leson plan English 8

Aims: - By the end of the lesson, students will be able to write a letter about a future plan using “be going to” - Teaching aids: posters, pictures.. Procedures: * Warm-up: Revision * R[r]

Planning date: 05/09/2012 Teaching date : 07/09/2012 Period 1st revision A Aims: - By the end of the lesson, students will be able to revise the basic content of the lessons that they've learnt in English 6-7 - Teaching aids: textbooks, poster B.Content Warm-up: Shark attacks: R E V I S E (6 letters) G R A M M A R (7 letters) 2, Grammar: A Tenses: a Present simple tense: Form: S + VS/ES + O b, Present progressive tense: Form: S + tobe + V-ing + O c Pasr simple tense: Form: S + VPAST + O d Future simple tense: Form: S + WILL + V + O e, Tobe going to: Form: S + tobe + GOING TO + V+ O B Other grammar points: - so, too, either, neither - Adverbs of frequency: always, sometimes, often - Suggestions: Why don’t ? Let's What about ? - Indefinite quantifiers: + a little, much, a lot of/ lots of + a few, many - more, fewer, less - why - because - Adj - adv: quick  quickly - modal verbs: may, have to, should, can, must 3, Exercises: Choose the best answers: She a lot of friends in Hanoi (have/ has/ is) My brothers soccer now (is playing/play/are playing) I am in class 8A./ am I (so / too / either) I don’t like chicken / I (neither / either / so) Mr Ba a new job last month (start/ start / started) What time it start? / It'll start at (is / will / does) Lan didn't go to school yesterday _she was ill (why/and/because) How is it from your house to school?/1km (far/long/often) He plays tennis (bad/ good / well) 10 Hoa's new school has trees (much / lot of / many) 4, Homework: - Redo the exercises and write into notebook - Prepare for Unit 1: Getting started + Listen and read Planning date :06/09/2012 Teaching date: 08/09/2012 Period 2nd Unit 1: My friends Lesson 1: Getting started + Listen and read A Aims: - By the end of the lesson, students will be able to ask and answer about appearance using the structure: "What do/does S look like?" - Teaching aids: textbooks, pictures, posters B Content Warm-up: Brainstorm chatting playing soccer going swimming Favorite activities going camping * Pre-questions: (Use picture on P10)  What are these children doing? - Where are they?  Are they all boys? - What time of day you think it is?  Do girls play soccer? 2, Pre-teach vocabulary: - smile (v) cêi (mime) - receive (v) nhËn (antonym send) - seem (v) dêng nh, cã vÎ nh (synonym look) - enough (adj) đủ (trans) Checking vocabulary: R-O-R 3, Set the scene: - T uses the picture of Hoa and Nien on P10 and asks ss about Hoa (ss've known her in EL 7)  Who is this? - Where does she live?  Was she at class 7A? - How old was she at that time? - T asks ss about Nien: Who is next to Hoa? - Are they the same age? 4, Listen and read: - Ss listen to the dialogue and then practice in pairs - Ss: act - out 5, New functions: - T asks: What does Lan ask Hoa about Nien?: What does she look like?  + Form: What do/does + S + LOOK LIKE? + Use: Hỏi hình dáng đó (Trông _ nh nào) + Meaning: Tr«ng c« Êy nh thÕ nµo? - T asks: Is Nien the same age as Hoa? No, she isn't Niªn isn't old enough to be in Hoa's class  + Form: S + tobe (not) + adj + ENOUGH + V + Use: Ai đó (cái gì đó) đủ hay không đủ để làm gì + Meaning: Niên không đủ tuổi để học lớp Hoa 6, Exercises: a, Word cue drill: Lan/tall and thin Hoa/pretty Nam/short and fat She / nice Lan / old / go to school He / tall / reach the shelf b, Answer the questions on P10: (can at home) She lives in Hue No She doesn't know her "She wasn't old enough to be in my class" She is going to visit Hoa at Christmas 7, Production: - Have ss ask and answer freely about their friends' appearance 8, Homework: - Make sentences using structures above - Learn vocabulary by heart - Do exercise 1,2 in workbook - Prepare for SPEAK Period 3nd Planning date : 10/09/2012 Teaching date :12/09/2012 Unit 1: My friends Lesson 2: Speak - Listen A Aims: - By the end of the lesson, students will be able to use adjectives to describe people (one's appearance) - Teaching aids: textbooks, pictures, cassette, B.Content 1, Warm-up: Correcting mistakes My friend are beautiful She have a new hat There are a pen and a book on the table Lan and Nga has many good friends I have a long hair 2, Pre-teach vocabulary: - curly (adj) lîn sãng (tãc) (visual) - bold (adj) hãi (®Çu) (visual) - blond/fair (adj) vµng (tãc), tr¾ng (da) (visual) - slim (adj) thon th¶ (visual) - dark (adj) tèi, sÉm (synonym black) - pleasure (n) h©n h¹nh (trans) Checking vocabulary: What and where 3, Dialogue: Hoa: This person is short and thin She has long black hair Nam: Is this ? Hoa: No Nam: Is this ? Hoa: Yes - T runs through - Ss repeat - T underlines the model sentences 4, New functions: She is short and thin  + Form: S + tobe + adj + Use: Ai đó nh nào + Meaning: C« Êy thÊp vµ gÇy She has long black hair  + Form: S + have/has + (a/an) + adj + N + Use: Ai đó có cái gì (đặc điểm gì) + Meaning: C« Êy cã m¸i tãc ®en * Use pictures on P11 - T describes > Ss: guess - S1: describes - S2: guess * Word cue drill: Lan has long hair  Lan's hair _ My face is round  I He has thin lips  His They have brown eyes  Their _ * Pair work: - Ss work in pairs and use the pictures in textbook to describe someone in those ones so that their friends can find - Ss work in pairs to describe someone in class so that their friends can find 5, Pre-listening: - Ask ss to guess the expressions to fill in the gaps - Ss guess 6, While-listening: - Ss listen to the tape and check their predictions - Ss answer - T corrects Answers: I'd like you to meet Nice to meet you I'd like you to meet It's a pleasure to meet you Come and meet How you do? Post-listening: - Have ss introduce someone to your friend 8, Homework:- Do exercise in workbook - Prepare for READ Planning date :13/09/2012 Teaching date :15/09/2012 Period Unit 1: My friends (cont'd) Lesson 4: READ A Aims: - By the end of the lesson, students will be able to understand the content of the text and know the way to describe one's appearance, character and hobby - Teaching aids: textbooks, pictures, cassette, B Procedures: * Warm-up: Decribing people - Have student come to the board and describe someone in class and her/his friends have to guess who it is S1: This person _ Ss: Is this _? I, Pre-reading: a, Pre-teach vocabulary: - character (n) tÝnh c¸ch, tÝnh nÕt (example) - generous (adj) réng lîng (example) - sociable (adj) hoà đồng (example) - outgoing (adj) cëi më, th©n thiÖn (synonym friendly/sociable) - reserved (adj) kín đáo, dè dặt (example) - volunteer (adj) tù nguyÖn (trans) Checking vocabulary: R-O-R b,Open-prediction: - Ss use new word to guess what are Ba's friends like: - Bao is _/ Khai /Song _ II, While-reading: - Have ss read the text and the tasks a, Matching: extremely (adv) tÝnh hµi híc peace (n) g©y bùc tøc sense of humor (n) tr¹i trÎ må c«i annoy (v) lời nói đùa joke (n) hoµ b×nh, sù yªn b×nh orphange (n) cùc kú, v« cïng b, Multiple choice questions: - Have ss exercie on P14, then T corrects Answers: a, A b, C c, B d, D c, Answer the questions: - Have ss exercise on P14, then T corrects Answers: a) Ba feels lucky having a lot of friends b) Bao is the most sociable c) Khai likes reading d) _sometimes his jokes annoy his friends e) _doing volunteerwork at a local orphanage III, Post-reading: - Ss describe Ba, Khai, Song and Bao Ba _ appearance: Bao _ Khai _ Song _ sense of sociable, kind, reserved humor generous hobby: telling doing enjoy school, like the jokes volunteer peace IV, Homework: - Learn vocabulary by heart - Do exercise 3,4 in workbook - Prepare for WRITE character: Period reserved playing soccer Planning date : 16/09/2012 Teaching date : 18/09/2012 Unit 1: My friends (cont'd) Lesson 4: WRITE A Aims: - By the end of the lesson, students will be able to practice writing a short paragraph to describe their friends and themselves - Teaching aids: textbooks, pictures, poster B Procedures: 1, Warm-up: Brainstorm - Ss play in two groups G1: Appearance; G2: Characters Note: - What does she/he look like? (ask about appearance) - What is she like? (ask about characters) Appearance Characters tall generous short sociable 2, Pre-writing: a, Matching: name sociable, kind, generous age Lan, Ba appearance father, mother character Nguyen Thi Hoa address 14 family tall, thin, short hair friends Ha Noi b, Pre-questions: (using the information above) What is his/her name? What does she look like? What is she like? How old is she? Where does she live? Who are her friends? 3, While-writing: - Have ss read the short paragraph about Tam - Have ss answer the questions of exercise on P15 about their friends What is his/her name? How old is s/he? What does he/she look like? What is s/he like? Where does s/he live? Who does s/he live with? Who is/are his/her friends? - Have ss use the answer/information to write a short paragraph about their partner - Have some ss read their paragraph - T corrects mistakes (if have) 4, Post-writing: - Have ss describe their father/mother Begin: My mother's name _ 5, Homework: - Copy the paragraph into notebook - Do exercise in workbook - Prepare for LANGUAGE FOCUS Planning date : 19/09/2012 Teaching date : 1/09/2012 Period A Aims: Unit 1: My friends (cont'd) Lesson 5: LANGUAGE FOCUS - By the end of the lesson, students will be able to further practice in using "enough" with adjs and nouns, past simple and present simple tense - Teaching aids: textbooks, pictures, poster B Procedures: 1, Warm-up: Pelmanism move go rise set study moves goes rises sets studies 2, Revision: a Present and past simple tense: - Present: - S + VS/ES + O - ChØ thãi quen, quy luËt, sù thËt hiÓn nhiªn - Past: - S + VPASTT + O - Chỉ việc đã xảy quá khø b, ENOUGH: - S + tobe (not) + adj + ENOUGH + to V Note: - adj + ENOUGH - ENOUGH + N c, Describing people: What do/does S + LOOK LIKE? (ask What is/are S + LIKE? aobut appearance) (ask about characters) tall generous short sociable 3, Exercises: a, Exercise in textbook (P16) * Answers: a, lives sent 3.was is b, are came showed introduced b, Exercise in textbook (P16) * Answers: sets goes moves 4, 5, 6: is c, Exercise in textbook (P17) - Have ss look at the picture to ask and answer the questions: * Answers: a, There are b, - The man standing next to the taxi is tall, fat and heavy-set - The man standing across the street is short and fat - The woman standing next to the boy looks slim and has short black hair - The boy is tall and thin He is sitting on the ground/street and holding his head c, The man standing next to the taxi is wearing a yellow shirt and black trousers - The man standing across the street is wearing a pink shirt and blue trousers - The woman is wearing a red blouse and a green skirt She is carrying a shoudler bag - The boy is wearing blue shorts and a white shirt d, Exercise in textbook (P17) - Have ss * Answers: a not big enough c strong enough b not old enough d good enough 4, Homework: - Copy the answer into notebook - Prepare for Unit 2: Getting started + Listen and read Period Planning date 20/09/2012 Teaching date 22/09/2012 Unit 2: Making arrangements Lesson 1: Getting started + Listen and read A Aims: - By the end of the lesson, students will be able to understand the content of the dialogue - Teaching aids: textbooks, cassette player, pictures, posters B Procedures: Warm-up: Matching pictures - Have sslook at the pictures and match each object with its name a an answering machine b a mobile phone c a fax machine d a telephone directory e a public telephone f an address book 2, Pre-teach vocabulary: - arrage (v) s¾p xÕp (mime) - arragement (n) xep - hold on (v) gi÷ m¸y chê (mime-situation) - downstairs (adv) ë díi tÇng (visual) - Where is it on? Nó đợc chiếu đâu? (trans) Checking vocabulary: R-O-R I Presentation: - T uses picture on p.19 to set the scene: Hoa and Nga are talking on the phone - Let ss look at picture then guess: - Who made the call ? - Who introduced yourself ? - Who invited the other to the movies ? - Who arranged a meeting place ? - Who arranged the time ? - Who agreed to the time ? II Practice: - Ask ss to read the conversation between Nga and Hoa * Comprehension questions: - What is Hoa telephone number? - Which movie are they going to see? Where? - How is Hoa going to see the movies? - Where are they going to meet? What time? - Have ss read the dialogue again to answer questions above - Work individually - Call ss to answer and correct a/ Her telephone number is 3847329 b/ They are going to see the movies “Dream City” at Sao Mai c/ Hoa is going by bike d/ They are going to meet outside the theater at 6.30 * Model sentences : I’m going to see the movie Dream city - Form : “ Tobe going to – infinitive” - Use : We use to be going to when we have already decided to do, what we intend to in the future III Production: *Yes/ No questions: -T asks some questions -Ss listen and answer: Yes/No * Questions:? ? Did Nga made the call? ? Is Hoa going to see a movie? ? Is Hoa using her bike? ? Will they meet at six-thirty? IV Homework: - Do Ex.1 in workbook - Prepare for Speak Period Planning date : 24/09/2012 Teaching date : 26/09/2012 Unit 2: Making arrangements Lesson 2: Speak - Listen A Aim: By the end of the lesson, students will be able to talk on the telephone about inventions with “going to”and pratise more about listening  Teaching aids: - a picture, posters, tape B Content: I Warmer: Ask ss questions: ? Do you have a telephone at home? ? How often you make a phone call? ? What would you say when you pick up the telephone to answer? ? What would you say if you are the caller? II.Pre - Speaking - Ask ss look at Ex.1-p.20 -Run through - Ask ss to work in pairs to put the sentences in correct order to make a complete conversation - Call ss to answer and correct mistakes ( b- f-j-a-i-c-e-k-g ) III, While - Speaking * Complete the dialogue: Ex.2-p.20 - Ba and Bao are making arrangement to play chess - Ask ss to work with their partners to complete the dialogue - Call ss to answer - Correct mistakes – Call some pairs to speak in front of class IV Pre-listening: - Hang on the poster about the form of the telephone message on p 21 on board - Run through - A woman phoned the principal of Kingston junior high school, but he went out - Let ss look at the form to guess the message V.While-listening: - Open tape (twice) - Ss listen and fill in - Ask ss compare with partner - Open tape again - Ss listen to check Kingston junior high school Date: (1) Time: (2) -For: The principal Message: Mrs Marry Nguyen wanted to see you at 9.45 in the morning Telephone number: 64683720942 - Give out correct answer VI Post-Speaking - You are going to go fishing Now work in pairs and make arrangement to go fishing VII Homework: - Do Ex 2,3 in workbook - Prepare for Read Planning date : 25/09/2012 Teaching date : 27/09/2012 Period Unit 2: Making arrangements Lesson 3: Read A- Aim: By the end of the lesson ss will be able to know more about Alexander Graham Bell Teaching aid: text book , cards B Procedure: * Warm up: Brain storm: To chat with friend To comunicate What is the telephone used for ? Possible answer : - To have a massage - To call some one - To make a arrangements - To talk to aperson who live far from - To get information at the airport or railway station quickly I- Pre reading Preteach vocabulary (to) emigrate: (translation) (to) transmit: (translation) (to) conduct : (to) demonstrate: (translation) A device: (translation) A deaf mute (explanation) - Checking vocabulary : What and where True / False statement prediction: (in textbook) - Give feedback: - Ask students to read the text on page 21, 22 and check their predictions - Have students corect the false statements III- While reading: 1.Ordering: (using poster) Order Guess Answer Corection 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 experimented with way of transmitting speech over a long distance -Ask students to look at the poster -Get ss to read the events of Bell’s life and put them in the correct order -Ask them to compare with their partners +Alexander Graham Bell was born in Scotland went to live in Canada went to liv in United States worked with people who could neither speak nor hear worked with Thomas Watson 6.Successfully demonstrated his invention invented the telephone III.- Post-reading Writing it up: -Get ssto write a paragraph about Bell’s life, using the information from the text -Let them swap their writings and correct IV- Home work: -Learn by heart the vocabulary -Do exercise in work book -Prepare new lesson ‘Write’ Planning date : 27/09/2012 Period 10 Teaching date : 29/09/2012 Unit 2: Making arrangements Lesson 4: Write A-Aim: By the end of the lesson ss will be able to write a telephone message - Teaching aids: cards B – Procedure: * Warm up: Jumbled words mcuestor = custormer ayddmi = midday essgmea = message nifurretu = furniture rvseice = service I- Pre- writing: Pre- teach vocabulary: - a custormer (explanation) - a delivery: ( translation) - stationary:( example) - (to) pick someone up:(translation) + Checking: Rub out and remember Chatting : -Talk to ss about taking a telephone message Have you ever taken a telephone message ( Yes/ No) When you take a message, what should be mentioned in the message? (Date, time, who sent, to whom, content) II While-writing: - Have ss to read the message on p.23 and fill in the passage (Ex.1) - Let ss work in pairs - Ask ss to write the answer on board - T’s correct telephoned took name Mr Ha May 12 speak delivery at * Hang on the poster about telephone message on board - Explain ss how to this Thanh Cong Delivery exercise Service - Ask ss read the passage Date: June 16 on p.23 to get information Time: after midday and fill in the form (Ex.2) For: Mrs Van - Ss work alone Message: Mr Nam called about his - Ask ss to compare your stationery order He wanted you to call partner him at 634 082 - Call ss to go the board and Taken by: Mr Toan write down - Correct mistakes IV Post-writing: - T uses a picture For: Nancy about Lisa, Message: Tom called about playing tennis Nancy and Tom this afternoo He - Tom phoned will come over to pick you up at Nancy, but she 1.30 was out – Taken by: Lisa Nancy’sister took a message for Nancy - Have ss read the dialogue betwwen them then write a message for Lisa (Ex.3) - Ss work individually then share with their friends - Ask ss to write on board and correct V Homework: - Learn new words + Do exercises in workbook Period 11 Planning date : 01/10/2012 Teaching date : 03/10/2012 Unit 2: Making arrangements Lesson 5: Language Focus A Aim: By the end of the lesson, students will be able to use “be going to” to talk about intention; know more and practice in adverbs of place  Teaching aids: - a picture, posters B Content: I Warmer: - Ask ss some questions: ? What are you doing now? ? what are you going to tomorrow? ? Are you going to homework? - Let ss look at underlined part and answer question ? Which tense is it? - near future ? How we use this tense? - to talk about intention II Practice: * Exercise1: p.25 - Ask ss to look at their book - Explain ss how to this exercise ? What are you going to do? - Read the situation then write what the poeple are going to - Model: Quang and Nam bought a new fishing rods yesterday -> They are going ( to go) fishing Ex.1:b/ She’s going to read the new novel c/ She’s going to her homework in Math d/ He’s going to watch an action movie on TV tonight e/ She’s going to give him a birthday present * Ex.2: p.25 Survey: What are you going to on the weekend? Are you going to YOU YOUR PARTNER Do your homework? See a movie? Watch TV? Play soccer? Listen to music? - Let ss to ask your partner then check () if you or your partner do; and (x) if you or your partner don’t - Work in pairs * Ex.3: p.26 - Hang on the pictures and the speech bubbles on board - Run through - Let ss to look at the picture and fill in the missing gaps using averbs of place - Work alone - Ask ss to compare their friends - Call ss to answer – correct mistakes Ex.3: a/ upstairs b/ here c/ downstairs d/ outside e/ there f/ inside III Homework: - Prepare for Unit 3: Getting started + Listen and read -Ask ssto go to the board andd write the meaningful words(one by one) Planning date : 02/10/2012 Period12 Teaching date : 04/10/2012 Unit 3: AT HOME Lesson 1: Getting started - Listen and read A Aim: By the end of the lesson, students will be able to understand the dialogue and use modal veds to talk about the housework  Teaching aids: - a picture, posters, tape B Content: I Warmer: *Kim’s game: - T uses pictures on p.27 - Have ss to look at pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible - Which team remembering more verbs is winner II Vocabulary: - steamer (n): nåi hÊp, nåi ®un h¬i (situation) - cupboard (n): tñ ch¹n, tñ ly (visuals) - chores (n): c«ng viÖc nhµ (examples) - saucepan (n): c¸i ch¶o (visuals) - Checking vocabulary: Rub out and Remember III Presentation: - Hang on the picture about Nam and Mrs.Vui are talking - Let ss to look at this and guess what are they talking about - Ask ss to open their book read and check - Ss listen and repeat chorally - Get ss read the dialogue again then write the list of the things Nam has to - Ask ss to answer and correct - T write sentence on board: Nam has to cook dinner - Let ss to look at the sentence then give the form - Form: Have/ has to + infinitive = Must + infinitive - Use: Have to something Nam has to: - cook dinner - go to the market and buy fish and vegetables - call his Aunt Chi and ask her to meet his mother at Grandma’s house IV Practice: - Get ss to look at picture again then using the form above to make sentence - Example exchange: S1 : What you have to do? S2 : I must the washing up - Work in pairs - Ask pairs to read out and correct V Production: * Find someone Who ? Find someone Who ? Name Activities Wash the dishes Make the bed Sweep the floor Cook the meals Feed the chickens Tidy room - Have ss to ask their friends then fill in the name who have to - When you find someone who say ‘YES’ you will fill in the name, you can’t fill in someone’s name more then one The first ss have all the name in the winner - Work in groups of poeple - Call ss to retell VI Homework: - Prepare for Speak - Do Ex in workbook - Learn new words Period 13 Planning date : 27/09/2009 Planning date: 26/09/2009 Teaching date : 28/09/209 Unit 3: AT HOME Lesson 2: Speak A Aim: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house  Teaching aids: - a picture, posters B Content: I Warmer: - Ask ss question: ? What chores you have to at home? - chat about their answer (review from last lesson) II Pre-speaking: - Brainstorm the prepositions prepositions near - Hang on the picture on p.29 on board on - Ask ss the positions of the items in the pictures ? Where is the clock? - It’s above the fridge ? Where is the fruit? - It’s in the bowl ? Where ar the flowers? - It’s on the table ? Where is rice cooker? - It’s next to the bowl of fruit ? Where is cupboard? - It’s onthe wall, above the counter ? Where is knives? - They’re on the wall, under the cupboard ? Where is dish rack? - It’s on the counter, next to the bowl of fruit - Ss look at the pictre and answer - Give model sentence: Where is/ are the X? The X is/ are + prepositional phrase III While-speaking: - Get ss to work in pairs, ask and answer about where things are in the picture * Example exchange: S1 : Where are the knives? S2 : They are on the wall, under the cupboard - Work in pairs - Ask pairs to read out and correct * Answer key: Arrange Mrs.Vui’s furniture - I think the coffee should be between the couch and the armchair - Let’s put the magazines on the shelf above the books - I think the shelf ought to be at one of the corners, opposite the couch IV Post-speaking: - Hang on the picture on p.29 - Run through the picture: Mrs.Vui bought new furniture for her living room, but she can’t decide where to put it ? What are you going to now? - Help her to arrange the furniture - Work in group of six poeple then draw on the poster - Ask ss to stick the poster on board - Correct V Homework: - Prepare for Listen + Do Ex in workbook Period 14 Planning date: 08/10/2012 Teaching date : 10/10/2012 Unit 3: at home (cont’d) Lesson 3: Listen A Aims: - By the end of the lesson, students will be able to practice listening to the information - Teaching aids: textbooks, cassette player, pictures, posters B Procedures: * Warm-up: Brainstorm FOOD vegetables meat fish I Pre-listening: 1, Pre-teach vocabulary: - pan (n) nåi (visual) - ham (n) thÞt muèi (visual) - garlic (n) tái (visual) - pepper (n) tiªu, ít (visual) - pea (n) ®Ëu h¹t (visual) - fried rice (n) c¬m rang (trans) Checking vocabulary: R-O-R 2, Pre-questions: - How you fry rice? - What you need to fry rice? - Do you like eating fried rice? Ss answer - Have ss look at the pictures in book and guess the ones are talked about II While-listening: 1, Checking predictions: - Have ss listen to the dialogue between Mrs Tu and Lan and check their prediction Answers: a, fried rice b, pan c, garlic and green peppers d, ham and peas 2, Comprehension questions: Tape transcript: Lan: Can I help you cook dinner, Mom? a, What are they going to cook? M.Tu Sure You can cook the “Special b, How much oil they need? : Chinese Fried Rice” for me?You need a big pan c, What they need to fry rice? Lan: Okay How much oil I put in? - Have ss listen to the tape again and M.Tu Just a little Wait until it’s hot and answer : then fry the garlic and the green peppers the questions Lan: Do I put the ham and the peas in - Ask some ss to answer – T corrects now? Answers: M.Tu Yes And you can put the rice and a : Lan: teaspoon of salt in Yummy! It smells delicious a, They are going to cook Special Chinese Fried Rice b, Only a little c, They need ham, peppers, peas and garlic III Post-listening: * Write-it-up: - Have ss write a paragraph about: How to fry rice - Ss work in pairs IV, Homework: - Learn vocabulary by heart - Do exercise B4 in workbook - Prepare for READ Period 15 Planning date : 10/10/2012 Planning date: 27/09/2009 Teaching date: 12/10/2012 Unit 3: at home (cont’d) Lesson 4: read A Aims: - By the end of the lesson, students will be able to practice reading and master the content of the text about “Precautions in the home” - Teaching aids: textbooks, cassette player, pictures B Procedures: * Warm-up: Jumbled words - sauce pan - steamer - rice cooker - cupboard I Pre-reading: 1, Pre-teach vocabulary: - match (n) diªm (real - visual) - scissors (n) kÐo (real - visual) - socket (n) ổ cắm điện, đui đèn (real - visual) - injure (v) lµm bÞ th¬ng (situation) - chemical (n) ho¸ chÊt (example) - precaution (n) sù phßng ngõa (translation) Checking vocabulary: R-O-R 2, True/false statements: a It is safe to leave medicine around the house b Drugs can look like candy c A kitchen is a suitable place to play d Playing with one match cannot start a fire e Putting a knife into an electrical socket is dangerous f Young children not understand that many house hold objects are dangerous - Have ss guess T/F II While-reading: 1, Checking predictions: - Have ss read the text and check their predictions - Ask ss to correct the false sentences Answers: a, F  It is safe to leave medicine in the cupboard b, T c, F  A kitchen is a dangerous place to play d, F  Playing with one match can start a fire e, T 2, Comprehension questions: - Have ss read the text again and answer the questions Answers: b, Because the kitchen is a dangerous place c, Because it can cause a fire d, Because children mustn’t put anything into electrical sockets Electricity can kill e, Because the dangerous ojects can injure or kill children (if they play with these things) III Post-r-*-eading: * Free-speaking: - Have ss work in pairs to talk about “Precautions in the home” IV, Homework: - Learn vocabulary by heart - Do exercise in workbook - Prepare for WRITE Planning date: 11/10/2012 Teaching date : 13/10/2012 Unit 3: at home (cont’d) Lesson 4: WRITE A Aims: - By the end of the lesson, students will be able to practice writing a description of a room in a house - Teaching aids: textbooks, pictures B Procedures: * Warm-up: Brainstorm Room in a house living room Kitchen bathroom I Pre-writing: 1, Pre-teach vocabulary: - flour (n) bét (real) - lighting (n) đèn chùm (visual) fixture - wardrobe (n) tủ đựng quần áo (visual) - counter (v) tñ (visual) - beneath (pre) ë díi (thÊp) (example) - folder (n) cặp đựng hồ sơ (visual) Checking vocabulary: What and where 2, Pre-questions: - Ask ss to look at the picture in the textbook and answer Where is the bookshelf? Where is the clock / window / bed / table /…? Are there any books in the room? How many chairs are there in the room? What are there on the bed? … II While-writing: - Ask ss to read the description of Hoa’s room and compare their answers with it - Have ss write full sentences basing on the cue words - T makes a model this/Hoa’s kitchen  This is Hoa’s kitchen - Ss individually and then swap to their partners - Ask some ss to go to the board and write their sentences – T corrects mistakes Answers: - There is a refrigerator in the right corner of the room - Next to the refrigerator is the 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/stands on the counter, to/on the right (side) 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 of flowers III Post-writing: * Free-writing: - Have ss write a description of a room in their house IV, Homework: - Learn vocabulary by heart - Do exercise in workbook - Prepare for LANGUAGE FOCUS Planning date : 14/10/2012 Planning date: 27/09/2009 Teaching date: 16/10/2012 Period 17 Unit 3: at home (cont’d) Lesson 6: langguage focus A Aims: - By the end of the lesson, students will be able to further practice in modals, reflexive pronouns and question “Why – Because” - Teaching aids: textbooks, pictures B Procedures: * Warm-up: Matching - Have ss look at the pictures in textbook (P34) and the verbs in box, then match the verbs to the right pictures - Ss work individually and then compare with their partners Answers: a tidy b dust c sweep d clean e empty f feed I Practice: 1, Must / Have to: (Lucky numbers) - Have ss exercise 1: Complete the dialogue Use must or have to - Ss work individually and then compare with their partners Answers: have to do/must must / have to clean must / have to clean have to / must empty must / have sweep must / have to feed 2, Ought to: - Have ss exercise 2: Use Ought to to give advice - Ss work in pairs: S1 gives situation and S2 gives advice S1: I failed my E test S2: You ought to study harder Reflexive pronouns - T explains about Reflexive pronouns and their meanings I We You They She He       myself ourselves yourself themselves herself himself - Have ss exercise 3: Use Reflexive pronouns in the box (P35) to fill in the gaps - Ss work individually and then compare with their partners Answers: ourselves myself yourself himself herself themselves yourself III Further practice: - T gives the situation: Your mother has to go to work, let’s think what she tells you to - Ss work in pairs to make a dialogue between Mother and You Using Must, have to, ought to, why, because Model: Mother I have to away on business : You: What I have to do, Mom? Mother You have to go to the market and buy some meat : You: Why don’t I have to buy some vegetables? Mother Because I bought some in the fridge : You: Do I have to clean the kitchen? Mother Of course You ought to make every thing in order and : don’t let your brother play in the kitchen It’s dangerous IV, Homework: - Do exercise in workbook - Rewrite the dialogue into notebook name: Class: Date: Wednesday, October 17, 2007 Test: English time: 15 minutes I Match the two halves of the sentences to have complete sentences: Why did Lan get bad marks? a because she was ill Why did they have to go home? Why they morning exercises? Why mustn't children play in the kitchen? Why did Mrs Nga visit her mother? Why does Nam learn English? Why is Marry very thin? Why doesn't Mary come to party? 1… 2… 3… 4… 5… b because he wants to go to England c because she has to her homework d because they want to be healthy e f g h 6… because it is a dangerous place because it was very late because she never did her homework because she eats a little 7… 8… II Make question for the underlined phrases in the sentences: Eg: He is 15 years old - How old is he? Mr and Mrs Thanh are going to Brazil next year When Nga didn't go to the movies because she had to chores Why _ Date: Wednesday, October 17, 2007 Test: English time: 15 minutes name: Class: 8 I, Match the two halves of the sentences to have complete sentences: Why does Nam learn English? a because she has to her homework Why did they have to go home? b because he wants to go to England Why they morning exercises? c because she eats a little Why did Lan get bad marks? d because they want to be healthy Why did Mrs Nga visit her mother? e because she was ill Why doesn't Mary come to party? f because it was very late Why is Marry very thin? g because she never did her homework Why mustn't children play in the h because it is a dangerous place kitchen? 1… 2… 3… 4… 5… 6… 7… 8… II, Make question for the underlined phrases in the sentences: Eg: He is 15 years old - How old is he? Mr and Mrs Thanh are going to Brazil next year Where He didn't go to school because he had a headache Why _ Name :……………… Class 9A Written English test Time : 45 minutes Period 19 Test: English time: 45 minutes Planning date: 19/10/2012 I Choose the best answer to complete the following sentences I have a headache / You … ………… to go to bed (should / must / ought) His hair …………… short and black (is / have / has) Nam and Nga taught ………………… … to swim (herself / himself / themselves) The picture is ……………… the clock and the bookshelf (between / to the right / to the left) I have to go to the doctor ……………… I have a stomachache (and / because / but) She is not …………….…… to drive a car (enough old / old enough / old) My sister often … ………… the chicken in the morning (feeds / does / sweeps) She ………………… English three years ago (learn / learns / learned) II Put the verbs in correct tenses I (visit) …………… ………… his grandmother tomorrow He often (watch) …………………TV in the morning Lan (buy) ……………………… a new bike yesterday III.Read the text and answer the questions: Shakespear, the famous English playwright, was born at Stratford-upon-Avon in England in 1564 He married Anne Hathaway when he was eighteen and had three children He went to London in 1585 and worked as an actor and a playwright He wrote about thirty-seven plays In 1613 Shakespear left London and returned Stratford-upon-Avon He died in 1616 ( to marry: cíi/kÕt h«n; a playwright: nhµ viÕt kÞch; an actor: diÔn viªn) When was Shakespear born?  Where was Shakespear born?  Who did he marry?  … How many children did he have?  … When did he die?  … IV Rearrange these words to make meaningful sentences: is / 14 / he / old / years  He is 14 years old a / see / tonight / am / to / movie / going / I  … is / lift / strong / table / he / enough / to / this (lift (v): n©ng, nhÊc.)  … is / cupboard / wall / the /on / the Answers key: I marks (each 0,25) ought) is themselves between because old enough feeds learned II 1,5 marks (each 0,5) will visit / am going to visit watches bought III 2,5 marks (each 0,5) Shakespear was born in 1564 He was born at Stratford-upon-Avon in England He married Anne Hathaway He had three children He died in 1616 IV 2,0 marks (each 0,5) I am going to see a movie tonight He is strong enough to lift this table The cupboard is on the wall Ba can’t drive because he isn’t old enough V marks (each 0,4) F F T T F Tape transcipt: In England boys and girls go to school five days a week They don’t go to school on Saturday and Sunday s Lessons usually begin at nine o’clock Each lesson lass forty-five minutes At ten past eleven they have a quarter of an hour’s break in which they drink milk some people eat sandwiches or bicuits which they brought from home Then they have two lessons more After that they have a lunch break a Some students go home for lunch, but many have it at school At two o’clock school begins a gain There are two more lessons For the next fortyfive minutes they some of their homework or have a club meeting or play games like football They go home at four o’c Period 20 Planning date: 22/10/2012 Teaching date : 24/10/2012 Unit4: our past Lesson 1: Getting started + Listen and read , Language focus A Aims: - By the end of the lesson, students will be able to practice speaking about what people did in the past and using equipment vocabulary - Teaching aids: textbooks, cassette player, pictures, posters B Procedures: Warm-up: Getting started - Ask ss to look at the picture at page 38 Write the things don ’t belong to the past things Answer key : - The TV - The mobile phone - The lighting fixture - School uniform - The sterio I Presentation: 1, Pre-teach vocabulary: - Look after (v) Chăm sóc - folktale - traditional - equipment (n) truyÖn d©n gian (adj) thuéc truyÒn thèng (n) thiÕt bÞ ( synonym) (example) (explanation) (example) - used to : đã (explanation) - great-grandma(n): bà (explanation) - (to) light - lit - lit : đốt , thắp lửa (mime) Checking vocabulary: R - O - R 2, Set the scene: Who are they? What are they talking? II Practice: 1, Listen and read: - Ss listen to the dialogue and then practice in pairs - Ss: act - out 2, New functions: - T asks: Why didn’t Nga’s grandmother go to school? What did Nga’s grandmother use to do? - Ss answer: She had to stay at home She used to cook the meals  + Form: S + USED TO + V Use: Chỉ hành động đã làm, xẩy quá khứ nhng b©y giê kh«ng cßn lµm n÷a eg: I used to cry a lot when I was a child She used to go swimming - T gives an example: 3, Exercises: a, Answer the questions: b, Fact of Opinion: III Production: Language focus - Talk about Nga and her family What did they use to in the past? IV, Homework: - Make sentences using structures above - Learn vocabulary by heart - Do exercise 1,2 in workbook - Prepare for SPEAK Period 21 Planning date: 10/10/2009 Teaching date : 12/10/2009 Unit4: our past Lesson 2: Speak – Language focus A Aims: - By the end of the lesson, students will be able to practice speaking the different between the present and the past using USED TO - Teaching aids: textbooks, pictures, posters B Procedures: Warm-up: - T uses pictures of a famous singer My Tam when she was a young girl and now - Have ss give comment about the changes hair / face/ body/clothes… I Pre - Speaking: * Set the scene: - Eliciting ss to recall the dialogue between Nga and her grandmother - Have ss describe My Tam when he was a young girl Ss: She used to be thin She used to have short hair … - Model: S + USED TO + V II While - Speaking: - T uses pictures in textbook on page 38 - Have ss talk about the changes of country in the past and now What are the two pictures/they about? What about the houses, clothes traveling… Past Now - small house - big houses, buildings - walked - travel by car, motorbike… - no electricity electricity, mobile phone - worked in the field big shops, companies - market supermarket… - Ss can add some more information - Ss work in pairs eg: paper pan > < electric pan … eg: S1: People used to live in small houses S2: Now people live in big houses and buildings Suggestions: People used to walk Now they can go by car or… There used to be no electricity Now there is electricity People used to work hard in the field Now they work in big and beautiful shops People used to wear traditional clothes Now they wear modern clothes and uniforms People used to go to the market Now they go to the supermarket Children used to stay at home Now they go to school… III Post - Speaking: Language focus Used to: - Review the usage of “USED TO” - Model: S + USED TO + V Use: show the actions happened in the past, but no longer now - Have ss exercise 4: Complete the dialogue T asks: Where did she/Hoa live some years ago? - She lived in Hue Where is she living now? - She’s living in Hanoi now?  She used to live in Hue … have long hair 2… be … live - Have ss tell their partner about the things they used to last year(s) - Ss work in pairs (Ss can draw a poster and they say basing on it) eg: Last year I used to get bad marks Now I get good marks… Answers: IV Homework: - Write what used to happen on page 40 - Do exercise in workbook - Prepare for LISTEN Period 22 Planning date : 11/10/2009 Teachinh date : 13/10/2009 Unit4: our past (cont’d) Lesson 3: Listen – Language focus1,2 A Aims: - By the end of the lesson, students will be able to listen to main information of a story - Teaching aids: textbooks, cassette player, pictures, B Procedures: * Warm-up: Pelmanism go be visit buy a b c d e was/were bought went did visited I Pre-listening: 1, Pre-teach vocabulary: - (to) lay eggs : đẻ trứng (visual) - greedy (adj) tham lam (example) - foolish (adj) ngèc nghÕch (antonym) - excitedly (adv) mét c¸ch hµo høng, phÊn (trans) khëi - inamazement : mét c¸ch ng¹c nhiªn (mime) - discover (v) ph¸t hiÖn … Checking vocabulary: Slap the board 2, Pre-questions: Do you often read books/stories…? What kind of stories you like? Do you like folktales? - Ss answer in their own words - Ss guess something about the folktale by reading sentences on page 41 - Guess the content of the folktale they’re going to listen II While-listening: Tape transcript: - Have ss listen to the text and check their prediction Once a poor farmer lived a comfortable life with his family His chickens laid many - Ss can say some information about the folktale eggs which the farmer used to sell to buy It’s about chickens with gold eggs food and clothing for his family One day, he went to collect the eggs and discovered It’s about farmer and his wife one of the chickens laid a gold egg He It’s about greedy people shouted excitedly to his wife “We’re rich! - Have ss listen to the tape again and find We’re rich!” His wife ran to him and they both looked at the egg in amazement The out information about: chickens/husband/wife.wife wanted more, so her husband decided to cut open all the chickens and find more gold eggs Unfortunately, he couldn’t find any eggs When he finished all the chickens were dead There were no more eggs of any kind for the foolish farmer and his greedy wife - Ss work in pairs Chickens Husband/Wife - lay many eggs - collected and sold eggs - laid a gold egg one - found one gold egg one day day - were dead killed all the eggs - foolish - greedy III Post-listening: - Have ss read sentences a - d and find out the moral lesson b, Don’t be foolish and greedy - Have ss find/write a title for the story and draw a moral lesson of their own after listening to the story IV, Homework: - Learn vocabulary by heart - Retell the story in of characters: chicken/husband/wife - Do exercise in workbook - Prepare for READ Period 24 Planng date : 17/10/2009 Lesson 4: read Teaching date :19/10/2009 A Aims: Unit4: our past (cont’d) - By the end of the lesson, students will be able to practice reading and master the content of the story “The Lost Shoe” - Teaching aids: textbooks, cassette player, pictures B Procedures: * Warm-up: Pre-questions - Do you like folktales? - What usually happens at the end of the folktale? - Name some tittles of folktales you know? - Have you read “The Lost Shoe”-It calls “Tam Cam” in Vietnamese? /Do you know…? - How many characters are there in the story? I Pre-reading: 1, Pre-teach vocabulary: - drop (v) đánh rơi mime - upset (adj) buån phiÒn, thÊt väng synonym - sad prince (n) hoµng tö picture/visual fairy (n) tiªn visual rags (n) quÇn ¸o r¸ch visual cruel (adj) độc ác antonym- kind immediately (adv) lËp tøc synonym/trans Checking vocabulary: R-O-R 2, T/F Statements Little Pea’s father is a poor farmer Her father got married again after his wife died Her new mother was beautiful and nice to her She worked hard all day She didn’t have new clothes to take part in the festival Answer 1- T 2- T 3- F ( Her new mother was cruel to her) 4- T 5- F ( A fairy gave her beautiful clothes 2, Gap fill a -Little Pea’s father was a b Little Pea’s mother when she was young c Little Pea to the housework all day after her father got married d The prince wanted to a girl from Little Pea’s village e Stout Nut’s mother did not make for Little Pea f The prince found Little Pea’s shoe II While-reading: 2, Comprehension questions: - Have ss read the text again and answer the questions Answers: a, She was a poor farmer’s daughter b, She made Little Pea the chores all day 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 e, Ss’ answers III Post-reading: Retell the story IV, Homework: - Retell the story in of characters - Do exercise in workbook - Prepare for WRITE Planning date : 18/10/2009 Teaching date : 20/10/2009 Period 25 Unit4: our past (cont’d) Lesson 4: WRITE A Aims: - By the end of the lesson, students will be able to practice writing a story using past simple tense - Teaching aids: textbooks, pictures B Procedures: * Warm-up: Bingo - Have ss write any 10 verbs in present form and then change those verbs into past - Ss write any verbs in present form - T reads any verbs in past form eg: go  went give  gave… I Pre-writing: 1, Pre-teach vocabulary: - straw (n) r¬m, r¹ (real) - tie (v) trãi, buéc (mime) - escape (v) trèn tho¸t (trans) - master (n) «ng chñ (explanation) - servant (n) ngêi gióp viÖc (explanation) - graze (v) gÆm cá (visual) Checking vocabulary: What and where 2, Pre-questions: - T asks: Do you know the story: “Tri khon tao day” in Vietnamese? How many characters are there in the story? Where did they meet? What was the buffalo doing? How was the end of the story? - Ss read the story then complete the story with the words in the box - Ss individually then compare with their partners Answers: appeared/came was said left went tied lit burned escaped II While-writing: - Have ss imagine they are the man in the story Use the words to write - Ss work in group of (each write sentences) - Have some groups come to the board and write Suggestions: One day, I was in the field and my buffalo was grazing nearby, a tiger came It asked why the strong buffalo was my servant and why I was its master I told the tiger that I had something called wisdom The tiger wanted to see it, but I told it I left the wisdom at home that day I didn’t want it to eat my buffalo, then I tied the tiger to a tree with a rope I went to get some straw and I burned the tiger The tiger escaped but today it still has black stripes from the burn III Post-writing: - Ss work in groups, rewrite the story in of characters: the farmer/the tiger/the buffalo Note: change: I  he, it/my  his/its… IV, Homework: - Rewrite the story into notebook - Do exercise in workbook - Prepare for LANGUAGE FOCUS Period 16 Planning date: Sat, Nov 1st ‘07 Unit 4: our past (cont’d) Lesson 6: langguage focus A Aims: - By the end of the lesson, students will be able to further practice in past simple, prepositions of time and USED TO - Teaching aids: textbooks, pictures B Procedures: * Warm-up: Pelmanism go be visit buy a b c d e was/were bought went did visited I Practice: 1, Past simple: * Exercise 1: Noughts and crosses, - Have ss write the past form of the verbs and then make sentences with them run have get Eg: run  ran see buy eat He ran very quickly yesterday take teach 2, Prepositions of time: Review: - in November / 2007… - on 27th… - at 8.00 / night - before/after - between 8.00 and 9.00 - Have ss exercise 3: Complete the sentences Answers: b in c between d at/after e before Used to: - Review the usage of “USED TO” - Model: S + USED TO + V Use: show the actions happened in the past, but no longer now - Have ss exercise 4: Complete the dialogue T asks: Where did she/Hoa live some years ago? - She lived in Hue Where is she living now? - She’s living in Hanoi now?  She used to live in Hue Answers: … have long hair 2… be … live III Further practice: - Have ss use “used to” to talk about what they or their friends/… did in the past but no longer now IV, Homework: - Do exercise in workbook - Prepare for Unit 5: LISTEN AND READ Planning dat: 05/11/2012 Teaching date: 07/11/2012 Unit 5: Study habits Lesson1: Getting started + Listen and read Period 26 A Aims: - By the end of the lesson, students will be able to practice in schedule and reported speech and giving simple advice - Teaching aids: textbooks, cassette player, pictures, posters B Procedures: * Warm-up: Brainstorm Subjects at school math Geography - T: How often you have Math/…? - Ss: We often… I Presentation: 1, Pre-teach vocabulary: - semester (n) häc k× (explanation) - pronunciation (n) phiªn ©m (example) - improve (v) n©ng cao/ph¸t triÓn (situation) - believe (v) tin tëng (translation) - (tobe)proud of : tù hµo vÒ (situation) Checking vocabulary: R - O - R II Practice: 1, Listen and read: - Ss listen to the dialogue and then practice in pairs - Ss: act - out 2, New functions: - T asks: What did Miss Jackson say Tim should do? - Ss answer: She said Tim should work harder on…  + Form: S1 + said + S2 + should + V eg: My parents said I should my homework more often - Have ss give some more example + …… 3, Exercises: a, True or False: (Use the statements in textbook a  f) - Have ss read the dialogue again and check T/F - Have ss correct the mistakes in the false sentences Answers: a.F b T c.F d.T e.F b, Answer the questions: - Have ss read the dialogue again and answer the questions: Answers: a She is Tim’s teacher b She gave Tim’s mother his report card c Tim studied very well this semester d Miss Jackson said Tim should work harder on… e She gave him a dictionary III Production: - Have ss give advice Eg: S1: Nam should work harder S2: (Mai) said Nam should work harder… IV, Homework: - Make sentences using the structure above - Learn vocabulary by heart - Do exercise 1,2 in workbook - Prepare for SPEAK Period 27 Planning date: 24/10/2009 Teaching date : 26/10/2009 Unit 5: Study habits (cont’d) Lesson 2: SPEAK - LISTEN A Aims: - By the end of the lesson, students will be able to talk about their study habits - Teaching aids: textbooks, pictures, posters B Procedures: Warm-up: Brainstorm How to improve your English Watch English TV… II Pre-speaking: - Put a poster on the board with the questions on p.48 (mix them up!) - Read through the questions with ss but don’t translate! - Stick cards with answer on the board out of order Give ss minutes silent time to think about how they can match the answers to the questions Question: When you your homework? Which subject you need to improve? Who helps you with your homework? What you to improve your English? How much time you spend on subject English? - T explains some phrases: (to) spend time on + V_ing: dµnh thêi gian vµo viÖc g×… (to) help someone with something: giups viÖc g× Aswer: after dinner, my mother, about an hour, Chemistry, sing English song - Call a few ss to the board They move the answer card next to the right question to match III While-speaking: -Work in pairs - Use the questions above then ask their partner - Model: S1 : Which subject you need to improve? S2 : English S1 : How you improve it? S2 : , etc - Call pairs to ask and answer - Correct mistakes IV Post-speaking: - Ask ss question: ? What should Lan to improve her English pronunciation? - She should listen to English song - Review form, meaning and use from ss Open-prediction: - Ask ss to look at Nga’s report on p.48 then predict the missing information - Compare your partner - Write ss’guess on board III While-listening: - Have ss listen to the tape and then check their prediction - Ask ss to write the answers on board - T corrects * Answer key: 87 days present days absent Participation: S C Speaking: A Reading: A Writing: B IV Homework: - Do exercise 2, in workbook - Prepare for READ Period 28 Planning date: 25/10/2009 Teaching date : 27/10/2009 Unit 5: Study habits (cont’d) Lesson 3: Listen A Aims: - By the end of the lesson, students will be able to listen for specific information to fill in a report card - Teaching aids: textbooks, cassette player, pictures, B Procedures: * Warm-up: Brainstorm How to improve your English Watch English TV… I Pre-listening: 1, Pre-teach vocabulary: - behaviour (n): hµnh vi, cö chØ - participation (n) sù tham gia - satisfactory (¹d): tho¶ m·n - co-operation (n): sù hîp t¸c - comment (n): lêi phª b×nh, lêi nhËn xÐt Checking vocabulary: What and where (example) (realia) (situation) (example) (situation) 2, Open-prediction: - Ask ss to look at Nga’s report on p.48 then predict the missing information - Compare your partner - Write ss’guess on board III While-listening: - Have ss listen to the tape and then check their prediction - Ask ss to write the answers on board - T corrects * Answer key: 87 days present days absent Participation: S C Speaking: A Reading: A Writing: B IV Post-listening: - Ask ss to look at Nga’s report again to answer questions * Question: Whose is this report card? Sarah Chen’s What‘s Sarah Chen’s teacher’s name? She is Miss Blake What are the comments? (Speaks English quite well However, she does need to improve her listening skill.) What does S stand for? - S stands for satisfactory What about F, U, A, B, C, D? (F for fail, U for unsatisfactory, A for Exellent, B for good, C for fair, D for poor.) Which class is Sarah Chen in? She is in class 8C - Pair work - Call pairs to ask and answer - Correct mistakes V Homework: - Do Exercise in workbook - Prepare for Read Period 28 Planning date: 25/10/2009 Teaching date : 27/10/2009 Unit 5: Study habits (cont’d) Lesson 4: Read A Aims: - By the end of the lesson, students will be able to understand the text and get specific information - Teaching aids: textbooks, cassette player, pictures, B Procedures: * Warm-up: Write words using letters given: A E N I L R D N U under ear lie airline end need underline red an lunar near read and … - What can you to remember them/learn them? - Do you learn by heart/make up sentences/use dictionary to look up their meanings I Pre-reading: 1, Pre-teach vocabulary: - mother tongue (n) tiếng mẹ đẻ (example) - (to) underline: g¹ch ch©n (dßng ch÷) (realia) - (to) highlight: lµm næi bËt (example) - (to) stick: d¸n (mime) Checking vocabulary: What and where T/ F statement prediction: 1, All language learners write the meaning of new words in their mother tongue 2, Some learners write examples of words they want to learn 3, Every learner tries to learn all new word they come across 4, Many learners only learn new words that are important 5, Learners don’t only learn the meaning but also the spelling and pronunciation of new words - Ask ss to read the statements then guess which one is true or false II While-reading: Checking predictions: - Have ss to read the text at page 49 to correct * Answers: 1, 3, 5, 6: F; 2, 4: T Comprehension questions: (Lucky numbers) - Ask ss to read the text again then answer the questions on p.49 * Answers: a/ No, They learn words in different ways b/ Because they help to remember the use of new words c/ They write example, put the words and their meaning on stickers, underline or highlight them d/ They may they can’t so Instead, they learn only important words e/ Revision is necessary in learning words III Post-reading: * Survey: - Ss work in groups of to interview one another and tick the ways they have used to learn new words Name No Ways of learning English Lan Make a list of words, their meanings and learn them v by heart Write sample sentences with new words Stick new words somewhere in the house Underline or highlight the words Read stories in English Learn new words through songs IV Homework: - Prepare for Write - Do Exercise in workbook Period 29 Planning date: 29/10/2009 Teaching date : 31/10/2009 Unit 5: Study habits (cont’d) Lesson 4: WRITE A Aims: - By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend - Teaching aids: textbooks, cassette player, pictures, B Procedures: * Warm-up: Shart attack: LETTER I Pre- writing: 1, Pre-teach vocabulary: - regards (n) lêi chµo th©n ¸i (example) - enjoyable (adj) thó vÞ (synonym) - lunar (adj) thuéc vÒ mÆt tr¨ng/©m (visual) lÞch - festival (n) lÔ héi (example) - celebrate (v) tæ chøc kû niÖm (situation) Checking vocabulary: R - O - R 2, Set the scene: How many sections/parts are there in a letter? What are they? In English letter, how many parts? - Have ss look at Ex.1-p.50 and put the parts of the letter in the correct order B heading D Opening-Dear… A Body of the letter C Closing Your friends, - Have ss look at the letter on p.51 to label each section with the correct letter II While-writing: - Ask ss to Ex.2 on p.51, ss have to imagine that they are Lan and write a letter to her penpal, Donna in Sans Francisco, using the given information - Ask ss some questions to help them uderstand the content of the letter Who wrote the letter? To whom? - Hoa wrote a letter to Tim, her penpal What are there in the heading? - There are the writer’s name and the date What is the main part of the letter? - The body of the letter is main part What did Hoa receive a few days ago? - She received her first semester report Is Hoa good at math? - No, she isn’t Which subject is Hoa good at? - Science, English and History Where and who is she going to celebrate the Lunar New Year Festival? - She is going to celebrate the festival in Ha Long Bay with her uncle and aunt * Answer key: 16 Le Loi St Hanoi, June 18th, 2006 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 and History results were poor My teacher advises me 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 Vietnam This afternoon, I am going to Ha Long Bay with my aunt and uncle by bus and I am going to stay there with them until the festival comes I will send you a postcard from there Write soon and tell me all your news Best, Lan III Post-writing: * Correction: - Call on some ss to read their letters - T corrects mistakes V Homework: - Prepare for Language focus + Do Exercise in workbook Planning date:31/10/2009 Teaching date : 02/11/2009 Period 30: Unit 5: Study habits (cont’d) Lesson 4: Language focus A Aims: - By the end of the lesson, students will be able to use adverbs of manner and modal Should as an advice; use reported speech with commands, requess and advice - Teaching aids: posters, pictures, B Procedures: * Warm-up: Brainstorm: Adverbs of manner carefully well badly… I Revision: 1, Adverbs of manner T: How can you swim? Fast or slowly? How can you sing? Well or badly Ss: Answer 2, Reported speech - Ask ss some question about Tim’s mother and Miss Jackson ? What did Miss Jackson say to Tim’s mother? “Can you give him this dictionary?” ? What did Tim’s mother report it to Tim? “Miss Jackson asked me to give you this dictionary” Form: To tell/ ask + someone + to something (S1 + told/asked + O + to V) ? What did Miss Jackson say Tim should do? She said Tim should work harder on…  + Form: S1 + said + S2 + should + V eg: My parents said I should my homework more often II Practice: 1, Exercies 1-p.52 - Ask ss to look at Ex.1 - Explain the situation clearly - Let ss comple the dialogue using the suitable adverbs of manner in the box * Answers key: hard fast badly softly 2, Exercies p.53 - Have ss to report Miss Jackson’s command and request in her conversation with Tim’mother * Answers key: a Miss Jackson asked me to wait outside her office b Miss Jackson told me to give you your report card for this semester c Miss Jackson told me to help you with your Spanish pronunciation d Miss Jackson asked me to meet her next week 3, Exercies p.53 - Have ss report Miss Jackson’s advice to Tim’s mother in their coversation * Answers key: a “Miss Jackson said you should spend more time on Spanish pronunciation” b “Miss Jackson said you should pratice speaking Spanish every day” c “Miss Jackson said you should listen to Spanish conversations on TV” d “Miss Jackson said you should practice reading aloud passages in Spanish” e “Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words” IV Homework: - Do Exercise in workbook - Prepare for Unit 6: Getting started + Listen and read Period 31 Planning date : 01/11/2009 Teaching date : 02/11/2009 Unit 6: The young pioneers club Lesson 1: Getting started + Listen and read A Aims: - By the end of the lesson, students will be able to use understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy - Teaching aids: posters, pictures, tape B Procedures: * Warm up: Ask students some questions about their activities and their summer holidays - What you usually on your summer holidays? - Are you memmbers of the Young pioneers and Youth Organizations? - Are there any activitives you like most? I Presentation: 1, Pre-teach vocabulary: - application (n): việc nộp đơn (example) - (to) enroll: ®¨ng ký vµo (situation) häc - drawing (n): tranh vÏ, sù vÏ (realia) - handicapped khuyÕt tËt (example) (adj): - Checking vocabulary: What and where 2, Open-predictions: - Let ss to look the picture and then guess what Nga and Secretary are talking about II Practice: 1, Listen and read: - Ss listen to the dialogue and then practice in pairs - Ss: act - out 2, New functions: - Ask ss questions: What are Nga hobbies? - She likes drawing and outdoor activities and she also enjoy acting Form: like, hate, enjoy, love + gerund (V-ing) - Have ss give some examples III Exercises * Fill in the gaps: - Ask ss to fill in - correct mistakes (with answers)  Name: Nga  Date of birth: April 22, 1989  Home address:5 Tran Phu Street  Sex: Female  Phone number: Not available  Interest: drawing, outdoor, activities, acting * Survey: Name Do you like ? like/ enjoy dislike/ hate - play soccer Lan - washing up - watch TV - doing homework - cooking meals - Let ss work in group of six to ask their friend to fill in the table - Call some groups to stick the table on board - Ask each group to tell the things their partner like or dislike * Example: Lan likes playing soccer She dislikes cooking meals V Homework: - Do exercise in workbook - Prepare for Speak Period 32 Planning date: 05/11/2009 Teaching date: 07/11/2009 Unit 6: The young pioneers club Lesson 2: Speak - Listen A Aims: - By the end of the lesson, students will be able to ask for favors offer assistance and respond to favors - Teaching aids: posters, pictures B Procedures: * Warm up: Jumbled words: - roell - papcalitoni - idrawng - tirenste II Pre-speaking: 1, Pre-teach vocabulary: - favor (n): giúp đỡ (example) - (to) offer: đề nghị (mime) - certainly (adv): chắn, định (translation) - assistance (n): giúp đỡ (synonym) - Checking vocabulary: Rub out and remember 2, Set the scene: - Have ss look at book on p.55 - Help ss to understand these structures on p.55 ? What you say when you ask for favors? ? What you say if you respond to favors? ? What you say when you offer assistance? ? What you say if you respond to assistance? Asking for favors Responding to favors Can/ Could you help me, please? Certainly/ Of course/ Sure Could you me favors? No problem I need a favors What can I for you? Can/ Could you ? I’m sorry I’m really busy Offering assistance Responding to assistance May I help you? Yes/ No Thank you Do you need any help? Yes That’s very kind of you Let me help you No Thank you I’m fine * Dialogue: (R- O - R) Lan: Could you me a favor, please? Nam: Sure What can I for you? Lan: Could you help me carry my box? I’m very tired Nam: No problem I’ll help you Lan: May I borrow your bike? Nam: Of course Lan: Yes That’s very kind of you III While-speaking: - Ask ss to look at the box on p.56 - Help ss to understand the phrases on the box - Let them to work in pairs to make similar dialogue, using the structure above - Ask pairs to read out - Correct mistakes IV Listening: *The song: 1, Fill in the missing gaps: Children of our land unite Let’s sing for peace - Open the tape (twice) Let’s sing for right - Let ss to listen and check Let’s sing for love between North and South - Ask ss to compare their partner Oh children of our land unite - Call ss to write on board Children of the world hold hands - Open tape again to check ss’ answer Let’s show our love from place * Answer key: Let’s shout out loud Let’s make a stand unite of 13 world Oh children of the world, hold hands peace world right show love 10 place North 11 out South 12 stand 2, Main ideas: - Give ss minutes to read the song and find the main ideas for part and - Work individually - Ask ss to answer - Correct mistakes Part 1: Children of our land Part 2: Children or the world hold hands V Post-speaking: - Give a situation to ss : “Your friend needs help tidying his yard because she had broken her leg” - Let ss to think then make up dialogue with situation VI Homework: - Prepare for Listen - Do exercise in workbook Planning date: Monday, November 19th , 2007 Unit 6: The young pioneers club Lesson 3: Listen A Aims: - By the end of the lesson, students will be able to listen for details to complete a song - Teaching aids: posters, pictures, tape B Procedures: * Warm-up: Shark attack: -Song II Pre-listening: 1, Pre-teach vocabulary: - peace (n): hoµ b×nh (example) - (to) unite: ®oµn kÕt (translation) - (to) hold : gi÷, cÇm (translation) - (to) shout : la, hÐt (situation) * Checking vocabulary: Rub out and remember 2, Open-predictions: - Hang on the song on board - Run the through ? How many gaps are there? ? What are you going to do? - Have ss look at the song then guess the words to fill in - Write ss’ guess on board III While-listening: *The song: 1, Fill in the missing gaps: Children of our land unite - Open the tape (twice) Let’s sing for peace - Let ss to listen and check Let’s sing for right Let’s sing for love between North and South - Ask ss to compare their partner Oh children of our land unite - Call ss to write on board of the world hold hands - Open tape again to check ss’ answer Children Let’s show our love from place * Answer key: Let’s shout out loud unite of 13 world Let’s make a stand peace world Oh children of the world, hold hands right show 10.love 10 place 11 North 11 out 12.South 12 stand 2, Main ideas: - Give ss minutes to read the song and find the main ideas for part and - Work individually - Ask ss to answer - Correct mistakes Part 1: Children of our land Part 2: Children or the world hold hands IV Post-listening: - Open tape again - Ss listen then practice singing the song - Ask ss to sing out V Homework: - Learn new words - Prepare for Read - Do exercise in workbook Planning date: Wednesday, November 28th , 2007 Unit 6: The young pioneers club Lesson 4: READ A Aims: - By the end of the lesson, students will be able to know more about a young organization - the Boy Scouts of America (BSA - Teaching aids: posters, pictures, tape B Procedures: * Warm-up: Jumbled words racchtaer = Character iojn = join mai = aim pexailn = explain nessmsibuan = businessman thauolgh= although I Pre-reading: 1, Pre-teach vocabulary: - citizenship (n): quyÒn c«ng d©n (example) - coeducational (adj): thuéc gi¸o dôc chung cho c¶ nam vµ n÷ (translation) - scout (n) : hớng đạo sinh (translation) - (to) encourage: khuyÕn khÝch (explanation) * Checking vocabulary: What and where T/ F statements predictions: The Boy Scout of America is a youth organization Scouting began in America William Boyce is a bussinessman in London Boys and girls can enjoy BSA Scouting Association is the biggest voluntary youth organization in The the world - Let ss look at the poster, read then guess which one is true (T) or false (F) III While-reading: Checking ss’guess: - Ask ss to read the text on p.57 then check T/ F 1, 5: T F: Scout began in England F: William Boyce is an American businessman F: BSA is mainly for boy Fill in the missing date: - Have ss read the text again then exercise on p.57 - Ss work individually and then compare with their partners a 1907 b 1909 c 1910 d 1994 Comprehension question: - Have ss read the text once more to answer the questions on p 57 a Scouting began in England in 1907 b The meeting between a boy scout and Mr William Boyce led to the Scout Association crossing the Atlantic in 1910 c Girls can join in The Girl Guides Association and Camp Fire Boys and Girls d The three aims are building character, good citizenship and personal fitnees III Post-reading: * Gap fill: - Get ss to close their books - Give them minutes of silent time to fill in the blanks The boy scouts of America in -(1) - in (2) - The scouts association crossed the Atlantic in -(3) (4) - can join the girl guides association and the co-educationa camp fire bouys and girls There are -(5) - aims of the (6) - program - Ask ss to answer and correct England 1907 1910 Girls scouting V Homework: - Learn vocabulary by heart - Prepare for WRITE - Do exercise in workbook Period 17 Planning date: Monday, December 3rd , 2007 Unit 6: The young pioneers club Lesson 5: Write A Aims: - By the end of the lesson, students will be able to write a letter about a future plan using “be going to” - Teaching aids: posters, pictures B Procedures: * Warm-up: Revision * Revision of the stucture: “be going to” - Ask ss the usage of “be going to” (to express a future plan) - Get ss to make the sentence: I’m going to + Verb Eg: I’m going to clean the house I Pre-reading: 1, Pre-teach vocabulary: - fund (n): quü, tiÒn quü (example) - resource (n): c¸c nguån tµi nguyªn (translation) - (to) register: ®¨ng ký (situation) - (to) recycle: t¸i chÕ (explanation) Checking vocabulary: Slap the board Reading note: - Ask ss to read the notice on p.58 and anwser questions to check their understanding ? What members of the Y & Y have to in the recycling program? ? What is the purpose of the recycling program? ? What other programs can members of the Y and Y parcitipate in? ? Who write the letter? - Nga ? To whom does Nga write? - Linh ? Is Nga a member of Y &Y? - Yes ? What does Nga write about to Linh? - Get ss to work in pairs to fill in the gaps in the letter II While-writing: - Ask ss to read the dialogue on p.59 - Ask them questions ? Why does Hoa look happy?(Because she is able to join in the Y & Y Green Group.) ? What is she going to in the environment months? She is going to clean the lakes, banks, plant trees and flowers in the park and water them ? What are they doing to earn money for their school Y & Y? They are going to plant young trees to sell to some school - Let ss read the dialogue then help Hoa to write a letter to her parents - Get ss to work in group of to write a letter on a poster Suggested letter: Dear Mom and Dad, I’m very happy to tell you that I’m ableto join tn the Y &Y Green Group of my school The Green Group is holding an environment month plan We are going to clean the lakes, banks on weekends We are also going to plant trees and flowers in the park and water them every afternoon after class We are planting young trees and plants to sell to other schools I hope that we can bring more green to the city and earn some money for the school Y &Y The program is very interesting and useful, isn’t it? I’m still in very good health I will tell you more about the group activities later With love, Hoa, VI Post-writing: - Move around the class to help ss to write - Ask ss to stick their letter on the board - Get the whole class to read the letters and correct them V Homework: - Prepare for Language focus - Learn new words + Do Ex Period 35 Planning date: 11/11/2009 Teaching date : 13/11/2009 Unit 6: The young pioneers club Lesson 6: Language focus A Aims: - By the end of the lesson, students will be able to use simple tense to talk about future activities and practice in gerunds - Teaching aids: posters, pictures B Procedures: * Warm-up: Revision * Revision of the stucture: “be going to” - Ask ss some questions about their activities and their summer holidays ? What you usually on your summer holidays? ? Are you members of the Young Pioneers and Youth Organization? ? Are there any activity programs for the summer? ? Do you take part in them? ? What activities you like most? II Practice: 1.Activity 1: Simple Present tense: - Ask ss to look at the dialogue on p.60 and read - Ask ss questions: ? What tense we use in the dialogue? - Simple present tense ? How to use this tense? - to express an action that happens in the future * Drill: - Ask ss to practice asking and answering about the Y&Y activity program by using the following cues: a/ collect and empty garbage/ Dong Xuan Market b/ Plant and water trees/ parks c/ Help elderly people/ March 26 d/ Clean up the trees/ June e/ Water trees and flowers/ am - 7am f/ collect and empty garbage/ 8am - 5pm a/ where they collect and empty garbage?- At Dong Xuan Market b/ Where plant and water trees?- In the park c/ When they help the elderly people/- On March 26 d/ When they clean up the trees?- On June e/ What time they water trees and flowers?- They start at 6am and finish at 7am f/ What time they collect and empty garbage?- They start at 8am and finish at 5am Activity 2: Gerunds: - Give an example: - Hoa likes drawing, out door activities and she also enjoys acting ? What is gerunds? - as noun and as verb ? What is its form? - V-ing ? When we use gerunds? - After some verbs: like, love, hate, enjoy, - Have ss to look at Ex.2 on p 61 then talk about our friends’ hobbies Eg: Ba loves camping, but he hates cooking meal - Work individually - Ask ss to write on board and correct mistakes 3.Activity 3: Modals verb - Let ss look at Ex.3b on p.62 - Run through - Ask ss use the phrase words on the box then fill in the dialogue - work in pair - Call ss to answer and correct III Homework: - Prepare for Test Period 37 Number WRITTEN TEST Planning date 12/11/2009 Teaching date:14/11/2009 A, By the end of the lesson Ss will be able to review their knowledge that they have learnt And teacher know how Ss understand the lesson B Content I Choose the best answer to complete the following sentences She … live in the countryside ( didn’t use to/ did used /didn’t used to/ use to) Nga is used to…(speaking/ to speak/spoke/speaks) English in class …… 1994, there were over five million scouts in America (at/in/on/for) My mother told me…….(not to stay/ stay/to stay/staying ) up too late Nga likes watching TV … …… she enjoys listening to music (but/and/so/because) a lot of meat is not good for our health (eats/eat/to eat/eating) The teacher told Ba …………… the book (close/to close/closing/closes) My brother plays soccer ………… (badly/good/bad/better) Lan hates …(watch/ to watch/ watching/watch)TV but she wants …(going / to go / goes / go)to the movies III Give the correct form of the verbs Yesterday the weather (be)……… bad, today it (be) ……… fine The boys like (play) ……………… games but hate (do) …………… lessons Hoa wants (go) …… …… to Lenin Park this Sunday He told me…(close) the door My teacher said to me that I…(spend)more time on my Math III Read the report card carefully and then check true (T) or false (F): Report card Name: Nguyen An Viet Subject: English Class: 8A Marking period: First Semester Days present: 80 Days absent: Behavior-Participation: S Co-operation: B Number I Choose the best answer to complete the following sentences She … live in the countryside ( didn’t use to/ did used /didn’t used to/ use to) Nga is used to…(speaking/ to speak/spoke/speaks) English in class …… 1994, there were over five million scouts in America (at/in/on/for) My mother told me…….(not to stay/ stay/to stay/staying ) up too late Nga likes watching TV … …… she enjoys listening to music (but/and/so/because) a lot of meat is not good for our health (eats/eat/to eat/eating) The teacher told Ba …………… the book (close/to close/closing/closes) My brother plays soccer ………… (badly/good/bad/better) Mai likes… ( learning / to learning / learn/ learns/ English but she doesn’t want … (learning / to learn/ learns/learn) Math II Give the correct form of the verbs Yesterday the weather (be)……… bad, today it (be) ……… fine The boys like (play) ……………… games but hate (do) …………… lessons Hoa wants (go) …… …… to Lenin Park this Sunday III Read the report card carefully and then check true (T) or false (F): Report card Name: Nguyen An Viet Subject: English Class: 8A Marking period: First Semester Days present: 80 Days absent: Behavior-Participation: S Co-operation: B Listening: B Speaking: C Reading: B Writing: A A = Excellent B = Good C = Fair D = Poor F = Fail S = Satisfactory U = Unsatisfactory Comments: Viet’s grammar is very good However, he should spend more time on pronunciation and speaking Teacher’s signature Parents’ signature Mr Cuong Mrs Nam ……… Viet’s grammar was very good ……… His listening and reading are excellent ……… Viet should practice speaking more ……… Viet behaved badly at school ……… His speaking is better than his writing ……… Viet’s mother signed (ký) the report card IV, Complete the sentence using the words given Mr Lien/ asked /me / give / you / dictionary  My teacher / said / we / should / listen / radio/ carefully  Planning date : 26/11/2009 Teaching date : 28/11/2009 Ba/ told / Hai / close / window  She / good / swimmer  - THE END - ANSWERS TEST Period 41 Planning date: 26/11/2009 Teaching date: 28/11/2009 Test review A, By the end of the lesson , Ss will be able to understand how to the test well Number I – 0,3 each didn’t use to speaking In not to stay and eating to close badly learning …………… to learn II – 0,3 each was / is playing … doing to go to close should spent III - 0,5 each 1T 2F 3T 4F 5F 6F IV, - 0,5 each Mr Lien asked me to give you this dictionary My teacher said that we should listen to the radio carefully Ba told Tuan to close the window She is a good swimmer No I – 0,3 each 1, didn’t use to 2,speaking 3,In 4, not to stay 5, and 6, eating 7, to close 8, badly 9, watching …………… to go II – 0,3 each 1, was / is 2, playing … doing 3, to go 4, to give 5, should stay III - 0,5 each 1T 2F 3T 4F 5F 6T IV, - 0,5 each Mr Lien asked me to give you this dictionary My teacher said that we should listen to the radio carefully Ba told Tuan to close the window She is a good swimmer - THE END - Planning date: Tuesday, December 11th, 20 Planning date: 19/11/2009 Teaching date : 21/11/2009 Unit 7: My neighborhood Lesson 1: Getting started + Listen and read A Aims: - By the end of the lesson, students will be able to know more about Na’s new neighborhood - Teaching aids: posters, pictures, tape B Procedures: * Warm-up: Matching: - Ask students to match the name of the places with suitable pictures - Answer : - a grocery b stdium - c wet market - d drug store; e hairdresser’s - f swimming pool I Presentation: 1, Pre-teach vocabulary: - tasty (n): ngon, hîp khÈu vÞ (example) - wet market (n): chî c¸ t¬i sèng (visuals) - (to) serve: phôc vô (situation) - pancake (n): b¸nh bét m× (realia) Checking vocabulary: Slap the board Pre-question: - How long has Nam lived in that neighborhood? - Where does Na want to go? II Practice: Ask students read the dialogue and then check their predictions * Answer keys: He has live there for ten years Na wants to go to a restaurant Comple the sentence:(Lucky number) a/ Na is new to the neighborhood b/ She and her family arrived last week c/ Na’s mother is very tired d/ There is a restaurant in the area e/ The restaurant serves food from Hue f/ Nam thinks the pancakes are tasty Answer given: a/ Nam has lived here for 10 years (How long has Nam lived here?) b/ Yes My mother is too tired to cook (Is Na’s mother tired?) c/ The restaurant serves Hue food (What kind of food does the restaurant serve?) d/ Hue food is very good (What is the food like?) - Let ss to look at the sentences above then make questions - Model with (a): How long has Nam lived here? - Work in pair - Ask pair to ask and answer III Production: * Write it up: - Ask ss to write a paragraph about their neighborhood by answering the following questions a/ How long have you lived in your neighborhood? b/ Do you loke it? Why? (people are friendly/ the environment is good/ safe) c/ Is there a restaurant/ post office/ market/ bank/ shop is your neighborhood? d/ How you to keep your neighborhood clean? - Ss write invidually and teacher moves around the class to help ss - Call ss to read out and correct mistakes IV Homework: - Do Ex 1,2 in workbook - Prepare for Speak - Learn vocabulary by heart Period 39 Planning date: 21/11/2009 Teaching date: 23/11/2009 Unit 7: My neighborhood Lesson 2: SPEAK- language focus A Aims: - By the end of the lesson, students will be able to talk about how to send parcels or letter - Teaching aids: posters, pictures, cards B Procedures: * Warm-up: - Greetings - What is this? A letter - Where can I post it to my friend? At the postoffice - How can I post it? How much? 800 VN dong - Is it more exerpensive when I send a parcel? Yes Of course - Have you ever sent a letter or a parcel? I Pre-speaking: Vocabulary: - surface mail (n): th gửi đờng bộ, th thờng (example) - air mail (n): th gửi đờng hàng không (explanation) - (to) weigh : c©n (situation) - parcel (n): bu kiÖn (realia) - Checking vocabulary: What and where Set the scene: Who are they? Where are they? At the postoffice What are they doing? Talking - Mr Kim wants to send a parcel to Qui Nhon, so she has to go to the post office ? Does Mrs Kim send the parcel surface air mail or surface mail? why? ? What’s the weight of her parcel? ? How much does she pay? - Let ss to read the dialogue on p 64, 65 to answer Ss work in pairs II While-speaking: Mapped dialogue: - T elicits and write on board A: Can I ? Clerk: Can I help you? B: I want to this to Sender: I want to send this letter to my sister in Hue? ? A: Do you want to it or Clerk: Do you want it to go air mail or surface ? mail? B: I want to it How Sender: I want to send it airmail How much does it ? weigh? A: I’ll have to it first It Clerk: I’ll have to weigh it first It weighs 400 kgs! weighs kilos That’ll be That’ll be two million 600 thousand dong please -B: All right - Run through the dialogue and let ss fill in the gaps quickly - Practice reading the dialogue a few times and erase some gaps each time so ss have to remember what goes in them Word cue drill: Hang on the poster on board - Ss speak in pairs using the following information (Ex.2 on p.65) - Show ss how to check in the chart to get the price III Post-speaking: Freer practice - Ss think of a relative or friend that they want to send a parcel to - Tell them to write down a present they want to send that friend (eg: a CD, a book) - Praise interesting ideas, remind ss of the price: 19,200 for every kg surface; 13,000 for every kg air mail IV Homework: - Prepare for Listen - Ask students to write a dialogue on their notebook - Do exercise in work book Planning date:22/11/2009 Period 40 Teaching date:24/11/2009 Unit 7: My neighborhood Lesson 3: Listen A Aims: - By the end of the lesson, students will be able to know what Na is going to on the weekend by listening - Teaching aids: posters, pictures, tape B Procedures: * Warm-up: - Greetings I Pre-listening: * Brainstorming and guessing: - Ask ss to look at advertisements of “What’s on this week?” and get ss to guess what is in the blanks 2-3-4 Movies Place Activity Place The new comer (has been done) Stadium School ground City/ Town Ground Drama/ play English Speak Club/ Contest Dancing Picture Exhibition Music Gallery Culture house School City Hall II While-listening: Listening task1: - Let students listen to the tape twice and give the answers - Give feedback *Answers: a the new comer b.Town ground c.English speaking Contest d Culture House Listening task 2: - Ask students to read the statements in the exercise on page 66 - Get students to guess which is true, which is false and which has no information - Let students listen to the conversation again and tick in the correct boxes * Answers: Statements True False No information a Na doesn’t know the neighborhood very well  b Na doesn’t like movies  c Na will go to the photo Exhibition  d Na won’t go to the English Speaking contest  e Nawill go to the soccer match with Nam  f Nam is soccer fan  III Post - listening - Ask students some questions to check their understanding of the conversation a Does Na like movies?(Yes) b.Why won’t she go to see the film “The New comer”?(because she has seen it before) c Why won’t Na go to the photo exhibition?(because it doesn’t open during the weekend) d Who will Na go to the soccer match with?(Nam, Ba and Minh) e.What time does the match start?(At p.m) -Ask students to work in groups to talk to their friends about what Na is going to this weekend IV Homework - Ask students to write a short passege about what Na is going to - Do exercise in work book - Prepare for WRITE Period 42 Planning date: 28/11/2009 Teaching date: 30/11/2009 Unit 7: My neighborhood Lesson 4: Read A Aim: By the end of the lesson, students will be able to understand the passage about a new shopping mall  Teaching aids: - posters B Content: * Warmer: * Guessing game: - Give definitions and get ss to find out the words as quickly as possible A place where you can buy everything (supermarket) A place where you can buy vegetables and fruit (grocery store) A place where you can buy books (bookstore) A place where you can come to eat (restaurant) A place where you can come to see the movies (movie theater) - Give ss good marks if they have correct answers I Pre-reading: Vocabulary: - selection (n): sù lùa chän (explanation) - convenient (n): thuËn tiÖn (situation) - mall (n): khu th¬ng m¹i (example) - discout (n): sù gi¶m gi¸ (situation) - (to) concern : quan t©m (situation) - resident (n): d©n c (synonym) - Checking vocabulary: Slap the board T/ F statement prediction: (in text book) - Ask ss a question: ? Do you know anything about the mall? II While-reading: Checking ss’prediction: - Have ss to read the text on p.67 to check - Ask ss to correct false statements F: The mall is open daily F: There are 50 stores in the mall F: Not everyone is pleased The owners of the small stores on Tran Phu Street are not happy T - T Comprehension question: - Let ss to read the text again then answer questions on p.68 - Work in pairs - Ask pairs to answer and correct mistakes ? What’s special about the new shopping mall? ? What facilities are available in the shopping mall? ? What the small store owners think about the new shopping mall? ? What kinds of goods will the stores in the mall offer? b/ Comprehension question: It is different from the present shopping area All the shops are under one roof There are 50 air conditioned specially stores, movie theater an 10 restaurants There is also a children’s play area They think the mall will take their business The stores in the mall will offer a wider selection of products, some goods are lower prices III Post-reading: * Discussion: ? Do you like going shopping? ? Where you often go shopping? ? Is there a mall in your village? ? Who you usually go with? ? How you often go there? ? What you often buy? - Let ss work in pairs then answer the questions - Call ss to answer IV Homework: - Prepare for Write Planning date: 29/11/2009 Period 43 01/12/2009 Teaching date : Unit 7: My neighborhood Lesson 5: Write A Aims: - By the end of the lesson, students will be able to write a notice - Teaching aids: posters, pictures B Procedures: * Warm-up: Shark attack N O T I C E I Pre-writing: Vocabulary: - effect (n) sù ¶nh hëng - hardware store (n) cửa hàng bán đồ kim loại - contact (v) liªn l¹c Checking vocb.: What and where Set the scene: - There is a new mall on Tran Phu Street and the residents have different ideas They’ll have a meeting How can they write a notice? - Hang on the community notice on board - Ask ss to look at, read and answer the questions a Who holds the meeting? b What they hold meeting for? c When is the meeting? d Where is the meeting? e Who can they contact for more information? - Have ss read Write on p.68 - Help ss to understand the text II While-writing: - Have ss write the notice individualy - Ask ss to share with their friends - Call ss to read out the notice - Ask ss to write on board - Ask them to find mistakes and correct - T correct mistakes Answer: The School English Speaking Club Holding a speaking contest to celebrate teachers’ day Date: November 15 Time: 7.30pm to 10.00pm Place: Hall 204, Building G Please contact Tran Thi Thu Hang of class 8H for more information IV Post-writing: - Have ss write one of notices about: + Class meeting + Sports club Suguesstied notice: The School sports club Holding a badminton tournament/contest Date: December 15 Time: 2pm to 5.00pm Place: School ground Please contact Mr Cuong for more information V Homework: - Do Ex in workbook - Prepare for Language focus Period Planning date: 12/12/2009 Teaching date 14/12/2009 Unit 7: My neighborhood Lesson 6: Language focus A Aim: By the end of the lesson, students will be able to use present perfect tense with “since”, “for” and adjecttives with: (not) as as, (not) the same as, different from - Teaching aids: - posters B Content: I Warmer: * Matching: - Devide class into two teams Get ss from two teams to go to the board and write each pair of infinitive-past participle - The team which writes more pairs wins the game Ex: be – been be see collected go worked lived seen eat attended write been written eaten work attend done live collect gone I Presentation: 1, Present perfect tense - Revise the form of present perfect tense Form: S + Have/ has + Vpp + O Use: to talk about something which started in the past and continues up to the present eg: I have lived here for 10 years Note: - for: length of time (a period of time) - since: starting point (a point of time) 2, Comparison: - tobe (not) different from: kh¸c víi - tobe (not) the same as: gièng víi - tobe (not) as adj as: b»ng… - short adj_er + than: h¬n - more + long adj + than: h¬n II Practice: Exercise 1:  been  lived  done  gone  attended  written  eaten  seen worked  collected Ex2: - for - for - since - for - since - since - since - for Ex 3: a have lived d have attended b haven’t eaten e has worked c haven’t seen f has collected Ex 4: a have been d Is g have/been b hope e want h have seen c have /lived f looks Ex 5: a/ not as big as h/ not as modern as e/ not as big as b/ diferent from g/ as long as f/ the same as c/ diferent from i/ not as cheap as d/ the same as V Homework: - Prepare for Unit 8: Getting started + Listen and read - Do Ex Period 44 Planning date:03/12/2009 Teaching date: 05/12/2009 Unit 8: Country life and city life Lesson 1: Getting started + Listen and read A Aims: - By the end of the lesson, students will be able to talk about city life and the country life - Teaching aids: posters, pictures, tape B Procedures: * Warm-up: Brainstorming G1: City - quiet, paddy field… G2: Country - noisy, car… I Presentation: Vocabulary: - relative (adj): hä hµng (example) - peaceful (adj): b×nh (situation) - permanently (adv): vÜnh viÔn, m·i m·i (explanation) - accessible (adj): có thể sử dụng đợc (translation) - remove area (n) vïng xa x«i (example) 2, Dialogue: Hoa: Where did you come back? Na: I came back from Kim Lien Hoa: Oh I’ve heard that it’s a beautiful place Na: I don’t want to live there permanently It’s too quiet But things are changing in the countryside and many remove areas are getting electricity Model sentences: Things are changing in the countryside Many remove areas are getting electricity Form: S + be + V_ing (often: get/become) Use: talk about the changes, developments eg: Oh It’s getting dark We must go home now II Practice: 1, Word cue drills: a computer/become/more important b houses/become/more beautiful c It/get/cold 2, Comprehension questions: - Have ss read the dialogue and then answer the questions in textbook * Answer key: a/ Na has been to Kim Lien village c/ She was there for the weekend e/ To her, the country side is peaceful and quiet and there is nothing to f/ There is no libraries, no movies, no supermarkets, no zoos h/ Country life is becoming better Many remote area are getting electricity, III Production: * Complete the sentences using GET or BECOME - Hoa/better student - He/strong - Things/morden - The weather/cold - The class/noisy - The city/busier IV Homework: - Learn vocabulary by heart - Do Ex in workbook - Prepare for Speak + Listen Planning date: 05/12/2009 Teaching date : 07/12/2009 Unit 8: Country life and city life Lesson 2: Speak , Listen A Aims: - By the end of the lesson, students will be able to talk about the changes of a place by using “present progressive” - Teaching aids: posters, pictures B Procedures: * Warm-up: Matching A B green, busy, tall, beautiful city, house, park, building, trees morden, noisy, dirty, wide streets, road, things, traffic expensive,clean… - Have ss match one word from column A and one suitable word in column B eg: green trees busy road… I SPEAKING Pre- - Hang on the pictures on board - Let sts to look at them to talk about the things that are changing in town using the words in the box - Run through the words in the box While- - Get ss to work in pairs and talk about the changes in the pictures - Check as a whole class Ask ss if the changes are a good thing or a bad thing and then label them with faces Ex: + The streets are getting dirtier  + The building are getting more beautiful  Answers: - The traffic is getting busier - There are more tall buildings and houses - The houses are getting more modern - The town is becoming more beautiful - There are more green trees - The streets are more becoming cleaner/ larger/ noiser - Goods are getting more expensive II LISTENING: Pre: - Have ss predict/guess what missing words are and then fill in While- - Ss listen and check their predictions - Ss give the answers - T corrects 1/ that 2/ this 3/ It’s 4/ Where 5/ from 6/ coming 7/ next week 8/ arriving 9/ Thursday 10/ late 11/ afternoon 12/ speak 13/ my 14/ get Use: talk about the changes, developments eg: Oh It’s getting dark We must go home now III Production: Period 45 - Have ss act out the dialogue Exercise 5: p.79 - Have ss look at advertisements then compare the house, villa and the apartment - Ss choose the words in the boxes and use the coparative or superlative then compare - Play noughts and crosses old (1) expensive (2) big (3) expensive (4 small (5) hot (6 big (7) beautiful (8 old (9) eg: The villa is bigger than the house 1/ The villa is older than the apartment 2/ The house is more expensive the the apartment 3/ The villa is bigger than the apartment Exercise 2: p.78 - Run through the dialogue - Have ss complete the dialogue using the verbs in the present progressive tense - Pairwork - - Ask pairs to read out and correct mistakes IV Homework: - Do Ex 2,3 in workbook - Prepare for listen Period 46 Planning date: 06/12/2009 Teaching date: 08/12/2009 Unit 8: Country life and city life Lesson 3: Read A Aims: - By the end of the lesson, students will be able to understand the text about one of the social problems - Teaching aids: posters, tape B Procedures: * Warm-up: Pre-questions - Do you want to live in the city/country? Why/Why not? (ss can say in VNamese) - What problem may arise when so many people move to the city? overcrowded, population increase, strain social service… I Pre-reading: Pre-teach vocabulary - migrant (n) d©n di c (explanation) - plentiful (adj) nhiÒu, phong phó (synonym) - struggle (n) đấu tranh (trans) - strain (n) sù qu¸ t¶i (situation) - rural (adj) thuéc n«ng th«n (situation) - urban (adj) thuéc thµnh phè (situation) Checking vocabulary: R-O-R 2, True/false statements: a People in the countryside don’t want to move to the city b They want to earn a lot of money in the city c There are enough schools and hospitals in the city city d Children always live with their parents when their parents move to the e The population in the city is increasing II While-reading: Checking T/F: - Have ss read the text and check predictions a F b T c F d F e T Gap fill: - Have ss read the text again and complete summary on p.75 using the information from the passage - Ss work individually (1) leaving (4) rural (7) schools (2) home (5) city (8) hospitals (3) city (6) problems (9) problem (10) world Finding the words: - Have ss read the text again to find the word in the passage that have meaning: a/ rural d/ strain b/ plentiful e/ tragedy c/ increase f/ urban III Post-reading: * Discussion: Advantages and disadvantages of the life in the city Advantages disadvantages modern life noisy many things a lot of people V Homework: - Prepare for Write - Learn new words + Do ex 4, in workbook Period 47 Unit 8: Planning date: 10/12/2009 Teaching date:12/12/2009 Country life and city life Lesson 4: Write A Aims: - By the end of the lesson, students will be able to write letters to their friends about their neighborhood - Teaching aids: posters B Procedures: * Warm-up: Play with words - T gives words and asks ss to put them into right topics Town Country both traffic lights, tall hill, farm, field, bridge, lake, river, bank, buildings, factories, mountain, woods, village, statue, car park… theaters, air-pollution… cottage, fresh air/foods… I Pre-reading: 1, Ordering: - Ask ss to order exercise Keys: Heading  Writer's address  Date  OpeningBody of letter Closing 2, Answering the questions: - Have ss work in pairs to answer the questions in ex.2 on p.76 (with possible answers)  Where you live? - I live in a small town/ big city/ village  What does your house look like? - My room looks very nice/ small with 5,6… rooms and a nice/ big garden  What can you see from your bedroom window? -… I can see a small park with many green trees and colorful flowers  How far is it from your house to school? - It is very near so I can walk  What kinds of facilities are there in your neighborhood? - There is a park/ a swimming pool/ some restaurants, a post office, a library  What things in your neighborhood you like best? why? - I like the park best beacause I can walk with my sister after dinner II While-writing: - Have ss write letter to friends about their neighborhood - Ss using the questions and answer to help them write a letter III Post-writing: - Ask sts to write the letters on board - Let sts to look at them then find the mistakes and correct them - Help ss correct mistakes Suggested letter: (Writer's address) (date) Dear ., I live in ( ), a small town My family has a large house with six rooms and a big garden From my bedroom window I can see a beautiful park with green trees, flowers and a lake We can don’t live far from my school so I usually walk there In my neighborhood, there is a swimming pool and a beautiful park On the weekend, I often go swimming with my friends Early in the morning, I always jog around the park But the thing I like best in my neighborhood is the public library near my school There I not only can study and read books but also watch video and learn how to use the computer Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me I would like to say good bye now I am looking forwards to hearing from you soon Love, (Signature) V Homework: - Prepare for Unit 8: Language focus - Do ex in workbook Period 48 Planning date:12/12/2009 Unit 8: Teaching date: 14/12/2009 Country life and city life Lesson 5: Language focus A Aims: - By the end of the lesson, students will be able to use comparative and superlative adjectives and further practice in present progressive tense to talk about the future - Teaching aids: posters B Procedures: * Warm-up: * Brainstorm: beautiful tall short adjectives long adjectives I Revision: 1, Activity one: comparative adjectives - short adjective-er + than + objective - more long adjective + than + objective eg: Lan is taller than Mai Hanoi is more beautiful than Vinh 2, Activity two: superlative adjectives - the short adjective – EST - the most + long adjective eg: Ba is the biggest in our class HCM is the most expensive city in Vietnam Note: Irregular adjectives: - good/ well -> better -> the best - bad -> worse -> the worst - many -> more -> the most - little -> less -> the least II Practice: Exercise 4: p.79 - Have ss look at the words to make comparison between the city and the country eg: The air in the country is fresher than in the city 1/ The food in the city is more expensive than in the country 2/ The school in the city is better than in the country 3/ The traffic in the city is busier than in the country 4/ The entertainment in the country is poorer than in the city 5/ The transport in the country is worse than in the city Exercise 5: p.79 - Have ss look at advertisements then compare the house, villa and the apartment - Ss choose the words in the boxes and use the coparative or superlative then compare - Play noughts and crosses old (1) expensive (2) big (3) expensive (4 small (5) hot (6 big (7) beautiful (8 old (9) eg: The villa is bigger than the house 1/ The villa is older than the apartment 2/ The house is more expensive the the apartment 3/ The villa is bigger than the apartment Exercise 2: p.78 - Run through the dialogue - Have ss complete the dialogue using the verbs in the present progressive tense - Pairwork - Ask pairs to read out and correct mistakes IV Homework: - Prepare for Revision Planning date: 13/12/2009 Teaching date : 15/12/2009 revision (1) A Aims: - By the end of the lesson, students will be able to use use reported speech and present perfect tense with since and for B Procedures: I Revision: 1, Activity one: Reported speech a/ “Sit down, please” the teacher said b/ “Can you open the door for me?” My mother said c/ “ You should study harder” my friend said (a)  The teacher told me to sit down (b)  My mother asked me to open the door for her (c)  My friend said I should study harder - Ask ss to give the form: Period 49 Form: (a) S + tell somebody to something (command in reported speech) (b) S + ask somebody to something (request in reported speech) (c) S1 + said + S2 + should + V(infinitive) + (advice in reported speech) 2, Activity two: Present perfect tense Form: S + has/ have + P.P eg: She has lived in Hanoi for 10 years They have seen Ha Long Bay since 2002 Note: for: a period of time since: a poit of time II Pratice: - Write the exercises on the poster - Ask ss to the exercises - Ss work individually * Exercise 1: Complete the sentences Put “since”, “for” into each gap He has been in London February She has lived in Vinh city 1989 They haven’t seen each other - a long time I have read this novel - two hours We haven’t phoned each other - last week 1, 2, 5: since 2, 4: for * Exercise 2: Complete the sentences with correct form of the verbs in the brackets He (learn) English since 1996 My brother - (not/ work) in that factory for 15 years We - (visit) Hue citadel for years Mr.Ba (buy) souvenirs for friends 1/ has learned 2/ hasn’t worked 3/ have visited 4/ have bought * Exercise 3: Change these sentences into reported speech “Please listen to me” Lan said “Can you turn on the radio for me” My mother said “You should practice English everyday” My friend said “Nam should work harder on math” The teacher said 1/ Lan told me to listen to her 2/ My mother asked me to turn on the radio for her 3/ My friend said I should practice English everyday 4/ The teacher said Nam should work harder on math IV Homework: - Prepare for Revision Planning date: Monday, December 31st 2007 revision (2) A Aims: - By the end of the lesson, students will be able to use use comparatives and superlatives of adjective B Procedures: I Revision: 1, Activity one: comparative adjectives - short adjective-er + than + objective - more long adjective + than + objective eg: Lan is taller than Mai Hanoi is more beautiful than Vinh 2, Activity two: superlative adjectives - the short adjective – EST - the most + long adjective eg: Ba is the biggest in our class HCM is the most expensive city in Vietnam Note: Irregular adjectives: - good/ well -> better -> the best - bad -> worse -> the worst - many -> more -> the most - little -> less -> the least II Pratice: - Write the exercises on the poster - Ask ss to the exercises individually * Exercise 1: Complete the sentence using the words in the bracket with suitable comparason form My sister is - (thin) than me Which one is (difficult) this exercise or that one? There are (many) boys than girls in my class Nam is (good) student in our school Ho Chi Minh city is - (big) than Hanoi 1/ - thinner -2/ - the most difficult -3/ - more -4/ - better 5/ - bigger -* Exercise 2: Rewrite the following sentences Anna is taler than Hoa -> Hoa isn’t My sister cooks better than my brother -> My brother doesn’t This shirt is not so expensive as that one -> That shirt is Hai is the most intelligent in this class -> No students -5 Nam doesn’t speak English as well as Mai -> Mai -6 Lan’s brother is a more careful driver than I am.-> Lan’s brother - 1/ Hoa isn’t as tall as Anna 2/ My brother doesn’t cook as well as my sister 3/ That shirt is more expensive than this one 4/ No students in this class are as intelligent as Hai 5/ Mai speaks English better than Nam 6/ Lan’s brother drives more carefully than I IV Homework: - Prepare for The first semester test