GIAO AN AV8

Unit 1: MY FRIENDS Week , Period : Lesson 1: - Listen & Read* Aims: - Reading the dialogue for details and revision of simple present and simple past tenses.. * Objectives: - By the end

Unit 1: MY FRIENDS Week , Period : Lesson 1: - Listen & Read

* Aims: - Reading the dialogue for details and revision of simple present and simple past

tenses

* Objectives: - By the end of the lesson, students will be able to know more about

Hoa-Lan-Nien and to review simple present and simple past tense

• Warm-up: (Pelmanism).

* Pre-reading:

1 Pre-teach vocabulary:

- to seem (translation)

- a next door neighbor

(explanation: a person who lives next to your house)

- to look like (translation)

2 Pre-questions:

a Is Nien Lan's friend or Hoa's friend?

b How old is Nien?

c Where does Nien live?

d Is she a beautiful girl?

* While-reading:

 Read the dialogue (p.10)

 Answer the questions in exercise 2 on page 11

* Answers:

a Nien lives in Hue

b No, she doesn't

c The sentence is "She wasn't old enough to be in my class"

d At Christmas

* Post-reading:

 Gap-filling: (live-sent-be-come)

"Hoa (1) in Hue last year, but now she (2) in Hanoi

Yesterday, Hoa's friend Nien (3) Hoa a letter Nien (4) Hoa's

friend neighbor when Hoa lived in Hue She (5) yourger than

Hoa She (6) to Hanoi in December

* Homework:

Ask students to do exercise 1(a) ; 1(b) (page 16) on their

notebooks

T – whole classGroupwork

T – whole class

Pairwork

Individual work

Unit 1: con’t Week , Period :

Lesson 2: Speak (page 11)

* Aims: - Listening for details to complete the dialogue and speak to describe someone.

* Objectives: - By the end of the lesson, students will be able to describe someone and

complete the dialogue by listening

 Ex: - She has long blond hair.

- She is short and thin

 Present the expressions in the box (p.12)

 Explain and read the expression

 Gap fill prediction

T – whole classGroupwork

(Dialogues p.12-13)

* While listening:

 Listen to the tape twice

 Compare with their prediction

* Post-listening:

 Practise the dialogues

Homework

Unit 1 : Con’t Week , Period :

Lesson 3: Getting started (p.10)

Read (p.13 - 14).

* Aims: - Reading for specific information.

* Objectives: - By the end of the lesson, students will be able to know more about Ba's

 Look at the pictures (p.10) and answer the questions

a What are these students doing?

b Do you like soccer / reading books ?

c Whom do you like playing with?

- (to) tell jokes: tell a story which makes people laugh

- sense of humor (translation)

 T / F statements prediction:

a Ba only has three friends - Bao, Song, Khai

b Ba and his friends have the same characters

c Bao-Song-Khai are quite reserved in public

d They all enjoy school and study hard

* While reading:

 Read the text (p.13)

 Check their prediction

a Ba has a lot of friends but he spends most of his time with

Bao, Song and Khai

b They have different characters

c Only Song and Khai are quite reserved

Pairwork

Individual work

Groupwork

- Read the text fluently.

Unit 1 : Con’t Week , Period :

Lesson 4: Listening

Language fuscus 1 (a,b) p 16

* Aims: - Listening for details to complete the dialogue about greeting at the first time.

* Objectives: - By the end of the lesson, students will be able to know greet each other.

 Present the expressions in the box (p.12)

 Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

* While listening:

 Listen to the tape twice

 Compare their prediction with their partner

 Listen to the tape again and correct

T – whole classGroupwork

Pairwork

Individual work

* Post-listening:

 Practise the dialogues

Homework

Unit 1 : Con’t Week , Period :

Lesson 5: Write (p.15

Language focus 3 (p.17)

* Aims: - Writing about oneself and about other people.

* Objectives: - By the end of the lesson, students will be able to write a paragraph about

their close friends

* Warm-up: (Kim's game).

 Look at the pictures and describe the people in the picture

(p.17)

a How many people are there in the picture?

b What is each person weaning?

* Pre-writing:

 Answer the questions (exercise 2 p.15)

His / Her name is She is years old He / She lives

at in with his He / She is tall,

He / She has short hair

He / She has a lot of friend………

 Write some information about one of their friends, then write

a paragraph about him or her

Pairwork

Individual work

* Objectives: - By the end of the lesson, students will be able to use simple present tense

to talk about general truths and write some sentences using the structure (not) + adjectiveenough + to-infinitive

 Pre – teach vocabulary

- A planet: (ex: the sun, the moon, the earth,…)

What are they?

- Mars

Translation

- Mercury

- Silly (adj) translation

 Revision of simple Present tense

* The simple present tense is used to express an action which is

* Practice: (word cue Drill)

a Read English books/v good

b Drive a car/ x old

c Carry this bag/ v strong

d Solve this problem/ x clever

T – whole classGroupwork

Pairwork Individual work

Pairwork Individual work

- Can you hang this picture over there?

 No, I am not tall enough to hang the picture over there

* Further practice:

 Exercise 4 (page 17)

* Homework:

- Ask students to write 5 sentences about themselves using the

structure: “(not) adjective enough + to infinitive”

Unit 2: MAKING ARRANGEMENTS Week , Period :

Lesson 1: Getting started (p.18)

Listen & Read (p.19)

* Aims: - Reading for details about a conversation on the phone

* Objectives: - By the end of the lesson, students will be able to use the telephone to

make and confirm arrangements

a Who made the call?

b Who introduced herself?

c Who invited the other to the movies?

d Who arranged a meeting places?

e Who arrange the time?

f Who agreed to the time?

* While-reading:

 Check their prediction

 Matching the phrases with their meanings

a Hold on

b Is six thirty all right?

c Where’s it on?

d A bit far from…

1 Nó được chiếu ở đâu?

2 Khá xa…

3 Sáu giờ 30 được chứ?

4 Chờ nhé

a What is Hoa’s telephone number?

b Which movies are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet?

What time?

• Post-reading:

T – whole classGroupwork

Pairwork Individual work

 Practice the conversation, using the frame:

S1: …

S2: Can I speak ….? This …

S1: …

S2: I’m going to see … Would you…?

S1: Of course But I have to ask…Hold on….OK….says I can go,

UNIT 2: Con’t Week , Period :

Lesson 2: Speak

Language focus 1.2.

* Aims: - Practice talking on the phone

* Objectives: - By the end of the lesson, students will be able to talk on the phone about

intensions with “going to”

- Do you have a telephone at home?

- How often do you make a phone call?

- What would you say when you pick up the phone to answer it?

- What would you say if you are the caller?

* Presentation:

- Are they talking on the phone?

- What do they intend to do?

- What time are they meeting? Where?

- What form of the verbs do you use to talk about intent?

 Form: S + be + going to + infinitive

 Use: Express an intension

* Practice:

 Word cue drill

- Are you going to see a movie?

- Yes, I am / no, I’m not

a See a movie

b B Play sport

c C Meet your friends

d D Help your mother

e E Do your homeworks

f F Watch TV

* Further Practice:

 Do exercise language focus 1 on phage 25

T: Nga has a movie ticket What is she going to do?

S: She going to see a movie

T – whole classGroupwork

Pairwork Individual work

Pairwork Individual work

a They are going fishing.

b She’s going to read a new novel

c She’s going to do her homework

d He’s going to watch an action movie on TV tonight

e She’s going to give him a birthday present

* Production:

 Practice the dialogue

*Homework:

Unit 2: Con’t Week , Period :

Lesson3 : Read

*Aims: Reading the paragraph for details about Alexander Graham Bell.

*Objectives: By the end of the lesson, Ss will be able to know more about Alexander

 Warm – up: (Brainstorming).

To chat with friend To communicate

Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another country to live

- (to) transmit : (translation) truyền đi

- (to) conduct : điều khiển

- (to) demonstrate : chứng minh

- a device : thiết bị

- a deaf – mute a person who is unable to hear and speak

-to come up with : tìm thấy

 T/F statements prediction:

a Alexander G Bell was born in the U.S.A

b He worked with deaf- mute patients in a hospital in

Boston

c Thomas Watson was Bell’s assistant

d Bell and Watson introduced the telephone in 1877

e Bell experimented with way of transmitting speech

between deaf- mute over a long distance

f Bell demonstrated his invention at a lot of exhibition

 While – reading:

 Read the text on page 21-22

 Check their prediction

 Correct the false Statements

 Put the events in the correct order (p.22 Exercise 2)

 Alexander Graham Bell:

1 Was born in Scotland

2 Went to live in Canada.

T – whole classGroupwork

Pairwork Individual work

Pairwork Individual work

What is the telephone used

for?

3 Went to live in the United States.

4 Worked with people who could neither speak nor hear.

5 Worked with Thomas Watson.

6 Success fully demonstrated his invent.

7 Invented the telephone.

 Post- reading: (write- it- up)

 Write a paragraph about Bell’s life, using the information

in the text

Unit 2:Con’t Week , Period :

Have you ever taken a telephone message? When you take

a message, what should be mentioned in the message?

(Date, time, who sent, to whom, content)

Message: Mr Nam called about his stationery order He

wanted you call him at 8634082

Taken by: Mr Toan

 Post- writing:

T – whole classGroupwork

Pairwork Individual work

Pairwork

 Set the scene: “Tom phoned Nancy, but she was out Lisa,

Nancy’s sister took a message for Nancy Help Lisa to

write the message ”

 Answer:

Date:

Time:

For: Nancy

Message: Tom called about playing tennis this afternoon

He will come over to pick you up at 1.30

Taken by: Lisa

Individual work

Unit 2: Con’t Week , Period :

Lesson 5: Listen

Language focus

*Aims:Listening for details and further practice in adverbs of place

*Objectives: By the end of the lesson, Ss will be able to complete telephone message by

listening and further practice in adverbs of place

 Set the scene

 Guess the message

KINGSTON JUNIOR HIGH SCHOOL

 Listen to the tape

 Compare with their guess

 Presentation: (Jumbled words )

 Set the scene: “Ba is playing hide and seek with his

cousin, Mr Tuan Use the adverbs of place to complete

the speech bubbles”

 Answer:

a Where is Tuan? I think he is

b No, he isn’t here upstairs

c He isn’t downstairs and he isn’t upstairs

d Perhaps he’s outside

T – whole classGroupwork Pairwork Individual work

e No, he isn’t there

f I’m not outside I’m inside, Ba

Unit 3: AT HOME Week , Period :

Lesson 1: Listen and read (p 27-28)

Language focus 1 (p.34)

*Aims: Helping Ss to read the dialogue for details and practise the modal verbs: must

have to, ought to

*Objectives: By the end of the lesson, Ss will be able to understand the dialogue and use

modal verbs to talk about the housework

 Warm- up: (Kim’s game)

 Look at the pictures on page 27 and write the chores she

often does at home

a washes dishes b Make the bed

c cook d sweep the floor

e tidy up f feed the chicken

 Pre- teach vocabulary:

 Set the scene at the dialogue

 Student listen to the dialoguewhile looking at their books

 Complete the list of the thing Nam has to do

Nam has to - cook dinner

- go to the market to buy fish and buy vegetables

 Exchange: what do you have to do?

- I must wash dishes

 Practice: (Use the picture cues drill )

a Make the bed

b Sweep the floor

T – whole classGroupwork

Pairwork Individual work

- Form:

Has/ Have to + infinitive = must + infinitive

- Meaning: phải (làm gì)

Do exercise language focus 1 on page 34

 Homework:

Write things you have to do on Sundays

Ex: On Sunday, I have tidy my room I have to help my parents…

Unit 3:Con’t Week , Period :

Lesson 2: Speak (p 28- 29)

*Aims: Practising speaking

*Objectives: By the end of the lesson, Ss will be able to use the prepositions of place to

talk about the positions of furniture in the house

 Warm- up: (Kim’s game)

- Look at the picture (p 28) and write the position of each

item

 Presentation:



- Where is the clock? It’s above the fridge

- The fruit? in the bowl

- The flowers? on the table

 Practice:



Talk about the position of each item

 Further- Practice:

 Set the scene:

Mrs Vui bought new furniture for her living room, but she can

not decide where to put it You should help her to arrange the

- I think the coffee table should be between the couch and

the arm chair

- Let’s put the telephone next to the couch

- I think we should put the magazines above the books on

the shelves

 Homework: (write it up)

Describe your living room / bedroom

T – whole classGroupwork

Pairwork Individual work

Unit 3: Con’t Week , Period :

Lesson 3: Read

Language focus 4

Aims: Reading for details safety precautions in the house and further practice in why –

questions and answers - Because

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

precautions in the house and use why – because

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 can not start a fire

e Putting a knife into an electrical socket is

dangerous

f Young children do not understand that many

household objects are dangerous

 Answer the question

a Why must we put all chemicals and drugs in locked

cupboard

b Why mustn’t we let children play in the kitchen?

T – whole classGroupwork

Danger in the home for children

c Why mustn’t children play with matches?

c Why must we cover electrical sockets?

d Why do we have to put all dangerous objects out of

children’s reach?

 Post – reading:

Practice in why question with because answer by doing the

exercise language focus 4

Pairwork Individual work

T – whole class

Unit 3: Con’t Week , Period :

Lesson 4: Language focus 3 (p 36)

*Aims: Further practice in reflexive pronouns

*Objectives: By the end of the lesson, students will be able to use the reflexive

 Warm-up: (Brains storming)

tidy up do our homework

cook

clean the floor

repair the machine

fix the TV set

 Presentation:

 Set the scene: “you do your home work and no one help

you what do you say? ”

 Form: we use I with myself

You yourself

He himself She herself

We ourselves They themselves

It itself

 Practice:

 Word cue drill:

a You / do / homework

Did you do your homework?

Yes I did it myself

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the picture

e You / do / your chores

 Further practice:

Complete the dialogues, using the reflexive pronouns:

a Miss Lien: Did S.O help Ba draw that picture?

Bao: No, he did it himself

T – whole classGroupwork

T –Whole class

Pairwork Individual work

Things you

can do

Things you can not do

I do my homework myself

b Nga the repairman can’t fix the washing machine until

tomorrow

Mrs Linh: Come on We’ll have to try and do it (1)

c Aunt Thanh: What’s the matter?

Hoa: I cut (2) …

d e page 36

 Homework:

Write 3 sentences with reflexive pronouns and 3 sentences

with emphasis pronouns

Unit 3:Con’t Week , Period :

Lesson 5: Listen

Language focus 2

*Aims: Listening and further practice in modal verb: ought to

*Objectives: By the end of the lesson, students will be able to identify the right item by

listening further practice in modal verb: ought to…

 Suggested list of food: chicken, beef, cake, candy, garlic,

noodles, bread, rice, ham, peas, ……

Set the scene :”Hoa is very sad because she failed her English

test What do you say to advise her?”

You should study harder

- use: “should” is used to give advice to some one

- Meaning: nên

 Practice:

 Give advice to people in the picture (p 35)

a I failed my English test

you should study harder

Pairwork Individual work

T – whole class

Pairwork Individual work

The washingmachine notwork

 Homework:

Write some advice when your friends feels sick

T – whole classGroupwork

Unit 3: Con’t Week , Period :

Lesson 6: Write.

*Aims: Writing a description of a room

*Objectives By the end of the lesson, students will be able to write a description of a

room in their house

Ask something about the room on page 32

- Which room is this?

- What’s this? Where is it?

1 What is there on left of the room?

2 Where is the bookshelf?

3 What is there on the right of the room?

4 Where is the wardrobe?

 While- writing:

 Describe Ha’s kitchen, using the give cues.(p 33)

 Answer:

- This is Hoa’s kitchen

- There is a refrigerator in the right corner of the room

- Next to the refrigerator are the stove and the oven

- On the order side of the oven, there is a sink and next to the

sink is a towel rack

- The dish rack stands on the counter on the right of the

window and beneath the selve

- On the selve and on the counterbeneath the window, there

are jars in sugar, flour and tea

- In the middle if the kitchen, there are a table and floor chairs

Pairwork Individual work

Pairwork Individual work

Unit 4: OUR PAST Week , Period :

Lesson 1: Listen and read

Aims: Reading the dialogue about the life of many year ago

Objectives: By the end of the lesson, students will be able to tell the activities people use

 Warm-up: (getting started)

Look at the picture on page 38 and write the names of the

things that do not belong to the past

 Pre- reading:

 Pre – teach vocab:

- (to) look after

- Equipment

- folk tale

- Traditional

- great grandma

 Checking: what and where

 True / false statement prediction

a Nga is used to live on a farm

b Nga’s grandma didn’t go to school

c She has an easy and happy life when she was young

d There wasn’t any modern equipment at her time

e “The lost shoe” is a short story

 While- reading:

 Read the story

 Check their prediction

 Correct the false statement

 Answer the question

a Where did Nga’s grandmother use to live?

b Why didn’t she go to school?

c What did Nga great grandma?

d What did Nga’s great; do? Grandmother and great

grandfather do after dinner?

e What did Nga’s ask her grandma to do at the end of the

conversation?

 Post- reading:

 Fact or opinion

a I used to live on a farm

b There wasn’t any electricity

c Mom have to do every thing without the help of modern

T – whole classGroupwork

Pairwork Individual work

T-whole class

Pairwork Individual work

d My father used to tell stories

e The best one was The Lost Shoe

f Traditional stories are great

 Homework:

- Learning vocabulary

- Read the dialogue again

-Unit 4: Con’t Week , Period :

Lesson 2: Speak

Language focus

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

Objectives: By the end of the lesson, students will be able to use “used to” to talk about

the things they used to do

Teaching aids: Text book

 Use: used to express a past habit, or an action usually

happened in the past

 Meaning: đã thường hay làm gì

 Practice: (word cue drill)

a Live / Hue / Hanoi

- Did you use to live in hue?

- No, I used to live in Hanoi

b Have / long hairs / short hairs

c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning

 Production:

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

b How / they / travel?

c What’s about the electricity?

d What’s about their life / work?

e Did children use to go to school?

f What’s about their entertainment?

 Answer:

a People used to live in small houses Now they live in big

houses and buidings

b People used to walk Now they can go by cars or motorbikes

 Homework:

Write about the things you used to do last year

“Last year, I used to get up late Now, I get up early”

T – whole classGroupwork

T – whole classGroupwork

Pairwork Individual work

S + used to + infinitive

S + didn’t used to + infinitive

Unit4: Con’t Week , Period :

Lesson 3: Read (p 41- 42)

Aims: Reading the story “the lost shoe for details”

Objectives: By the end of the lesson, students will be able to understand and retell the

story “the lost shoe”

 Warm-up: (Brains storming)

Name some folk tales that you have read

One hundred- section

bamboo

seven- mile shoes

 Pre- reading:

 Pre- teach vocabulary

- cruel (a) (translation)

- upset (a) (synonym)

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 tale part in the festival

 While - reading:

 Read the story “The lost shoe” on page 41 and check their

prediction – correct the false statements

 Answer the questions

a Who was Little Pea?

b What did Stout Nut’s mother make Little Pea get her new

Complete the sentences with words from the story ( p 42)

 Homework: rewrite the story

T – whole classGroupwork

Pairwork Individual work

The folk tales

Unit 4: Con’t Week , Period :

Lesson 4: - Listen _ Language focus 1-2

Aims: Listening and further practice in past simple tense

Objectives: By the end of the lesson, students will be able to understand the main idea of

a story by listening and further practice in past simple tense

Run ran fly flew ride came rode eat ate sit sat come

 Pre- teach vocabulary:

Predict the moral lesson of the story

a Don’t kill chickens

b Don’t be foolish and greedy

c Be happy with what you have

d It is difficult to find gold

 While - listening:

Listen to the tape and check the prediction

 Post - listening

 Answer the question

a How did the farmer live?

b What did he discover?

c What did he decide to do?

 Language focus 2:

 Complete the dialogues below Use the past simple

a Lan:……… ?

Nga: No, I ate noodles

b S1: How did you get to school?

- Write twenty irregular verbs on the notebooks

- Retell the story based in the answers

T – whole classGroupwork

Pairwork Individual work

T – whole class

Pairwork Individual work

Pairwork

Unit4: Con’t Week , Period :

Lesson 5: Write 1-2.

Aims: writing a short story

Objectives: By the end of the lesson, students will be able to use simple past tense to

write a folk tale

- Do you want to read imaginary stories?

- Name some of them

- Which story do you like best?

- Do you read the story “how the tigers got his stripes ”?

- (to) light – lit – lighted

 Read and complete the story (p 43)

 Answer:

1 appear 2 as 3 said

4 left 5 went 6 tied

7 lit 8 burned 9 escaped

 Answer the questions:

a Where was the man

b What did they buffalo do when the tiger appeared?

c What did they tiger want to know?

d What did he do before going home why?

e What did he do when he returned?

 While - writing:

Write the story

 Post - writing:

- sharing and correcting

- Take some writing to correct in front of the class

Pairwork Individual work

Whole class

T-whole class

Unit 4:Con’t Week , Period :

Lesson 6: Language focus 3-4.

Aims: Further practice in prepositions of time and “used to”

Objectives: By the end of the lesson, students will be able to use prepositions of time and

“used to” (to talk about the action which always happens in the past)

After / before 6 Am July 2nd

7 a.m and 9 a.m

T- whole class

Pairwork Individual work

Group work

Unit 5: STUDY HABITS Week , Period :

Lesson 1: Getting _ Listen and read.

Aims: Reading the dialogue for details

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

between Tim and his mom about his study

Language contents:

Teaching aids: Text book

Procedures: