Lesson plan English 8

- Ss : make new sentence Ex : I am tall enough to play volleyball - T : Ask Ss to practise the model sentences by using given words - Ss : practise the model sentences - T : Ask Ss to a

- Ss will be able to use present tense more fluently

- Understand and use some model sentences clearly, exactly

- Know more about Hoa - Lan - Nien

II Language content:

Vocabulary: Seem

Structure: What do/ does look like?

To seem + adj + comp

To be (not) adj + enough

III Teaching method:

IV Teaching aids: Textbook, teacher's book, pictures

V Time: 45'

VI Steps of teaching.

1 Getting started - (warm-up)

- T : Ask students more questions: Which sports do you like?

- Ss: answer the questions

I like play soccer

I like play game

- T : Ask students to use the "network" to practice in pairs

- Ss : practice in pairs

SA : Which sports do you like?

SB : I like play volleyball

2 Listen and read:

- T : Ask students some questions such as:

+ Do you know where the picture is?

+ Who are they in this picture?

+ Where is Hoa from?

- Ss : answer the questions

- T : Ask students to tick T/F

a Hoa's friend's name is Nien

b Nien is from Thanh Hoa

c Nien is thirteen years old

d Nien is not beautiful

e Nien is going to visit Hoa on summer vacation

- T : Ask students to listen the dialogue twice then read in pairs

(T: correct mistakes)

Ss : listen the dialogue

T : Ask students to find the model sentences:

- What do/ does + s + look like?

(Teacher explain) : to seem + adj + comp

: to be (not) adj enough + to +V.ing

- T : Then give some adjective word for Ss to make new sentence tall, old, smal

- Ss : make new sentence

Ex : I am tall enough to play volleyball

- T : Ask Ss to practise the model sentences by using given words

- Ss : practise the model sentences

- T : Ask Ss to ask and answer the questions in pairs then call some pairs

to find out in front of class (teacher give the right answers)

- Introducing people and responding to introducing

II Teaching method:

III Teaching aids: Textbook, tape, cassette

Bold straight blond

2 Read the dialogue:

- T : Ask Ss to answer about others in class

What do/ does + S + look like?

Ex : What does he look like?

- Ss : answer the question

She is beautyful

- T : Draw some pictures

- T : Ask Ss to guess the person in class by the description of teacher.Then do the same in pairs

- Ss : guess the person in class and work in pair

Ex : S1: What does he look like?

S2 : She is tall and thin she have long black hair

- T : Ask Ss to look at the pictures and speak out the apperance andcharacter in book

- Ss : Speak out the apperance and character in book

- T : Check and correct

* Practice:

- T : Remind the students of grammar notes: Tobe + adj ;to

to have + a/ an + adj + N

Ex : She is tall and fat

She has long black hair

-T : Ask Ss to describe one of their partners and ask others to guess whohe/she is

3 Production:

Describe more about the VIP in Vietnam

Eg: He's a simple man, he has long beard and bright big eyes Every one

in Vietnam and in the world know him Who's he?

4 homework

- T : at home speak out apperance and character my friend

Date: Date of teach :

1 Ways of working: Pairs, groups, individuals.

2 Teaching aids: Textbook, some posters, tape, cassette

3 Time: 45 minutes

III Procedures:

1 While - listening:

-T : Ask Ss to look at the book and listen

- Ss : look at and listen

- T : Ask Ss to listen the dialogue again and fill what they hear in theblank

- Ss : listen again and fill in the blank

- T :Ask each group to read completed dialogues

- T : Gets the groups to compare the dialogue with their production

- T : Correct the mistakes and then ask Ss to listen once more

2 Post-listening:

- T : Ask Ss to work in pairs

- Ss : work in pair

- T : Ask some pairs to practice the dialogue

- Ss : practice the dialogue

- T : gives new situation and ask some Ss to make up new dialogues

- Ss : make up new dialogues

1 Vocabulary:

+ Character (n) (explain) + out going (a)

explain

+ generous (a) translation

+ resewed (a)

check Vocabulary: Rub out and remember

- T : Ask student T/F prediction

- T/F prediction:

There are people in this passage

Khai dislikes school

Ba's friends never annoy each other

Bao is the most sociable

2 While - Reading:

- T : Ask Ss to read the text and check their prediction

- Ss : Read the text and check their prediction

- T : Correct their prediction

- T : Read the text carefully and choose the best answer the qs

- Ss : Answer the questions

- T : check and correct

3 P ost - Reading:

- T : Ask Ss to talk about their close friends

- Ss : Talk about my friends

- T : Ask Ss to Chain gaine

4 Homework:

- Write E in the notebook

- Prepare next lesson

- Learn by heart vocabulary

Date: Date of teach :

II Teaching method:

III Teaching aids: Textbook.

IV Time: 45'

V Steps of teaching.

1 Pre - writing (warm-up)

-T : Give a picture and ask Ss to describe

- Ss : Look at the picture and describe

- T : Ask some Qs about the information about personality

2 While – write :

- T : Ask Ss to read the information about Tam

- Ss : Read the information about Tam

-T : Ask and answer about Tam

What's his name?

How old is he?

Where does he live?

What does he look like?

Who does he live with?

- Ss : Answer the questions

- T : check and correct

- T : Ask Ss to read part 2 and answer the questions

- Ss : Aswer the questions

- T : Ask Ss to write a passage

- Ss : to write a passage

- T : Ask some students to read out a passage ( T corrects mistakes)

- Ss : read out a passage

- T : Ask Ss to write about the person you like best

- T : Ask Ss to wirte a passage about their partner

3 Consolidation:

-T : Ask Ss to complete sentences using word/cues

a Mai/my friend

b She/13

c She / on Tran Phu street with her parents

d She/ beautiful/ and/ short hair/ black eyes

e Binh/ Bach/ her best friends

4 Homework:

- Give information about your self

- Prepare next lesson

6

Date: Date of teach : Unit 2: Making arrangements

Period No 7: Getting started & listen and read

I Objectives:

- After learning, Ss will be able to talk about intentions with "begoing to", use the telephone to make and confirm arrangements, take atelephone message

II Preparation:

a Teaching methods: Communitive

b Teaching aids: Textbook, cassette, picture, poster

c Time: 45 minutes

III Steps of teaching:

1 Getting started ( warm-up)

- T: Gives the pictures in the textbook and asks "what is this"

- Ss: Answer the questions in Vietnamese

- T: Gives some posters and asks Ss to match them with the pictures

- Ss : match each object with the its name

- T : Asks Ss to listen and repeat the words in poster

2 Presentation:

* Listen and read:

- T : Ask student to Look at the pictures and guess What they aretelling

- Ss : look at the picture and guess

- T : introduce the lesson and ask Ss Listen the tape twice to go topic ofthe text

- Ss : listen to the tape

- T : Ask Ss to practice dialogue in pair

- Ss : practice dialogue in pair

- T : Call some pair read the dialogue

- Ss : Some pairs read out begin class ( correct S's mistakes)

- T : Corrects guessing and prounciation

Note:

- Hold on Techiques: - Synonym wait some minutes

- Where is it on? : - Translation

- I'm using my cousin's bike tonight (future with "be going to")

- I'm going to see the movie Dream City at 6.45

- T : Ask Ss to answer the qs (a-f) by playing game "luckynumber".Then "survey" Nga made the call she

- Ss : Answer the question

- T : Call the Ss read out the answer

- Ss : Read the answer

- T : Check and correct

* Gives "open dialogue" (with other situation)

- To ask Ss to practice in pairs

IV Home work:

- Ask Ss to write the correct answer at home

- Prepare some sentences with "be going to" and new lesson

Date: Date of teach :

Unit 2: Making arrangements

Period No 8 : Speak and language focus 1,2

I Objectives:

- After the lesson, Ss can be able to practice speaking about usingthe telephone to make and confirm arrangements

II Preparation:

1 Ways of working: Pairs, groups, individuals

2 Teaching aids: Textbook, some posters, tape, cassette

3 Time: 45 minutes

III Procedures:

1 Pre-speaking:

* Revision:

- T : Ask Ss to read the dialogue by heart

+ Gives some Qs about the content of dialogue

Ex: - Is Hoa going to see the movie Dream City at 6.45?

- Who arranged a meeting place?

- T : Call some pair read the dialogue and chect

- T : Introduces about picture in part 2

Asks some Qs: Who made call?

Who invited the other to play chess?

T: - Gets Ss in pairs and fill the blank in open-dialogue

- Gets the groups to compare the dialogue with their prediction

- Correct mistakes then asks Ss to practice the open-dialogue

(in pairs)

- Ask Ss to look at part 1 and give situation

- Divides the class into 4 group and discuss to complete theconversation

- Each group puts the sentences the correct order on the board

T: - Corrects mistakes

- Ask Ss to practise it again

2.1 Say what the people sentence.

- Give an extra board with "noughts and crosses"

- T models: Nga has a movie ticket

-> She's going to see a movie

Note: "Be going to"

- Play the game "Noughts and crosses"

2.2.

- T : Give the "grid"

What are you going to do on the weekend?

See a movie?

Play sports?

Meet your friends?

help your partners

do yuor homework

watch TV

8

- T : Gets questions: "Are you going to ?"

- T : Gets Ss to answer and tick into "you" column in grid

Eg: Are you going to see a movie?

Yes, I am / No, I am not

- T : Asks Ss to work in pair ( Ask and answers each other)

Ticks the answers in "your partner" column

- Then gets Ss to practice:

3 What time can Eric and Adam meet?

4 Who can play chess tonight?

5 Lucky number

6 What is Ba going to do tonight?

7 Lucky number

IV Homework:

Date: Date of teach :

.Unit 2: Making arrangements

Period No 9 : listen and language focus 3

I Objectives:

- After the lesson, Ss can be able to listen and arrangement

II Preparation:

1 Ways of working: Pairs, groups, individuals

2 Teaching aids: Textbook, some posters, tape, cassette

3 Time: 45 minutes

III Procedures:

1 Pre-Listening:

- Sets the science

- T : Hangs the poster and read whe information to fill in blank

- Ss : look at the poster and listen

2 While - Listening:

- T : Gets Ss to look at the book and listen to whole dialogue for the firsttime

- T : look at the book and listen to the tape

- T : Gets Ss listen to the dialogue again and fill what they hear in theblank

- Ss : listen to the dialogue again and fill what hear in the blank

- T : Gets Ss listen once more to check the information they get

- T : Gets a pair to read their complete the missing information

- Ss : read the complete

- T : Gets other to give theirs opinions

- T : Gets the group to compare the dialogue with their prediction

- Ss : compare the dialogue with the prediction

- T : Corrects the mistakes

2.3 Complete the box once:

- Play "Network": outside

- T : Introduces the situation: Ba is playing hide

- T : Gives six pictures in the textbook and asks

- T : Ask Ss to talk about the importance of the telephone

- Ss : talk about the importance of the telephone

- T : Use the picture in textbook to introduce Alenxander Graham Bellwho ivented the telephone

- Ss : listen and look at the picture

2 Pre-Reading:

* Pre-teach vocabularies:

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

- (to) transmit ( translation)

- (to) conduct

- (to) demonstrate (translation)

- a device ( translation)

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

* Checking: What and where

* T/F prediction

a Alexander G.Bell was born in the USA

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

c Thomas Watson was Bell's assistant

d Bell and Watson introduced the telephone in1877

10Adverbs of place

e Bell experimemted with ways of transmiting speech betweendeaf-mutes

over a long distance

f Bell demonstrated his invention at a lot of exhibitions

3 While - Reading.

- T : reads the dialogue first

- T : Ask Ss to read the passage in silence and check their prediction

- Ss : Read the passage and check predictio

- T : Correct their prediction and correct the false sentences

- T : corrects last once

- T : Ask Ss to read the passage alound and correct their pronunciation

- Ss : read the passage alound

- T : Ask Ss to put the events in the correct order (work in pair)

- T : Work in pair

- T : Ask some Ss to answer

- T : Give correct order and explain structure "Neither nor "

* Ordering

- T : Ask Ss to look at the and read the events of Bell's life and put them

in the correct order

- T : Ask them to compare with their partner

- Feedback

1 was born in Scotland

2 went to live in Canada

3 went to live in th United States

4 worked with people who could neither speak nor hear

5 worked with Thomas Watson

6 successfully demonstrated his invention

7 invented the telephone

4 Port - Reading:

- T : Ask Ss to tell about Alexander Graham Bell withouttextbook

- Ss : Tell about Alexander Graham Bell

- T : Ask Ss to practise the structure "Neither nor "

5 Homework.

- Ask Ss to learn by heart vocabulary

- Ask Ss to write a short passage about a scientist that they know

- Ask Ss to prepare new lesson

Date: .Date of teach : .Unit 2: Making arrangements

IV Steps of teaching:

1 Warm up: * Chatting

- Have you ever taken a telephone message?

- When you take a message, what should be mentioned? ( date,time, who sent, to whom, content)

2 Pre-writing:

* Pre -teach vocabularies:

- a customer (n) a person who comes to buy something at a shop

- a delivery (n) (translation)

- stationery (n) papers, pen, rulers, enverlopes

- (to) pick sbd up (translation)

* Checking: Rub out and remember

- T : Corrects mistakes and then asks Ss to read it

- T : Devides the class into 4 groups and gives some posters

- T : Asks Ss to read the text ( in silence)

- Ss : Read the text

- T : Gives some new words: stationary -> order -> expaination

- T : Asks Ss to complete in the posters

- Ss : Complete the poster

- T : Gets Ss to compare each other

- T : Asks 4 Ss in each group to write on the board

- Feedback: 1 phone 2 May 12 3 speak

4.took 5 name 6 delivery

7 at

- T : Ask Ss to read passage 2 on page 23 to get information and writethe message

- Ss ; Read a passage and write the message

- T : Let Ss write individually then share with a partner

- T : Call student write on the board

Message: Tom called about playing tennis this afternoon He will come

over to pick you up at 1.30

12

Taken by: Lisa

5 Homework:

- Gives a passage and asks Ss to complete in the posters of massage

- Asks Ss to prepare language fo

- Review modal verbs: "Have to" and "ought to"

III Method: Communicative approach.

IV Teaching aids: Teacher's book, pictures

V Teaching steps:

1 Warm-up: (getting started)

- T : Ask Ss some Qs about their housework

Ex : What do you often do at home?

- Ss : Answer the questions

- T : Ask Ss to look at the pictures and descibe

(Introduce some new words such as: tidy up; sweep)

- Ss : Look at and write down new word on the note book

2 Presentation

* Set the scene: Give the situation of the dialogue

* Pre teach vocabularies:

- a steamer - chore

- a cupboard - a sink

- a sauce pan

* Checking: What and where

* Review the usage of modal: "ought to" and "have to"

Eg: Nam has to cook diner

go to the market to buy fish and vegetable

call his Aunt, Ms Chi and ask her to meet his mother

at grandma's house.

Form:

Has/ Have to+ Infinitive = Must + Inf ( Ph¶i lµm g×)

* Exchange: What do you have to do?

I must do the washing up

- Use the picture cuer drills

a do the washing up

b make the bed

c sweep the floor

d cook dinner

e tidy my room

f feed the chiken

- Play the tape twice

- Let Ss read in pairs

- T : Have them practice the dialogue Correct their mistakes

- Ss : Practice the dialogue

- T : Play "Rub out and Remember" the word have been introduced.

* Practice:

- T : Divide the class into 4 groups to list what Nam has to do

- Ss : Complete the list of the things Nam has to do

- T : Check and correct

- Key of each group is given by its leader and get other remark

* Feed back: Ask Yes-No questions

* Production: Ask Ss to write 4 sentences using "ought to", "have to"

- Play chain game with "ought to" and "have to"

3 Homework:

- Write what you "have to" and "ought to" do on Sunday

- Learn by heart the new words

II Teaching aids: Big pictures

III Method: Individual and pairs

IV Teaching steps:

1 Warm-up: Divide the class into 2 parts and play networks with items

clock Thhh

- T : + Hang the 1st picture and ask Ss to call some name of the things init

+Let Ss work in pairs with model sentenses

A: Where + be + N ?

B: It's/ They're + prepositions + place

(While review the preposition of place)

- Ss : Work in pair

- T : Call some Ss stand and speak

- Teacher correct Ss' mistakes

Eg: Where is the clock? It's above the fridge

Fruit? in the bowl

2 Practice:

Review the structure with: + Let's

+ Yes, let's / Ok+ No I think you should/ ought to/ had better

- T : Hang the second picture and say its requirement

- T : Divide the class into 4 groups and ask each group to arrange thethings in the picture in their opinion (encourage them to draw)

- Ss : Work in goup

- T : Call the leader of each group to say their arrangement

14Things in the kitchen

- T : Teacher asks others to remark and correct mistakes.

- Remember the things around the house and pre-of place

- Talk fluently about the situated of their own things

Date: Date of teach : .Unit 3: At home

Period No 14: Listen

I Objectives:

- Practise listening skill

- Find out the correct informations of Chinese fried rice

II Content:

III Teaching aids: Text book, picture, cassette

IV Teaching steps:

1 Pre - Listening:

Set the scene by playing the network:

- T : Hang the picture and ask students to look at it

- Ss : Look at the picture

- T : Say the content of the listening

- T : Divide the class into 4 groups and let them predict what are used tomake Chinese fried rice

- Ss : Predict what are used to make Chinese fried rice

- T collects their predictions or asks students to write their predictions

2 While - Listening:

- T : Let them listen twice

- Ss : Listien to the tape

- T : Ask students to compare their answers

- Ss : Compare the answer

- T : Call some students to write their answers and get others to remark

- Ss : Write the answer

- T : Play the tape and give the correct answer

- Prepare "reading".

16

Date: Date of teach : Unit 3: At home

Period No 15: Read

I Objectives:

- By the end of the lesson

+ Ss will be able to understand the Safety Precautions in the time

II Teaching produres:

electricity

knife

2 Pre-Reading:

* Pre-teach vocabulary:

- T : Ask Ss to find the new words, then T write on the board

+ a precaution: (explanation)+ (to) injure: (visual)+ a socket: (realia)+ a scissor (realia)+ an object

+ safety (adj)

+ (to) destroy (v)

* Checking: Slap the board

* True/ False prediction: (poster)

a It's safe to leave medicine around the

house

F

c A kitchen is a suitable place to play F

d Playing with one match can't start a

e Putting a knife into an electricalsocket

f Young children do not understand that

many household objects aredangerous

T

- T : Ask Ss to predict: True or False

C While - Reading

- T : Ask Ss to read the text and check their prediction

- Ss : Read the text

- T : Correct their prediction each other

- T : corrects last once

- T : Ask Ss to read the text alound and correct their pronunciation

- Ss : Read the text alound

- T : Ask Ss to Read the text carefully and answer the questions

Why - question (Ex 2: answer the question)

- Ss : work in pairs

- T : Play lucky number to check their answers

Danger in the home for children

* Comprehension questions.

- T : Aks Ss to work in pairs to find out the answers of these questions.( page 32)

- Ss : Find out the answer these questions

* Feedback: a Because children often try to eat and drink them

b Because the kitchen is a dangerous place

c Because playing with one match can cause a fire

d Because children often try to put smth into electricalsockets and electricity can kill

e Because the dangerous objects can injure or killchildren

4 Post - Reading: Discussion/ word cues drill

- T :Ask Ss to Work in groups (check before class )

- T : Speaking something about safety precautions in the class

- T : Ask Ss to practise the structure " Why must ?, why mustn't ?"

5.Homework.

- Ask Ss to learn by heart vocabulary

- Make sentences with because

- Write some safety precautions in the class

- Ask Ss to prepare new lesson

Date: Date of teach :

II Teaching aids : Pictures, text book.

III The content of language:

1 Grammar: + There is/ are

+ Some preposition of place such as: On, in, at

2 Vocabulary: + Disk rack, lighting fixture, towel rack

IV Procedure:

1 Warm-up:

- T : Ask Ss to make sentences with "there is", "there are","preposition

of place" to

describe things in their classroom

- Ss : Make sentence with “ there is” “there are”

Ex : There is a book on the table

There are some picture on the walk

2 Pre-Writing:

- T : Hang the first picture and ask Ss to describe Hoa's bedroom

- Ss : look at the picture and describle

- T : Ask Ss to read the description of Hoa's room in the text book

- Ss : Read the description

3 While - Writing:

- T : Guide Ss the request of writing lesson 2 on page 33

- T : Hang the second picture and ask Ss to write a description of Hoa'skitchen

- T : Ask Ss to work in pairs by checking each other

- Ss : Work in pair

18

- T : Ask 2 Ss to write their writing.

- Ss : Write the writing

- T : Ask some Ss to correct the mistakes

- T : Teacher gives the correct answer

4 Post - Writing:

- T : Hang the third picture and ask Ss to describe things in this picture

- Ss : Describle

5 Homework:

- Ask Ss to write a description of a room in their house

- Do exercises in your exrcise book

- Prepare language focus (page 34, 35)

Date: .Date of teach : .Unit 3: At home

Period No 17 Language focus

I Objectives:

- To review the way of talking about the reflexive pronouns

- The use of modals: must, have to, ought to

- Why - because

II Content:

- the Reflexive pronouns

- Modals: must, have to, ought to

- Why - because

III Methods:

- Communitive and other suitable methods

- Techniques: Ask and answer

Noughts and crosses

2 New lesson - Language focus:

2.1 Look at the pictures Complete the dialogue Use must or have to

and the verbs in the box

- Ask Ss to read the dialogue in silence - do exercises

- Ask Ss to remember the structures in grammar

- After finished exercise 1 T " check again"

Ex: You must go to school on time

- Ask Ss to correct

2.2 Look at the pictures Use ought to to give advice to these people.

- T "set the sentence" Ex 2 by play game "guess word"

S + must + V

O U G H T T O

- Ask Ss look at the picture and do exercise

- Ask Ss to remember the structures in grammar

- T can "check agian" Ex 2

2.3 Complete the dialogues Use the reflexive pronouns in the box.Youwill have to use some of the reflexive pronouns more than once:

- Ask Ss complete the dialogues Use the reflexive pronouns in the box

- Correct the mistakes if necessary

2.4 Work with a partner Ask and answer questions about Hoa, Nam,Nga and Mrs Vui using Why - because

3 Production:

4 Homework:

- Asks Ss to write 10 sentences use the "reflexive pronouns"

- Learn by heart the structure "why - because"

- Prepare new lesson

Date: Date of teach : Period No 18 + 19 : revision and written test

I Consolidation:

+ Use the simple present tense and the past tense effectively

+ Use structure: (Not) adj + enough + to –infinitive

+ To review the way of talking about intention with "be going to"+ The use of adverbs of place: Out side, here

+ the Reflexive pronouns

+ Modals: must, have to, ought to

+ Why – because

II Written Test 45':

Câu I Chọn dạng đúng của động từ trong ngoặc: (2.5 marks)

1 We (visit)………… our grandparents last weekend

2 Nobody (like) ……….him because he is lazy

3 He (study)……… French next school year

4 Mai (have) ………to do assignment tomorrow

5 They (play) ……… soccer now

Câu II Chuyển những câu sau sang dạng phủ định và nghi vấn: (2.5 marks)

1 She has to do her homework now

Câu III Điền một từ còn thiếu vào các câu sau: (2.5 marks)

1 What ……… you going to do tonight?

2 ………are they like? They are good looking

3 ……… do you go to school every day?

4 He ………… short, black hair

5 What ………you do last night?

Câu IV Đọc đoạn văn Tích đúng (T) hoặc sai (F) Vào các câu sau: (2.0 marks)

Lan and I went camping last week We had alot of fun Theweather was cool and windy We spent the most time walking up the hillcooked a very good meal with food we bought in the morning At the top

of hill we came back home at 5 p.m

Tick: 1 Lan and I went camping lats year 

2 We spent most the time eating and drinking 

3 We came back home at 5 p.m 

4 The weather was cool and windy 

Date: Date of teach : .Unit 4: our past

Period No 21: Getting started & listen and read

I Objectives:

- After learning, Ss will be able to talk about event in the past

- Understand the fact or opinion

II Preparation:

a Teaching methods: Communitive

skill: - Ask and answer the questions

- Listen and repeat

- Play game "Noughts" and " Crosses"

- Work in pairs

b Teaching aids: Textbook, teacher's book, workbook, cassette,picture

c Time: 45 minutes

III Steps of teaching:

A Getting started ( warm-up)

- T : Introduce the lessson

- T : Ask students to look at the picture in the book and write things that

do not belong to the past

- Ss : Look at the picture in the book and write things that do not belong

to the past

- T : Suggest for 4 groups to practise

- Ss : practise with partner

- T : Call 4 Ss on behalf of 4 groups go to the board and write the names

of the things that do not belong to the past

- T : Chect and correct

Key : The TV, The Radio, The mobile phone,

B Presentation

* Listen and read

- T : Introduce the dialogue "Nga's grandma is telling to Nga about

Nga's great-grandma and what the great-grandma did"

- Ss : Listen to the teacher

- T : Ask Ss to listen the tape oce or twice

- Ss : Listen to the tape

* Pre teach

- T : Introduce new words:

+ Look after (v) = take care of (syn)

+ Equipment (n) Eg: diskwash, washing machine, sewingmachine are

equipments

+ Great-grandma Question: "what do you call your grandma's

mother?"

+ Folktale Eg: "TÊm C¸m" is a folktale.

- Check: Rub out and remember

- Ss : listen and read in chorus, to practise pronunciation and intonation.-T : Introduce the dialogue

- Ss : listen

- T : Ask Ss to listen to the tape twice

- Ss : listen to the tape

1 Practice the dialogue with a partner

- T : Ask Ss to practise in pairs

- Ss : Practise in pairs

- T : Correct the mistakes of pronunciation and intonation

2 Work with a partner Ask and answer the questions

- T: Explain about exercises

- T : Ask Ss work in pairs

- Ss : work in pairs

- T : Call one pair ask and answer the questions

- Ss : answer the questions

- T : Use the structures: + what like?

+ used to

+ had to

Fact or opinion? Check (V) the boxes

- T : to explain "fact" or "opinion"

- T : Add 3 sentences g, h, i to play game "Nought and Crosses"

- Write 5 sentences talk about habits in the past

- Copy the answers in exercise 2

- Write 5 sentences about "fact" and 5 sentences about "opinion"

22

Date: Date of teach :

Unit 4 : our past

Period No 22: Speak+ language focus 3+4

I Objectives:

- By the end of this lesson, Ss will be able to improve theirspeaking skill by talking about life in Vietnam in the past and at presentand using “used to”

II Content: “ + used to”

“ had to ” “ past simple tense”

III Materials: - Pictures

- Posters

IV Methods: - Communicative

- Pair work, group work

V Procedure:

1 Pre-speaking:

T : Ask Ss to retell thabout Nga and Nga’s Grandma

a - Use guessing game

b - Look at pictures, make the list of things you can see

Picture 1:

- Small houses, cottage

- Stack of straw

- Traditional clothes

- Children often play square game at home

- People work on paddy field

- There isn’t any elictricity

- Children don’t go to school

- People raise cattle

- The work sounds hard

- People live in big houses, high buildings

- There are lot of time for entertainment

things

- Life is more interesting, exciting, comfortd

- There in electricity every where

- People cook with gas

Ex: -There didn’t use to be electricity

- There is electricity every where

- People used to live in a small house or cottage but now they live

in a big house or high building

- Children used to play traditional games such as square game,blind man’s bluff, Dragon and snak game, marbles, skip

- Now they play modern games like computer games.

- Children didn’t use to go to school, they used to stay at homeand do the chores now they go to school and do what they like

- People used to travel on foot but now they go by car, motorbike

or bike

- There didn’t use to be new on modern clothes and shoes

- Now there are many skirts, long dresses, European clothes andshoes

- Life used to be very hard and miserable

- Now life is more and more comfortable and there is a lot ofentertainment

………

- Each group will peak aloud their topic

- Check their mistakes or give them assistant if they need

3.Post-speaking:

- Work in pairs

- Tell your partner about things you used to do last year

I used to get up late

I used to play soccer

I used to play skip

I used to go school on foot

I didn’t help my mom with housework

b.Complete the dialogue “used to” and the verbs in the box

- T : Ask them to compare with a partner

- T : checks and corrects

- T : Let them practice the dialogue

(use pictures to set the scene)

Ex: I am used to getting up early

I am used to driving on the left

He gets used to having a bath in the morning

Date: Date of teach :

Unit 4: our past

24

Period No 23: Listen + language focus 1+2

I Objectives:

- By the end of the lesson, Ss will be able to improve theirlistening skill by listening to the story moreover, students will learn amoral lesson to live better more useful

II Materials: textbook, the stereo, the tape.

III Methods

- Communicative

- Pair work, group work

IV.Procedure :

1.Pre-listening: work in group

- Play chain game

Ex: S1: I used to live in the mountainous area

S2: I used to live in the mountainous area and I used to play squaregame

S3: S1 - S2 and I used to get up late

- Let them listen to the story twice

- Ask them to write the letter of the most suitable moral lesson

- Correct answer: Don’t be foolish and greedy

- Let them listen to the tape once more to check the ansswer

3.Post-listening:

- Use transformation speaking

- Play ordering vocabulary:

Earn

Teacher

Travel

HardHappierWork

Stays

My family used to live in the mountainous area, but now we live in thecountry side My father used to work in Hanoi He used to earn a lot ofmoney but now he stays at home and help my Mom My mother used to

a teacher, she used to be a good teacher she said life used to be veryhard, but now we life in more comfortable and happier 1

* Language focus

1 Warm up:

- Play slap the board technique

T writes the Verbs (infinitive) on the board or V (past) on theboard

T asks Ss work in group

- Choose in each group one person and play it

- T reads aloud the verbs in the past or V(ing) anyone who slap the boardfaster and correctly in winner

+Revision:

-The usage and form of past simple tense

-Prepositions of time: in, on, at, after, before

-Used to

2.Practice:

1)Write the past simple form of each verb

-Ask them to compare with a partner

T checks and corrects

2)Complete the dialogue.

-Practice in pairs

-T checks and correct

4.Homework:

- Do exercises in the book

- Practice speaking the story

- Prepare new lesson

Date: Date of teach :

Unit 4 : our past

Period No 24: Read

I Objectives:

- By the and of the lesson, Ss will be able to improve their readingskill and their vocabulary by reading “The lost shoes” story Moreoverthey can learn a moral lesson from the story

* Brainstorming: Name some folk tales that you have read

Cây tre trăm đốt Tấm Cám

The folk tales

Hoàng tử cóc Đôi hia 7 dặm Nàng bạch tuyết và 7 chú lùn1.Pre-reading:

* Pre teach vocabs:

a Little Pea' s father is a poor farmer

b Her mother 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

26

2 While-reading:

- T : Let them read softly or whisperedly

- Ss : Read the passage

- T : Check the prediction and ask them to correct the false statements

c F : Her new mother is cruel to her

e F : A fairy gave her beautiful clothes

- T : Then ask them to complete the sentences from the story

- Ss : Complete the sentences from the story

- T : Ask them to practice in pairs to ask and answers questions in book

- Ss : Practice in pairs to ask and answers questions in book

- T : Gives them a help if they need

- T : Check and correct

a She was a poor farmer' s daughter

b She made her do chores all day

c Befor the festival started, a fairy appeared and magically changedher rags into beautiful clothes

d He decided to marry Little Pea because the shoe fitted her

e Discussion

3 Post-reading:

- Use transformation to retell the story

- Read aloud and translate story

4 Homework

- At home learn by hear new word and read again th passage

Date: Date of teach : Unit 4: our past

Period No 25: Write

I Objectives:

- By the end of the lesson, students will be able to improve theirwriting a story moreover they can learn more words used correctly andcomplete, perfect the past simple tense

II Contents : - past simple tense.

- Prepositions of place

III Materials: - Pictures, poster.

- Text book, T and Ss’ book

IV Methods: - Comunicative

- Pair and group work

V Procedures:

1 Pe-writing:

- T : Use pre-questions

+ Do you like reading stories?

+ Do you remember any of them?

+ Do you know why the tiger have black stripes?

+ Which story tell you about that?

+ Who is the main character in this story?

- Ss : Answer the question

- T : Pre-teach: Vocabulary:

burn (v) Ex: you light the candle and it burns

escape (v) Ex: the criminal often escape from the prison if wearen’t careful

grazed (v) the buffalo usually grazes grass

tiger (n): (picture) a rope (visual)

servant (n) visual straw (visual)

master (n) visual black stripes (n)

- Ss : Look at the book, read the story

- T : Ask Ss to work in individual

- Ss : work in individual

- T : Ask Ss to Compare with your partner

- Ss : Compare with your partner

- T : Ask them to read aloud

- Ss : Read aloud

- T : Check and correct

Keys: 1: appeared 5: went

- Ask them to write the story and read aloud

- Check and correct

+ Then ask them to roleplay the tiger and the man

4 Homework:

- Learn by heart new words

- Rewrite the story

- Retell it

- Prepare “language focus”

- Do exercise in exercise book

Date: Date of teach :

Unit 5: Study habbits

Period No 26: Getting started & listen and read

I Objectives:

- After learning, Ss will be able to talk about commands, requestsand advice in reported speech

II Ways of work: Pairs, groups, teams.

III The produre of teaching:

A Getting started ( warm-up)

Use technique: Matching

- T : Uses the technique “matching” to review words about schoolsubjects

- Ss : Retell words about school subject

28

- T : Ask Ss work in pairs to train the structure “ How often ” with thosewords

Ex : How often do you have math?

I have math five times a week

-Ss : Work in pair

- T : corrects Ss mistakes if they make

B Listen and read

1 Set the sense:

- T : Use the picture in the book, ask questions let Ss guess the content ofthe dialogue

a) what are Tim and his mother doing? -> Ss are talking

b) what are they talking about? -> guess the content

2 Pre-teach

- Proud (of) (a) situation

- Semester (n) explaination <= a half of a school year

- T : Ask Ss to listen to the dialogue

- Ss : Listen to the dialogue

- T : Ask Ss to Practice the dialogue with a partner:

- Ss : Practice the dialogue with a partner

- T : Gives the model of giving/ writing commands, requests and advice

in reported speech

Ex: She asked me to give you this dictionary (request)

Miss Jackson said you should work harder on (advice)

- T : Ask Ss work in pairs to make new sentence

- Ss : Work in pair

- T : Corrects and chect

- T : Ask Ss to read the dialogue again and tick T/F in point 2 (pased onthe tape)

- After Ss’ giving -> T gives answer: a-F; b-T; c-F; d-T; e-F; f-T

- T : Ask Ss to answer the question a- e

- Ss : answer the question a- e

- T : Call some Ss stand read the answer, other remark

- Ss : Read the answer

- T : Chect and correct

* Key :

a) Miss Jackson is Tim’s teacher

b) Miss Jackson gave Tim”s motherhis report card

c)

e) She gave him a dictionary

4 Homework

_ T : Ask Ss read again the lesson, learn by heart new word

Date: Date of teach :

Unit 5 : Study habbits

Period No 27: Speak + listen

I Objectives:

- After learning this lesson, Ss will be able to:

+ Develop their speaking skills

+ Review adverbs of manner, frequency using reported speech

II Teaching aids: Textbook, book.

III.Ways of work: Individual, pairs, teams

IV Produres:

1 Warm-up:

- T : Revision: Use the eliciting question to remind Ss of school subjectsand adverbs of frequency:

* How many subjects do you study at school?

* How often do you study it/ them?

+ Set the sense:

- T : Does some as a model, then as Ss to do the same with the rest

Ex: A: When do you do your home work?

I do it after dinner

school

-> Change the subject: A said that he/ she did his/ her home work afterdinner

2 Practice:

- T : Ask Ss to work in pairs, one asks and other answers

- Ss : Work in pair

- T : Call some Ss to do exercice

-> Correct their pronunciation as well as grammar ect

- T : Get Ss go round the class, ask each other by play “survey”

(Guide Ss to write/ speak in reported speech)

3 Production:

- T : Get Ss to report what they’re achived through the “survey”, guidethem to change the subjects from the first or second to the third

Ex: I do my home work after dinner

Nam said that he did his home work after dinner

a.While-listening:

- T : Ask Ss to look at the poster and listen to the whole dialogue for thefirst time

- Ss : look at the poster and listen to the whole dialogue for the first time

- T : Ask Ss to listen the dialogue again and complete what they hear inthe blank

- Ss : Listen the dialogue again, complete what hear in the blank

- T : Call the Ss read the dialogue

- Ss : Read the dialogue

- T : Ask Ss to listen again to check the information they get

- T : Ask to give their opinions

- Ss : Give the opinions

- T : Ask the groups to compare the dialogue with their prediction

- Ss : Compare the dialogue with their prediction

- T : corrects Ss’ mistakes

- T : gives right answer

30

b Post-listening:

- Gets some pairs to practice the dialogue,

4 Homework:

- At home, Ss have to complete the sentences

- Prepare for the next lesson

Date: Date of teach : Unit 5: Study habbits

- T : Ask Ss to some questions to introduce the text such as

+ What do you often do to learn new words?

+ What do you do to remember words?

- Ss : Answer the quostions

B Pre-teach:

1 vocabulary:

- mother tongue (n): explaination ; revision (n): situation

- underline (v) : visual ; revise (v)

- highlight (v) : explaination ; in order to (pre)

Check vocabulary

2 True/ false prediction (close students’ book)

- T : Ask Ss to predict true or false answer page 50

- Ss : predict true or false answer

C While-teaching:

- T : Ask Ss to read the text and check their prediction

- Corrects their prediction each other

- T correct last one

- T : Ask Ss to Read the text carefully and answer the questions

- Ss : Read the text again

- T : Ask Ss to work in pair to answer the questions

- Ss : Answer the questions

- T : Call some Ss to read the question and check

* Key :

a) No Learner learn works in different way

b)

c)

f) Learner should try different

- T : relate to the truth and give some other way of learning (such asword mapping)

2 Make sentences with them.

3 Write about your ways of learning words you often do at home (5lines)

Date: Date of teach : Unit 5: Study habbits

Period No 29: Write

I Objectives:

- By the end of the lesson, Ss will be able to improve their writingskill by writing a letter to their friends or relatives Moreover, they canknow how to write a letter or the form of a letter

II Teaching aids :

- Posters, teacher and Ss’ books

a Play ordering statements:

- T : Cuts a true letter into many parts

- T : Ask Ss reorder them to make a meaningful letter

- T : Let them work in group

- Ss : Work in group

- T : Call Ss to read order of the letter

- Ss : read order of the letter

- T : Check and give the model letter to them to compare

b Ask them to look at the letter in the book Use pre questions:

How many parts are there in the normal letter? What are they called?+ Ask them to identify the sections

+ Ask them to label each section (A, B, C, D) with the correct letter

- Ask them to work in group

- T checks and corrects

- Then ask them to answer these questions:

a What kinds of information you see in Heading and opening?

b What kinds of information you see in body of the letter?

c What kinds of information you see in closing?

* Keys:

a Heading: writer’s address, date

Opening: dear + name or mom, dad,

b Body of letter: reasons, suggestion, propose

invitation, make appointmentthere are a few parts in the body of the letter

c Closing: regards, beswishes, with all my love, faithful friends,love

2 While-writing:

- Let them read again the letter above

- Ask them some comprehension questions:

a Who wrote this letter?

b Where does she live?

c When did she write this letter?

d Who received it?

32

e Which subjects did Hoa get good grades?

f Was her Math result poor?

g What did her teacher ask her to do?

h What is she going to do?

i What did she promise to her friend?

- Now ask them to look at the information in the box

- Help Lan to write a letter to her penpal Donna in San Francisco

- Let them write a letter

- T doserves and gives them a help if they need

3 Post-writing:

- Call some Ss to read aloud the letter

- Check and correct their mistakes

4 Consolidation:

- Repeat how to write a normal letter

- The form of it

- Prepare new lesson

Date: Date of teach : Unit 5: Study habbits

Period No 30: Language focus.

I Objectives: After this part, Ss will know how to:

- Give introduce and advice

- Express obligation

- Write a letter to a friend

II Content: - Advebs of manner

- Model: should

- Command/ request and adverbs in repeated speak

III Methods: - Communicative methods

- Teachniques: gapfill

IV Teaching aids: - Book, picture

V New lesson: Warm up: (use slap the board)

1 Complete the dialogue:

- T : Ask Ss to read in silence the dialogue in pairs and do exercise

- Ss : Read in silence the dialogue in pairs and do exercise

- T : Ask Ss to give their answers

- T : corrects and gives the keys

- T : Lets Ss practice speaking in pairs

2 Work with a partner:

- Set the scene : Ask Ss to look at the picture in the blank

- Use the structure: S + should + V (base on the verbs in the box)

- T corrects

3 Work with a partner:

- Asks them to read the model sentence

- Model ask + Object + V(-inf)

tell

- Asks them to change the sentences in to them note book

- Call Ss to read the sentences have changed and corrects

4 Work with a partner

- The request as the same Ex.3 But here we use the sentences withshould

- Asks them to come to the board and write the answers

Date: Date of teach :

Unit 6: the young pioneers club

Period No 31: Getting started & listen and read

I Objectives:

- After learning, Ss will be able to talk about plan in the future anduse gerund

II Teaching aids: Cassette, text book, picture.

III Teaching method: Communicative.

IV Language content: Gerund: V-ing

V Procedures:

1 Getting started ( warm-up):

-T : gives questions

Do you attend to HCM young pioneer?

What activities are there?

- Ss : Answer the questions

- T : Devide class into 4 group and check the boxes in the text

- Ss : Read the exercise and check the boxes in the text

- T : check and correct

2 Listen and read:

* Set and scene: Introduce the situation of the dialogue

* Pre-teach: application form: poster of it

hobby : situation -> antonym (like)out door activities: example

- T : Gives some questions before raeding the dialogue

-who’s talking with whom?

-what does Nga want to do?

-what does the secretary ask Nga to do?

- Ss : Answer the questions

Or use T/ F statement

- T : Ask Ss to listen twice and find the answer or answer T/ F

- Ss : Listen and practice in pairs

34

Guide them to use the structure: gerunds: V-ing

* Practice: Give some questions to find information about Nga

What’s her name?

Where does she do? -> practice in pairs

What’s her address?

- T : Ask Ss to practice the dialogue in pair

- Ss : practice the dialogue in pair

- T : Check pronunciation

- T : Ask Ss to complete Nga’s detailes

- Ss : to complete the detailes

- T : Call some Ss read Nga’s detailes and check

3 Production:

Ask Ss give 5 sentences using gerunds

Give a passage and fill the gaps with suitable words or using “V-ing” or

II.Teaching aids: Poster, teacher and Ss’ book.

Can you help me?

May I help you?

Of course

Yes, thank you

Respond to assistanceask for favors

offer assistancerespond to favors

- T : Then ask them to make the two dialogues

a S1: Can you help me?

S2: Of course

b S1: May I help you?

S2: Yes, thank you

- T : Ask them to look at phrases in the boxes Practise dialogue

- Ss : Practise dialogue

- T : Ask Ss to Work in pairs

* Pre teach: do me a favors = help me

ask for favor; offer assistance

respond to favor; respond to assistance

2 While-speaking:

Pre-question: - who are taking part in this dialogue

Dialogue a)

- Who asks for favors?

- Who responds to favors?

- Does she agree to help her?

Dialogue b)

- Who offers assistance?

- Who responds to assistance?

- T : Ask them to read 2 dialogues to identify the dialogue parter

- Ss : Read 2 dialogues to identify the dialogue parter

- T : Ask them to work in pairs

Tourist: Could you do me a favor, please?

Nga: Yes, what can I do for you?

T: Could you show me the way to the police staion?

N: Sure Go ahead this road until the T-junction then turnlelf Go for about 50 m, it is on your lelf/ right

T: Thank you It’s very kind of you

N: Not at all You are welcome

- T : Let them practise in pairs

- T : Observe and give them a help

Buy some food; find the nearest post office

Wash dishes; repair the bike

Find book; tidy the room

Translate this word; clean the floor

- T : Ask them to work in pairs

- T : Check and correct

a Pre - Listening:

Set the scene:

- T : Give keys of listening lesson: Unite, peace, right, love, north, south,

of, world,

place, out, show, stand

- T : Devide class in to 2 groups and predict words

Then keep of each group is written on the board

b While-listening:

- T : Get Ss to look at the text and listen to whole text

- T : Listen again and fill what they hear in the blank

- T : Listen once more to check the information they get

- T : Give keys of missing word (individual)

- T : Give others to give their opinions

- T : Get groups to compare with their opinion

-T : Correct mistake and then play the tape once more

c Post-listening:

- T : Read the text individual

- T : Teach them that song

4 Homework:

- Make similar dialogues at home

- Do exercises in book

36

Date: Date of teach :

Unit 6: the young pioneers club

Period No 35: Listen

Teaching date………

I Objectives: - Improve listening skill

- Find out the missing words detailes in the text

- Listen to imfomation to fill the gaps

II Teaching aids: Tape, cassette, textbook

III Teaching method:

IV Procedures:

1 Pre - Listening:

Set the scene:

- Give keys of listening lesson: Unite, peace, right, love, north, south, of,world,

place, out, show, stand

- Devide class in to 2 groups and predict words

Then keep of each group is written on the board

2 While-listening:

- Get Ss to look at the text and listen to whole text

- Listen again and fill what they hear in the blank

- Listen once more to check the information they get

- Give keys of missing word (individual)

- Give others to give their opinions

- Get groups to compare with their opinion

- Correct mistake and then play the tape once more

3 Post-listening:

- Read the text individual

- Teach them that song

Date: Date of teach :

Unit 6: the young pioneers club

- Citizenship -> situation

- Fitness -> picture

- Co-educated -> situation

- Votuntary -> situation

- Wordwide -> antonym (very large)

- Although -> antonym (however)

* T/F statements prediction

1 The boy Scout of America is a youth organisation

2 Scouting began in America

3 William Boyceis a businessman in Lodon

4 The Scouting Association ia the biggest voluntary organisation inthe world

b Give keys of exercise 1 and ask Ss to predict

1907 the beginning of the scout (Using matching) 1909 William Boyce

1910………

* Answwers given:

1 Scouting began in England in 1907

2 The meeting between a boy scout and Mr William Boyce led to thescouts Association crossing the Atlantic in 1910

3 Girls can join in the Girls Guides Association and Camp Fire Boysand Girls

4 They are building characters, good citizenship and personal fitness

3 While-reading:

- T : Ask Ss to Read the text and check their opinions

- Ss : Read the text and check their opinions

- T : Call Ss to fill in the missing dates and check

T : corrects last one

- T : ask Ss to read the text and answer the questions a d work inpair

- T : Speaking something about the Boy scouts

- T : Compare activities between the Y&Y and the BSA

III Homework:

- Learn vocabulary by heart and prepare next period

- Write the summary of the BSA

Date: Date of teach : Unit 6: the young pioneers club

Period No 34: Write

I Objectives:

38

- After the lesson Ss will be able to write the simple sentences intothe letter to talk to about the plan in the future.

II Language contents : Used to the ficture simple tense.

Modal verbs New words

III Teaching methods:

IV Teaching aids:

- Text book & teacher’s book

-T: asks: Do you attend the HCM young pioneer or youthoraganization?-

2 Pre-writing:

* Pre teach vocabs:

- (to) raise fun (v)

- a bank (n)

- natural resouces (n)

- T : Guide Ss read the notice and explain some new words if nessesary

- T : Reads the text

- T : Call one or three students read complete letter

- T : Correct the mistake if have

- T : Give Ss correct answer

- T : Guide Ss look at the dialogue between Hoa and Hoa’s aunt

- T : Asks Ss write the letter to their parents’ basic on Nga’s letter

4 Post-writing:

- T : Request Ss work in pair or individual

- T : Call them read their letters

6 Homework:

Date: Date of teach :

Unit 6: the young pioneers club

Period No 35: Language focus

I Objectives: Revise all structures they’ ve learnt.

- Present simple tense to talk about future activities, events

- Gerund for like and dislike

- Ask for favor and offer assistance

II New lesson:

* Warm up: Call Ss to ask and answer about “hobby” ( in pairs )

1 Work with apartner:

- Look at the table and explain the exercise’s request by usingmodel sentence.

- Ss practice in pairs

Express “simple present” with future meaning

- Ask Ss to rewrite the sentences using the table

2 Look at the table and work (individual)

- Use “find so who” for like and dislike (in pairs) and ask others torepeat

3 Work with a partner

- Devide class in to 2 groups and use “network”

- Ask Ss to do exercises

-Read the dialogues they’ ve done (in pairs)

III Production:

- Give activities and check your opinions

- Give situations to ask for favor and offer assistance

IV Homework:

- Write 5 sentences with like/ love

- Write 5 sentences with hate/ do/ doesnot like

40