fall in love with (translation)

- immediately (adv) * checking vocab: Rub out and remember:

- rub out the new words one at a time Each time T rubs ss follow T,s instructions

out a word in English, points to the Vietnamese translation and ask “ what,s in English?” when all English words are rubbed out , go through the Vietnamese list and get ss to call out the English words or rewrite the words

 T/F statements prediction: (6m)

ask ss to work in pairs and guess which statements are ss work in pairs (guess)

true and which are false

a Little Pea,s father is a poor farmer.

b Her father got married again after his wife died c Her new mother was beautiful and nice to her d She worked hard all day

e She didn,t have new clothes to take part in the festival -give feedback

 checking the prediction: ask ss to read the story ss read and check

“ the lost shoe” on page 42 and check their prediction have ss correct false statements

guess read correction

a T

b T

c F Her mother was cruel to her

d T

e F A fairy gave her beautiful clothes

(44)

- ask ss to complete the sentences with words from the story

- ask ss to work in pairs, filling the blank with suitable words from the story

* answers: a farmer

b died

c had / used again d marry / choose e new clothes f lost

 comprehension questions:

- ask ss to work in pairs answering the questions on p 42 ss work in pairs

- give feedback

T – whole class 4 post reading:

* retell the story: ask ss to work in pairs, telling the story ss work in pairs

again in details They can look at statements in the gaps filling exercise and add more

step 4: summary: remind the title of the story and its meaning step 5: homework : rewrite the story

* Evaluation

Period 23rd lesson 4: listen

(page : 41) Date of preparing

30/10/05

I. Aim: at the end of the lesson ss will be able to understand the story by listening and further practice in past simple tense

*pelmanism ss work in groups

- prepare 12 cards with numbers on one side and the verbs ( infinitives and past of forms) on the other - make sure the ordinal are mixed up Stick the cards on the board so ss can only see the numbers

- divide ss into two groups and ask them to choose two numbers

- turn the cards over and see if they match:

Eg:teach- taught , give them one mark if not, turn the cards over again and ask the next group

- continue until all the cards are finished

(45)

rode eat ate sit Sat came Step : new lesson

1 pre- listening:

 pre- teach vocab:

- foolish (adj) (translation)

- greedy( adj) (translation)

- gold (n)

(realia) - (to) lay – laid – laid ( picture)

- amazement (n) (translation)

 checking vocab: what and where

-get ss to write the words again in the correct circles ss play in two groups  prediction:

- ask ss to predict the moral lesson of the story

- ask ss to look at four titles and guess which ss work individually and then is the most suitable to the story ( on p 41) compare with their partners

- give feedback

T- whole class 2 while - listening:

 checking the prediction:

- have ss to listen to the tape twice and check ss listen carefully and check their prediction

* answer: “ don,t be foolish and greedy” * tape transcript

Once a farmer lived a comfotable life with his Family His chicken laid many eggs which the farmer used to buy food and clothes for his family One day, he went to collect eggs and discovered One of the chicken laid a gold egg He shouted Excitedly to his wife: “ we,re rich” His wife ran To him and they both looked the egg in amazement The wife wanted more, so her husband decided to Cut open all the chickens and find more eggs Unfortunately, he couldn,t find any eggs When he Finished, all the chicken were dead

There were no more eggs of any kind for the foolish Farmer and his wife

 find out the verbs in the story - ask ss what tense is used in the story

( simple past)

- have ss listen again and try to write as many ss work individually and then

verbs as possible the student who writes

compare with their partners more verbs get good marks * answers :

-went were

discover

ran laid

(46)

shouted wanted finished

decided couln,t

- ask ss to give the infinitives of these verbs 3 post listening:

* retell the story:

ss work in groups

step 4: summary

what is the moral lesson today?

( don,t be foolish and greedy” step 5: homework

write 20 irregular verbs on the notebooks ( infinitives and past forms) * Evaluation:

(page : 42- 43) Date of preparing 01/11/05

I. Aim: at the end of the lesson ss will be able to use simple past tense to write a folktale

IV. Teaching aids: text book , pictures , cards V. Proceduce :

 chatting:

- ask ss some questions about the folktale T – Whole class what did you learn last time ? ( the story “ the lost shoe”

what ,s it about? ( the little pea and stout nut ) is it interesting ? (yes)

tell me some folktale you know ( tam cam, cay tre tram dot, so dua )

today we are going to read another folktale

- point to the pictures and ask:

what ,s is about? ( the tiger It has black stripes)

what,s it? ( the tiger, too but it didn,t have any stripes) so “ how the tiger got his stripes “ is the story we learn today

Have you read it? (yes/ no)

* matching: infinitives and past forms

ss work in two groups Step : new lesson

1 pre- writing:

 pre teach vocab:

(47)

-stripe (n)

( picture) - straw (n)

( realia)

ss: choral, individual - servant (n)

(picture) - escape (v)

(translation) - graze (v)

( picture) - tie (v)

( picture)

*checking : matching ( English and Vietnamese)  ordering the pictures:

- ask ss to read the story and put the

picture in the right order

ss work in pairs

- give feedback  gap - filling:

- ask ss to use the past forms on the board to fill in the story

Ss work individually, then compare - give feedback

with their partners * answers:

1 appeared was Said

4 left Went

6.tied

7 Lit Burned Escaped  comprehension questions:

- ask ss to work in pairs to answer the qts: ss work in pairs a where was the man?

(he was in the field)

b What did the buffalo when the tiger (it grazed nearby ) came?

c What did the tiger want to know? (the tiger wanted the master) d What did the farmer before going (he tied because he didn,t buffalo) home? Why?

e what did he when he returned? ( he lit the straw to burn the tiger)

- ask some good ss to ask and answer the qts 2 while writing:

 write the story:

- get ss to exexcise they have to imagine to be the man / farmer to write

- get ss to change:

the man / farmer  I

his  my

- get ss to write individually then share with ss work individually then share with their partners and correct the mistakes

their partners

- take some writing to correct in front of the class

3 Post writing:

(48)

- devide the class into two groups Group ss work in groups

play the role of the tiger, group play the role of the buffalo, using the pixs given

- ask a volunteer from each group to tell the story in front of the class

step 4: summary ? what is the wisdom?

Step 5: homework

Write the story again, imagine they are

- the tiger

- the buffalo  Evaluation:

Phịng giáo dục đào tạo Đơng Triều Trờng THCS Mạo Khê I



gi¸o ¸n tiÕng anh 8

(unit 1- 6)

Giáo viên: Nguyễn thị Mai L©m

Tổ: sinh - hố - địa - ngoại ngữ - thể dục

(49)

Period 25th lesson 6: language focus 3- (page :44-45) Date of preparing

02/11/05

I. Aim: at the end of the lesson ss will be able to get further practice in prepositions of time and “ used to”

Class Date of teaching Absent students 8C 05/11/05 8D 05/11/05 Teacher ,s activities Students, activities step 2: new lesson

1 Revision: Matching:

ss work in two groups

- write some prepositions in a list on the left hand side of the board

- write the time / date / month on the right hand side of the board

- devide the class into two teams

- ask volunteers from each team to come to the board to match the items on the left with those on the right by drawing a line connecting them

- the team which draws more correct lines will win the game

In January

On 3 p.m

At Wednesday

Between November 1997

After July nd

Before 6 a.m

7 a.m and a.m

- give feedback

T- whole class 2 practice : gap filling:

- ask ss to exercise on p 44 individually then ss work individually then compare with their partners

compare with their partners

- give feedback * answers:

a I,ll see you on Wednesday b I,m going to Laos in January

c We must be there between 8.30 and 9.15 d The bank closes at p.m If you arrive

after p.m, the bank will be closed

(50)

complete the dialogue:

- ask ss to exercise on p 45

- have ss work in pairs, looking at pictures on ss

work in pairs

p 44-45, using “ used to” with the verbs : live- stay- have- be to complete the dialogue betwwen Nga and Hoa

- give feedback

T- whole class 3.delibrate mistakes:

- read aloud some sentences and ask ss to listen carefully and try to find out the mistake When they hear a mistake, they stand up and say “no” and then correct it

eg: Teacher reads aloud:

I usually stay at home in Sunday A student stand up and shout: No, on Sunday, not in Sunday

a my father used to play football when he has free time

b she used live in Hanoi

c my parents will arrive in o,clock d he was born in June the third

3 further practice: ( revision of simple past)

- ask ss to write the past forms of the verbs given

1 eat Ride

3 Have

4 be Take

6 Come mapped dialogue

- set the sence: Lan asks Nga about Nga,s ss; listen yesterday activities

- Put the mapped dialogue chart on the board

- Elicit the exchanges from ss

- Have some pairs practice each change before going on to another exchange

- after finishing the dialogue ask a good pair to demonstrate the whole dialogue

Lan Nga ss practice, following the teacher (T- WC, H- H, O - Ps, C - Ps )

lunch? no, I ate noodles S1:

did you eat rice for lunch?

No, I ate noodles

school? I bike to school S1:

how did you go to school?

S2: I rode a bike to school

(51)

S2: I had math

Where yst home

S1: where were you yst evening? evening ?

S2: I was at home step 4: homework

do exercise 1, (textbook)  Evaluation:

unit Study habits

I Aim

Helping students:

- to give instruction and advice - to express an obligation

- to write a letter to a friend II Language focus.

1 Adverb of manner Modal: should

3 Command, request and advice in reported speech III Vocabulary

Verbs: highlight, spell, underline

Nouns: behaviour, a comment, a cooperation, a habit, a meaning lunar, mother tongue, a participation, a term, fair

Adjectives: proud (of) , satisfactory IV Unit Allocation

Lesson Getting started Reading a conversation for

deails about tim’s study P 46, 47 Lesson Speak

Language focus Talking about students’ study P.47, 48 Lesson Listen Listening for specific

information of Tim’s study

P.48 Lesson Read Reading a text about how

people learn new words P.49, 50 Lesson Write Giving students practice in

writing an informal letter P.50,51 Lesson Language focus 3,4 Giving students practice in

commands, requests and advice in reported speech

P 53

(52)

Date of preparing

listen and read (page: 46, 47)

03/11/05

I Aim: at the end of the lesson ss will be able to understand the dialogue between Jim and his Mom about his study reading the dialogue for details

Teacher ,s activities Students, activities Step 2: warm up (7m) Network

- Ask students to write as many subjects as they can

on the blackboard Ss work in two groups chemistry physics math

history

geography literature *chatting: ask ss some questions

- what subject are you good at?

- bad at?

- What subject you like best? Why?

- How often you have Math?

- Literature?

- English? step 3: new lesson

1 pre- reading: (15m)  pre teach vocab:

- report card (translation) ss: choral, individual - pronunciation (mime)

- (to ) improve (situation)

- (to) be proud of (translation)

- (to) try one,s best (translation) * checking vocab:Rub out and remember:

- get ss to copy the words into their books and then ask ss copy the new words them to close their books then close notebooks then close notebooks

- rub out the new words one at a time Each time T rubs ss follow T,s out a word in English, points to the Vietnamese translation instructions and ask “ what,s in English?” when all English words

are rubbed out , go through the Vietnamese list and get ss to call out the English words or rewrite the words

 T/F statement predictions

- setting the sence:

point to the picture on p 46 and give some questions ss listen and answer who are they? ( Tim and his mother)

who is Tim?

Is Tim a good student?

What are they talking about ? ( about Tim,s study) Subject at

(53)

a Tim was out when his mother called him b Tim,s mother met his teacher at school c Tim,s report is poor

d Tim needs to improve his Spanish grammar e Tim promised to try his best in learning -give feedback

2.while- reading: (15m)

 checking the prediction: ask ss to read the text on page 46 and check their prediction

a F Tim was in the living room /at home

b T

c F His report is excellent

d F He needs to improve his Spanish

pronunciation

e T

comprehension questions:

ask ss to work in pairs, answering the qts on p 47 ss work in pairs * answers:

a She is Tim,s teacher

b She gave Tim,s mother his report card c He workes really hard

d She said Tim should work harder on his Spanish pronunciation

e she gave him a dictionary

3 post reading: adverbs of manner (7m) T- whole class  pelmanism

Good fast hard careful beautiful bad badly hard fast beautifully carefully well

 word cue drill: 1.Tim /a good student - Is Tim a good student? she / a fast runner he / a hard worker - yes, he studies well 4.Mr Ba / careful driver 5.Miss White /a beautiful dancer

step 4: homework - Language focus 1  Evaluation:

Period 27th lesson : speak (page : 47-48) Date of preparing

03/11/05

I. Aim: at the end of the lesson ss will be able to talk about Tim,s study II. Teaching aids: text book , cards

(54)

Once a week

twice a day times a

T- whole class week

3 hours a night every days

Step : new lesson 1 pre speaking: ( 10m)

ask ss to read the questions about study and answer about themselves

ss work individually 2 while speaking: (15m)

Survey:

ss work in groups of or

- ask ss to work in groups to ask the questions in the box on p 48 They need to take note their friends, answers because after that they have to report to the class about their friends Ss can ask more questions with “ how often ?” and use adverbs of frequency in their answers

Questions you your partner

1 when you your homework? who helps you with your homework? how much time you spend on Math

English History Literature

4 which subject you need to improve?

5 What you to improve your English?

Eg: Nam said he did his homework after dinner for ss report in front of the class three hours a night

Hoa said his father helped her with her homework Lan said he needed to improved Literature

Mai said she should more grammar exercises

Drill: giving advice

ss work in pairs

- setting the sence:

your friend has a problem in learning English Give him some advice

Model sentences:

You should work hard on English pronunciation

* cues: - practice listening more

- study new words a day

- improve your English grammar

- a lot of grammar exercises How

(55)

- practice speaking more

-3 post speaking: (10m) * write it up:

ask ss to write about one of the friends , study habits ss work individually, then

they have interviewed in the survey

compare with their partners

Eg: Hoa is my best friend She works very hard and always get good marks She usually does her homework after school

step 4: summary step 5: homework exercise 3,4 ( workbook)

 Evaluation:

- good brainstorming

- good write it up

Period 28th lesson : listen (page : 48) Date of preparing

07/11/05

I Aim: at the end of the lesson ss will be able to talk about their study habits and to listen for specific information to fill in a report card by listening for specific

information of Tim,s study

Teacher ,s activities Students, activities Step 2: Warm up (7m) Chatting with students T- whole class

- Do you like English ? ss answer

- Do you study it well ? - Are you grades good ?

- Which skill you think is difficult ?

Step : New lesson

I Pre- listening (15m)

(56)

- behaviour (n) (translation) T- whole class

- participation (n) (translation) ss: choral, individual

- cooperation (n) (translation) - a comment (n) (give examples) - a term (n) (give examples) - a signature (n) (realia)

* checking: What and where Team work

* Open prediction.

- Students read the report card and predict the information Individual work to fill in the gaps Then compare with their partners Pair work a day present (1)

b day absent (2)

c behaviour- participant (3) d listening (4)

e speaking (5) f reading (6) g writing (7) - Give feedback

2 While listening (10m)

*- Get students to listen to the tape and check their Individual work prediction

* answers:

(1) 87 days present (2) days absent

(3) participation : satisfactory (S) (4) listening: C

(5) speaking A (6) reading A (7) writing B

* Comprehension questions

- Get students to listen to the tape again

- Ask students to answer some questions about Nga’s T- whole class report card

1 Why did Nga miss five days of school ?

2 How can she improve her listening skill ? * Answers

1 She missed five days of school due to sickness Individual work

2 She can watch English TV and listen to English radio Programs

3 Post listening (10m)

* Transformation: Students base on the following passage Individual work, then to write another passage about their study In pairs

Model:

Nga has worked very hard this year and her grades are very good She missed five days of school due to sickness Her participation and cooperation are satisfactory Her speaking and reading are excellent and her writing is good but her listening skill is not very good

Step : Homework.

Sù tham gia Nhận

xét Hành vi Chữ ký

(57)

Write something about your partners’ study

 Evaluation:

Period 29th lesson : read (page : 49-50) Date of preparing

08/11/05

I Aim: at the end of the lesson ss will be able to understand the text and get specific information

II. Teaching aids: text book , poster, cards III. Proceduce :

Teacher ,s activities Students, activities Step 2: warm up (7m) chatting

T- whole class Ask ss some questions about their English learning

- Do you like learning English?

- How many new words you try to learn a day?

- What you when you read a new word? (Ss can answer in

- How you learn / remember new words? Vietnamese If it is Difficult )

3 New lesson.

1 Pre- reading (15m)

* pre teach vocabulary T- whole class

- mother tongue (example) ss: choral, individual

- (to) stick (mime)

- (to) come across (synonym) - (to) highlight (example) - (to) underline (example) checking :.Slap the board

- Put the new words on the board

- Call on ss in both sides to the front of the class standing at equal distance from the board

- call out one of the new word in Vnese in aloud voice ss work in group

- two ss must run forword and slap the word, the student who slaps the correct word first is the winner and gets a mark

- go on with the next ss

-* Brainstorming

(58)

Learn by heart translate it into write each word on one mothe tongue per and put it into the pocket to learn whenever

Learn through write it on a small piece of paper Example sentences and stick everywhere in the house 2 While- reading (15m)

- Students read the text and see if they have the same Individual work ways of learning new words They can add to the list if then work in pairs there is anything new

*T/ F statements

- Ask students to read the statements on page 50 then Individual work read the text and decide which is true and which is false

Answers.

a F b T c F d T * Comprehension questions

- Have students work in pairs to answer the questions Pair work (exercise on page 50)

- Give feedback

Answers.

a No, they learn words in defferent ways

b Because they help them to remember the use of new words

c They write examples, put the words and their meanings on sticks, underline or hightlight them

d they may think they can’t so Instead, they learn only important words

e What is necessary in learning words

f Learners should try different ways of learning words to find out what is the best

- Ask students to practise asking and answering questions in open pairs and closed pairs

3 Post reading (7m)

* Discussion

Students work in groups Each of them choose a way of Group work learning vocabulary which he/ she thinks is the most

effective He/ She can talk about the reason why he/ she chooses it The others can agree or disagree with him or her

Step Summary

Ask ss to remember the ways of learning new words And choose the best one for themselves

Step : Homework.

Students try the new ways of learning new words

 Evaluation:

Period 30th lesson : write (page : 51) Date of preparing

12/11/05

I Aim: at the end of the lesson ss will be able to know the format of a friendly letter and practise writing a letter to a friend

(59)

Chatting

- Ask students some questions dealing with writing letters T- whole class

 Do you often write to someone ?

 Who you often write to ?

 What you often include in your letters ?

 How you open a letter ?

 How you close it ?

 What you often write about ?

Step New lesson.

1 Pre- writing: (15m) Ordering.

- Teacher cuts the letter into pieces Students have to put

them into correct order to form a letter Then Teacher Team work asks them to identify the sections of the letter

- Give feedback

a Opening b Clothing c The date

d Body of the letter e Signature f Writer’s address * Answers

1 Writer’s address The date 3.Opening Body of the letter Clothing Signature

-Ask students to read the letters on page 51 to check their order

- Ask students to label each section with the correct letter

Comprehension questions.

- Ask students to work in pairs and answer some questions Pair work - Give feedback

* Questions

1 Who wrote the letter ? To whom ?

2 What are there in the heading ?

3 What is the main part of the letter ?

4 What did Hoa receive a fe days ago ?

5 Is Hoa good at Math ?

6 What subject is Hoa good at ?

7 Where is she going to celebrate the Lunar New Year Open pairs, then closed Festival ? pairs

* Answers

1 How wrote the letter to Tim, her penpal

2 There are the wqriter’s name and the date ?

3 The body of the letter is the main part

4 She received her first semester report

5 No She isn’t

6 Science , English and History

7 She is going to Hue to celebrate the festival with her Grandmother

2 While writing (15m)

Transformation

Students write a letter using the cue given to transform Individual work the letter into a new one Tmonitors and provide help if

(60)

* Answers

15 Thanh Giong Street, Hanoi, June 10th, 2004.

Dear Donna,

Thanks for your letter I m glad to hear you had an interesting Mother s Day.We received our second semester report last month’

I got good grades for Geography, Physics and Math but my English T- whole class

and History results were poor My teacher advises me to improve English and History I think I have to study harder next school year. In a few weeks, we are going to celebrate the mid Autumn festival That is an Autumn moon festival in Viet nam This afternoon, I am going to Halong Bay with my aunt and uncle by bus and I am going to stay there with them until te festval comes I will send you a postcard from there.

Write soon and tell me all your news. Best,

Lan

3 Post- writing (7m)

* Correction

- Ask some students to read aloud their letters and T- whole class correct the mistakes

- Write a letter to your friend to tell him/ her about your second semester report and about your Summer holiday

step 4: summary

ask ss how to write an informal letter

write a letter to their friend to tell him / her about their second semeter report and about their summer holiday

 Evaluation :

Period 31st lesson : language focus 3,4 (page :49-50) Date of preparing

14/11/05

I Aim: at the end of the lesson ss will be able to use reported speech with commands, requests and advice

Class Date of teaching Absent students 8C 17/11/05 8D 16/11/05 Teacher ,s activities Students, activities Step Warm up (8m)

* Word square Ss work in two groups

P R O N O U N C E L

R E A D I M O N C I

A A I B T K A E P S

C R E P O R T C A T

T M W R I T E Z D E

I C E S T U D Y D N

* Answers

 pronounce, study, read, write,

 speak

(61)

practice

 listen

step New lesson.

1 Presentation (5m)

* Setting the scene: Tim’s mother went to his school to T- whole class know about Tim’s study Miss Jacson said to Tim’s

mother “ Please give Tim this distionary ” Tim’s mother came home She said to Tim “Miss Jackson

told me to give you this dictionary”

or: “Can you give Tim this dictionary ?”

“ Miss Jackson asked me to give you this dictionary”

Concept checking: ss answer

 Form: ask/ tell sb to sth.

 Use: to report a command or request

2 Practice (8m)

Word cue drill Language focus P.53 Pair work Ex:

Tim: What did Miss Jackson say ?

Mom: She told me to wait for her outside her office * Answers

b Miss Jackson told me to give you your report card for this semester

c Miss Jackson asked me to help you with your Spanish pronunciation

d Miss Jackson told me to meet her next week

- Call on some students to practise in pairs and correct Pair work their pronunciation

- Ask students to work in closed pairs (the whole class work in pairs together)

Miss Jackson said to Tim’s mother: “Tim should T- whole class work harder on his Spanish grammar”

Tim’s mother reported it to Tim “Miss Jackson said You should work harder on your Spanish pronunciation”

Comcept check Ss answer

 Form : said + clause (should + infinitive)

 Use : to report advice

4 Practice (7m)

Word cue drill

- Ask students to work with their partners to exer- Pair work cise on page 53

- Ask students to report Miss Jackson’s advice to Tim’s mother in their conversation

Example:

Tim : What did Miss Jackson say ?

Mom : She said you should work harder on your Spa-Nish pronunciation.”

- Call on some students to practise in pairs and correct their pronunciation

- Ask students to work in closed pairs Ss work in pairs

5 Further practice (8m)

* Noughts and crosses

Nam was absent from class yesterday due to sickness Team work Report to Nam what the teacher said to his friends

About him Can you lend him

(62)

The exercise ? lesson to him ? Stay in bed for a few

Days Learn five new words a day Passage on page 49Into Vietnamese Step Homework.

Review commands, requests and advice in reported speech

* Evaluation:

Unit : the young pioneers club

I Mục tiêu.

Sau hoàn thành học, học sinh có khả năng:

Nói kế hoạch, dự định tơng lai

 Trao đổi hoạt động, việc xảy

 Yêu cầu để đợc giúp đỡ

 Đa đề nghị giúp đỡ ngời khác

II Trọng tâm ngôn ngữ

Present simple with future meaning

 Gerunds

 Modals: may, can, could

III Tõ vùng Vocabulary

(to) enroll (to) shout out An application a fund (to) fill out (to) make a stand Citizenship a sidewalk

(to) sign (to) encourage fitness natural resources (to) unite (to) recycle a businessman an interest (to) hold hands (to) register coeducational

(to) participate (to) establish voluntary

Lesson Listen and read Talking about Nga’s details to

complete an application form P 54-55

Lesson Speak Using modals to ask for favors, offer

assistance and respond P 55-56

Lesson Listen Listening for details and practice

singing a song P.56

Lesson Read Reading for details about Boy Scouts

of America P.57

Lesson Write Practise writing a letter about a

future plan P 58

Lesson Language focus Further practice in present tense with future meaning, using gerunds after “love, like,, don’t like, hate”

P 60

Period 32nd

lesson : Listen and read

Date of preparing : 16/11/05

(63)

II Teaching aids : text book, cards for drill, cassette

III Procedure :

Step : organization :

Class date of teaching

absent students 8C

18/11/05 8D 18/11/05 Teacher ,s activities

Step : warm up (7m) helping blind people

Team work

*Brainstorming

Step New lesson

* Pre-teach vocab : T- whole class (to) enroll (translation)

(to) fill out (example) (to) sign (example)

an application form (real thing) an interest (translation)

Check: rub out and remember

- Get ss to copy the words into their books and then ss copy,then close notebooks ask them to close the books

Individual work

2 Practice (15m)

- Set the scene: Nga is a student in grade She wants to enroll in the activities for the summer

- Ask students to listen and read the dialogue at the same Pair work time

- Get them to work in pairs and complete Nga’s particulars Pair work * Answers

 Name : Pham Mai Nga

 Home address: Tran Phu Street

 Phone number: not available

 Date of birth: April 22, 1989

 Sex: Female

 Interest: drawing, outdoor, activities, acting

* Ask students some questions to check their unders- T- whole class tanding

1 What’s her name ? / her full name ?

2 Where does she live ?/ what’s her address ?

3 Does she have a phone number ?

(64)

4 What’s her date of birth ?

5 What are her hobbies ?

* Answers Individual work

1 Pham Mai Nga

2 Tran Phu street

3 No, she doesn’t have a phone (number)

4 April 22, 1989

5 Drawing, outdoor activities and acting

3 Production (7m)

Chaingame

Using the answers above

Ex S1 : Nga is talking with a secretary Group work S2: Nga is talking with a secretary, she wants to

enroll for…

S3: Nga is talking with a secretary, she wants to Enroll for… Her full name is………

Step : Summary Step : Homework

Write about their friend’s hobbies

Period 33rd lesson : Speak Date of preparing :

19/11/05

I Aims : By the end of the lesson , ss will be able to use modals to ask for favous; offer assistance and practice responding

II Teaching aids : text book, III Procedure :

Step : warm up ( 7m) * Find someone who… Ex S1 What’s your hobby? S2 I enjoy drawing

(65)

.enjoy drawing

…

.likes outdoor activities

…

.loves acting

…

partipates in helping handicapped

…

children

.takes part in sports

…

1 Pre- speaking (15m)

- Ask students the meaning of the word FAVOR (sù T- whole class chiÕu cè, ©n h)

 What you say to ask for a favor ? Can / could you help me ?

Could you me a favor? Can / could you……… ?

 When you ask for favor ? Need some help

 How you say to respond to favor ? T- whole class Certaily / Of course / sure

No problem

- Ask students to copy down the following phrases: Individual work Asking for favor Responding for favor

* Can/ could you help me , please ?

* Could you me a favor?

* I need a favor

* Can / could you …

* Cartainly/ of course/ sure * No problem

* What can I for you ? * How can I help you ?

* I am sorry I am really busy

- Do the same with offering and responding to assistance Whole class Offering assistance Responding to assistance

May I help you ? Do you need any help? Let me help you

Yes/ No Thank you

Yes That’s very kind of you No Thank you I am fine

2 While - speaking (15m)

- Students practise the dialogue with their partners Pair work - Use the expressions in the box to ask for a favor and

offer assistance (language focus P.61) * a)

A Can you buy a ticket for me ? B Can you take me across the road ?

C Could you help me with this math problem ? D Can you water the flowers in the garden ? * b)

A Could I help you ?

A Could you need any help ? B Let me help you

A Yes That’s very kind of you

3 Post- speaking (7m)

Use the appropriate phrases in the box (P.56) to make T- whole class similar dialogues about some of the situations

1 Mrs Ngoc is carrying a heavy bag, but she’s hurt her Pair work arm so she needs some help

(66)

3 Your friend needs help fixing her bike because she has a flat tire

Step : Summary Step : Homework

- Give students another situation and ask them to write a similar dialogue.(Your aunt wants you to buy some vegetables because she is busy cooking dinner.”

Period 34th

lesson 3 Listen

Date of preparing : 20/11/05

I Aims : By the end of the lesson , ss will be able to to complete a song and offer and respond to assistance

Step : warm up ( 7m)

- Give or situations in the box (P56) then ask students to make dialogues

Step : new lesson 1 Pre- listening (15m)

* Vocabulary.

(to) unit (translation) (to) hold hands (action) (to) shout out (action)

(to) make a stand (translate) Check: Rub out and remember

- Get ss to copy the words into their books and then ss copy, then close notebooks ask them to close the books

(67)

English words

* Open- prediction.

- Ask students to guess the words to fill in the gaps in Individual work the song (P.56)

- Ask them to share with their partners Pair work

- Give feedback

2 While- listening (12m)

- Ask students to listen to the song and fill in the miss- Individual work ing words then share with their partners Pair work

* Answers

1 unite South 11 Out peace Of 12 Stand right World 13 World love Show

5 north 10 Place

3 Post- listening (7m)

Students practise singing the song

Step : Homework Learn by heart the song

(68)

Period 35th

lesson : read

( page :57 ) Date of preparing :

21/11/05

I Aims : By the end of the lesson , ss will be able to know more youth organization- the BOy Scouts of America (BSA)

II Teaching aids : text book, Poster of T/ F statement

III Procedure :

Step : warm up ( 7m) * Jumbled words

- Write six words whose letters are in disorder Team work

1 Racchtaer = character

2 Iojn = Join

3 Mai = Aim

4 Pexailn = Explain

5.Nessmsibuan = businessman

6 Thauolgh = Although

- Devide the class into two teams students from each team will write the right words The team which finishes first with more right words will win the game

step New lesson

1 Pre- reading (15m)

* Vocabulary T- whole class - citizenship (translation)

- fitness (action)

- a businessman (translation) - coeducational (a) (translation) - voluntary (a) (translation)

- (to) encourage (explain: give the verb which means to give somebody support)

(to) establish (synonym: start, creat an organization)

* Check: wordsquare Team work

C O E D U C A T I O N

H X N S A M E R I C A

A Y C I T I Z E N S H

R D O R G A N I Z E I

A B U U T H B O Y S P

C U R Z W O R L D W I

T S A S S E N T I F D

E I G N I T U O C S E

R N E S S M A N F J H

* Answers :

 coeducation, organize, boy, America citizenship, world wide

(69)

 fitness, scouting establish

youth

 businessman

* T/ F prediction Individual work

1 The Y&Y in Vietnam is similar to the Boy Scouts of America

2 BSA is an organization is an organization of adults BSA is mainly for boys

4 Scouting program in each nation is the same

2 While - reading (15m)

- Ask students to read the passage on page 57 and check Individual work if their prediction is correct or not

- Give feedback Ask them to correct false statements T- whole class

Guess Answer Correction

T F F F T

Scout began in England William Boyce is An American businessman BSA is mainly for boys

* Fill in the missing date (P.57) Individual work * Comprehension questions (P.57) Pair work

3 Post- reading (7m)

Discussion Use the reading text in Teacher’s note (P.62) and ask students to read and discuss

step 4 Homework.

Write the summary of the BSA

Period 36th lesson 5 Write ( page : 58-59) Date of preparing :

23/11/05

I Aims : By the end of the lesson , ss will be able to write about future plan using “be going to”

(70)

Teacher ,s activities

* Lucky numbers

1 When did scouting begin in England ?

2 When was William Boyce introduced to scouting? Team game

3 LN

4 How many scouts were these in America in 1994?

5 LN

6 What are the scouting groups that girls can join?

7 What are the three aims of the scouting program?

* Possible answers

1 It began in 1907

2 He was introduced in 1909

3 LN

4 There were 5,400,000 scouts in America in 1994

5 LN

6 They are The Girl Guides Association and the coedu cational Camp Fire Boys and Girls

7 It builds character, encourages good citizenship and personal fitness

1 Pre- writing (15m)

* Vocabulary T- whole class - recycle (v)(explain)

- register (v): sỉ s¸ch (example) - fund (n)(translation)

- side walk(n) (give example)

- natural resources (n)(example: coal, oil, iron,…under the ground or the sea.)

* Read the notice

- ask students read the notice - To: all Y and Y members Individual work on page 58

- Ask students some questions to check their understan-ding

- Get students to work in pairs to answer questions Pair work * Questions

1 What is the Y&Y planing to ?

2 What all members participate in ?

3 How can they save natural resources and earn money for the organization ?

* Answers

1 The Y&Y is planning to help the community

2 They participate in a recycling program

3 They collect used glass, paper and cans and send them for recycling

2 While writing (15m)

* Gap fill.

Students find the words in the notice to complete the Individual work, then in Letter In pair

1 Community save

2 Recycling earn

3 Collect participating

4 Send planting

5 Recycling 10 Helping * Read the dialogue

(71)

Green Group, about the activities that she is going to

- Ask students to read the dialogue between Hoa and her Pair work aunt

- Ask them some questions to check their understanding

 Why does Hoa look happy?

 What is she going to in the environment month?

 What are they doing to earn money for their school Y&Y

3 Post- writing ( 7m)

- Ask students to write Hoa’s letter to her parents telling Individual work what she is going to

(72)

(73)

(74)

(75)

(76)

(77)

(78)

(79)

III Procedure :

- Give some questions about the dialo- T- whole class gue between Hoa and her aunt

- What is Hoa going to ?

- Is she going to clean the banks of the lakes ?

- What does she to earn money ?

step New lesson.

* Language focus Mapped dialogue (18m)

Introduce the dialogue: Lan and Mai are members of the T- whole class Y & Y organization They are talking about the summer

Activity program

- Ask students to complete the following dialogue

you your friend

When they collect and empty On January Garbage ?

Where they collect and empty At Dong Xuan market Garbage?

What time they start and finish They start at a.m and finish Work ? at p.m

- Ask some students to play the roles of Mai and Lan to Pair work practise the dialogue

Concept check

- Ask students some questions to check their understanding T- whole class

 Where we use “where” ?

 When we use “What time” ?

 When we use “when” ?

 Is the date at present or in the future ?

 What tense we use in the dialogue ?

- Ask students to use the table to make dialogues

* Language focus (18m)

Concept checking

 What is after “likes” ? T- whole class

 What is after “enjoys”?

 What we call “playing” and “acting” ?

 What is the form of “gerund” ?

 When we use “gerund” ?

Form:

Like , love, enjoy, hate + gerund (V-ing)

Practice: Prepare cards with these cues on them Pair work a Play soccer / volleyball

(80)

c Read books / homework

d Chat with friends / the housework e Cook meal / decorate the house Example: - what are your hobbies ?

- I like/ love playing soccer and volleyball Survey:

- Ask students to copy down the chart (on page 61)

- Ask students to work in groups of three to ask their friends Pair work and tick on the chart

Do you like Ba

Love like hate MaiLove like hate

- play soccer - washing up - cooking meals - performing music - gardening

- watching TV - camping - playing

- playing badminton - doing homework

- Give feedback by asking students to report their friends’ hobbies

Step Homework  Evaluation :

Period 37th lesson : CONSOLIDATION Date of preparing :

28/11/05

I Aims : By the end of the lesson , ss will be able to remind the words and the structures to the test well

Step : new lesson

Exercise : Put one of the verbs in thebox in each sentences

Do , give , take , have , buy , be , spend , get up , teach , go , eat Example:

We were hungry, so we bought something to eat in the shop

(81)

2 I ……….only one glass of milk for breakfast this morning

3 Ba usually has some rice for lunch, but today he ……noodle

4 Where did you go last sunday ? - I………… to my cousin’s birthday party

5 Someone came and …………me this parcel

6 She ……….her homework, and then she went to the market

7 Tom ………hours trying to repair his computer set

8 Yesterday Mrs Hong …………her children to Lenin park

9 Tom usually gets up early This morning he …………at 8.30

10.My brother……….very interested in playing soccer when he lived in the countryside

Key

1 taught Had Ate Went Gave Did Spent Took Got 10 was

Exercise : Make up sentences using prepositions of time: in, at, on, before , after, between.

1 I / usually / go to school / o’clock

2 We / have / English lessons / Monday , Wednesday and Friday

3 He / be / back / 4.15 and 4.30

4 I / phone / you / Tuesday morning / about 10 o’clock

5 My dad / go to work / breakfast

6 I / usually / listen / music / Sunday morning Key

1 I usually go to schooll at o’clock

2 We have English lessons on Monday, Wednesday and Friday

3 He is back between 4.15 and 4.30

4 I phoned you on tuesday morning at about 10 o’clock

5 My dad goes to work after breakfast

6 I usually listen to music on Sunday morning

Exercise : Fill in the blanks with suitable words from the box

Dictionary held improve should took After year pronunciation bookcase school

In the first year of lower secondary (1) ……….I had some difficulties in learning english My (2)………… of English words was really bad and my English grammar was worse I did not know how to (3)……… them One afternoon (4)

the lesson, my teacher of English told me to wait for her outside the

…………

classroom She (5) ……… me to the school library and showed me cassettes of pronunciation drills kept in a glass (6)……… She told me how to use an English- English (7) …………to improve my English grammar “Now I think you know what you (8) …………do” said she I did not know that only one (9)…………later I would win the first prize in the English Speaking Contest (10)………… for secondary school students in my hometown

Key

1 school Pronunciation Improve After Took bookcase Dictionary Should Year 10 held

3 Consolidation.

(82)

The second test on English

Time: 45 minutes

I Listen to the paragraph and fill in each blank with the word you hear. Travelling on the London underground presents few difficulties (1)………… visitors because (2)……… the clear colour- coded maps It is always useful to (3)

plenty of spare change with you (4) there are often long

……… …………

queues (5)………… the large stations If you have (6)………… change you can buy your tickets (7) ………… a machine You will find signs which list the stations with correct fares near the machines You should (8)………… the ticket because it is checked at the destination

II Choose the best answer.

1 Can you me a favour ? - (I don’t bother / No, I can’t / I don’t like, either ? I am sorry but I can’t)

2 Please take this form to the teacher and ask him to (signature / sign / signal / sight ) it

3 What are you doing ? - I am (enrolling for / enrollong at / enrolling to / enrolling with ) club activities

4 Miss Jackson asked me (give / giving / to give / to giving ) you this dictionary I’ll try (my / me / mine / the ) best to improve my English pronunciation My mother is always proud (with / of / about / at ) me because I work so hard The Lost Shoe is ( a old folklore / an old folklore / a old folktale / an old folktale),

I like it a lot

8 When were you born ? - I was born (in / on / at / to ) November 1980

9 There was no electricity so we (had / have / will have / are going ) to everything in the dark

10.The buffalo was grazing in a (flower garden / field / wisdom / straw) III Read the passage below and answer the questions.

When Nga started learning English, she was very shy In class, she never said a word in english because she was afraid of making mistakes And she became more and more quiet in anlish classes Anyway, her teacher of English was a very kind and friendly woman She is very good at teaching speaking She encouraged Nga to practise English with a partner or in a group She said it might help the student to become more confident She often praised Nga when she said something good Nga was really frightened at first talking to her classmates in english But her teacher said the only way to learn speaking english is by speaking it And she did it Now , she feels confident enough to speak English in front of the class

1 What did Nga feel when she started learning English ? What was her teacher of English like ?

3 What did her teacher say about the way to learn speaking English ? Can Nga speak English in front of the class now ?

IV Match a line in (I) with a line in (II) Complete the line in (II) with a subject and used to.

(I) My granfather was very fit when he was young My grandmother was very good at swimming

(83)

4 My dad didn’t have a motorbike I had a dog when I was a kid When my mom was young, she had a sweet voice (II)

a……… fly a T.U 134

b ……… go everywhere by bicycle c……….go swimming in the morning

d ………visit the beautiful placesin Hanoi and Halong e ………become a famous singer

f ……….follow me everywhere g he used to a lot of exercises

V Write sentences , using the words provided below. We / receive / report / two days ago

2 His mother / very sad / he / study / badly / every semester She / hate / cook / dinner ?

4 Yesterday / teacher / say / I / work harder / improve / my English grammar

5 Hung / love / attend the class social activities / / he / help / the elderly and street children / Sundays

Key.

I (2 marks) For Of Have Because At Enough From Keep II (2 marks ) D B A B A B D A A 10 B

III (2 marks)

1 When she started leaning English she felt very shy

2 Her teacher of English was very kind and friendly woman

3 She said speaking english might help the student to become more confident Yes, she can

IV (2 marks) G C D A B F E V (2 marks)

1 We received a report two days ago

2 His mother is very sad because he studies badly every semester Does she hate cooking dinner ?

4 Yesterdy my teacher said (that) I should work harder to improve my English grammar

5 Hung loves attending the class social activities He helps the elderly and street children on Sundays

UNIT MY NEIGHBORHOOD I Aim.

Helping students : - to make comparisons

- to ask for information and assistance - to write a community notice

II Language focus.

1 Present perfect with FOR AND SINCE Adjectives:

- like

- (not) as… as - (not) the same as - different from

III Vocabulary.

(84)

Nouns: airmail, comfort, mall,roof, parcel, product, resident, pan cake, product, selection, surface mail, wet market,

Adjectives: air- conditioned, convenient, tasty

Lesson Getting started

Listen and read Places vocabulary and present perfect withFOR and SINCE

Lesson Speak Talking about sending a letter, a parcel at

the post office Revision of composion with (not) as…as , (not) the same as, different from

Lesson Listen Listening for specific information

Lesson Read Reading for details about a new shopping

mall

Lesson Write Writing a notice

Lesson Language focus Further practice in present perfect with FOR and SINCE and comparison

Date of preparing: 29/11/04 Date of teaching: 2/12/04

UNIT 7: MY NEIGHBORHOOD.

Period: 39

Lesson 1: Getting started Listen and read

I Aim

Helping students to know about the places in their neighborhood

II Objectives

By the end of the lesson, students will be able to know more about Na’s new neighbor

III Teaching aids.

Book , lesson plan , poster, colour chalk

IV Steps

1 Organization (1m)

2 Warm up (5m)

- Ask students to match the names of places with the T- whole class suitable pictures

* Answers a grocery store b stadium c wet market d drug store e hairdresser’s f swimming pool

- Ask students for their meanings to make sure students know exactly what they mean

3 New lesson.

a) Presentation

(85)

* Vocabulary - a wet market

- a pancake (translation)

- tasty (a) : ( what means the same as “delicious” ?” T- whole class - (to) serve: (give somebody food or drink)

- (to) see - seen - (to) be - been

Checking: What and where Team game

- Ask students to repeat the words chorally, then rub out word by word but leave the circles

- Go on until all circles are empty Get students to go to the blackboard and write the words in the correct circles

Guessing games.

Students choose one of the places they have mentioned Pair work “There is a …………in my neighborhood.”

“Is it a ………?”

Listen and read.

- Present dialogue:Nam and Na are talking about theplace T- whole class where they live But Na is new there

- Ask students to listen and read silently the dialogue between Nam and Na,

- Students read the complete the sentences in p 64 Individual work, Answers Then compaire a new b last week c tired d restaurant e Hue f pancakes

* Model sentences

We have been here since last week. We ve lived here for about 10 years’

b) Practice.

Wordcue drill

Students make sentences using present perfect tense with Individual work FOR or SINCE

1 The Robinsons / live / Hanoi / 2001

2 They / be / on holiday / last week

3 They / be / Nha Trang / days

4 They / be / Hue / days

5 They / be / HCM city / yesterday Example:

The Robinsons have lived in Hanoi since 2001

c) Production.

Write it up

Students write a passage about their neighborhood by answe- Individual work ring the following questions Then in pairs

1 How long have you lived in your neighborhood ?

2 Do you like it ? Why ? (people are friendly The ment is good/safe…)

3 Is there a restaurant / post office / market / bank / shop is your neighborhood ?

4 How you to keep your neighborhood clean ?

4 Summary

5 Homework - Ask students to complete their writings Evaluation

UNIT 7: MY NEIGHBORHOOD

try pancake

Close by

(86)

Period : 40

Lesson 2: Speak I Aims.

Speaking about how to send a parcel or a letter

II Objective.

By the end of the lesson, students will be able to talk about how to send parcels or letters

Text book, lesson plan, poster

IV Steps.

2 Revision (5m) Net work

Post office Individual work

3 New lesson

Presentation. (15m) * Vocabulary

- a parcel (use a picture) T- whole class - an airmail (explanation: letter or parcel sent by air)

- surface mail (letter or parcel sent by bus, train or ship) Checking: Rub out and remember

* Presentation dialogue

Mrs Kim wants to send a parcel to Qui Nhon, so she has T- whole class to go to the post office

- Call on a student to play the role of Mrs Kim and practice the dialogue with teacher (clerk)

- Call on some students to practice the dialogue Teacher corrects their pronunciation

- Ask students to practice the dialogue in pairs Pair work * Comprehension questions

a What does Mrs Kim want to ? (to send a parcel ) Individual work

b How much is airmail ? (32,500 dong ) then compare withother c Which is cheaper , airmail or surface mail ?

(surface mail)

d Does Mrs Kim send the parcel airmail ? Why ? (No, shedoesn’t because it’s expensive)

Practice (15m).

* Mapped dialogue

clerk you

Can I help you ? I want to send this…… ……to Do you want to send it ……

or surface mail ? Surface mail please How much… ? T- whole class , then in I’ll weigh it It’s……grams That’s……dong Here you are Groups, then in pairs Thank you You are wellcome

Students practise the dialogue using the cues in P.65 Pair work Example exchange:

My

(87)

S1: Can I help you ?

S2: I want to send this letter to Kontum

S1: Do you want to send it airmail or surface mail ? S2: Surface mail please How much is it ?

S1: I’ll weigh it… It’s 20 grams That’s 800 dong S2: Here you are

S1: Thank you

S2: You are wellcome

- Give other situations and ask students to make similar Pair work dialogues The box on page 65 will help students know

the price

- divide the class into groups, each prepares a dialogue - Ask students to work in pairs Teacher corrects their pronunciation

Further practice (8m)

Students compare airmail to surface mail using the infor- Individual work mation in the table in P 65

Example:

Surface mail is not as expensive as airmail

The price of airmail is different from ( not the same as ) The price of surface mail

4 Summary 5 Homework

Write sentences using the comparison Date of preparing: 5/12/04

Date of teaching: 8/12/04

UNIT MY NEIGHBORHOOD

Period 41.

Lesson Listen

I Aim

Listening for specific information

II Objective

By the end of the lesson, students will be able to know what Na is going to on the weekend by listening

III Teaching aids. Text book, cassettes

IV Steps

2 Revision (5m) * Net work Team game

Going to the movies 3 New lesson

Pre- listening.

* Vocabulary (6m) - exhibition (translation)

- (to) kick off (the same meaning with the verb “start”) T- whole class - a fan (the person who likes something or somebody very

much )

- a photo exhibition (translation)

(88)

* T/ F prediction

-Set the scene: Na is new in the neighborhood She is talking Individual work to Nam about what she is going to on the weekend

- Ask students to guess T/ F statements

a Na doesn’t know the neighborhood very well b Na doesn’t like movies

c Na will go to the photo exhibition this weekend d Na won’t go to the English speaking contest e Na will go to the soccer match with Nam f Nam is a soccer fan

While listening.

- Students listen and check their prediction Individual work, then a T b F c F d T e T f No information In pairs to compare - Students listen again and fill in the missing information

2) Town Ground 3) English Speaking Contest 4) Culture House

* Comprehension questions Individual work Does Na like movies ?

2 Why won’t she go to see the film “The New comer?” then in pairs Why won’t Na go to the photo exhibition ?

4 Who will Na go to the soccer match with ?

5 What time does the match start ?

Post reading

- Students write about the advertisement “What’s on this Individual work week?”

Eg There is the New Comer on at Millennium Cinema There are two performances on Monday and Sunday from to 8p.m

4 Homework

- Ask students to work in groups to talk to their friends about what Na is going to this weekend

Na looks at the advertisements to decide what to and where to go this weekend She likes movies but she won t’

see the film at Millennium Cinema because she has seen it before She won t go to the photo exhibition because it’

doesn t open at weekends She cannot go to the English ’

Speaking Contest either because she thinks it must be fun to watch a real match at the stadium and she wants to visit the Town Ground too.

- Ask volunteer from each group to tell the whole class about Na

Evaluation

Period 42.

(89)

I Aims.

Reading for details about Tran Phu Shopping Mall

II Objective.

By the end of the lesson, students will be able to understand the passage about a new shopping mall

III Teaching aids Text book, poster

IV Steps.

2 Revision (6m) * Guessing the words

- Give the definitions and get students to find out the words Individual work as quickly as possible

1 A place where you can buy everything (supermarket) A place where you can buy vegetables and fruits (Grocery store)

3 A place where you can buy books (Bookstore) A place where you can come to eat (restaurant)

5 A place where you can come to see the movies (Movie Theater)

6 A person who comes to the store and buys something

7 (customer)

- Get students good marks if they have correct answers

3 New lesson.

Pre- reading.

Vocabulary T- whole class -a shopping mall

- a roof -convenient - air- conditioned - product

- discount - (to) notice

* check: Rub out and Remember Brainstorming

- Set the scene: In Nam’s neighborhood, there is a new shopping mall

- Ask students to think about the convernience of the mall Individual work

Customers don’t care of shop in comfort The weather

* Possible answers

- wide selection of goods - lower prices

- buy many things at the same time - have fun or relax while shopping T/ F prediction (P 68)

While reading.

- Ask students to read the text silently and compare their Individual work ideas or get more information

- Give feedback * T/ F statements

a) F b) F c) F d) T e) T Individual work * Lucky numbers

1 (a) It is different from he present shopping area All the then in pairs shops are under one roof So customers will shop in comfort

andwon’t notice the weather, especially during the hot and

(90)

humid summer months Lucky number

3 (b) There are 50 air conditioned specialty stores, movie Team work theaters and 10 restaurants There is also a children’s play area

4 Lucky number Lucky number

6 (c) They think the mall will take their business

7 (d) The stores in the mall will offer a wider selection of products, some goods are at lower prices

Post- reading.

* Recall

Students use the cues below the text P 67 to talk about the Individual work shopping mall

Eg Tran Phu shopping mall is different from the present shopping area All the stores ar under one roof It opens daily from 8am to 10 pm There are 50 air conditioned special stores………

4 Homework

* Write it up

Students write about the shopping mall

Evaluation.

Period : 43

Lesson 5: Write

I Aims

Helping students to write a notice and make comparisons by using afjectives: like, the same as, different from

II Objective.

By the end of the lesson, students will be able to write a notice and to use some adjectives to make somparisons

Text book, 10 cards for Pelmanism, book and dictionary

IV Steps.

1 Organization (1m)

2 Warm up.* Pelmanism

- Prepare 10 cards with number (from to 10) on one side Team game and 10 adjectives with their opposites on the other

- Stick 10 cards on the board so students can only see the numbers

- Divide class into teams and ask them to choose numbers, turn the cards over, if they match , that team gets one mark The net team continues

- Go on until al cards are turned over The team which has more marks wins the games

Attend , be , attended, worked , , been , work , written , done , write

3 New lesson.

Pre- writing.

* Vocabulary (6m) T- whole class - a resident

(91)

- (to) contact - (to) hold * Recall (5m)

- Ask students answer the questions Individual work a) Who are concerned about the new shopping mall ? then in pairs (The residents and store owners)

b) What will they to discuss the situation ? (They will hold a community meeting)

- Ask students to read the notice P 68

* Comprehension questions Individual work, then

 Who holds the meeting ? compare with partner

 What is the purpose of the meeting ?

 What’s the date/ the time of the meeting ?

 What’s the place of the meeting ?

 Who’s the person to contact ? Suggested answers

 Tran Phu residents and store owners

 To discuss the effect of new mall

 May 20 , p.m

 Binh’s hardware store, 12 Hang Da street

 Pham Van Tai

While - writing.

1 Ask students to read the text in and complete the notice Individual work ( Teacher uses the same questions above to guide students)

The……… Club

HOLDING A ………TO………THE TEACHERS’ DAY

Date :………

Time ………

Place………

Please contact………

* answer:

The School English speaking Club

HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHERS’ DAY

Date: November 15

Time: 7.30 p.m to 10.00 p.m Place: Hall 204, Building G

Please contact Ms Tran Thi Thu Hang of class 8H at the above address for more information

2 Students write a notice about their class meeting Indiviual work (Teacher uses the same guided questions above)

Post- writing.

* Share and compare/ Exhibition

Students swap their notebooks (in pairs, in tables) and check

4 Homework

- Ask students to exercise on page 68

Evaluation.

Period 44.

Lesson Language focus

I Aims.

(92)

II Objective.

By the end of the lesson, students will bee able to use Present Perfect Tense

III Teaching aids. Text book, poster, cards

IV Steps.

2 Warm up.* Panmanism (5m) Team work

go , eaten, collect, gone, see, live, eat, seen, collected, lived

3 New lesson.

Gap fill.(Exercise P 69) Individual work * Key: then compare b) haven’t eaten

c) haven’t seen d) have attended e) has worked f) has collected

Mapped dialogue.

* Pre- teach: - island

- dolphin show

* Set a scene Nam is on holiday in Halong with his parents T- whole class He is talking to Na on the phone about his holiday Then in pairs

Nam Na

- Hi……This is ……I’m on holiday

in Halong with …………parents - Really ? How long……… been there ?

- I’ve……… here for days

- What……….done ? - I …….visited famous places and

.lots of seafood

……

- Yes, I………seen the dolphin show -……….you visited Tuan Chau island ?

Example exchange:

Nam: Hi, Na This is Nam I’m on holiday in Halong with my parents

Na: Really? How long have you been there ? Nam: I’ve been here for days

Na: What have you done ?

Nam: I have visited famous places and lots of seafood Na: Have you visited Tuan Chau island ?

Nam: Yes, I have seen the dolphin show

Listening (exercise P 70)

- Ask students to read the dialogue and guess the missing Individual work, then verb in each gap Compare with partners - Students listen to the dialogue to check their prediction

* Key

1 have been Hope Have….lived Is want Looks Have….been Have seen

Nought and crosses.(Exercise P 70- 71) Team work - Give explaination

- Check

- Run through the words in the exercise

- Divide the class into two teams and ask them to fill in the blanks with suitable words

(93)

d e f g h i Suggested answers

a) The magazine is not as large as the newspaper b) Lipton tea is different from Dilmah tea

c) The red dictionary is not as cheap as the blue dictionary d) The bag on the left is the same as the bag on the right e) The toy cat is as expensive as the toy dog

f) Hoa’s backpack is different from Lan’s backpack g) The snake is as long as the rope

h) The pocket- watch is not as modern as the wristwatch i) The ruler is not as cheap as the eraser

4 Homework Evaluation

UNIT COUNTRY LIFE AND CITY LIFE

I Aim

Helping students:

- to talk about differences

- to talk about future events and changes - to write a letter to a friend

II Language focus 1 Present Progressive

 To talk about the future

 To describe changes with get and become.

2 Comparative and Superlative adjective

III Vocabulary

Verbs Face, prefer, struggle

Nouns Drought, facility, flood, migrant, nature, strain, tragedy, typhoon,

Adjectives. Accessible, adequate, peaceful, plentyful, rural, urban

Adverb. Permanently

Listen and read Practising the dialogue to understand the changes in the countryside nowadays

Lesson Speak Talking about the changes of the town and

the place where they live

Lesson Listen Giving students in listening for details and

(94)

Lesson Read Reading the text about life in the

countryside to understand the main ideas

Lesson Write Giving students practise in writing an

informal letter about their neighborhood Lesson Language focus Giving students further practice in using the

present progressive tense and comparative and superlative adjectivess

Date of preparing: Date of teaching:

UNIT COUNTRY LIFE AND CITY LIFE Period 45

Lesson Getting started Listen and read I Aim

Reading for details about the differences between sity life and country life II Objective

By the end of the lesson, students will be able to talk about the city life and the country life

III Teaching aids

Book , lesson plan, poster IV Steps.

1 Organization (1m)

2 Warm up (5m) * Chatting.

- Talk to students about life in the city and life in the T- whole class country by asking some questions

Where you live ?

Do you want to live in the city ? Why ? Do you want to live in the country ? Why ? 3 New lesson

Presentation (12m)

* Pre- teach T- whole class - permanently (adv) (translation)

- facility (n) (give examples) - entertainment (n) (translation) - accessible (a) (translation) - definitely (adv) (translation) - province (n) (give examples) - change for the better

Rub out and remember * Brainstorming

Teacher asks whether students like country life orcity life,

then has them work in pairs to make a list of the differences Pair work between the countryside and the city The words in the box

of getting started may help them

(95)

noisy

Possible answers

- tall buildings - beautiful views - plenty kinds of goods - fresh food - polluted air - fresh air - traffic jams - friendly - entertainment - friendly - busy - peaceful * Set the scene (use the picture on page 72)

Practice (20m)

* Students listen and follow the dialogue (listen and read) Individual work * Practise the dialogue in pairs Pair work

* Ask and andswer the questions in pairs * Give their answers

a Na has been to Kim Lien village b She was there for the weekend

c To her, the countryside is peaceful and quiet and there is nothing to

d There is no libraries, no muvies, no supermarkets, … e Country life is becoming better Many remote areas are getting electricity People can now have things like

refrigerators and TV, medical facilities are more ccessible

* Students write the answers in their exercise books Individual work * Teacher elicits from students to exploil the model T- whole class sentences

- What does Hoa say about the countryside ? -a Things are changing in the countryside b Many remote areas are getting electricity c Life in the provinces is changing for the better  Check: meaning, form, use

* Wordcue drill T- whole class a air / city / get / polluted

b many lakes / rivers/ become / dry c weather / get / worse

d grandfather / get / older Answers

a The air in the city is getting polluted b Many lakes and rivers are becoming dry c Weather is getting worse

d My grandfather is getting older

Further practice (5m)

Ask students to work in groups to discuss the life in the Group work City and the lif in the countryside

4 Homework Language focus 3 Date of preparing

Date of teaching:

UNIT COUNTRY LIFE AND CITY LIFE Period 46.

Lesson : Speak I Aim.

Practise in present progressive tense to describe changes with get and become.

II Objective.

By the end of the lesson, students will be able to practise speaking about the changes of a place

City life Country

(96)

Text book, lesson plan, poster IV Steps.

2 Warm up (7m) * Wordsquare Team work

E X P E N S I B

O A M D N U V E

U B O I S V E A

I C D R T R U

Y L E T L L A T

S M R Y H G I

U O N O I S Y F

B P T F D E L U

- divide the class into teams.

- ask students to go to the board and circle the word they find - answers

 modern, dirty  busy

 noisy  tall

expensive beautiful 3 New lesson.

Pre- speaking (5m)

* Teacher asks students what Hoa says about the countryside T- whole class nowadays

a Things are changing in the countryside b Many remote areas are getting electricity c Life in the provinces is changing for the better * Teacher reminds students of how to use the present

progressie in the sentences above (is used to talk about the happening activities)

While- speaking.(20m)

- Teacher has students study the two pictures on page 73 then T- whole class find out the differences Teacher writes down the words

elicit from students so that students can speak easily  Houses : small , tall , big

 Means of transport : bikes , motorbikes, cars  Streets : quiet, busy, noisy

 Shops: lots of shops, goods, prices  Children : many not go to school  Environment : trees, parks

- Students work in pairs to talk about the changes in the town Pair work Example: Five years ago, the town was quiet, but now it is

becoming noisy and busy * Possible answers

 Five years ago the town had only bicycles, but now the Traffic is getting busier

 Five years ago, the town didn’t have many tall buildings, but now there are more tall buildings and houses

 The houses are getting moremodern  The town is becoming more beautiful  There are more green trees

 The treets are becoming cleaner/ larger/ noisier  Goods are getting more expensive

(97)

- Teacher asks students to think about the changes in their group work town, village or neighborhood Then they tell their parter

about the changes

- Teacher asks some students to tell about the changes before the class

- Students write about the changes 4 Homework

Students write about the changes in their town, village or Individual work neighborhood

Example:

I live in a village I have lived here for 12years My village is now quite different from what it was years ago……… Evaluation

Date of preparing: Date of teaching:

UNIT COUNTRY LIFE AND CITY LIFE Period : 47

Lesson 3: Listen I Aim

Listening for details to complete the dialogue and further practice in present progressive tense

II Objectives

By the end of the lesson, students will be able to complete the dialogue by listening and further practice in present cntinous to talk about the future

III Teaching aids. Text book, cards IV Steps

2 Warm up ((8m) * Matching

- Prepare cards with phrases on them

- Write verbs on the board : play, do, watch, go, clean, Team work

have, phone, speak

- Divide the class into teams - Hand out each team cards

- Ask students to stick the cards with phrases besides the suitable verbs: Eg Play- table tennis

- The team which is faster is the winner * Answers

Play - table tennis Do- my homework Watch- a program Go- to violin lesson Clean - the house Have - a meeting Phone - my aunt, Mrs Hang Speak - to Mom 3 New lesson

Pre- listening (12m) * Brainstorming

- Give students minutes to think of the phrases or

sentences they often use when they start making a phone call Individual work

Hello, A how are you ? then compare with Hello ! the partner

8 548 032

can I speak to A, please ? This is C Yes, speaking

* Set the scene Aunt Hang is talking to Lan on the phone.“ She is coming to visit Lan in Hanoi.”

(98)

- Teacher asks students to read the incomplete conversation Individual work themselves and try to predict as many gaps as possible Then compare

While - listening (15m)

- Students listen to the conversation and check their Individual work predictions

- Let students listen twice and find out the missing words individually

- Ask students to share their answers with their partners Pair work * Tape transcript

Lan: Hello

Aunt Hang: Hello Is that Lan ? Lan : Yes Who is this ?

Aunt : it’s Aunt Hang How are you ?

Lan : I’m fine Where are you phoning from ?

Aunt: Hue I’m calling to tell you uncle Chi and I are Coming to visit you next week

Lan: Great ! When are you arriving ?

Aunt: On Thursday We are arriving in Hanoi in the late afternoon

Lan : OK Do you want to speak to my Mom? Aunt: Yes, please

Lan: Hold on a moment and I’ll get her * Answer key

1 that This It’s Where From Coming week Arriving Thurday 10 Late

11 afternoon 12 Speak 13 My 14 get

Post - listening (8m)

Ask students to practise the conversation in pairs Pair work * Role play

Students work in pairs to creat a telephone conversation and then perform the conversation in front of the class 4 Homework

Students practise the dialogue with their partners Evaluation

Date of preparing; Date of teaching:

UNIT COUNTRY LIFE AND CITY LIFE Period 48.

Lesson : Read I Aim

Reading comprehension about the problem of people, from contryside moving to the city

II Objective:

By the end of the lesson, students will be able to understand the text about one of the social problems

III Teaching aids Text book, poster IV Steps.

(99)

2 Warm up ( 6m) * Jumpled words

- Write the words with disordered letters on the board (or Group work use the poster)

 Fulentipl : plentiful  Taneru : nature  Loofd : flood  Roestdy : destroy  Laputipoon : population  Viroped : provide  Suertl : result  Ciliestiaf : facilities - Devide the class into two teams

- Ask students from each team to go to the board and write the correct words

- The team which is faster with more correct words wins the game

3 New lesson

Pre- reading (12m)

* Vocabulary:

- a typhoon (synonym) - a flood (translation)

- a drought (explain: hot and dry weather for a long time) Teacher- whole class - (to) increase (translation)

- (to) decrease (drawing)

- (to) emigrate - migrant (explanation: emigrant is the person who moves from one place to another especially in order to find work)

Slap the board * Brainstorming

Many countryside residents are leaving their home for Whole class the city Give the reasons why they are doing so

typhoon Floods

Get little money

Possible answers

- droughts, the weather, hard work, no vacations

- lack of clean water/ electricity, insects destroy harvests - ask students to guess how farmers deal with difficulties - get students to work in groups to guess

While- reading (20m)

- Let students read the text silently and answer the

questions : “ What farmers to solve their problem ?” Individual work * Matching: Guess the meaning of the words: Individual work A B

Rural area cung cấp điện A well paying job vùng đô thị A struggle with nature vùng nông thôn Electricity supply dẫn đến tải (to) live apart sống xa cách

urban areas công việc đợc trả lơng cao (to) put a strain on đấu tranh với thiên nhiên * Comprehension check

Students complete the summary Use the information from Whole class the passage

(100)

1 leaving Home City Rural City6 problems Schools Hospitals Tragedy 10 World

Find the word in the passage that means: (2a-f p.75) a rural b plentiful c increase d strain e tragedy f urban

Post reading (5m)

* Discussion: - Why are many people leaving their home to go to Group work live in the city ? - What problems they cause ?

4 Homework Write sentences that the government should for the rural areas

Period 51st lesson : language focus ( page : 79 ) Date of preparing :

I. Aims : By the end of the lesson , ss will be able to give ss further practice in using the present progressive tense, and compartive and superlative adjectives II Teaching aids : text book, poster cards

III Procedure :

absent students 8A

8B 8C 8D Teacher ,s activities

Step : warm up ( 8m) Matching :

ss play in two groups

- prepare cards with phrases on them

- write verbs on the board

( play, go , clean, watch, arrive, have, )

- Devide the class into groups

- Hand out each group cards

- Ask ss to stick the cards with phrases besides ss go to the B and stick the suitable verbs : eg : play- table tennis

- The group which is faster is the winner Step : new lesson

1 the present progressive tense :  Activitiy : (gap filling ) ( 10m) ( language focus p 78 )

- ask ss to use the suitable verbs ( in matching ) in the present progressive tense to complete the dialogues

- get ss to work individually

ss work individually

- correct

- call some pairs to practice the dialogues ss

work in open pairs

before class and techer corrects

(101)

b are doing c am watching d am going e are cleaning f am having

* concept checking qts :

- what tense we use in dialogues ?

( present progressive )

- what is the form?

(am /is /are + V- ing )

- look at the adverbs of time in the dialogues

are they at present or in the future ? ( in

the future )

- present progressive is used to talk about the future

* Activity : (15m) ( language focus p.77)  mapped dialogue :

- setting the sence : Mrs Vui is going to Dong ss listen Hoi by boat now she is asking the clerk for

some information about her trip

- put the mapped dialogue chart on the board

Mrs Vui

clerk Example exchanges :

Is Dong hoi 10.25 is ”Lady of the lake “ ?Mrs Vui : Is the boat to DH leaving

At 10.25 ? Yes

sorry, but delayed clerk : is that Lady of the lake ?

Mrs Vui: yes

Oh! No

now, leaving .10.40 clerk : I,m sorry but it,s been delayed

Mrs Vui : oh! No

Clerk : now, it,s leaving at 10.40

- ask ss to make similar dialogues, using ss

work in open pairs information on poster shipping information

Ship name Destination Time of

departure Status Revised time Lady of the

lake

Golden trail Good fortune City of Hue

Dong hoi HCM city Quy Nhon Nha Trang

10.25 11 55 11.30 11.40

Delayed Delayed Delayed _

10.40 16.15 13.55 _ 2 comparative and superlative :

 remind ss the structure (5m) comparative :

(102)

more + long adj + than superlative :

the + short adj – EST the most + long adj notice : good - better - the best

bad - worse - the worst  Activity : Language focus ( 12m)

- ask ss to read the advertisements then ask them some qts to check their understanding:

what are advertised ?

an apartment, a villa,and a house

how old are they ? ( the apartment is years old, the villa is years old and the house is new )

how much we pay per month ? ( 900.000 dong for the apartment, 6.6 million dong for the house and 7.8 million for the villa )

- ask ss to write sentences comparing the house,

the villa and the apartment, using the adjs in the ( ss work in groups of or ) text book

the house is more expensive than the apartment the apartment is smaller than the villa

the villa is the oldest - T monitors and corrects

 activity : language focus ( at home ) comparative :

- ask ss some qts to focus ss to the topic : you like living in the country ?

you think the life in the country and in the city are the same or different ? tell me some things which are different :

- food

- traffict

- transport

- air

- entertainments

- medical facilities

- schools

- electricity

now I want you to make comparitions between the city and the country

eg : the food in the city is more expensive than that in the country

give ss some adjectives ( go through )

ss listen and answer

ask them to work individually, then compare with ss work individually, then ask some ss to speak aloud

compare with their partners step : homework

ask ss to write sentences comparing their house with their neighbors  Evaluation :

(103)

I Aim

Helping students:

- with the knowledge of the situations which require first- aid - to make and respond to offers, promises and requests

- to write a thank- you note

II Language focus

1.in oder to, so as to

2.making requests, offers and requests using modal “ will”

3 future simple with “ will / shall “

III Vocabulary

Verbs Bleed, elevate, minimize , lie flat, lower, overheat, ease

Nouns Drought, facility, flood, migrant, nature, strain, tragedy, typhoon,

Adjectives. Accessible, adequate, peaceful, plentyful, rural, urban

Adverb. Permanently

Listen and read Practising the dialogue to understand the changes in the countryside nowadays

Lesson Speak Talking about the changes of the town and

the place where they live

Lesson Listen Giving students in listening for details and

revision of how to make a phone call

Lesson Read Reading the text about life in the

countryside to understand the main ideas

Lesson Write Giving students practise in writing an

informal letter about their neighborhood Lesson Language focus Giving students further practice in using the

present progressive tense and comparative and superlative adjectivess

UNIT : recycling

I Aim

Helping students:

- to give and respond to instructions - to talk about feelings

- to write a set of instructions

1 passive forms

2 adjective followed by - an infinitive - a noun clause 3.present simple

(104)

III Vocabulary

Verbs: decompose, recycle, reduce, refill, reuse, protect, contact

Nouns : natural resourses, compost, deposit, fabric, fertilizer, glassware, metal, representative

Listen and read reading a dialodue for details about how to protect the invironment and save natural resoures

Lesson Speak

listen practice in giving and responding to instructions listening for specific information about making compost

Lesson read

language focus 1,2 reading for details about how things are recycle passive form in present simple and future simple

Lesson write write a set of instructions on how to recycle

used things

Lesson language focus 3, adjective followed by – a “ to infinitive “ - a ‘ a noun phrase “

Period 61st lesson 1: getting

started ( page : 89)

Date of preparing : listen and read ( page : 90 ) 30/1/05

I. Aims : By the end of the lesson , ss will be able to something to protect the invironment and save natural resourses by giving ss information about the invironment problems

II Teaching aids : text book, poste, cards, cassette III Procedure :

01/2/05 8B 8C 8D Teacher ,s activities

(105)

reuse plastic bags

*possible answers: use cloth bags, use tree leaves to wrap things, make garbage into fertilizer, make vegetable matter into animal food,

Step : new lesson 1 pre teach vocab:

- representative (n) ( translation)

- protect (v)

( explaination)

to protect sb/ sth from sb/ sth

- natural resourses (n) ( example )

- recycle (v)

( explaination) - contact (v)

( definition)  checking vocab:

Jumbled words:

- write the words whose letters are in a ss play into two groups random order on the board

- tconatc = contact - ceresoru= resourse

- psentreretivea= presentative

- ralnatu = natural - ropttce= protect

- cyrecel = recycle

 T/F statements prediction: (6m) - setting the sence : ( from textbook)

- hang the poster of T/F statements on the board and

a Friends of the earth is an organization to help people make friends with each other

b Miss Blake asks the ss to remember things : reduce, reuse, recycle

c reduce means buying the products which overpacked d we cannot reuse things like envelopes, glass, plastic

bottles, old plastic bags

e Miss Blake says that we should use cloth bags and shouln,t use plastic bags at all

f recycling means not just throwing things away but trying and finding another use for them

-give feedback

T- whole class 7 while- reading: (15m)

(106)

 checking the prediction: ask ss to read the text on page 89- 90 and check their prediction

a F people protect the invironment and

save natural resoures

b T

c F reduce means not buying

d F we can use things

e T

f T



UNIT 11 ; travelling around vietnam

I Aim

Helping students:

- to express interest

- to make and respond to formal requests

- to make suggestions

- to complete a narrative

1 making requests with – would / you mind if I ? _ would / you mind + V- ing ? _ ed and _ ing participles

III Vocabulary

Verbs: import , recognize , sunbathe

Nouns : accommodation , canoe , corn , crop , departure , florist , institute , limestone , stream , sugar cane , tribe , water buffalo , waterfall

Listen and read 1, reading a dialodue for details about how to express interest

Lesson Speak

language focus practice in responding to formal requests using “ mind “ Lesson listen and read listening and reading for details about place

directions and places of interest

lesson read

language focus reading for information about places of interest in Vietnam and making suggestions further practice with “ mind “

Lesson write 1, complete a narrative

(107)

Period 66th

lesson : listen and read

(page : 100 ) Date of preparing :

I. Aims : By the end of the lesson , ss will be able to read for details about how to express interest

II Teaching aids : text book, pictures III Procedure :

Step : warm up ( 7m) Jumbled words:

- write the topic on the board : places of interest

- put the chart with jumbled words on the board ss work in groups

- ask each group to connect the words to make the right phrases for places of interests and write them on the board as fast as possible * answers : Ngo Mon Gate , Ha Long Bay , The Temple Literature , Nha Rong Harbor

 Getting started :

- ask ss to open their books and match the names ss work individually with the pictures

* answers :

a, Ngo Mon Gate b, Nha Rong Harbor

c, The Temple of Literature d, Ha Long Bay harborgatehalongNharong

(108)

Step : new lesson 1 pre reading :

 pre teach vocab : - crop (n)

( translation )

- sugar cane (n) ( what is used to make sugar ?)

- water buffalo (n) ( translation )

- corn (n)

( drawing )

- luggage

( explanation )  pre questions :

- setting the sence : Hoa meets Tim and his family ( the Jones ) at the airport

- put the questions on the board

1 where does Hoa meet the Jones ? -Hoa meets The Jones at the airport is it the first time the Jones have visited VN ? -Yes, it is

3 how they travel to Hanoi ?

-by taxi

4 what they see along the road to Hanoi ? - they see a boy riding a water buffalo, rice paddies, corn and

sugar cane fields

5 what would Tim like to ?

- he,d like to take a photo

- go through the questions

- ask ss to listen to dialogue on p 99

- ask ss to work in pairs to answer the qts

- call on some pairs to give their answers while reading :

 T / F statements : ( on p 99- 100 )

- ask ss to read the sentences aloud and wait for ss answers

- ask ss to correct the false sentences * answers :

a, T b, T

c, F

( in a taxi )

d, T e, T f, F

( not only rice and corn but also sugar canes are grown around Hn )

3 post- reading :  discussion :

- ask ss to read the dialogue again, discuss with them and ask them to pick out the sentences containing the situations mentioned below

(109)

- I ,d like you to meet my patents

- it,s nice to meet you

- it,s great to be in vietnam

- it,d like to sit with Tim  to express a requests:

- would you mind sitting in front seat

- would you mind if I took a photo ? step : summary

step : homework

Unit 12 : avacation abroard I Aims :

Helping ss :

- to make plans

- to make, accept and decline invitations

- to ask and answer questions about the weather

- to write a postcard II. Language focus : past progreesive

2 past progressive with when and while 3.present progressive with always

III Vocabulary  Verbs :

Bother, carve, include, pick up, pour, come over  Nouns :

Brochure , gallery, itinerary, lava, prison, sightseeing, valley, wharf, volvano  Adverbs :

Overhead

I. allocation :

Lesson Listen and read Reading for details about making accepting and declining invitations

Lesson speak Practice in making plans

Lesson listen Listening for information about weather

Lesson Read 1, Reading for information about places of interest over the world

(110)

1,2,3 Practice in past progressive with “when’ and “while “ and present progressive with “ always “

Period 74th

lesson 1: listen and read ( page :111) Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Read for details about making accepting and declining invitations

Step : warm up ( 7m) Getting started :

* Guessing game:

- show the photocopied pictures to ss , one by one , ask ss to guess what country it is

*answers :

a The USA b Australia

c Thailand

d Britian e Canada

f Japan

- ask ss if they know what first pictures are a Statue of Liberty

b The Opera House c

 Chatting :

T : Where you want to visit among these countries ? Why ?

Step : new lesson 1 pre reading :

 pre teach vocab :

- include (v)

- come over (v)

- pick up (v)

- abroard (adv)

ss : choral, individual be / go / travel abroard

(111)

- Get ss to copy the words into their books and then ss copy, then close notebooks ask them to close the books

 T/ F prediction : - setting the sence :

Mrs Quyen is going to The USA for a vacation She is ringing her friend, Mrs Smith, to tell her about the trip

- put the chart on the board and ask ss to read the statements

a Mra Quyen is calling Mrs Smith from the airport In San Francisco

b Mrs Smith invite Mrs quyen and her husband to stay with her while they are in town c Mrs Quyen doesn,t accept Mrs Smith,s invitation because she wants to stay with a Vietnamese friend of hers

d Mrs Quyen and her husband will come over to Mrs Smith,s place for dinner one night

f Mr Thanh, Mrs Quyen,s husband , goes abroard for business meeting

- ask ss to work in pairs to decide if the statements are true or false

- get ss to give their answers and write them on the B while reading :

 checking the prediction :

- ask ss to open their books, listen to the tape while reading the dialogue on p 112

- call on some ss to correct the false statements * answers :

a F ( Mrs Quyen is calling Mrs Smith from Hanoi ) b T

c F ( because her accommadation isincluded in her ticket price )

d T

e F ( Only Mrs Quyen will come over to Mrs Smith,s ) f T

 grid :

- draw the grid on the board and ask ss to copy it ss

copy the grid

- ask ss to read the dialogue again to complete the grid - call on some ss to go to the B to write the information

in the grid

ss write on the B * answers :

Date Mon 25 Tue 26 Wed 27 Thur 28

schedule Coming to San

Francisco

Going

out Having dinner with the Smiths

(112)

- have ss to copy

* comprehension questions : a) - c) p 113 ss

ask and answer in pairs

3 post reading : Grammar awareness :

- tell ss to read the dialogue again and pick out the statements indicating the following situations : Making an invitation :

2 accepting an invitation declining an invitation making complaination Step : summary Step ; homework Exercise ( workbook)

Period

lesson : speak

( page :113,114) Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Practice in making plans II Teaching aids : text book,

III Procedure :

Step : warm up ( 7m) Quiz

(113)

Unit 13 : festivals I. Aims :

Helping ss :

- to ask for explanations of events

- to give an account of something

- to write a paragraph about what was done II. Languge focus :

1 passive form : Be + past participle compound nouns / words

3.reported speech III vocabulary :

 Verbs :

Award , fetch, participate, separate, urge, yell, rub, spread  Nouns :

Carol, competition, council, husk, patron saint, pomegranate, teammate, judge, tradition patron saint

 Adjective : Jolly

IV. Allocation :

Lesson Getting started Listen and read Languge focus

Compound words

Ask for explanations of events Lesson Speak

Listen Practice in talking about preparations for a specialevent Listening for details about the preparations for Tet Lesson Read Reading for details about Christmas

Lesson Write Practice in writing a paragraph about what has been done

(114)

Period

lesson : getting started

( page :121)

Date of preparing :

listen and Read ( p.121 )

Language focus 3 ( p 130 )

I Aims : By the end of the lesson , ss will be able to use compound words And ask for explanations of events

Step : warm up ( 7m) Getting started : Chatting

- wrtie the names on the board :

Tom, David, Huckleberry, Oliver , Robinson

- tell ss these people are going to go on their visit to Vietnam and they need advice on where to go

- Introduce the names , one by one 1 Tom likes swimming and sunbathing

where should he go ? why ? 2 David is interested in ancient cities .?

3 Huckleberry likes Mountain- climbing ? 4 Oliver is keen on pottery ?

5 Robinson is fond of crowded places ?

Step : new lesson pre reading :

 pre teach :

- fetch (v)

ss : choral, individual

- yell (v)

- urge (v)

- rub (v)

- participate (v) - participation (n)

- award (v) - to award sb sth = to award sth to sb * checking vocab: what and where

(115)

-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups  Open prediction :

- setting the sence :

Period

lesson : write

( page : ) Date of preparing :

II. Aims : By the end of the lesson , ss will be able to wrtie postcards to their friends about their trip

Step : warm up ( 7m) Lucky numbers :

(116)

- tell ss each number is for a question but of them are lucky numbers For lucky numbers, ss will get points

- ask ss to answer brieftly questions :

1 Where did Mrs Quyen and her husband spend their their holiday ?

( in the USA) LN

3 what did you see on Mount Rushmore ? (

the heads of American

presidents carved into rock) who did they visit when they were in the USA ?

(The Smiths ) 5.LN

6 what did Mrs Quyen while her husband was visiting the Statue of Liberty ?

( she went shopping ) LN

8 What did Mrs Quyen buy ?

( lots of souvenirs ) What did she send to her children from the USA? ( postcards ) 10.LN

Step : new lesson 1 pre wrting : a gap – fill :

- setting the sence : from the USA, Mrs Quyen sent a postcard to her friend Sally to tell her about the trip

- ask ss to look at the postcard on p.upload.123doc.net and complete the gaps with the appropriate words

- call on some ss to go to the board & write the words they guess

- give feedback and correct * answers :

1 in 2.people 3.weather

4.visited 5.her

6.nice / lovely 7.bought 8.for

9.heaviness 10 Soon

b Grid :

- wrtie the topic on the board

 Information needed to write a postcard

- ask ss to look at part ( p.upload.123doc.net)

- go through the instructions by using questions : eg : what you write about the place ?

( name of places )

what you write about the weather ? ( the weather is warm or cold or )

- draw the grid on the board

(117)

- ask ss toread the postcard ( write ) again and fill in the gaps with the sentences showing the information on the left

- call on some ss to go to the board and write their answers in the grid

- give feedback and correct * answers :

Necessary information for a postcard

place We,re having a

wonderful time in the USA

How you feel about the

people ? The people are friendly Who you meet / visit In San Francico I visited

my friend, Sandra Smiths

What you see ( no information )

What you buy I bought lots of souvenirs weather The weather has been

warm & sunny while writing :

a setting the sence : Imagine you are a tourist on vacation in a certain place / city in Vietnam Write a postcard to a friend about your trip, using the information in the grid

b writing :

- tell ss to write the postcard on piece of paper

- monitor and assist ss with their writing post writing :

 Exhibition : Step : homework

( write the postcard in notebook)  Evaluation :

Unit 15 : computers

I. Aims : helping ss

- to recognize facts and opinions

- to express opinions

- to agree and disagree

- to complete a flow chart

- to write a sets of instructions II. Language focus :

1 Presesent perfect with “yet “ and “ already “ comprarison of present perfect and past simple

III. vocabulary : 1 verbs :

(118)

under guarantee , concern , degree, document, freshman, jack, jam, manual, printer, requirement, plug / socket

3 adjectives :

challenging , skeptical, properly IV. allocation :

Listen and read Reading to recognize facts and opinions and to know how to express opinions Lesson Speak Practice in expressing agreement and

disagreement

Lesson Read Reading for details about how computer

work in a university

Lesson Write

Listen Practice in writing instructions on how to use the printer and completing a flow chart Lesson Language focus 1, Present perfect with “ yet “ and “ already “ Lesson Language focus 3, Getting comparison of present perfect and

past simple

Period

lesson : read

( page :141 ) Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Read for details about how computer work in a university

Step : warm up ( 7m) Jumbled words:

- write the words whose letters are in a ss play into two groups random order on the board ( words relating

to a computer )

(119)

3 recsnc = screen Nimorot = monitor bdoaryke = key board Moseu dap = mouse pad Step : new lesson

presentation :

 pre- teach vocab :

- freshman (n)

- jack (n)

- bulleton board (n)

- skeptical (adj )

- impact (n) : anh houng, tac dong  checking vocab : what and where

-get ss to write the words again in the correct circles ss play in two groups  open prediction :

- introduce the topic of the text

- ask ss to guess what they are going to read  suggested questions :

1 where in the library we get / find information ? how can we store the information ?

3 if we want to discuss something, how can we ?

- write the ss, guesses on the board 2 while – reading :

* checking the prediction :

- ask ss to read the text to check if their guesses are correct or not

 True / false statements :

- get ss to read the text again then read the statements and decide if the statements are true or false

- call on some ss to give their answers and correct the false statements

- have ss copy all the right statements in their noteboks * answers :

a, T b,

T c, T

d, F : ss don,t have to go to computer rooms because college campuses now have computer jacks in every parts of the university

e, T f, T

3 post reading :

comprehension questions :

(120)

- ask ss to compare their answers with their partners

- call on some ss to give their answers for the class

- give feedback and correct step : homework :

- rewrite the answers for the questions

Định dạng
Số trang	120
Dung lượng	222,69 KB