ENGLISH 8 PERIOD 16 17 18

Use “must” or “have to” your book and the verbs in the box, and the verbs in the box: completing the dialogue by putting “have 1 must / have to tidy to” or “must” in the correct blanks 2[r]

Date of planning:08/10/ 2021 Period : 16

UNIT 3: AT HOME LESSON: 5 LANGUAGE FOCUS

A.Objectives

1.Knowledge

-The aims:

+ The aims: By the end of the lesson, ss will have a good chance to review:

- Reflexive pronouns

- Modals: must, have to, ought to

- Why? Because…

+ Vocabulary: fail(v); repairman (n); draw(v); tank(n)

+ Structures: Reflexive pronouns, modals

Why? Because…

2 Skills:- Practice reading, writing, speaking.

3 Attitude: Help ss to have good consciousness in order to practice using

“must” or “have to”, “ought to” , reflexive pronouns, Why and Because

B Preparations

1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker

2 Students: Unit 5 Language focus

C Techniques:

- Model-Talk-Practice, individual work, pair work

- Some techniques can be used: Multiple choice, Fill in the blanks

D Procedure :

I.Organization: ( 1 minute)

- Greeting: Good morning!

- Who’s absent today?

* Warm up: (5’)

- Ss do exercises

 Multiple Choice / Marks :

1 I have a lot of _ to do, so I can’t go with you

a homework

b home works

c homeless

2 Ba has _ close friends

a two b three

III New lesson:

Activity 1: (9’)

*Aim: -SS can understand and practice

using “must” or “have to”

*Methods: Gap fill

* Work arrangement : Individual, pair

work

* Time: 9’

* Procedure

- Set the scene: “ What does Nam have to

do when his mother has to go and visit

Granma after work?”

He has to/ mustcook dinner

- T explains how to use : “must, have to”

Modal verbs: Must , have to, ought to

(Both Must and have to express

obligation or necessity, but there are some

small differences:

Must expresses the speaker's feelings,

whereas have to expresses, above all, an

impersonal idea)

- Must + bare-inf : (phải) diễn đạt tính

chất bắt buộc

- Have to + inf :(phải) diễn tả sự bắt

buộc / cần thiết

- T asks : “Now you look at the pictures in

your book and the verbs in the box,

completing the dialogue by putting “have

to” or “must” in the correct blanks

- Ss work in pairs and play the roles the

dialogue

- T corrects and notices Ss :

* Activity 2: (9’)

*Aim: -SS can understand and practice

using “Ought to”

*Methods: Writing

* Work arrangement : Individual, pair

work

* Time: 9’

* Procedure

c four d five

* Activity 1: (9’)

- Ss listen carefully and write notes

1 Look at the pictures Complete the dialogue Use “must” or “have to” and the verbs in the box:

(1) must / have to tidy (2) have to / must dust (3) must / have to sweep (4) must / have to clean (5) must / have to empty (6) must / have to feed

- Set the scene: “ Hoa is very sad because

she failed her English test What do you

say to advise her?”

+ “ You should study harder”

Can you tell me another word for “

should”?

+ “ ought to”

- Use: “ ought to” as well as “

should” is used to give advice to

someone

- Form: ought to + Infinitive

- T asks “When do we use “ought to”

What does it mean?

- Meaning: Nên

- T asks “You look at the pictures page 35

and use “ought to” to give advice to the

people in the pictures”

- T gives examples

- Ss notices

- Ss give advice (individually)

- Ss compare with a partner

- Ss go to the board and give advice

- Ss write in their notebooks

* Activity 3: (9’)

*Aim: -SS can understand and practice

using Reflexive pronouns

*Methods: Gap fill

* Work arrangement :group work

* Time: 9’

* Procedure

- T explains how to use “Reflexive

pronouns”

- Set the scene: “ You do your homework

and no one helps you What do you say?”

+ “ I do my homework myself

- Form:

We

use

yourselves

* Activity 2: (9’)

- Ss answer

 Ought to + inf : (nên, phải nên) : khuyên, đề nghị

2 Look at the pictures Use “Ought to” to give advice to these people:

b You ought to get up early

c You ought to eat more fruit and vegetables

d You ought to go to the dentist

* Activity 3: (9’)

- Reflexive pronouns

 Usage: người, vật chịu ảnh hưởng chính hành động của mình

We Ourselves

- Emphasis pronouns: Used to emphasize

a person or a thing

Eg: She cut herself

John saw himself in the mirror

- T asks “Now you work in pairs and

complete the conversation by putting the

reflexive pronouns in the right blank”

- Ss work in groups and play the roles a,

b, c, d, e

- T corrects the mistakes

* Activity 4: (9’)

*Aim: -SS can understand and practice

using Why-Because.

*Methods: Qs & As

* Work arrangement :pair work

* Time: 9’

* Procedure

- T asks: “Why did Hoa go to school late

this morning?”

- T asks Ss to work in pairs - opened pairs

- T corrects the mistakes

- Ss write

3 Complete the dialogues Use the reflexive pronouns in the box You will have to use some of the reflexive pronouns more than once:

b (1) ourselves

c (2) myself (3) yourself

d (4) himself (5) herself (6) themselves

e (7) yourselves

* Activity 4: (9’)

- Ss answer: Because she watched TV late last night

4 Work with a partner Ask and answer questions about Hoa, Nam,

Ha, Nga, and Mrs Vui using Why-Because.

b Why did Nam have to cook dinner?

- Because his mom was home late

c Why did Mrs Vui, Nam’s mom go home late?

- Because she had to visit his grandma, she was sick

d Why did Ha fail her English exam?

- Because she didn’t learn for her exam She played the computer

e Why didn’t Nga go to the movies?

- Because she had to do her chores She had to clean the kitchen and sweep the living-room

IV Summary(1’)

T reminds ss of the main content of the lesson

V Homework(2’)

- Review all model sentences, grammars in Unit 3

- Do exercises in workbook

-Read again all dialogues in language focus (Unit 3)

-Prepare :45-minute TEST

*Evaluation:

UNIT: 4 OUR PAST

I Objectives:

1 Topic: - Our past

2 Competences:

- Talk about past events, express feeling, distinguish between fact and opinions, write a short imaginary story

3.Skills:

- Speaking: Talk about the way things used to be and the way they are now

- Listening: Listen to monologues / dialogues within 100 words for general or

detailed information Listen to the story about the moral lesson

- Reading: Read dialogues and passages within 120-150 words for general or detailed information Read the story”The lost shoes”

- Writing: Write a short imaginary story

4 Grammar:

- Past simple Tense

- Used to

- Prepositions of time (in, at, on,…)

5 Vocabulary:

look after(v) ; great grandma(n); meal (n); sound(v) ; electricity(n); modern(a); equipment(n) ; story(n); folktale (n); traditional (a), air(n); fresh(a) ; polluted(n) lay(v); discover(v) ; gold(n); shout(v); rich(a); amazement(n);

unfortunately(adv); dead(a) = kill(v); foolish(a); greedy(a); find(v)

II Unit plan:

Unit 1: A visit from penpal (6 periods)

Period 1 : Listen

Period 2: Read

Period 3: Read(cont)

Period 4: Write

Period 5: Write(cont)

Period 6: Language focus

************************

Date of planning:08/10/2021 PERIOD :17

UNIT 4: OUR PAST

LESSON: 3-LISTEN

A.The aims of the lesson

1.Knowledge

-The aims: By the end of the lesson, ss will be able to listen to the story and

choose the most suitable moral lesson

+ Standard knowledge:Listen to the story and choose the most suitable moral

lesson

+Advanced knowledge:Answer some questions about the tale, tell some other

similar tales they know

-Basic language:

+ Vocabulary: lay(v); discover(v) ; gold(n); shout(v); rich(a); amazement(n);

unfortunately(adv); dead(a) = kill(v); foolish(a); greedy(a); find(v)

+ Structures: Past simple, once a (poor) farmer…

2 Skill:

- Practice listening

3 Attitude:

Help ss to have good consciousness in order tolisten to the story and choose the most suitable moral lesson

Help Ss to learn hard, to understand the moral lesson and don’t be foolish and greedy

B Preparations

1 Teacher: lesson plan, English 8-book, computer, speaker, projector

2 Students: review the grammar points and vocabulary, English 8-book

C Techniques:

- Model-Talk-Practice, individual work, pair work

- Some techniques can be used: network, Question- answer

D Procedure :

I.Organization: ( 1 minute)

- Greeting: Good morning!

- Who’s absent today?

Teacher’s activities Students’ activities

II.Warm-up(3’)

Ask ss to play the game “Networks”

Divide the class into 2 teams and ask

them to play on the stage

Remark the game and present the new

lesson

III New lesson

1.Pre - listening (10’)

*Aim: -SS can understand and

-Vietnamese folktales

pronounce the new words.

T introduces the content of the lesson:

the moral lesson

*Methods: W& W

* Work arrangement: Pair, group

work, Individual

* Time: 10’

* Procedure

Present the new words

Ask ss to repeat the new words in

chorus

Ask 3 ss to read and correct the

mistake

Ask ss to retell the structures of

commands

Hang the picture and present the tale

2 While- listening (20’)

*Aim: -SS can listen and check

prediction

*Methods: Q & A

* Work arrangement : Individual, pair

work

* Time: 20’

* Procedure

Play the tape (3times)

Ask ss to give out their answers on the

board

Ask others to remark and correct

Remark and give out the answers

Ask ss to answer some questions

about the tale

1) Did the farmer use the eggs to buy

food and clothing?

2) How many gold eggs did the

husband see?

3) Did they cut open all the chikens?

4) Did they find any eggs?

5) Were the chickens dead?

3 Post- listening (8’)

*Aim: -SS can understand and retell

the story

*Methods: Retell

*Vocabulary:

- greedy(a): tham lam

- foolish (a): ngu xuẩn

- lay- laid (v): đẻ trứng

- discover (v): phát hiện

- In amazement (exp)bằng sự ngạc nhiên

*Checking /:What and where

-ss to guess the moral lesson

- ss to give out their ideas

The moral lesson: Don’t be foolish and greedy

Listen carefully and check Correct by themselves

* Suggested ideas:

1) Yes, he did 2) He saw one gold egg 3) Yes, they did

4) No, they didn’t 5) Yes, they were

- Tell the story again and give the lesson

* Work arrangement: pair work

* Time: 8’

* Procedure

-T asks some Sts to tell the story

again and give the lesson from this

story

- T can help if necessary

from this story

IV Summary:(1’)What is the text about? What is the moral lesson?

V Homework(2’)

Do ex in the ex book

Prepare Unit 4: L4 Read

*Evaluation:

Date of planning: 08/10/ 2012 PERIOD :18

UNIT 4: OUR PAST

LESSON :4-READ

A.Ojectives

1.Knowledge

-The aims: By the end of the lesson, ss will be able to read and understand the

tale “ The lost shoe”

+ Standard knowledge:Read and understand the tale “ The lost shoe”

+Advanced knowledge:Write a summary of the tale

-Basic language:

+ Vocabulary: Little Pea (n); Stout Nut (n); die (v) ; marry (v); cruel (a); upset (a); festitval (n); harvest (n) ; prince (n); fairy(n); rag(n); drop(v); loose(v); own(v)

+ Structures: Past simple

2 Skill:

- Practice reading

3 Attitude:

Help ss to have good consciousness in order toread and understand the tale “ The lost shoe”

Educate ss to learn hard, love the beauty and kindness

B Preparations

1 Teacher: lesson plan, English 8-book, computer, speaker, projector

2 Students: review the grammar points and vocabulary, English 8-book

C Techniques:

- Model-Talk-Practice, individual work, pair work

- Some techniques can be used:Slap the board, Rub Out and Remember, T / F Statement Predictions

D Procedure :

I.Organization: ( 1 minute)

- Greeting: Good morning!

- Who’s absent today?

- * Warm up: (5’)

T calls Ss to remind the name some

folktales that Ss have read

- Ss remind

- Tấm Cám

- The frog prince

- one hundred - section bamboo

- Snow White and 7 Dwarfs

- Seven-mile shoes

- Ss retell the story “Tấm Cám”

III.New lesson:

1 Pre - reading: (10’)

*Aim: -SS can understand and pronounce

the new words

T introduces the content of the

lesson:folktale

*Methods: Slap the board, T/F

* Work arrangement: Pair, group work,

Individual

* Time: 9’

* Procedure

Elicit – model – repeat - Copy - check

Checking :

- Ss guess the predictions with closed

books

- Ss guess which is True, which is False

and then share with their partners

- T gives feedback

2 While - reading: (20’)

*Aim: -SS can read, understand the text

about folktale

*Methods: T/F, Gap fill, Q & A

* Work arrangement: pair work,

Individual

* Time: 20’

* Procedure

-Ask Ss to listen and read “The Lost

Shoe” on page 41 and check their

predictions

 New words:

- cruel (a): (translation) độc ác

- upset (v): (synonym)làm lôn xộn, làm khó chịu, (a) buồn phiền

- fairy (n): (translation)

- magical (a)  magically (adv) kì diệu

- rag (n): (realia) quần áo rách

- (to) fall in love with: (translation)

- immediately (adv)

Slap the board / Rub out and

remember

 T / F Statement Predictions :

a Little Pea’s father is a poor farmer

b Her father got married again after his wife died

c Her new mother was beautiful and nice to her

d She worked hard all day

e She didn’t have new clothes to take part in the festival

Ss listen and read in silence “The Lost Shoe” on page 41 and check their predictions

- Sscorrect the false statements

Gues s

Read Corrections

a

b

c

T T

F - Her new mom

- T asks Ss to correct the false statements

- T asks Ss to work in pairs, filling in the

blanks with suitable words from the story

- Ss read aloud

- T corrects the mistakes

3 Post - reading: (5’)

Read the story again

d

e

T F

was cruel to her

- A fairy gave her beautiful clothes

 Gap filling :

a Little Pea’s father was a farmer

b Little Pea’ mother died when she was young

c Little Pea had / used to do the housework all day after her father got married again

d The prince wanted to marry a girl from Little Pea’s village

e Stout Nut’s mother did not make new clothes for Little Pea

f The Prince found Little Pea’s lost shoe

IV Summary:(2’)

T summarizes the story and ask ss to give its moral lesson

V Homework: (2’)

- Retell the story The Lost Shoe

- Prepare : Unit 4: L5 Read

*Evaluation: