Đang tải... (xem toàn văn)
Objective: By the end of the lesson, Ss will be able to use Simple Present Tense to talk about future activities; to ask for favors , offer and respond to favors, assistance; practic[r]
(1)Teaching date: Sep 5th 2004
Week 1 Period: 1
Introduction of English 8
A Aims: To introduce English 8 student's book and curriculum
B Objective: By the end of the lesson, Ss will be able to hold their English 8 book and curriculum
C Preparation: Handout D Procedure:
1 Greeting: T makes friends with students by introducing name and greeting them
2 Introduce:
2.1 Method of English:
- T says s.t about method of learning English at school and at home - Ss can ask some questions
- T says some her requirements (school things, notebooks ) 2.2 Student's books:
- Ss are divided into 8 groups of 6 - T uses handout to give questions
1 How many units are there in the books? Give their topics.
2 How many parts does each unit have? What are they?
3 Say the difference between unit of English 7 book and English 8 book.
4 What part begins each unit? And what part ends? 5 What part has exercises? Where is it?
- Ss discuss in groups
Feedback: 3 Homework:
- Look at the pictures of Unit 1
Teaching date: Sep 5th 2004 Unit one: My friends
(2)Getting started Listen and Read
A Aim:
To introduce structures:
- What do / does look like? - (not) adjective + enough + to do s.t To review Exclamatory Sentences "What"
B Objective: By the end of the lesson, Ss will be able to use structures have just been studied to talk about their friends fluently
C Preparations: Pictures; Wordcards; Poster. D Procedure:
1 Warmer: Getting started
- T asks Ss to give their activities in the summer holidays, then write them on the board
- Pictures are put on the board and Ss answer the questions 1/ What are they doing?
2/ What are the girls doing?
3/ What are your favorite activities in the free time? 4/ Do the girls in our school play soccer?
5/ Do you play soccer / volleyball after school? 6/ Do you play the chess at recess?
2 Pre-teach vocabulary:
(to) seem + adj VNese
(to) look like VNese
enough (adv.)
Check understanding vocabulary: RO & R 3 Presentation: Listen and Read
3.1 Set the scene:
- Some questions about Hoa are given - T introduces the content of the dialogue
Hoa talks with Lan and describes her friend Nien to Hoa.
3.2 Presentation:
- T reads the dialogue - Ss listen then repeat it
- Ss answer the questions in pairs
Feedback:
- T elicits the T.L 1
What does she look like? She is beautiful
Concept check:
* Meaning:
* Form: What + do/does + S + look like? S + be + adj.
(3)- T uses wordcards to give cues 1/ He / intelligent.
2/ The girls / pretty. 3/ The boy / smart.
- Ss practise in chorus, in groups, in pairs
Delayed correction - T elicits the T.L 2
She wasn't old enough to be in my class
Concept check:
* Meaning: * Use:
* Form: S + (not) be + adj + enough + to inf.
- Poster is stick on the board
1/ She / not old / see that film.
2/ His children / smart / finish this work. 3/ You / not old / to drive motorcycle. - Ss do in individual
Feedback:
3.3 Production: Mapped Dialogue Nam
- Hello….
- … received … Hung… - … intelligent.
- ….not old … He is 12
His friend - … seem happy. - what …… like?
- Was …… classmate? 4 Homework:
- Answer the question
- Remember and rewrite the short dialogue
Teaching date: Sep 7th 2004 Unit one: My friends
Period: 3
Speak + listen
A Aim: To describe someone
To introduce someone and answer after being introduced
(4)C Preparations: Pictures; Photographs; Posters. D Procedure:
1 Warmer: Wordstorm
Build Hair/ Eyes …
2 Pre-teach vocabulary:
- T uses pictures to elicit new words
Slim (adj.) Straight (adj.) Bald (adj.) Curly (adj.) Fair (adj.)
Check understanding Vocabulary: RO & R
3 Speak:
3.1 Pre-speaking:
- T reads the dialogue
- Ss read it in chorus, in pairs
3.2 While-speaking: Guessing Game
- T uses pictures to give cues - T runs through the cues - T models:
T: He is thin and tall He has short back hair.
Ss: Is this Van? T: Yes.
- Ss practise in open pairs, in chorus, in closed pairs
Delayed correction:
3.3 Post-speaking:
- Some pictures of famous people ( Hång S¬n, Huúnh §øc, Mü T©m) are stick on the board
- Ss describe them in groups of 6 (Use extra board)
Feedback: 4 Listen:
4.1 Pre-listening:
- Ss read pattern sentences in the box - T helps Ss to understand their meaning
- Ss read the dialogue, then guess positions of the pattern sentences in the dialogues in pairs
Feedback:
4.2 While-listening:
(5)The 1st to hold the information The 2nd to fill the gaps
The 3rd to check their work in the pre-listening - Ss read the dialogue
4.3 Post-listening: Role play 5 Homework:
- Rewrite the dialogues - Describe Ss' parents
Teaching date: Sep 11th 2004 Unit one: My friends
Week 2 Period: 4
Read
A Aim: Reading for specific information
B Objective: By the end of the lesson, Ss will be able to know more about Ba's friends
C Preparations: Poster D Procedure:
1 Warmer: Role play
- 2 Ss go to the board and to play the roles based on the dialogues in listening part
2 Pre-teach vocabulary:
a character VNese
an orphanage explanation
reserved (adj.) VNese
sociable (adj.)
(to) tell jokes explanation
sense of humor VNese
Check understanding: RO & R
3 Pre-reading: T/F Statements prediction - T introduces the content of the text
- T sticks the poster on the board
1/ Ba only has 3 friends: Bao; Song; Khai.
2/ Ba and his friends have the same characters. 3/ Bao; Song; Khai are quite reserved in public. 4/ They all enjoy school and study hard.
(6) Feedback: 4 While-reading:
4.1 T/F prediction
- T asks Ss to read the text - Ss check their prediction
1/ F 2/ F 3/ F 4/ T
- Ss correct false statements
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
4.2 Multiple choice
- Ss read the text again and do exercise 1 in pairs
Feedback:
a/ three b/ doesn't affect his school work c/ don't talk much in public d/ get tired of
- T explains the meanings of the phrases
doesn't affect his school work get tired of
4.3 Comprehension questions
- T asks Ss read the text again then answer the questions in pairs
Feedback:
a/ He feels lucky b/ Bao
c/ Khai
d/ Sometimes his jokes annoy his friends e/ at a local orphanage
- Ss practise asking and answering 5 Post-reading:
- Ss work in groups of 4 and talk to one another about their friends, using the adjectives they have just learned to describe
6 Homework:
- Write a paragraph about 1 closed friend
Preparation date: Sep 24th 2004 Unit two making arrangements
Period: 2
Write
A Aim: Writing a message
(7)C Preparations: D Procedure:
1 Warmer: Jumbled words
mcuestor customer
ayddmi midday
essgmea message
nifurretu furniture
rvseice service 2 Pre-teach vocabulary:
delivery service VNese
furniture delivery stationery order
Check understanding: RO & R 3 Pre-writing: Chatting
- T talks to Ss about talking a telephone message
Have you over a telephone message?
When you take a message, what should be a mentioned in a
message? (date; time; who sent; to whom; content) 4 While-writing: Reading and gap filling
- T asks Ss to read the message
- Ss fill in the gaps in the passage on page 23 in pairs
Feedback 1:
A customer phoned the Thang Loi Delivery Service on May 12 just before midday She wanted to speak to Mr Ha but he was out So Mr Tam took a message for Mr Ha The customer's name was Mrs Lien and she wanted to know about her furniture delivery She wanted Mr Ha to call her She said Mr Ha could reach her at 8 645 141 after lunch
- Ss read passage 2 to get information
- Ss work in groups of 4 to write the message
Feedback 2:
Thanh Cong Delivery Service Date: June 16
Time: After midday For: Mrs Van
Message:Mr Nam called about his stationery order He wanted you to call him at 8 634 082
(8)5 Post-writing: - T sets the scene
Tom phoned Nancy, but she was out Lisa, Nancy's sister took a message for Nancy Help Lisa to write a message.
- Ss read the dialogue and write the message in pairs
Feedback:
Message:Tom called about playing tennis this afternoon He will come over to pick you up at 1.30
6 Homework:
- Write the message again
Preparation date: Sep 25th 2004 Unit two: making arrangements
Period: 11
language focus
A Aim: Further practice in adverbs of place and talking about intentions with be going to
B Objective: By the end of the lesson, Ss will be able to do further practice in adverbs of place and talk about intentions with be going to
C Preparations: Poster, Wordcards D Procedure:
1 Warmer: Jumbled words
d o w n s t a i r s
u n
t h e r e s
s e i
i r d
d e e
e u p s t a i r s
Hidden words: downstairs; upstairs; there; here; inside; outside
(9)- T sets the scene
Ba is playing hide and seek with his cousin, Tuan Use the adverbs of place to complete the speech bubbles.
- Ss do exercise 3 in pairs
Feedback:
a Where is Tuan? I think he's upstairs b No He isn't here
c He isn't downstairs and he isn't upstairs d Perhaps he's outside
e No he isn't there
f I'm not outside I'm inside, Ba
3 Talking about intentions with be going to
- T asks Ss to remember the dialogue between Hoa and Nga - Ss answer T's questions
1 Are they talking on the phone?
2 What do they intend to do? ( To go to see the movie)
3 What time are they meeting? Where? (outside the theater; 6.30) 4 What form of the verbs do you use to talk about intentions?
(be going to)
- T reviews structure "Be going to" and give form and use Form: S + be + going to + infinitive
Use: Express an intention
- T uses wordcards to give cues
a see a movie b play sports c meet your friends d help your mother e do your homework f watch TV
- T models
T: Are you going to see a movie? S: Yes, I am
- Ss practise in chorus, in groups and in pairs
Delayed correction:
- Ss do exercise 2 in groups of 4
Feedback:
a Quang and Nam are going to go fishing / fish b Trang is going to read the new novel
c Van is going to do her homework
d Mr Hoang is going to watch an action movie on TV tonight e Hien is going to give her friend a birthday present
4 Homework: - Do exercise 2
- Write 6 sentences about your house, using adverbs of place
(10)Preparation date: Sep 26th 2004 Unit three: at home
Period: 12
Getting started Listen and Read
A Aim: Helping students to read the dialogue for details
B Objective: By the end of the lesson, Ss will be able to understand the dialogue
C Preparations: Pictures D Procedure:
1 Warmer: Kim's Game
- T puts the pictures on the board
- Ss look at 6 pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible
Feedback:
a Wash the dishes b Make the bed c Sweep the floor d Cook
e Tidy up
f Feed the chicken
2 Pre-teach vocabulary:
chore (unc n) example
a cupboard picture
ought to (v.) VNese
a steamer picture
a saucepan
Check understanding: RO & R 3 Presentation:
- T sets the scene of the dialogue between Nam and his mother, Mrs Vui - Ss listen to the dialogue while looking at their books
- Ss complete the list of the things Nam has to do
Nam has to - cook dinner
- go to the market to buy fish and vegetables
- call his aunt, Ms Chi and ask her to meet his mother at grandma's house
- T explains Modal Verbs
Form: Has / Have to + Infinitive = Must + Inf Meaning: Ph¶i (lµm g×)
Use:
Concept check: 4 Practice:
(11)- T models
T: What do you have to do? Ss: I must wash the dishes.
- Ss practise in chorus, in groups, in pairs
Delayed correction: 5 Further practice:
- Ss do Language Focus 1 in pairs.+
Feedback:
1 must tidy 2 have to dust 3 must sweep 4 have to clean 5 have to empty 6 must feed
6 Homework:
- Write the things you have to do on Sundays
Preparation date: October 2nd 2004 Unit three: at home
Period: 13
speak
A Aim: Practising speaking
B Objective: By the end of the lesson, Ss will be able to use the prepositions of place to talk about the positions of furniture in the house
C Preparations: Pictures D Procedure:
1 Warmer: Kim's Game
- T runs through the things in the picture of the kitchen
- Ss are divided into 2 groups, they study the things for 30 seconds
- T takes away the picture and asks Ss to write down as many as they can remember
- Which team having more things wins the games 2 Presentation:
- Ss look at the picture then answer the questions about the positions of items in pictures
1 Where is the clock? It's above the fridge. 2 Where is the fruit? It's on the bowl.
3 Where are the knives? They're on the wall under the cupboard. 4 Where are the flowers? They're on the table.
5 Where is the plate? It's on the table near the flowers.
(12)3 Practice:
- Ss in pairs talk about the position of each team The calendar is on the wall above the fridge.
Delayed correction: 4 Further practice:
- T sets the scene
Mrs Vui bought new furniture for her living room, but she can't decide where to put it You should help her to arrange the furniture.
- Ss look at the picture and talk about their ideas in groups of 4
- T asks Ss to use "Let's + inf."; ought to; should They can draw the picture
- Ss practise speaking
If they agree, they may use: OK; You are right.
If they disagree, they may use: No, I think we'd better/ ought to put; I think it should be
Feedback: 6 Homework:
- Describe your living room
Preparation date: October 5th 2004 Unit three: at home
Period: 14 Listen
A Aim: Listening for detail
B Objective: By the end of the lesson, Ss will be able to identify the right item by listening
C Preparations: Pictures D Procedure:
1 Warmer: Bingo
- Ss write down on their notebooks 5 things they can eat - Ss listen to the teacher carefully
T's list: chickens, beef, cake, candy, noodles, rice, ham, peas… 2 Pre-speaking: Prediction
- T asks Ss to look at pictures on page 30 and guess 4 things they use to cook the " Special Chinese Fried Rice"
Feedback:
3 While-listening:
- T asks Ss to listen to the tape and check their prediction
Feedback:
(13)c Garlic and green peppers d Ham and peas
4 Presentation:
- T sets the scene and elicits the T.L
Hoa is very sad because she failed her English test What do you say to advise her?
- Ss answer
You should study harder
- T asks Ss to use another word for "should" ("ought to") - T explains
"Ought to" as well as "should" is use to give advise to someone Form: Ought to + inf
Meaning: Nªn 5 Practice:
- T runs through pictures on page 35 - Ss give advice to people in the pictures
a I failed my English test You ought to study harder b I'm late
You ought to get up earlier c I'm fat
You ought to eat more fruit and vegetables d My tooth aches
You ought to see a dentist
- Ss practise in pairs
Delayed correction:
6 Production: Noughts and Crosses
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
Answer:
1 His tooth aches He ought to go to the dentist's 2 Hoa is late She ought to get up earlier 3 My room is untidy You ought to tidy your room 4 The floor is durty You ought to clean it
5 Bao is overweight He ought to do exercise 6 She's thin She ought to eat more 7 My English is bad You ought to practise more 8 Her grades is bad She ought to study more 9 The washing machine doesn't work You ought to repair it
6 Homework:
(14)
Preparation date: October 5th 2004 Unit three: at home
Period: 15
Read
A Aim: Reading for details about safety precautions in the house
B Objective: By the end of the lesson, Ss will be able to understand the safety precautions in the house
C Preparations: Pictures; Relias; Posters D Procedure:
1 Warmer: Brainstorm
drug electricity
Dangerous in the home for children
boiling
water knife fire gas
2 Pre-teach vocabulary:
a precaution: VNese
a socket relia
a match
an object VNese
safety (adj.) (to) destroy (to) injure
Check understanding: RO & R
3 Pre-reading: True / False statements prediction - Poster is hung on the board
1 Drugs can look like candy (T)
2 Playing with one match cannot start a fire (F)
3 Young children do not understand that many household objects are dangerous (T)
4 It is safe to leave medicine around the house (F)
5 Putting a knife into an electrical socket is dangerous (T) 6 A kitchen is a suitable place to play (F)
- T runs through the statements
(15) Feedback: 4 While-speaking:
4.1 True / False Prediction
- T asks Ss to read the poster (page 31) and check their prediction
Feedback:
- Ss correct the false statements
2 Playing with one match can start fire.
4 It's safety to keep medicine in locked cupboards. 6 A kitchen isn't a suitable place to play
4.2 Comprehension questions:
- Ss work in pairs to find out the answer of questions
Feedback:
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 electrical sockets and electricity can kill
e Because the dangerous objects can injure or kill children
5 Post-reading:
- T asks Ss to work in groups of 4, discussing about the topic: "Safety precautions at school"
6 Homework:
- Write about " Safety precaution in the street"
Preparation date: October 9th 2004 Unit three: at home
Period: 16 Writing
A Aim: Writing a description of a room
B Objective: By the end of the lesson, Ss will be able to write a description of a room in their house
C Preparations: Realias; Pictures D Procedure:
1 Warmer: Chatting
- Ss and T talk about Hoa's room on page 32 2 Pre-teach vocabulary:
a folder realia
beneath (pre.) VNese
a towel rack picture
(16) Check understanding: RO & R 3 Pre-writing: Reading
- T asks Ss to read the description of Hoa's room - Ss answer some questions
1 What is there on the left of the room? (There is a desk on the left of the room) 2 Where is the bookshelf?
(The bookshelf is above the desk)
3 What is there on the right side of the room?
(There is a window on the right side of the room) 4 Where is the wardrobe?
(The wardrobe is beside the window and opposite the desk.) 4 While-writing:
- T asks Ss to look at the picture of the kitchen on page 33
- Ss work in groups of 4 to describe Hoa's kitchen, using the given cues
Feedback:
This is Hoa's kitchen There is a refrigerator in the right corner of the room Next to the refrigerator is a stove and the oven On the other side of the oven there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on 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 with four chairs The lighting fixture is above the table and beneath the light fixture is a vase with flowers
5 Post-writing:
- Ss talk to their partners about their room 6 Homework:
- Do exercise 3
Preparation date: October 11th 2004 Unit three: at home
Period: 17
Language Focus
A Aim: Further Practice in Reflexive Pronouns
B Objective: By the end of the lesson, Ss will be able to use the Reflexive Pronouns
C Preparations: Wordcards. D Procedure:
(17)tidy up do our homework things you can do cook water flower clean the floor
2 Presentation: - T sets the scene
You do your homework and no one helps you What do you say? I do my homework myself
- T explains the Reflexive Pronouns
Form: I myself
You yourself / yourselves
He himself
She herself
It itself
We ourselves
They themselves
Use: Emphasis pronouns: Used to emphasize a person or a thing. She cut herself
John saw himself in the mirror 3 Practice:
- T uses wordcards to give cues
1 You / do / homework 2 He / fix / washing machine 3 Mary / cook / dinner
4 These students / paint / the pictures 5 You / do / you chores
- T runs though the vocabulary - T and Ss model
T: Did you do your homework? S: Yes I did my homework myself. - Ss practise the questions and then answer - Ss practise in pairs
Delayed correction: 4 Further practice:
- Ss work in pairs to fill the blanks with suitable reflexive pronouns
Feedback:
a himself b ourselves
c myself d himself / herself e yourselves
- Ss practise speaking in pairs 5 Homework:
- Make 3 sentences with Reflexive Pronouns
(18)Preparation date: October 15th 2004 Unit Four: our past
Period: 20
Getting started, listen and read
A Aim: Reading the dialogue about the life of many years ago.
B Objective: By the end of the lesson, Ss will be able to tell the activities people used to do in the past
C Preparations: Picture; Poster. D Procedure:
1 Warmer: Getting Started
- T asks Ss look at the picture on page 38 and find out the things that do not belong to the past
- Ss do in pairs
Feedback:
- The TV The radio
- The mobile phone The light fixture - Modern clothing / school uniforms
2 Pre-teach vocabulary:
(to) look after Her mother is sick She has to ……… her An equipment Rice cooker, washing machine are ……… A folk tale Tam Cam, Thanh Giong are ………
Traditional (adj.) VNese
A great grandma Mother of grandmother (to) use to + bare inf
Check understanding: RO & R
3 Pre-reading: T / F Statement Prediction - T sticks poster on the board
1 Nga is used to live on a farm (F) 2 Nga's grandma didn't go to school (T)
3 She was an easy and happy life when she was young (F) 4 There wasn't any modern equipment at her time (T) 5 "The lost shoe" is a short story (F)
- T runs through the statements
- Ss read the statements and predict they are true or false
Feedback:
4 While-reading:
4.1 T / F Statement Prediction
- T asks Ss to look at their books and listen to the tape - Ss check their prediction and correct the false statements
Feedback:
1 Grandma used to live on a farm 3 She had a hard life
5 "The lost shoe" is an folk tale
4.2 Comprehension
(19)- Ss work in pairs, asking and answering questions
Feedback:
a She used to live on a farm
b Because she had to stay at home 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 her great grandfather used to tell stories
e She asked her grandmother to tell her the tale "The lost shoe"
5 Post-reading:
- T asks Ss to read the statements part 3 on page 39 and decide which is a fact and which is opinion
Feedback:
Statements F O a I used to live on the farm b There wasn't any electricity c Mom had to do everything without the help of modern equipment d My father used to tell us stories e The best one was The Lost Shoe f Traditional stories are great
6 Homework:
- Answer the questions
Preparation date: October 19th 2004 Unit Four: our past
Period: 21
speak
A Aim: Speaking about the way things used to be and the way they are now B Objective: By the end of the lesson, Ss will be able to use used to to talk
about the things they used to do
C Preparations: Pictures; Wordcards. D Procedure:
1 Warmer: Jumbled words
rieletcicty electricity
menttaenterin entertainment
rkmaet market
(20)- T elicits the T.L
Where did Nga's grandma always live? (She always lived on the farm)
- T asks Ss to use another word to replace "always lived" (used to live) - T asks Ss to use used to to make question and answer
Where did Nga's grandma used to live? She used to live on the farm
Form: Used to + bare infinitive
Use: Chỉ thói quen hoặc hành động thờng xảy ra trong quá khứ
Meaning: §· thêng hay lµm g× 3 Pre-speaking:
- T uses wordcards to give cues
1/ You / live / Hue / Hanoi
2/ She / have / long hair / short hair 3/ We / get up / late / early
4/ He / walk to school / bike
5/ You / study / evening / early morning
- T models
Did you use to live in Hue? No I used to live in Hanoi.
- Ss practise in open pairs then closed pairs
Delayed correction: 4 While-speaking:
- T elicits some ideas to tell about 2 pictures on page 40 1/ Where did they live in the past? And now?
2/ How did they travel?
3/ What's about the electricity?
4/ What's about their life? their work? 5/ Did children use to go to school? 6/ What's about their entertainment?
- Ss talk about the way things used to be and the way they are now in groups of 4
Feedback: 5 Post-speaking:
- Ss say about the things they used to do when they were 7 and now 6 Homework:
- Write about the things you used to do last year
Preparation date: October 21st 2004 Unit Four: our past
Week: 8 Period: 22
(21)A Aim: Listening the story
B Objective: By the end of the lesson, Ss will be able to understand the main idea of a story by listening
C Preparations: Cards D Procedure:
1 Warmer: Pelmanism
run fly ride eat sit
ran flew rode ate sat
2 Pre-teach vocabulary:
Foolish (adj.) VNese
Greedy (adj.)
Gold (n) realia
(to) lay - laid - laid Amazement (n)
Check understanding: RO & R 3 Pre-listening: Prediction
- T asks Ss to look at 4 titles and guess which is the most suitable to the story
Feedback:
4 While-listening:
4.1 Comprehension questions:
- Poster with questions is stick on the board
1/ How was the farmer's life? 2/ What animal did he raise?
3/ What did he shout when he saw the gold egg? 4/ What did he and his wife want after that? 5/ What did they do?
6/ What happened finally?
- T runs through the questions
- Ss listen to the tape and then find the answers Feedback:
1/ His life was comfortable 2/ He raised chicken
3/ He shouted "We're rich"
4/ They wanted more gold eggs
5/ He cut open all the chicken to find more gold eggs 6/ All the chickens were dead
4.2 Checking the prediction:
- T asks Ss to listen to the tape twice and check their prediction
(22)4.3 Find out the verbs in the story:
- T asks Ss to listen again and try to write as many verbs as possible
Feedback:
lived laid
used to buy went
to collect discovery
shouted ran
looked at wanted
decided to cut
couldn't find finished
were
5 Post-listening:
- Ss work in groups of 4 to write about the story
Feedback: 6 Homework:
- Write the story again
Preparation date: October 23rd 2004 Unit Four: our past
Period: 23
Read
A Aim: Reading the story "The lost shoe" for details
B Objective: By the end of the lesson, Ss will be able to understand and retell the story "The lost shoe"
C Preparations: Pictures Posters. D Procedure:
1 Warmer: Crossword Puzzle
1/ The season after summer 2/ To get married = to ……
3/ You cook in this room 4/ A person who driver a car, a bus
5/ If you agree, you'll say "…."
(23)2 m a r r y
3 k i t c h e n
4 d r i v e r
(24)2 Pre-teach vocabulary:
(to) appear VNese
Cruel (adj.) antonym
Upset (adj.) synonym
A fairy VNese
magical (adj.) magically (adv.)
Rags (n) antonym
Immediately (adv.) VNese
(to) fall in love with
Check understanding: RO & R 3 Pre-reading:
- T sticks poster on the board
1 Little Pea's father is a poor farmer (T)
2 Her father got married again after his wife died (T) 3 Her new mother was beautiful and nice to her (F) 4 She worked hard all day (T)
5 She didn't have new clothes to take part in the festival (F)
- Ss read the statements and guess which is true, which is false
Feedback:
4 While-reading:
4.1 T / F Statement Predictions
- Ss read the story "The lost shoe", check their prediction and correct the false statements
Feedback:
3 Her new mother was cruel to her 5 A fairy gave her beautiful clothes
4.2 Matching:
- T asks Ss to give him quantity of character in the story (6) - Poster is stuck in the board
A B
1/ The farmer a lost the shoe 2/ The new wife b married Little Pea
3/ Little Pea c was the new wife's daughter 4/ The fairy d was Little Pea's father 5/ The Prince e was very cruel to Little Pea 6/ Stout Nut f gave Little Pea beautiful clothes
- Ss work in pairs to match column A with column B
Feedback:
1 - d 2 - e 3 - a 4 - f 5 - b 6 - c
4.3 Comprehension Questions - Ss read the story again
- Ss answer the questions in exercise 2 on page 42 in groups of 4
Feedback:
(25)c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes
d The Prince decided to marry the girl who fitted the lost shoe / who owned it
5 Post-reading:
- Ss work in pairs, telling the story again They can use the key words given
Little Pea / poor farmer / daughter Mother / died / she / young Little Pea / do / chores / all day / after / father / married / again The village / festival, Little Pea / sad / because / not new clothes A fairy / appeared / changed / rags / beautiful clothes Little Pea / dropped / shoe / ran / festival Prince / found / lost shoe He / decided / marry / girl / who / fitted / shoe
6 Homework:
- Rewrite the story
Preparation date: October 5th 2004 Unit Four: our past
Period: 24
Writing
A Aim: Writing a short imaginary story.
B Objective: By the end of the lesson, Ss will be able to use Simple Past tense to write a folk tale
C Preparations: D Procedure:
1 Warmer: Chatting
- Ss and T talk about imaginary stories
Do you want to read imaginary stories?
Name some of them.
Which story do you like best?
Have you ever read the story "How the tigers got his stripes?" 2 Pre-teach vocabulary:
¬ Wisdom (n) VNese
A stripe drawing
A straw realia
A servant VNese
(26) (to) light - lit - lighted
Check understanding: RO & R 3 Pre-writing:
3.1 Reading
- T asks Ss the meaning of the verbs in the box
- Ss work in pairs to fill the blanks with words in the box
Feedback:
1 appeared 2 was 3 said 4 left 5 went 6 tied 7 lit 8 burned 9 escaped
3.2 Comprehension questions: - T gives questions
1/ Where was the man?
2/ What did the buffalo do when the tiger appeared? 3/ What did the tiger want to do?
4/ What did a farmer do before going home? Why? 5/ What did he do when he returned?
- Ss work in groups of 4 to answer the questions
Feedback:
1/ He was in his field 2/ It grazed nearby
3/The tiger wanted to know why the strong buffalo was the servant and the small man was the master
4/ He tied the tiger to a tree with rope because he didn't want it to eat the buffalo
5/ When he returned, he lit the straw to burn the tiger
- Ss ask and answer the questions 4 While-writing:
- Ss do exercise 2 They have to imagine to be a man in order to write the story
- T takes some writing to correct in front of the class 5 Post-writing: Tell the story
- T divides the class into 2 teams Team A plays the role of the tiger Team B plays the role of the buffalo
- Ss work in team, telling the story 6 Homework:
- Write the story again, imagine you are the tiger, the buffalo
òòòòò
(27)Unit Four: our past
Period: 25
language focus
A Aim: Further Practice in prepositions of time and USED TO
B Objective: By the end of the lesson, Ss will be able to use prepositions of time and USE TO (to talk about the action which always happens in the past)
C Preparations: Poster D Procedure:
1 Revision: Matching
- T writes some prepositions in a list on the left hand side of the board - T writes the time / date / month… on the right of the board
- 2 volunteers from 2 teams to come to the board to match
In January
On 3 p.m
At Wednesday
Between the midday / midnight After / Before July 2nd
7 a.m and 9 a.m 2003
the weekend
the evening / morning / afternoon
Feedback:
2 Practice: Prepositions of time
2.1 Gap Filling
- T asks Ss to do exercise 3 individually then compare with their partners
Feedback 1:
b I'm going to Laos in January
c We must be there between 8.30 and 9.15
d The bank closes at 3 p.m If you arrive after 3 p.m, the bank will be closed
e I'll be home before seven because I want to see the seven o'clock news
2.2 Writing
- Poster is stuck on the board
1 I / usually / go to school / 6 o'clock
2 We / have / English lessons / Monday, Tuesday 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 Everyone / be / busy / Tet holiday 7 I / usually / listen / music / morning
8 We / often / watch / The Morning News / TV / breakfast
- Ss do the exercise in pairs
Feedback:
(28)2 We have English lessons on Monday, Tuesday and Wednesday
3 He'll be 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 Everyone is very busy on the Tet holiday 7 I usually listen to music in the morning
8 We often watch The Morning News on T.V before breakfast
3 Complete dialogue: USE TO - T asks Ss to do exercise 4 in pairs
Feedback:
1/ used to have 2/ used to be 3/ used to live
4 Further practice: Deliberate mistakes
- T reads aloud some sentences and asks Ss to listen carefully and try to find out the mistake by standing up and say No and correct it
a My father used to play football when he has spare time. b She used live in Hanoi.
c My parents will arrive in 3 o'clock. d He was born in June the third 5 Homework:
- Look at 2 your photograph when you were young and now, then write the differences using USED TO
òòòòò
Preparation date: November 1, 2004
Unit Five: study habits
Period: 26
getting started + listen and read
A Aim: Reading the dialogue for details
B Objective: By the end of the lesson, Ss will be able to understand the dialogue between Jim and his mom about his study
C Preparations: Poster; Pictures D Procedure:
1 Warmer: Network
Chemistry Physics Math Subjects
(29)Geography Literature History Chatting
- T asks Ss some questions:
1/ What subject are you good at? / bad at? 2/ What subject do you like best? Why? 2 Pre-teach vocabulary:
a report card realia
pronunciation (n) mime
(to) improve situation
(to) be proud of VNese
(to) try one's best
Check understanding: RO & R
3 Pre-reading: T / F Statements prediction - Poster is stuck on the board
1/ Tim was out when his mother called him (F) 2/ Tim's mother met his teacher at school (T) 3/ Tim's report is poor (F)
4/ Tim needs to improve his Spanish grammar (F)
5/ Tim promised to try his best in learning Spanish (T)
- T runs through the statements - Ss do in pairs
Feedback:
4 While-speaking:
4.1 T / F Statements Prediction - T asks Ss to listen the dialogue - Ss check their prediction
Feedback:
- Ss correct false statements
1/ Tim was in the living room when his mother called him 3/ His report is excellent
5/ Tim needs to prove his Spanish pronunciation
4.2 Comprehension Questions:
- Ss work in pairs to answer the questions on page 47
Feedback:
a She is Tim's teacher
b She gave his mother his report card c He works really hard
d She said he should work harder on his Spanish pronunciation e She gave him a dictionary
- Ss practise asking and answering 5 Post-reading: Survey
- Ss work in groups of 4, making the question " What subject do you need to improve?"
- Ss have to write the names and the subjects that their friends answer - Ss discuss how to improve their bad subjects
6 Homework:
(30)
Preparation date: November 3, 2004
Unit Five: study habits
Period: 27
speak
A Aim: Practising speaking and advice in reported speech
B Objective: By the end of the lesson, Ss will be able to talk about their study habits and use reported speech with advice
C Preparations: D Procedure:
1 Warmer: Bainstorm
Speak English to friend in class
Watch How to improve Listen to the English English TV your English radio program Do grammar Read English Read English exercise stories newspapers
2 Pre-speaking:
- T asks Ss to talk about improving their English, using Brainstorm 3 While-speaking:
- T runs through the questions - T asks some Ss to model
- Ss practise speaking in groups of 4
Feedback:
Nam said he did his homework in the evening (Reported Speech) 4 Language Focus 4: Reported Speech with Advice
- T makes question to elicit the T.L
What should I do when I have a toothache? You should see the dentist.
- T explains
Nam said I should see the dentist
S1 + said, told + S2 + should + bare inf
- Ss do exercise 4 in pairs
Feedback: 5 Homework:
- Write about your study habits
(31)Preparation date: November 7th, 2004
Unit Five: study habits
Period: 28
listen
A Aim: Practicing listening and command, requests in reported speech.
B Objective: By the end of the lesson, Ss will be able to listen for specific information to fill in a report card and use reported speech with command, request C Preparations:
D Procedure:
1 Warmer: Chatting
- T and Ss talk about their study result 1/ What subject do you like best? 2/ What subject do you study well?
3/ What subject do you need to try your best? 2 Pre-teach vocabulary:
behavior (n) VNese
acceptable (adj.) participation (n) cooperation (n) satisfactory encourage (v) appreciate (v)
Check understanding: RO & R 3 Pre-listening: Prediction
- Ss look at Sarah's report and predict the missing information
Feedback:
4 While-listening: 4.1 Prediction
- Ss listen to the tape and check their prediction
Feedback:
(1) Day present: 87 (2) Days absent: 5 (3) Behavior-Participation: S (4) Listening: C (5) Speaking: A (6) Reading: A
(7) Writing: B (8) Teacher's signature: Miss Blake
4.2 Comprehension questions:
- Poster with questions is stuck on the board
1/ Who is Sarah's mother?
2/ What is Sarah's teacher's name? 3/ How has Sarah worked this year? 4/ What skill is Sarah not good?
(32)- Ss read the questions carefully
- Ss listen to the tape and find out the answers
Feedback:
1/ Mrs Chen
2/ Her name's Blake
3/ Sarah has worked very hard 4/ Listening
5/ She has to watch English TV if possible, and listen to English radio programs
6/ She help her by lending her some cassettes
5 Post-listening:
- Retell about Sarah's study result 6 Homework:
- Write about Sarah's study result
Preparation date: November 7, 2004
Unit Five: study habits
Period: 29
Read
A Aim: Helping students to read the text for details
B Objective: By the end of the lesson, Ss will be able to understand the text and get specific information
C Preparations: Poster D Procedure:
1 Warmer: Chatting
- Ss answer some questions about their English learning 1/ Do you like learning English?
2/ How many new words do you try to learn a day? 3/ What do you do when you read a new word? 4/ How do you learn (remember) new words? 2 Pre-teach vocabulary:
Mother tongue example
(to) underline mime
(to) highlight (to) come across
(to) stick - stuck - stuck mime
Z Check understanding: RO & R 3 Pre-reading: Brainstorm
- T asks Ss to make a list of the ways how a language learner can learn new words
(33) Feedback:
4 While-speaking:
4.1 T / F Statements
- Ss read the statements on page 50 then read the text and decide which is true and which is false
Feedback:
a F b T c F d T
- Ss correct false statements
a/ Some learners ……. (not all)
c/ Many language learners … (not every) 4.2 Comprehension questions
- Ss do exercise 2 in pairs
Feedback:
a/ No, they don't They learn words in different ways.
b/ Because they help them to remember the use of new words.
c/ To remember words better, learners write examples, put the words and their meaning on stickers, underline or highlight them.
d/ Because they think they can't do so Instead they learn only important words.
e/ Revision is necessary in learning words.
f/ Learners should try different ways of learning words to find out what is the best.
- Ss practice asking and answering 5 Post-reading: Survey
- Ss do in groups of 4 to review one another and tick the ways they have used to learn new words
Ways of learning words
1 Make a list of words, their meanings and learn them by heart
2 Write sample sentences with new words 3 Stick new words somewhere in the house 4 Underline or highlight the words
5 Read stories in English 6 Learn words through songs
- Ss report about their group 6 Homework:
- Write the ways of learning words that you think are the best for you
(34)Preparation date: November 8, 2004
Unit Five: study habits
Period: 30
writing
A Aim: Writing letters to friends
B Objective: By the end of the lesson, Ss will be able to know the format of a friendly letter and practice writing a letter to a friend
C Preparations: D Procedure:
1 Pre-teach vocabulary:
a heading VNese
regards (n pl.)
a festival example
(to) celebrate VNese
enjoyable (adj.)
Check understanding: RO & R 2 Pre-writing:
2.1 Ordering
- T uses wordcards to give parts of the letter
a/ Opening, (3) b/ Closing, (5)
c/ The date (2) d/ Body of the letter (4)
e/ Signature (6) f/ Writer's address (1)
- Ss put the parts of the letter in the correct order
Feedback: 2.2 Labeling
- Ss stick wordcards with sections of the letter into correct place 2.3 Comprehension questions
- Ss read the letter, then answer the questions 1/ Who wrote the letter?
2/ Who received the letter? 3/ What city the letter from? 4/ What is there on the heading? 5/ Read the opening.
6/ Read the closing. 7/ Read the body. 3 While-writing:
- Ss write the letter with words given in group of 4 (Exercise 2) 5 Post-writing:
- T and Ss correct the mistakes 6 Homework:
(35)
Preparation date: November 14, 2004
Unit Five: study habits
Period: 31
Language focus 1, 2
A Aim: Further practice adverbs of manner and the modal Should
B Objective: By the end of the lesson, Ss will be able to use adverbs of manner and modal Should as an advice
C Preparations: D Procedure:
1 Warmer: Pelmanism
soft good fast bad hard
softly well fast badly hard
2 Language Focus 1: Adverbs of manner
2.1 Presentation:
- T sets the scene: "Use any word from the game to complete the following sentence."
Lan has a ……… voice and she usually speaks ………
- T explains the use of adjectives and adverbs of manner Adverb modifies the verb of the sentence
2.2 Practice:
- Ss work in pairs to do the exercise 1/ 52
Feedback:
1 hard 2 fast 3 badly 4 softly
3 Language Focus 2: The modal "Should"
3.1 Presentation:
- Ss answer some questions
(36)3/ How is the door? (It is broken) 4/ Is there grass in his garden? (Yes)
5/ Should Mr Hao repair the roof? (Yes) - T explains the modal SHOULD
Form : S + should + bare inf
Use : give an advice
Meaning: nªn (lµm g×)
3.2 Practice:
- Ss answer the question, using words given What should Mr Hao do with his house?
mend paint
What should he do with his house?
replant cut repair
Feedback:
Mr Hao should repair the roof
Mr Hao should paint his house
Mr Hao should cut the grass
Mr Hao should replant the tree
Mr Hao should mend the door
- Ss practice the exchange 6 Homework:
- Write 5 sentences using SHOULD
Preparation date: November 14, 2004
Unit six: the young pioneers club
Week: 11 Period: 32
getting started + listen and read
A Aim: Introducing some activities of the Y & Y organization and reading for detail
B Objective: By the end of the lesson, Ss will be able to understand the dialogue
C Preparations: Poster. D Procedure:
(37)collect help waste paper poor children
The Y & Y programs 2 Pre-teach vocabulary:
A blind people explanation
A handicapped children
(to) enroll VNese
An application realia
Check understanding: RO & R 3 Pre-reading: Chatting
- T asks some questions
1/ Who is Nga talking with? 2/ What does Nga want to do?
3/ What does secretary ask Nga to do? - Ss guess to answer them
4 While-reading:
- Ss listen the tape, look at the books then answer the questions again
Feedback 1:
1/ She's talking with the secretary
2/ She wants to enroll for the activities for this summer 3/ She asks Nga to fill an application form
- Ss read the dialogue then work in pairs to complete Nga's details
Feedback 2:
Name: Pham Mai Nga
Home address: 5 Tran Phu St
Phone number: Not available
Date of birth: April 22, 1989
Sex: Female
Interests: Drawing; outdoor activities; acting
- Ss answer some questions about Nga 1/ What's her name?
2/ Where does she live? 3/ When was she born? 4/ What is she hobbies? 5 Post-reading:
- Ss work in groups of 4 to ask and answer about their friends' hobbies - Ss make their friend's particulars
Feedback: 6 Homework:
(38)
Preparation date: November 16, 2004
Unit six: the young pioneers club
Period: 33
Speak
A Aim: Practicing speaking when offering assistance and asking for favors B Objective: By the end of the lesson, Ss will be able to ask for favors and respond to favors; offer and respond to assistance
C Preparations: D Procedure:
1 Pre-teach vocabulary:
favor (n) VNese
Check understanding: RO & R 2 Asking for favors
2.1 Presentation
- T elicits the T.L
- Ss say about the favors with T's help
What do you say to ask for a favor?
Can / Could you help me? Could you do me a favor? Can / Could you …….?
I need a favor
When do you ask for favor? Need some help.
How do you say to respond to favor?
Certainly / Of course / Sure No problem
What can I do for you? How can I help you?
I'm sorry I'm really busy
2.2 Practice:
- Ss practice dialogue 3a in pairs
- Ss make similar dialogues about some of the situations (page 56) in pairs
Feedback:
Your neighbor: Could you help me please?
You: Of course How can I help you?
Your neighbor: Can you help me to tidy the yard? I've broken my leg
You: Certainly I'll help you
Your neighbor: Thank you very much That's very kind of you
3 Offering assistance
(39)- T asks Ss to listen to the dialogue between a receptionist and a tourist
- T asks some questions to check Ss understanding
1/ What does the receptionist say? ("May I help you?") 2/ What's for? (For offering assistance)
3/ Another way to offer assistance? (Yes No, thank you) - T explains
Offering assistance
May I help you?
Do you need any help? Let me help you
Responding assistance
Yes That's very kind of you
No Thank you (I'm fine/ I can manage)
3.2 Practice:
- Ss practice dialogue 3b in pairs
- Ss make similar dialogue with situation 1 (page 56) in pairs 4 Production:
- Ss work in groups of 4 to make the dialogue (Asking for favor or Offering assistance) with real situations
5 Homework:
- Rewrite your group dialogues
Preparation date: November 16, 2004
Unit six: the young pioneers club
Week: 11 Period: 34
listen
A Aim: Listening for details
B Objective: By the end of the lesson, Ss will be able to complete a song C Preparations:
D Procedure: 1 Warmer:
- Ss listen some listen English songs 2 Pre-teach vocabulary:
(to) unite s.o / s.t with s.o / s.t VNese peace
Check understanding: RO & R
3 Pre-listening: Guess the missing words
- T asks Ss guess the words to fill in the gaps in the song
Feedback:
(40)- Ss listen to the song and fill in the missing words
Feedback:
(1) unite (2) peace (3) right (4) love (5) North (6) South (7) of (8) world (9) show (10) place (11) out (12) stand (13) world
5 Post-listening:
- Ss practice the song 6 Homework:
- Write the way how to improve the subject that you are not good at
Preparation date: November 21, 2004
Unit six: the young pioneers club
Week: 12 Period: 35
Read
A Aim: Reading Comprehension the passage about the Boy Scout of America B Objective: By the end of the lesson, Ss will be able to know more about youth organization - the Boy Scouts of America (BSA)
C Preparations: Poster; Pictures D Procedure:
1 Warmer: Jumbled Words
1/ Racchtaer Character
2/ Iojn Join
3/ Mai Aim
4/ Pexailn Explain
5/ Nessmsibuan Businessman
6/ Thauolhg Although
2 Pre-teach vocabulary:
Citizenship (n) VNese
Coeducation (n) Voluntary (adj.) (to) lead - led - led
(to) establish = (to) start, (to) create an organization Check understanding: RO & R
3 Pre-reading: T / F Statements prediction
- T sticks the poster with the statements on the board
1/ The Boy Scout of America is a youth organization 2/ Scouting began in America
(41)4/ Boys and Girls can join BSA
5/ The Scouting Association is the biggest voluntary youth organization in the world
- T runs through the statements
- Ss guess which is True (T) and which is False
Feedback:
4 While-speaking:
4.1 T / F Statements Prediction
- Ss read the passage on page 57 and check if their prediction is correct or not
Feedback:
1/ T
2/ F Scouting began in England
3/ F William Boyce is An American businessman 4/ F BSC is mainly for boys
5/ T
4.2 Fill In The Missing Date: - Ss do exercise 1 in pairs
Feedback:
a/ 1907 b/ 1909 c/ 1910 d/ 1994
4.3 Comprehension questions:
- Ss work in groups of 4 to do exercise 2
Feedback:
a/ In 1907
b/ The meeting between a boy scout and Mr William Boyce c/ The Girl Guides Association and Camp Fire Boys and Girls d/ Building character, good citizenship and personal fitness
5 Post-reading: Role Play
- An excellent student plays the role of the member of BSA and T is a interviewer
- Some pairs of Ss to play roles of interview and the member of BSA 1/ When did Scouting begin?
2/ When was the aims established? (In 1907, building character……) 3/ Can a girl join the BSA? (No)
4/ How many members does the Scouting Association have now? (Over 25 million)
5/ Is it the largest voluntary Youth Organization in the world? 6/ Are you happy to join the BSA?
6 Homework:
- Write the summary of the BSA
(42)Unit six: the young pioneers club
Period: 36
Writing
A Aim: Writing a letter
B Objective: By the end of the lesson, Ss will be able to write a letter about a future plan using "be going to"
C Preparations: D Procedure:
1 Warmer:
- T and Ss review the usage of "be going to" (to express a future plan) - T gets Ss to make the sentence: "I'm going to + Verb" The verbs have to begin with a letter from A to Z
I'm going to accept their invitation. I'm going to buy a new bike.
2 Pre-teach vocabulary:
(to) raise fund VNese
a bank
natural resources coal, oil, iron… under the
ground or the sea
Check understanding: RO & R 3 Pre-writing:
3.1 Reading the notice
- Ss read the notice - To: All Y & Y members on page 58 - Ss answer some questions
1/ How does the Y & Y help the community?
2/ What do members of the Y & Y have to do in the recycling program?
3/ What is the purpose of the recycling program?
4/ What other program can members of the Y & Y participate in?
Feedback:
1/ By encouraging all members to participate in a recycling program
2/ They have to collect glass, paper and cans to send them for recycling
3/ The purpose of the recycling program is to save natural resources and to earn money for the organization
4/ They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks or in the parks
3.2 Complete the letter
(43)3/ Is Nga a member of Y & Y? (Yes)
4/ What does Nga write to Linh about? (about the program of her school Y & Y that she is going to participate in)
- Ss work in pairs to fill in the gaps in the letter
Feedback:
1/ community 2/ recycling 3/ collect 4/ send 5/ recycling 6/ save
7/ raise 8/ participating 9/ planting 10/ helping
3.3 Reading the dialogue - Ss read the dialogue - Ss answer some questions
1/ Why does Nga look happy?
2/ What is she going to do in the environment month?
3/ What are they doing to earn money for their school Y & Y?
Feedback:
1/ Because she is able to join in the Y & Y Green Group 2/ She's going to clean the lakes' banks, plant trees and flowers in the park and water them
3/ They are going to plant young trees to sell to some school
4 While-writing:
- Ss work in groups of 4 to write a letter on poster 5 Post-reading:
- T corrects the letters 6 Homework:
- Help Hoa to write a letter to her parents
Preparation date: November 1, 2004
Unit six: the young pioneers club
Week: 13 Period: 37
language focus
A Aim: Practicing asking for favors, speaking when offering assistance; Present tense with future meaning and in gerund
B Objective: By the end of the lesson, Ss will be able to use Simple Present Tense to talk about future activities; to ask for favors , offer and respond to favors, assistance; practice in gerunds used after some verbs: love, live, hate, enjoy
C Preparations: Poster D Procedure:
(44)- T's word: FAVOR 2 Language focus:
2.1 Asking for favors, offering and respond to favors and assistance
- T reviews the old grammar points
Asking for favors and responding to favors
Can / Could you help me? Certainly Could you do me a favor? No problem Can / Could you …….? …………
Offering and responding assistance
May I help you? Yes That very kind of you. Do you need any help? No Thank you
Let me help you I'm fine. I can manage.
- Ss do exercise 3 in pairs
Feedback:
2.2 Present Simple with Future meaning Set the scene:
Poster with a dialogue is stuck on the board
Lan: … (1)… we collect and empty garbage? Mai: At Dong Xuan market
Lan: ….(2)… we collect ….(3)….? Mai: On January 9
Lan: ….(4)… we start and ….(5)….? Mai: ….(6)… 8 a.m and ….(7)… 5 p.m
T introduces the dialogue: " Lan and Mai are members of the Y & Y organization They are talking about the summer activity programs.
Ss complete the dialogue in groups of 4
Feedback:
(1) where do (2) when do (3) and empty garbage (4) what time do (5) finish (6) We start at (7) finish at
Ss play the roles of Mai and Lan to practice the dialogue
Concept checking:
T asks some questions to check Ss' understanding 1/ When do we use "Where"? (to ask for the place) 2/ When do we use "When"? (to ask for the date) 3/ When do we use "What time"? (to ask for the time) 4/ Is the date at present or in the future? (in the future) 5/ What tense do we use in the dialogue? (S Present Tense) We use Simple Present tense to express an action that happen in the
future (when we are talking about a timetable, usually a public one such as a train timetable.
(45) Ss practice asking and answering about the Y & Y activity program by using the cues in exercise 1 (page 60) in pairs
Feedback:
2.3 V-ing used after verbs: love, hate, enjoy, like - T makes some questions
1/ What are Nga's hobbies? (She likes drawing, outdoor activities and she also acting.
2/ What is after "like" and "enjoy"? (drawing; acting) 3/ What is the form of "drawing, acting"? (V-ing)
4/ When do we use "V-ing"? (after some verbs: like, love, enjoy, mind, hate…)
- Ss work in groups of 4 to ask their friends and tick on the chart
Feedback: Ss report their friend's hobbies
Nam loves playing soccer He doesn't like cooking meals
5 Homework:
- Write about your hobbies
Preparation date: December 9, 2004 Period: 39
revision + Correction A Aim: Correcting 1 period test (2) and reviewing grammar.
B Objective: By the end of the lesson, Ss will be able know the mistakes in their work and correct them
C Aids:
D Procedure:
A/ Grammar and Vocabulary: I Multiple Choice:
A
1 a) was grazing Past Continuous tense
2 c) improve 3 a) learners
4 b) lit Past Simple tense
5 a) in in + month, year
6 c) goes on foot
7 b) to hear be + adj + to infinitive
8 c) collect
9 c) speaking practise + V-ing
10.a) ask Command
(46)Could you do me a favor?
12.a) raise modal verbs + bare infinitive
B
1 c) hard hard: adv
2 a) soft soft: adj stands behind be
3 b) take part (to) take part in
4 c) enjoys singing enjoy + V-ing
5 b) Yes, that's kind of you Responding the assistance
6 a) my (to) try one's best + to inf
7 b) by 8 a) cruel to
9 b) an old folktale
10.c) do used to + bare inf
11.c) across
12.b) said Reported Speech
II Mistake Correction:
A
1 V is That's very kind of you
2 what how to remember how to do s.t
3 make made past time
4 farner farmer
B
1 find to find so as + to inf
2 to for good grades for s.t
3 make do Asking for favors
4 relaxing to relax tell s.o to do
III Gap Filling
A youth / builds / began / led
B ways / in / other / revision
B/ Reading
I True or False
A 1 F B 1 T
2 F 2 T
3 F 3 T
4 F 4 T
II Answer the questions
A
1 In New York 2 Wonderful
3 She caught a boat along the river to see it 4 It was OK - a bit wet sometimes
(47)1 For 10 days 2 Minh
3 They watched many artists work
4 The Empire State Building, the Statue of liberty, Greenwich Village
C/ Writing
A
1 Next week we will / are going to participate in a recycling program 2 We'll collect waste paper, used can and glass
3 We'll water the flowers and trees in the school garden 4 We'll make our school fresh and clean
B
1 Students learn words in different ways 2 I learn words with / in their mother tongue
3 My friend Lan writes example sentences with new words 4 My brother Tan only learns important words
Preparation date: November 27, 2004
Unit seven: my neighborhood
Period: 40
getting started + listen and read
A Aim: Helping students to know about the places in their neighborhood
B Objective: By the end of the lesson, Ss will be able to know more about Na's new neighbor
C Preparations: Poster; Pictures D Procedure:
1 Warmer: Getting Started
- Ss look at the pictures in their books (page 63) - Ss read words in the box
- Ss work in groups of 4 to match the names of places with suitable pictures
Feedback:
a/ grocery store b/ stadium c/ wet market d/ drugstore e/ hairdresser's f/ swimming-pool
2 Pre-teach vocabulary:
close by (adv.) at a short distance
(to) serve give somebody food or drink
a pancake VNese
tasty (adj.) = delicious synonym Check understanding: RO & R
3 Pre-reading: Pre-questions
- T sets the scene of the dialogue: " Nam and Na are talking about the place where they live But Na is new there"
- T gives 2 questions
(48)2/ Where does Na want to do? - Ss work in pairs to guess the answers
Feedback:
4 While-reading: 4.1 Pre-questions
+ Ss listen and read the dialogue and check their work + Ss answer the questions
1/ For 10 years
2/ She wants to go to a restaurant
4.2 Complete the sentence + Ss do exercise 2 on page 64
Feedback:
a/ new b/ last week c/ tired d/ restaurant e/ Hue f/ pancakes
4.3 Answers given
+ Poster with answers is stuck on the board
1/ Nam has lived here for 10 years 2/ Yes Her mother is too tired to cook 3/ The restaurant serves Hue food 4/ Hue food is very good
+ Ss work in pairs to make questions for those answers
Feedback:
1/ How long has Nam lived here? 2/ Is Na's mother tired?
3/ What kind of food does the restaurant serve? 4/ What is the food like?
+ T explains new grammar point: The Present Perfect with for and since
Have / Has + p.p of the verb (V-ed / V3)
Since + a point of time (since Tuesday) For + a period of time (for five months)
5 Post-reading:
- Ss write a passage about their neighborhood by answering the questions
1/ How long have you lived in your neighborhood? 2/ Do you like it? Why?
3/ Is there a restaurant / post office / market / bank / shop in your neighborhood?
4/ How do you do to keep your neighborhood clean?
6 Homework:
- Complete the writing
Preparation date: November 29, 2004
(49)Period: 38
Speak
A Aim: Speaking about how to send a parcel or a letter.
B Objective: By the end of the lesson, Ss will be able to talk about how to send parcels or letters
C Preparations: D Procedure:
1 Warmer: Chatting
- T shows a letter and asks Ss some questions 1/ What's this? (a letter)
2/ Where can I post it to my friend? (at the post office) 3/ How can I post it? (stick stamp on it)
4/ How much? (800 VN dong)
5/ Is it more expensive when I send a parcel? 2 Pre-teach vocabulary:
air-mail letter or parcel sent by air
surface mail letter or parcel sent by bus, train or ship
(to) charge VNese
Check understanding: RO & R
3 Presentation: Reading Comprehension
- T sets the scene "Mrs Kim wants to send a parcel to Qui Nhon, so she has to go to the post office"
- Ss read the dialogue
- Ss answer the questions in pairs
1/ Does Mrs Kim send the parcel air mail or surface mail? Why? 2/ What is the weight of her parcel?
3/ How much she pay?
Feedback:
1/ Mrs Kim sends surface mail because it's cheaper 2/ Her parcel is 5 kg
3/ She pays 19,200d
4 Practice:
- A student plays role of Mrs Kim practice dialogue with T (clerk) - Ss practice the dialogues (Open pairs; closed pairs)
- T gives situation " Mrs Lan wants to post a letter air mail" - Ss make the dialogue between Mrs Lan and clerk
- Ss practice the dialogue in pairs
Delayed correction: 5 Further practice:
- Ss are divided into 3 groups, each group prepares a dialogue from situation on page 65
- Ss work in pairs, practicing dialogue
(50)6 Homework:
- Write a dialogue on the notebooks
Preparation date: December 5, 2004
Unit seven: my neighborhood
Period: 42
listen
A Aim: Listen for specific information
B Objective: By the end of the lesson, Ss will be able to know what Na is going to do on the weekend by listening
C Preparations: Poster; Cassette D Procedure:
1 Warmer and Pre-listening: Brainstorm and Guessing
- Ss look at 4 advertisements of "What's on this week?" and guess what is in the blanks 2, 3, 4
2/ Place Stadium
School ground City / Town ground 3/ Activity drama / play
English Speak Club / Contest Dancing
Picture Exhibition Music
4/ Place Gallery
Culture house School
City Hall
- T sets the scene " Na is new in the neighborhood She is talking to Nam about what she's going to do on the weekend"
4 While-speaking:
4.1 Listening task 1
+ Ss listen the tape twice and give answers
Feedback:
b/ Town Ground c/ English speaking Contest c/ Culture House
4.2 Listen task 2:
(51)+ Ss work in pairs to guess which is true, which is false and which has no information
Feedback 1:
+ Ss listen to the conversation again and tick in the correct boxes
Feedback 2:
Statements True False No Infor a Na does not know the neighborhood very
well
b Na doesn't like movie 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
4.3 Comprehension questions: + T gives some questions
1/ Does Na like movie? (Yes)
2/ Why won't she go to see the film "The New comer"? (because she has seen it before)
3/ Why won't Na go to the photo exhibition? (because it doesn't open during the weekend)
4/ Who will Na go to the soccer match with?
(Nam, Ba and Minh)
5/ What time does the match start? (At 4 p.m)
+ Ss listen to tape and answer the questions
Feedback: 5 Post-listening:
- Ss work in groups of 4 to talk to their friends about what Na is going to do this weekend
EX: Na looks at the advertisements to decide what to do and where to go this weekend She likes movie but she won't see the film at Millennium Cinema because she has seen it before She won't go to photo exhibition because it doesn't open at weekends She can't go to the English Speaking Contest either because it is on Thursday Finally, she decides to go to the soccer match with Nam because she thinks it must be fun to watch a real match at the stadium and she wants to visit the Town Ground too.
- The volunteer from each group to tell the whole class about Na 6 Homework:
- Write a short passage about what Na is going to do
(52)C Preparations: Poster; Pictures D Procedure:
1 Warmer: Network 2 Pre-teach vocabulary:
Check understanding: RO & R
3 Pre-reading: T / F Statements prediction 4 While-speaking:
4.1 T / F Statements Prediction 5 Post-reading: Survey
6 Homework:
- Write the way how to improve the subject that you are not good at
Preparation date: December 7, 2004
Unit seven: my neighborhood
Week: 15 Period: 43
Read
A Aim: Reading for details about Tran Phu Shopping Mall
B Objective: By the end of the lesson, Ss will be able to understand the passage about the new shopping mall
C Preparations: D Procedure:
1 Warmer: Guessing the words (Revision)
- T gives the definitions and Ss find out the words as quickly as possible 1/ A place where you can buy everything (Super market)
2/ A place where you can buy vegetables and fruit (Grocery store)
3/ A place where you can buy books (Bookstore) 4/ 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 buy something (Customer)
2 Pre-teach vocabulary:
a roof drawing
(53) a mall
humid (adj.) selection (n) a resident (to) concern discount (n) available (adj.)
Z Check understanding: RO & R 3 Pre-reading: Brainstorming
- T sets the scene " In Nam's neighborhood, there is a new shopping mall" - Ss think about the convenience of the mall
customers don't care of shop in comfort the weather
the convenience of the new shopping mall
Possible answers:
+ wide selection of goods + lower prices
+ buy many things at the same time + have fun or relax while shopping
4 While-speaking: 4.1
+ Ss read the passage and compare their ideas and get more information
Feedback:
4.2 True / False statements
+ Ss look at the statements in the exercise 1 page 68 + T runs through statements
+ Ss read passage again and decide which statements are true, which are false
+ Ss correct false statements
Feedback:
a/ F The mall open daily
b/ F There are 50 stores in the mall
c/ F Not everyone is pleased about the new mall d/ T
e/ T
4.3 Comprehension questions
+ Ss work in pairs to answer the questions in exercise 2 on page 68
Feedback:
(54)b/ In the shopping mall, there are 50 air-conditioned specialty stores, 4 movie theaters and 10 restaurants; there is also a children's play area
c/ They think the new shopping mall will take their business
d/ The stores in the mall will offer a wider selection of products, some kinds of goods are at cheaper prices
5 Post-reading: Discussion
- T gives situation " Do you want to have a new mall in your neighborhood? If there is one, what will happen to the residents?"
- Ss discuss in groups of 4 6 Homework:
- Write the meanings of these phrases 1/ under one roof
2/ Shop in comfort
3/ Have been concerned about
òòòòò
Preparation date: December 9, 2004
Unit seven: my neighborhood
Period: 44
Writing
A Aim: Helping students to write a notice.
B Objective: By the end of the lesson, Ss will be able to write a notice C Preparations:
D Procedure:
1 Pre-teach vocabulary:
effect (n) VNese
(to) contact
Checking understand: RO & R 2 Pre-writing:
- T sets the scene: " The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effects of the new mall".
- Ss read the notice and answer some questions
1/ Why are the residents and store owners on Tran Phu Street going to hold a meeting?
2/ When do they hold the meeting? What time? 3/ Where will they hold the meeting?
Feedback 1:
1/ To discuss the effects of the new mall
(55)3/ They will hold the meeting at 12 Hang Dao Street, Binh's hardware store
- Ss read passage 2 on page 68
- T asks some questions to check students' understanding and get them to use short answers
1/ What is the English Speaking Club going to hold?
(a Speaking Contest)
2/ Where and When will it be held?
(At hall 204 on November 15th)
3/ What time? (From 7.30 pm to 10.00 pm)
4/ Who is the person to contact? (Tran Thi Thu Hang of class 8H)
4 While-writing
- Ss write the notice individually - T monitors and helps them write 5 Post-writing:
- T checks some notices and corrects them - T can write the model notice on the board
The School English Speaking club
Holding a speaking contest to celebrate the teacher' day
Date: November 15
Time: From 7.30 pm to 10.00 pm Place: Hall 204, Building G
Please contact Ms Tran Thi Thu Hang of class 8H at above address for more information
6 Homework:
- Do exercise 3 on page 68
Preparation date: November 10, 2004
Unit seven: my neighborhood
Period: 45
Language focus
A Aim: Practice in present perfect and make comparisons by using adjectives: like, the same as, different from
B Objective: By the end of the lesson, Ss will be able to use Present Perfect and some adjectives to make comparisons
C Preparations: Poster; Cards D Procedure:
1 Warmer: Matching
- T sticks a poster of infinitives and Past Participles on the board
(56)lived do seen eat attended write been written eaten work attend done live collect gone
- Ss are divided into 2 teams
- Ss from 2 teams to go to the board and write each pair of inf - past par
Answer:
be - been collect - collected go - gone live - lived
see - seen attend - attended do - done work - worked write - written
eat - eaten
2 Present Perfect tense:
2.1 Revision:
- T helps Ss to review Present Perfect tense with since and for - Ss give its usage, form
2.2 Drill 1: Substitution Drill
- T reads out a phrase, Ss add Since or For T: five minutes
Ss: for five minutes
Answer:
For five minutes For three hours
Since January For 10 weeks
Since 1990 Since Friday
Since the summer For 20 years
2.3 Drill 2:
- Ss look at the book and do exercise 3 in pairs
Feedback:
a/ have lived b/ haven't eaten c/ haven't seen d/ have attended e/ has worked f/ has collected
2.4 Production:
- Ss work in groups of 4 to do exercise 4
Feedback:
1/ have been 2/ hope 3/ have … lived 4/ Is 5/ want 6/ looks 7/ Have … been 8/ have seen
3 Comparison with like; (not) as … as; (not) the same as; different from. - T gives example and explains comparison by using some adjectives
1/ The blue pen is the same as the red pen 2/ The blue pen is as big as the red pen
3/ The blue pen and red pen are not as big as the black pen 4/ The black pen is different from the blue pen
- T runs through adjectives in the box - Ss work in pairs to do exercise 5
(57)c/ different from; not as cheap as d/ the same as
e/ as cheap / expensive as f/ different from
g/ as long as
h/ not as modern as
i/ not as cheap as
6 Homework:
- Make 4 sentences in Present Perfect with since or for
Preparation date: December 15, 2004
Unit eight: country life and city life
Week: 16 Period: 46
getting started + listen and read
A Aim: Reading for details about differences between city life and country life B Objective: By the end of the lesson, Ss will be able to talk about the city life and country life
C Preparations: Poster; Pictures D Procedure:
1 Warmer: Chatting
- T and Ss talk about life in the city and life in the country by asking and answering some questions
1/ Where do you live?
2/ Do you want to live in the city? Why? 3/ Do you want to live in the country? Why? 2 Pre-teach vocabulary:
a relative uncles, aunts, cousins
peaceful (adj.) = quiet & calm synonym
permanently (adv.) VNese
remote (adj.) medical facilities accessible (adj.)
Check understanding: RO & R
3 Pre-reading: Brainstorming (Getting started)
- Ss talk about city life and country life The words in the box of getting started may help them
(58) Possible answer:
tall building small house / cottages
plenty kinds of goods fresh food
polluted air fresh air
noisy quiet / peaceful
kinds of people friendly
modern beautiful views
entertainments lack of entertainment forms
traffic jam easy travel
dangerous safe
4 While-speaking: Comprehension questions
- Ss read the dialogue between Na and Hoa and then compare their ideas
Feedback 1 and get more information
- Ss read the dialogue again then work in pairs to answer the questions in exercise 2 / 73
Feedback 2:
a/ She has been to Kim Lien Village b/ For the weekend
c/ She thinks the countryside is quiet and peaceful, there is nothing to do
d/ There is no libraries, no movies, no supermarket, no zoos… to go e/ Country life is becoming better Many remote areas are getting electricity People can now have things like refrigerators and TV, medical facilities and more accessible
f/
- Ss work in pairs to ask and answer the questions - Some pairs practise the dialogue
5 Post-reading: Discussion
- The class is divided into 4 groups 2 groups include Ss who prefer the city life and others include Ss who prefer the country life
- Ss work in groups to answer the questions " Do you prefer the city or the country life? Why?"
Feedback:
4 Ss from 4 groups to show their ideas before class 6 Homework:
- Write as short passage about why they prefer the city life or the country life
Preparation date: November 1, 2004
Unit eight: country life and city life
(59)Speak and language focus 3
A Aim: Practice in Present Progressive Tense to describe changes with get and become
B Objective: By the end of the lesson, Ss will be able to practice Speaking about the changes of a place
C Preparations: Poster; Pictures D Procedure:
1 Warmer: Word square
e x p e n s i b
m d v e
o i e a
r r u
y d t l l a t
s e y i
u r o i s y f
b n l u
Hidden words: modern; dirty; busy; noisy; tall; expensive; beautiful
2 Presentation:
- T sets the scene "Hoa's grandmother is 78 Five years ago, she was 73 and she was stronger than she is now"
- Ss make a sentence about her health, using get
Hoa's grandmother is getting weaker
- T explains the form - use of the Present Progressive Tense
Form: am / is / are / V-ing
Use: used to describe changes with get and become 3 Practice:
- T uses wordcards to give cues
a/ The boys / get / tall
b/ The old men / become / weak c/ It / get / dark
d/ The weather / get / cold e/ The students / get / better
f/ The school yard / become / cleaner
- T models first 2 cues, the whole class repeats chorally - Ss do all cues in pairs
Answer:
a/ The boys are getting tall
(60)c/ It's getting dark
d/ The weather is getting cold e/ The students are getting better f/ The school yard is becoming cleaner
4 Production:
4.1 Speaking 1:
- Ss look at 2 pictures on page 73 and talk to their partners about the changes of the town
- T writes the word prompts on the board so that Ss can speak easily
traffic busy
sky cloudy
houses high
city beautiful
trees green
- Ss work in pairs
Feedback:
The traffic is getting busier
There are more tall buildings and houses
The houses are getting more modern
The town is becoming more beautiful
The streets are becoming cleaner / larger / noisier
Goods are getting more expensive
4.2 Speaking 2
- Ss work in groups to talk about changes in their hometown / neighborhood
- Some Ss show their ideas before the class 6 Homework:
- Write some sentences, using Present progressive Tense to describe changes in the school
Preparation date: January 1, 2005
Unit eight: country life and city life
Period: 47
listen
A Aim: Listening for details to complete the dialogue and Further Practice in Present Progressive Tense
B Objective: By the end of the lesson, Ss will be able to complete the dialogue by listening and Further Practice in Present Continuous to talk about the future
(61)1 Warmer: Matching
play to violin lesson
do a program
watch to Mom
go my homework
clean table tennis
have my aunt, Mrs Hang
phone the house
speak a meeting
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
2 Pre-listening:
- Ss use the suitable verbs in the Present Progressive Tense to complete the dialogue in the exercise 2 page 78
- Ss work in pairs
Feedback:
a am playing b are doing c am watching d am going e are cleaning f am having
- Ss practise the dialogues
Concept check:
What tense do we use in 6 dialogues? (Present Progressive)
What is the form? (am / is / are + V-ing)
Look at the adverbs of time in the dialogue Are they at present or in the future? (in the future)
Present Progressive Tense is also used to talk about the future. 4 While-speaking:
- T sets the scene "Aunt Hang is talking to Lan on the phone She is coming to visit Lan in Hanoi"
- Ss listen to the tape and complete the dialogue on page 74 - Ss listen twice and find out the missing words individually
Feedback:
(1) that (2) this (3) It's (4) where (5) from (6) coming (7) week (8) arriving (9) Thursday (10) late (11) afternoon (12) speak (13) my (14) get
5 Post-listening:
- Ss practise dialogue 6 Homework:
(62)